1.1 Improvements in Performance – Hyndland Secondary Schools journey from Good to ………..

Who are we? Situated in the West End of Glasgow on Clarence Drive School Capacity 950 August Four associate primary schools Whiteinch Thornwood Hyndland Broomhill But S1-4 capped at 180 Only 110 – 115 each year come from catchment schools the others are placing requests from all over the city

SIMD

Wide range of needs Auditory 4 Dyslexic47 Autistic7 EAL Tourette's2 Asperger's27 ADHD1 Dyscalculia2 Downs Syndrome2

The start of the journey August 2010 Best 5+ Higher results ever (28%) Staff view – best school in Glasgow STACs analysis top pupils attained Significant number of S4 pupils did not sit 8 SG exams S5 Stay on ratelow Attendance / timekeeping No tracking of attainment / achievement at all Approaches to self-evaluation not embedded

HMIE February 2011 Particular strengths of the school A strong sense of belonging to the school and community. Involvement of staff and young people in achieving success in a very wide range of activities beyond the classroom. The overall quality of pastoral care and support for individual learners. Engagement of all staff in planning and developing the school curriculum in line with the principles of Curriculum for Excellence. Strong leadership and direction provided by the Headteacher.

But….. At S3/S4, at Standard Grade or equivalent, the school’s performance has been below or well below the national average. The school performs less well than schools serving young people with similar needs and backgrounds. However, there have been improvements in some measures over the last two years. At Credit level or equivalent, the school performs in line with or above the national average. At S5/S6, at Higher and Advanced Higher, the school performs above or well above the national average, and better than similar schools. The school has plans to improve the programme for personal and social education which is not progressive and is not valued by young people. There is scope for staff to set higher expectations for developing positive attitudes and raising attainment, particularly at S3/S4. There is inconsistency in the quality of learning experiences and a lack of sufficient challenge in some lessons. Staff need to raise the motivation and commitment of young people to take responsibility for aspects of their own learning and to set higher targets. Teachers should continue to share good practice to ensure consistent high quality learning experiences for all.

Action Points We have agreed the following areas for improvement with the school and education authority. Teachers should set higher expectations for developing positive attitudes and improving consistency in the quality of learners’ experiences. Raise attainment, particularly at S3/S4. Subject teachers should work more closely with pupil support staff to meet the needs of all learners.

Where are we now? S4S5S6 5+ Foundation / Access / National 3 5+ General / Int 1 / National 4 5+ Credit / Int 2/ National 5 1+ Higher3+ Highers5+ Highers1+ AH %90%59%63.50%48.30%32% %88%57%63.90%48.30%25%24% %83%53.90%53.70%37.70%20%18% %80%43%44.70%32.40%18.40%30% %71%37.40%53.90%43%28.80%19.30% %75%45.56%37.50%20.10%12.20%20.30% %72.30%30.90%50.60%33.50%15.60%28.90% %80.70%40.10%50%35%21.60%15%

From INSIGHT

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How did we get to this point My core beliefs  All young people matter and have the right to an excellent education  Young people are at the centre of their learning. Their views are important and need to be listened to.  Young people need to be actively engaged in their learning. They need to know how they are doing and what they need to do to improve.  Excellent teaching and learning is the only way to raise attainment – if it is not happening in the classroom it is not happening  All members of the school community need to be working towards a vision that they have contributed to developing and share

No quick fix! Improving the quality of teaching and learning Restructuring of pupil support Tracking pupil progress Mentoring Working with parents / carers Meeting the needs of all School Improvement Planning

Improving Learning & Teaching Use of Departmental Activity Time Management Meetings In-service Days Co-operative Learning Classroom observations, pupil and parent / carer focus groups Moderation activities Improving our classrooms (GCC) The Good Lesson (GCC) Whole School Activity HIGH QUALITY PROFESSIONAL DIALOGUE KEY TO SUCCESS

Sample Feedback

Restructuring of Pastoral Care August 2011 moved to a house structure PSE delivered solely by PT PC to their own case load Key role in target setting Attendance / timekeeping

Tracking Pupil Progress Robust tracking S4 -6 Follow up action from tracking – roles and responsibilities Meetings with PTs/FHs S1-3 – more work required Pastoral Care setting targets with young people Communication with parents / carers

Using the information to make a difference Classroom teacher – setting targets Pastoral Care – overview PT / FH Meetings SLT NO IMPACT – NO POINT!!

Mentoring S1 – 3Senior Pupils Glasgow Life S4Targeted Groups S6 Input S5Led by S6 Pupils supported by PT PC & SLT S6Targeted groups INFORMATION FROM TRACKING USED TO INFORM THE ABOVE – RESPONSIVE TO DATA

Parents / Carers as partners Parents / Carers Evenings attendance and follow up Information Evenings Focus Groups S4 Exam Success Workshops S1 Parental Workshops

Meeting the needs of all Change of culture required All pupils matter!!

Ensuring all pupils have a voice S1 visit to Loch Eil – outdoor experience for all Leading assemblies Restructuring of pupil council ECO group and links with local community Focus groups Extra-curricular clubs S1 – 3 IDL week Curriculum

GIRFEC Pupil Steering Group Pupil led staff workshops Information for P7 transfer Early alert Parental Questionnaires

Accessing Pupil Information

School Improvement Planning  Staff  Pupils  Parents / Carers  Link to Departmental Improvement Plan

What next… Tracking progress in BGE Tracking Wider Achievement Employability including Work Experience Revisiting our Vision, values and aims

Finally I don’t want my pupils attending a good school. I want them attending an excellent school….and that is what we are working towards.