campus serving the villages of Houston, Bridge of Weir and the surrounding area.

We pride ourselves on our high expectations and sit amongst the highest achieving schools in Scotland, living our values of Caring, Learning and Achieving.

Our key focus is on our young people as individuals and from their significant achievements we celebrate their success, and promote building resilience. The wellbeing of our young people is central to our purpose, and this is epitomised by the comprehensive range of extra-curricular opportunities and universal supports our young people benefit from. Our approach to enriching the curriculum supports young people to achieve and attain excellence, whilst being fully prepared for life beyond Gryffe.

Implement a whole school approach to Anti- Racism, driven in tandem by young people and staff, with parental support. Strengthen our approaches and interventions to support the mental health and Wellbeing of all young people and staff in our school using planned universal and targeted support, including emotional coaching, bespoke GMWP pupil profiles and NVR family support groups.

Enhance our support pupils on SIMD1-4, FME/care experienced/at risk to ensure they are fully supported to achieve their potential – Promise Keepers Commitment – utilising Project Leaders of Equity and The Promise. Develop a fully inclusive Achievements framework – Gryffe Ascent – that fosters ambition for all young people, promotes and celebrates community work, and enables everyone to achieve success.

Further improve Learning and Teaching in line with our vision for excellent learning, involving young people, staff and parents meaningfully in this journey. The Young Leaders of Learning will work closely the staff and partner schools to evaluate learning and plan for improvement. Our new Home Learning strategy will be shared with parents/carers at information events, with a view to further improving our joined-up approach to raising achievement.

Evaluate our BGE learning through continued collaboration with our cluster primary schools and begin planning for the strategic opportunities the Curriculum Improvement Cycle offers. Embed Career Education Standards - including My World of Work profiling - into the curriculum.

Ensure our principal school values of Caring, learning and Achieving are the golden thread running through all of our practice and complement these with a new stakeholder led Vision, Values and Aims approach.

Promote middle leader collaboration on school improvement through timetabled weekly collegiate time protected for meetings and strategic development work.

·       Learning and teaching approaches that are adaptive, with the aim of getting it right of every child’s learning.

·       Pupil tracking of attainment and achievement ensuring young people achieve their maximum through individualised interventions that are evaluated for impact.

·       A highly motivated school community – parents/carers who support and connect with our school, staff who are highly committed and young people who are motivated and inspired to achieve.

·       Leadership at all levels that empowers staff and young people to take on new challenges that develop their skills, knowledge and whole school contribution.

Our Anti-Bullying procedures were created and launched by Gryffe's Young Leaders of Learning.

Our interventions included one to one mentoring with a key teacher and individualised attainment support with subject specialists, ensuring these young people achieved positive outcomes in SQA courses and qualifications. Additional Literacy and Numeracy support was also invested to support learning across the curriculum for young people at risk of not attaining, and our Insight data shows high performance for these young people. Where known financial barriers existed, families were given discrete support with school uniform, everyday learning materials and funding for school activities, removing barriers to learning and participation.

In session 2026-27 we will seek to further enhance our approach to equity through providing ICT provision to support Home Learning for young people where equity challenges exist.