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
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
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
Fulfilment of Statutory Duties
What we have done
The impact
Inclusion and Equality
What we have done
The impact
Next Steps:
Supporting the wellbeing of learners with English as an Additional Language
What we have done
Next Steps:
Attainment in Literacy & Numeracy
What we have done
The impact
Attainment over time
What we have done
Improving outcomes for learners with English an Additional Language (EAL)
What we have done
Next Steps
The impact