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LGBT+RRS and EAL cafe provide opportunity for pupil voice. Development Officer for Literacy of Equalities, supportive platform.
Using forms to gather information on range of subjects, gather useful information on pupil thoughts eg vision and values, girls toilets, dyslexia support support etc.

Student council, great start but into more sustained and need to look at staff support around this.
Peer mentor programme halted due to COVID and needs to be relaunched.

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Leadership Academy - part of their curriculum, 2 periods a week, 11 Leadership Academy groups and opportunities for all pupils to be involved. Events, charities, sports, L&T etc. Groups making videos and handover booklets for the next year group.

How do we keep this at the forefront; how do we ensure everyone is involved.

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RRS and LGBT+ Awards. Currently looking at embedding opportunities across the school eg re-establishing Pupil Council.
Looking at more opportunities for whole school and at measuring the impact.

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Pupil voice groups, suggestion boxes for feedback on policies. QR codes for suggestions; 1-1 S1 meetings, off timetable with PSL.

Attendance - looking at different ways to address this.

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Aim Higher Academy. Pupils put themselves forward for a group, from all year groups.
Prefect team - Split into groups under a theme, staff support them in taking actions forward, linked to SIP and HGIOS4. Pupils join staff meetings to discuss.

Covid stopped this from moving forward, esp with attendance, trying to relaunch and get everyone on board.

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Pupils signed up to different gps and leading on these. S6 timetabled for leadership, linked to valuable things in school.
Processes are in place but sometimes difficult to know that pupils are doing what they say they are doing.

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Strengths- Launched a new L&T policy and self-evaluation toolkit in 2021. Revised Professional Learning and PRD linking the processes together.

Strengths- SEIC Research programme and practitioner enquiry approach. Significant investment and support leading to Moray House celebration day. Embedding practitioner enquiry.

Issue for Development- Consistency of approach with all learners- with a particular focus on the middle 60%. To what extent are our approaches with L&T really challenging the learners in the BGE?

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How to use Data to close the gap as a focus. 18% SIMD 1-3. SIMD 5-6 can't get a correlations and challenges with engagement. Attendance is a concern - forcing them through to give access to positive destination. T&M EDiCT. Intervention process to allow to identify groups - focused EAL/ LAC - looking at faculty level and their role in the classroom, Attainment support base / SfL - biggest impact (although tight). Faculty interventions is the harder to identify and support. Pupil Support intervention - separate tracking process. Integrity of the T&M. Use of Insight to identify areas of improvement. Transition from p7 lit/ num - value of data. BGE tracking data - making it more robust and curriculum review is needed. Common approach and staff use of data - for all, lacks consisitancy.

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5 a Day meeting with HT, good for getting a feel for school
Looking at tracking wider achievement in a sustainable way. Using this to target those not involved in other activities.
All S6 expected to sign up to something, committee, leading groups, sports ambassador etc. Gave opportunities for those who wanted to lead something but no one come forward.

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Context, change in culture following inspection, developing the curriculum and wellbeing underpins everything. All wellbeing - Wellbeing Team - not PSE Wellbeing - to add validate. Biggest team in the school - biggest budget in West Lothian. Poverty of Ambition - Concern is middle 60 and top 20 lack ambition. Post Covid - Trying to get to everyone's responsibility - Inclusion and Equity Policy - across the cluster. Attendance - when they do come they feel included. How do you make the YP feel? Huge amount of work - overarching of IP - self evaluation/ PRDs all this Inclusion and Equity. Working with the primary and cluster and their staff. However, how do you make the curriculum and resource agile enough to make impact.

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Strengths- Renewed and reinvigorated approach supported by L&T leader role and collegiate approach. High quality professional learning leading to much better shared language about high quality learning and teaching, based on the Edinburgh Learns Teachers’ Charter. Staff ‘skill shares’.

Strengths- Staff as a huge strength who are invested in tracking and monitoring. Also well developed in the BGE. Good use of supports with information shared so that teachers know their pupils well.

Issue for Development- Skills development- Which skills? Are these implicit or explicit? Is there a shared language? Can the pupils articulate this explicitly?

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Strengths- Investment in professional learning such as Top 10 iPad skills. Learning and Teaching leader.

Strengths- Tools for Quality Assurance- staff evaluations, learning walks, 2.3 learner conversation.

Issue for Development- Ensuring a consistent approach and language for high quality learning and teaching.

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PEF context, SIMD 2-4 (70%) changing slowly. Brand new school and digital centre and lots of investing - had a positive impact. Raising aspiration and culture/ shifting mindset to further education. Poverty Proof the school - no limits to access - funding in pastoral support team makes a big difference - improved attendance and enable outreach to allow very little to fall through. Staffing and educational environment. Middle 60 is a challenge - attainment - aspiration from staff and shift in cultural of expectation. Numbers turned into names and T&M robust systems and accessible to allow supports to be implemented. Aspiration into Action. CfE data is an issue. P5-S2 is crucial - transition. S3 target levels to prepare for pathways. Partnership with QM Uni their students have been tutoring.

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Strengths- Fantastic relationships which underpin learning and teaching. The catchment is large and there’s no local community so the school staff work hard to create this.

Strengths- Making Thinking Visible as an important tool to help learners articulate their learning.

Strengths- Assessment and Tracking in the Senior Phase is accurate. Clear and widespread understanding of standards.

Issue for Development- We know skills are being developed in classrooms, but can learners articulate this explicitly? Are faculties doing this consistently or using a shared language to help pupils understand this? Can we approach this in a creative way?

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Context: Wide catchment, attainment is strong. Data 52% ASN. Targeted family link worker. Changes Pupil Support Structure - needs to be across the whole wider school. ASN structure re done inconsideration. Responsibility of all. S4 cohort gap in positive destination provision and engagement.

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Comments supported by the recent L&T partnership visit with a focus on particular cohorts of pupils.

Strengths- Excellent digital technology provision across the school i.e. Satchel One and Teams. Strong buy in from staff to ensure that pupils are well supported including non-attenders. Investment in many digital learning tools.

Strengths- Differentiation for ‘bottom’ 20% is strong with value added attainment with this group. A real focus on inclusion with 5@3 as a benchmark. Clear visibility for teachers about who the bottom 20% are.

Issue for Development- The mid 60%- not being challenged enough. Is there enough higher order thinking. How can we challenge these pupils through development of high quality learning and teaching?

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Strengths- New building and new HT and new conditions have allowed for a renewed, refreshed and enthused approach to L&T. Reflected in the collegiate time dedicated to this.

Strengths- Professional Learning PRD model linked to learning and teaching with an enquiry model with differentiation. ‘QHS Learns’ collaborative approach to the standard.

Issue for Development- Is everyone clear about what excellent learning and teaching looks like? Is there consistency with our approaches.

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PEF Context - SIMD boundaries 4-6 is gap out with the agenda - accountability. Pupil Support Structure - consistent approach. Tracking and Monitoring - taking into account knowing pupils. Attainment - interventions PTs Skill Builders linked with engagement family work at early intervention. PEF tutoring 8/week period significant increase. Engagement of families is significant issue and the size of school on the impact.

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Strengths- Opportunities for pathways allow opportunities for good attainment.

Strengths- Learning Environment provides scope for engaging learning and teaching. High quality new building.

Issue for Development- What does good high quality learning & teaching look like? And how do we ensure that middle leaders lead this well?

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Area of strength (2)
Area of development/obstinate issue

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Areas of strength (2)
Area of development/obstinate issue