Standard & Quality Report - Edinburgh’s Trinity Academy

Developing a shared vision, values & aims relevant to the school and its community

What we have done

We have involved our stakeholders in evaluating our vision, values & aims, to ensure a firm commitment to equity, equalities and inclusion, for all learners. This review lasted 9 months and had now concluded.

The impact

Almost all staff have demonstrated a clearer understanding of the socio-economic context of the school, taking account of the impact the Covid-19 pandemic and the more recent cost of living crisis that is having an impact on a greater number of families

Throughout the year, there has been enhanced close monitoring and tracking of pupils, particularly those who are care experienced, who have English as an additional language or those who have suffered physically or psychologically from the pandemic. This is in additional to our enhanced attainment tracking for those most at risk of not achieving 5 qualifications by the end of S4.

A key change in our vision statement brings a greater focus on equalities, sustainability and working together. Whilst this is not a new culture in our school, we now have a clear vision that is sharable with all stakeholders that clearly sets out who we are as a school and what our ambition is.

Strategic planning for continuous improvement

What we have done

The ethos has been developed to increase staff confidence to initiate change and clearly see their role in bringing about improvements. Young people and our parents/carers continue to collaborate on current priorities that would result in a fairer, healthier, greener future for everyone, (a)

30% of teaching staff have engaged in an aspect of the Edinburgh Learns Teaching Charter CLPL: Differentiation, AFL, Skills, Leadership of Learning, with 100% of staff taking part in some kind of professional learning linked to one or more areas of the teachers charter. (b)

The impact: A

This has identified the features of the curriculum that need reformed to ensure equalities guidance is robustly reflected.

Staff at all levels have demonstrated the ability to lead within and beyond their classroom – this, importantly, has included non-teaching staff, through outdoor education, school clubs and events.

An increasing number of staff have demonstrated an improved awareness of the need to align the sum of all actions with the school renewal and improvement priorities that links to CEC and national priorities. This is particularly in the case of poverty proofing and the support of more vulnerable pupil groups.

The impact: B

Faculties are leading their own area of the TC to support empowerment and respond to their own strengths and areas of development. This has been well received.

The Teachers Charter was one of two main foci in our summer term Joint Leadership conference which allowed CL’s who had chosen the same area of the charter to collaborate in a safe space with colleagues.

All teaching staff have an understanding that, along with and threaded through the implementation of the empowered learning project, the TC provides a framework through which we improve the experiences for young people in the classroom.

Implementing Improvement and Change

What we have done

Staff at all levels demonstrate an increased commitment to implementing change which promotes equality, equity and social justice. This has been achieved through the development of our Wellbeing Hubs and Enhanced Support Base. (a)

Increases in regular opportunities were planned for, within the collegiate calendar, to ensure time for practitioners to reflect on their practice with colleagues (4 x 90 minutes plus 1 hour a fortnight for faculty meetings) (b)

Considered the views and created systems to gather them, from parents and carers. This has included a range of ‘have your say’ questionnaires through which approx. 30% of parents respond. We have also created small focus groups around parts of school life including the new school project, excursions and various other policy documents. This in addition to our parent council. (c)

2 day JLT conference focusing on reconnecting and the teachers charter in May/June 2022 (d)

Working towards UNCRC silver award and LGBT Silver award – both should be achieved by the middle of session 2022-23. Both of these areas of school life have pupils groups leading them.

The impact:

Almost all staff have demonstrated an increased commitment and awareness around poverty proofing our school. This was demonstrated well as we explored which areas of school life were managing this well and which ones we needed to focus on improving – resulting in significant changes in particular to excursions and how extra-curricular sport was funded. (a, b, d)

The teachers charter content has been considered beyond the mainstream classroom experience – including the importance of getting it right for learners with additional needs in particular. Faculties across the school run specialist classes in their subject area for young people in the ESB. This has included PE, CDT, HE and practical Science, on top of their ‘in base’ curriculum through ESB staff. (a and b)

Teaching staff are working collegiately within and across faculties in pursuit of improving areas of the teachers charter. (a, b, d)

Next Steps

These will inform priorities for our improvement plan for 2022-23

Continue to improve how we involve all stakeholders in developing a plan to ensure that our commitment to equity, equalities & inclusion in our shared vision is fully understood, is visible and embedded in our daily practice

Continue to review and ensure learners, parents & carers are involved in leading Equalities practice through their role in the Equalities Committees.

Collaboratively create a reformed curriculum which offers equality for all, acknowledging all cultures and celebrating diversity. Ensure any aspect of conscious/unconscious bias are removed.

Continue to provide opportunities for teachers/PSAs to engage in Leadership for Equity CLPL.

All teaching staff are encouraged to engage fully with CLPL opportunities that aid them in developing better understanding of high quality learning and teaching.

Learning and Engagement

What we have done

Through effective use of assessment and regular tracking and monitoring we have obtained data on our learners’ progress in learning.

The impact

Planning of next steps in learning within curricular areas
Helps to keep parents/carers informed of progress via reporting.
Assessment and tracking data (from subjects, SNSA, ACEL, attendance etc) allow for a picture to be generated around each learner. This is monitored by teacher, CL and PSL/Year Head and then used to make decisions around broad banding/ setting/course levels or for identifying barriers and providing AA’s, SfL, Supported Attainment and Inclusive Learning provision, use of PSA, Wellbeing Hub. Cohorts and individuals can be identified.
Opportunities for Wider Achievement (Citadel, Old’s Cool, JET) or Personal Development awards via SAIL /WBH may also be offered to ensure the curriculum offer meets learner needs. BGE reports are issued twice a session but there is room to improve and enhance the quality of information shared, particularly in the BGE(currently undergoing consultation)
Senior Phase pupils are issued 3 timeous reports; early start in session, pre-prelim with L&T advice to help with assessment blocks and then a post assessment report.
Senior Phase pupils also receive an SQA estimate report around Easter. Through this process all pupils, teachers and parents/carers are clearly informed about progress and trajectory. Parents have reported positively on this approach and that of the pre-prelim action plan.
Our cause for concern system also provides any interim forms of alerting home and applying interventions via PSL/SfL/Faculty Level with concerns around behaviour/effort/progress across both phases.
Quality of Teaching

Learning and Teaching with a focus on improving outcomes for EAL learners

What we have done

Observations of good practice conducted – internal observations with collegiate discussion following. This highlighted real strength in the delivery of ESOL and its value to the pupils undertaking the course.

Professional reading and courses undertaken to identify appropriate and successful Learning and Teaching strategies to be highlighted to staff.

Meetings and discussions with Annie Page regarding current practice and areas of potential improvement.

Observations, meetings and full engagement with Edinburgh University TEAMS migrant programme assessing migrant experiences of learning in Edinburgh, Sweden and Finland. The impact of this will be measured when findings are shared.

Next Steps

CLPL offered in school to staff, supporting the learning of EAL, migrant and refugee children.
Analyse the feedback from the TEAMS project and select relevant practice for adoption
Continued work with SfL and Modern Languages departments to better support English acquisition in junior years through the delivery of ESOL.

Wellbeing

What we have done

A pupil survey was conducted with 220 pupils from S1 to S3, with a focus on Health and Wellbeing. This was completed separately to the CEC/National HWB survey

A new pupil friendly Equalities (Bullying and Racism) reporting system was introduced, using QR codes. This was taken from ideas generated by pupils.

Implemented S1/2 programme and YPI and HWB to support reconnecting social interaction / coming together.

‘Reconnecting’ relationship building House Beach trips for all S1 pupils in June 2022.

School Partners. School Counsellor – 1-1 regular support for a range of pupils from S1 – S6 (14 pupils per week) as well as supporting a smaller number from our Cluster Primary schools. School Counsellor also supports a Wellbeing group with Ryan McKay (Citadel Youth Worker). Ryan also provides 1-1 support for pupils; is LIAM trained and is using this to support one student; facilitates “Old’s Cool” and Intergenerational Project.

Humanutopia – S4–6 Values / respect based programme. Competed by S6 in May 2022 and S3 will complete during September 2022. This focussed on positive relationships with peers.

Specific groups of pupils have been supported in their wellbeing and learning through the Enhanced Support Base, the implementation of the Wellbeing Hub; tracking of HWB, Literacy and Numeracy and attendance of Care Experienced pupils.

The impact

Results of the S1–S3 Pupil Focus Survey:
indicates that 86% of pupils (60% strongly agree/agree) feel safe in school and know what to do if they need support
90% (48% strongly agree/agree) feel that relationships in school are positive and founded on kindness and mutual respect
89% (60% strongly agree/agree) know who to turn to for help in bullying situations
91% (69% strongly agree/agree) know who to turn to for help if they see, hear or experience racism
A small number of pupils have used the new reporting QR system to report incidents and find it easy and confidential in passing on information or concerns
All pupils engage in a weekly programme, working on group based topics, developing presentation, problem solving and communication skills through the YPI course, developing a better understanding of local issues and the charities that support them.
Almost all S1 pupils took part in the reconnecting trips to the beach (some were on family holidays or unwell) and engaged fully in all group activities arranged. Very positive feedback from pupils and parents.
Citadel/school councillor/ESB: Evaluation forms indicate that these are very positive interventions and support has continued, for some, throughout the school holidays, both with the school counsellor and the Citadel.
Humanutopia – feedback from staff and pupils are extremely positive and structure of programme provided a supportive environment for pupils to share feelings and opinions.
ESB – 3 new S1 pupils will join the ESB this year. Current pupils are well integrated in some mainstream classes. 1 S5 pupil achieved excellent SQA awards which were not thought to be possible a year ago.
WBH – established earlier this session and currently supporting 16 pupils from S1 – S3

Fulfilment of Statutory Duties

What we have done

We have implemented Rights Respecting Schools and the main articles from UNCRC to ensure Inclusion and Equality for all pupils.
Further development in poverty proofing the school, including supporting families in applying for FSMs and additional benefits and introducing a “pay what you can” system for school events and a Form to all parents to enable them to ask for help with clothing and equipment if required.
Care Experienced pupils – opportunities and funding from CEC highlighted to families

The impact

There has been an improvement in the attendance of targeted pupils. There has not been a significant improvement in overall attendance and this remains high on our agenda.
Pupils and staff group have worked together on a calendar of events throughout the year. Many organised and led by pupils

Inclusion and Equality

What we have done

We have reviewed our attendance procedures to ensure that accurate and robust data is gathered and that the appropriate interventions are used to improve the attendance of all learners.
84 members of staff have completed LGBT training which contributes towards the Silver Charter award

The impact

A Q&A assembly session evidenced that the majority of pupils report being more aware of their rights and the rights of equalities groups including those with protected characteristics.
The Pupil Equalities Group have led assemblies and contributed to the Cluster Equalities group
We have been re-awarded the RRS award at Bronze level and are working towards our Silver Award
A large number of parents contributed to the funding for the S1 Beach trips, enabling all children to attend. School equipment packs and clothing given to a group of identified pupils. This was possible through our ‘pay what you can, pay for yourself, pay for a pal’ scheme.
Care Experienced – regular tracking of Care Experienced pupils, including participation in extra curricular activities. Funding enabled a bike to be purchased for one pupil and for outdoor activities for another.

Next Steps:

These will inform priorities for our improvement plan for 2022-23
Continue to embed children’s rights across all aspects of our work.
The implementation of the Wellbeing Hub should be regularly and robustly reviewed to ensure it is meeting the needs of targeted young people.
The Equalities working group should set out ongoing and future work to ensure equity and excellence for all learners with particular reference to protected characteristics under the Equality Act 2010 and other factors such as children who are non-binary, care experienced or Young Carers, young people who have English as an Additional Language or who are affected by poverty. Plans should provide actions for specific protected characteristics, with a particular emphasis on race equality. Plans should give regard to balance and proportionate emphasis on discrete protected characteristics over a three-year planning period.

Supporting the wellbeing of learners with English as an Additional Language

What we have done

A monthly EAL café was launched, pupils were selected by PSLs to attend. This was very successful in raising confidence, tackling issues faced by the pupils and creating friendships with on average 14 pupils from S1-6 attending
Regular communication with PSLs and EAL support (Cantonese BSA) to support pupils during their transition.
Support meetings offered to Cantonese pupils to alleviate any of their concerns.

Next Steps:

Creation of a welcome pack, based on the suggestions of EAL Café pupils
Creation of a library of resources to aid transition
Instigation of language support classes (this will also assist learning and teaching and attainment)

Attainment in Literacy & Numeracy

What we have done

SLT (maths link), additional SLT and PSLs supported set 6 in S3 maths with their maths. This involved some extraction from the class as well as cooperative teaching within the class. This happened periodically throughout the session. In addition, some students were supported directly within SfL.
All English and maths classes attempted to sit SNSA assessments in November/December to help direct learning during the remainder of the session. However, due to WiFi difficulties, not all classes / students were able to complete these. A further attempt was made later in the session and nearly all maths and the majority of English students were able to complete the SNSA assessments.
ACEL data has been gathered through English and Mathematics departments this has enabled us to track progress with respect to attainment in literacy and numeracy this session
Support for Learning staff meet regularly with English and Mathematics Curriculum Leaders during the session to help identify individual students who may benefit from additional support through reading and numeracy programmes (focus on S1 and 2 for early intervention).
House teams meet year head links on a weekly basis to consider where additional support or intervention may be required for at risk individuals or groups.
Sumdog used to support numeracy throughout session and continuation for Reading for Gold to enhance literacy provision.
Appointment of CL (pt 1) for Literacy with remit covering Language around equalities.

The impact

As a result of support in Set 6, a number of students have achieved most, if not all, of the outcomes of the N3 curriculum (9/16 – 56%) and will be able to move on to Level 4 Numeracy and then National 4 itself. The remainder will have achieved 1 or two unit passes that session and be able to achieve the remaining in S4.
This has been extended in the new session to involve SfL taking a whole class of supported mathematics in S4 to help ensure at least National 3 is achieved in S4 with many expected to achieve Level 4 numeracy and some National 4 itself.
Through regular discussion, led by CLs, during DMs, all students discussed regularly and interventions and support measures implemented in a timely fashion.

Attainment over time

What we have done

EdICT: T&M used more robustly. This included continuation of early intervention policy… the 9 measure from the first tracking periods where students were identified as being most at risk of failing a subject or potentially needing to be recoursed. The follow up to this is a 1-1 meeting with the student with PSLs or DHT and parental involvement as necessary to help ensure students remain on track to achieve in this subject or any newly coursed subject.
SAIL (Supported Attainment and Incisive Learning): through robust tracking and monitoring and early identification of those most at risk of not achieving at least 5@3, over 60 students were identified as being most at risk. A range of measures were put in place to support these students including mentoring, 1-1 support, support through SfL, support through SAIL and enhanced support within subject and faculty.
T&M through Success for Learning period: Tracker identified 29 S4 students most at risk and an intensive measure of support was implemented to help ensure at least 5@3 was achieved by these students.
A Senior Development Officer was appointed who had specific responsibility for supporting EAL students. A close relationship was established between them and EAL staff and a number of students were supported through a range of activities including the EAL Café.
One ESB Student was supported to remain in National 5 and Higher classes to ensure they achieved their potential. This also included supporting them to sit both N5 and H Chemistry in one session. Overall they achieved National 5 Biology (A) and Chemistry (A) and Higher Chemistry (A), Mathematics (A) and Physics (A)
Trinity Achieves: regular revision classes ran after school in Maths, English, French, PE, PWW, GC, Drama, Biology, Music Tech, Physics, Psychology, Art, Chemistry, BM, D&M, Media, French, H&FT and PCC. These occurred once or twice weekly after school from February until the start of exam leave.
Cause for concern and change of level letters continued to be used to communicate concerns as well as support strategies to students and their parent / carer.
SQA 2021/22: regular communication with students and their parent / carers in relation to all aspects of SQA news throughout the session.
16+ Meetings were held every 5 weeks and there was regular communication with students and their parent / carers about their future career plans – a strong working relationship was maintained with SDS.
DYW Coordinator worked closely with all faculties.
Live n Learn event held in Jan 22 for all S4, S5 & S6 students as well as an additional event aimed purely at students and their parent / carer with focus on exam preparation; both emotional and practical preparation.
Humanutopia event for S6 (May ’22) and S3 (September ‘22)
Transitions event for all students and their parent / carer held on 24 Nov with over 90 individual families signing up to hear from partners from SDS, DYW, JET, Edinburgh College and Edinburgh University.
Through support of the Business Education department, all S1 students receive an introduction to the MyWoW website
Prize Giving: a Senior Prize Giving event was held in May 2022. In addition, other prize giving events were held for BGE year groups to recognise their achievements.
Sports Personality of the Year awards held May 2022 to recognise sporting achievements for session 2021/22
Parent Council Award for Creativity and Wider Achievement awarded to an individual student or group of students who have demonstrated creativity or resourcefulness during the course of the session. Form issued to all students (S4-6), all staff and parents/carers for them to nominate a suitable winner for this session.
Targeted career support through a partnership with the Cognizant Education programme and work place volunteers.
Tracking pupil engagement in wider achievement opportunities currently takes place for Care experience students. Ways in which to involve more students in this process will be considered in future sessions.

Improving outcomes for learners with English an Additional Language (EAL)

What we have done

The coursing of EAL pupils was analysed and in some cases altered to maximise their success in national examinations.
Those requiring additional support to achieve at least 5@3 were provided with this (subject specialists and SAIL ensured success). 10 pupils (5.98% of the year group) received this additional teaching and support.
16 pupils worked on their ESOL qualification at National 4 and National 5 levels, newly introduced last year. 93.75% achieved a full qualification. This represents 60% of the eligible cohort (those who opted not to study ESOL had a higher level of English acquisition and so chose to focus on other subjects)
Exploration of the delivery of Higher Cantonese and Mandarin to support first language learning opportunities

Next Steps

Ensure that the recording of English acquisition on arrival is accurate. Working with Annie Page to ensure that a consistent system is instigated and universally utilised.
Ensure that an offer of first language courses is available.
Continue to work on the delivery of ESOL courses, supporting to maximise success.
Work closely with parents to help them in supporting their young people, increasing comprehension of the Scottish system.

The impact

64 students were identified as being at medium or high risk of not securing 5 qualifications in January 2022 (circa 38% of cohort) but through improved T&M using EdICT, robust implementation of interventions including SAIL only 10% did not achieve a minimum of 5@3. This will be analysed further in order to see if this can be improved through the appeals system and again for the future to tighten procedures to reduce this number of not achieving 5@3 further next session.
DYW has met with all CLs and faculties and has implemented and embedded a range of DYW related activities in Science, PSE, Mod Languages and SfL with more to be added in the new session.
Very positive feedback from all of the students targeted to be part of the Cognizant Education programme. The students identified were chosen as they were most at risk of not entering a positive destination upon leaving school. Further programmes are taking place next session aimed at S3 and S5/6 students.
93.75% of pupils who were presented for ESOL achieved a full qualification. This represents 60% of the eligible cohort (those who opted not to study ESOL had a higher level of English acquisition and so chose to focus on other subjects).