1. Strategic Improvement Plan Inverclyde Council Education Services Establishment Name: St Columba’s High School Head of Establishment: Jim Docherty Date:June 2012

3. What is our current position? Values Staff learners and parents have agreed a set of school values consistent with Gospel Values. Worship and prayer is integrated into the life of the school community. Learners have many opportunities to provide service to others. We celebrate the successes of all of our learners. We have been successful in achieving Rights Respecting Schools level 2 Accreditation. Totality of the Curriculum Subject learning is well planned. There is a highly effective model for IDL with one major and several minor IDL projects in each of S1 and S2 Learners have access to a wide range of opportunities for personal achievement both within subjects and through the wider life of the school. The ethos and life of our school promotes respect, responsibility and service to others as well as an enterprising attitude among our learners. Learning and Teaching Active learning is embedded in every day learning and teaching and is in place in subjects and courses across the curriculum. Examples of varied, rich and rewarding learning experiences are widespread. Technology, including the use of ICT is regularly employed to support the learning experience and learners are confident in their use. Entitlements The broad general education is developing and is now in place for S1 and S2 learners. Staff are now working on extending the BGE into S3 courses and programmes. Discussions have taken place involving staff, learners and parents about arrangements for the senior phase. An interim model for delivery has now been adopted for all Inverclyde schools. Teachers and departments are working towards introducing N3-5 from session 2013 – 2014. Strong partnership working is in place which supports delivery of the entitlement to skills for life and skills for work and to positive leaver destinations. Assessment A model for QA and moderation has been developed, agreed and shared within the school and across our cluster. Teachers are developing skills and confidence in assessment approaches for CfE in particular in QA and moderation and in reporting Several departments are using an increasing range of assessment approaches as outlined in BTC5. There is limited tacking of progress through the BGE There has been engagement with SQA concerning assessment in the senior phase and staff are using SQA documentation to become familiar with requirements.. Teachers are confident in the use of AifL and providing feedback to learners. Personal support Provision of targeted support is well developed and supported by strong partnership working with a range of agencies and introduction of flexible learning packages. There are gaps in planned universal support particularly in relation to all young people having frequent and regular opportunities to discuss their learning with a trusted adult who knows them well There is some effective practice in the use of personal learning planning and learning logs but this is neither widespread nor consistent. A school e- portfolio designed to support the S3 profile is currently being trialed with a small group of S2 learners. Experiences and Outcomes S1/2 courses are planned using Es and Os at the third level. Most departments are confident that pupils will experience all relevant Es and Os by the end of S2 with sufficient breadth, challenge and application. The BGE will now be extended into S3 to form a transition year based on fourth level Es and Os with subsequent progression into National Qualifications courses. GIRFEC Responsible CitizensConfident Individuals Effective Contributors Successful Learners Principles Understanding and application of the principles of curriculum design in differing curricular contexts in relation to progression is inconsistent across teachers / departments.

4. Where do we want to be? Values Our curriculum is inclusive, relevant and meets the needs of all of our learners. It puts into operation our core values of Ambition, Respect, Responsibility and Service. (S&H; Act; Nur; Inc.) The achievements of all of our learners are valued, supported, recognised and celebrated. (R&R) Our commitment to promoting Gospel Values is supported by whole school implementation of “This is Our Faith”. (Nur) Totality of the Curriculum Our curriculum is based on a mixture of well-planned subject and interdisciplinary learning which ensures rich learning opportunities and highly motivating contexts for all learners. (Ach; Act.) Staff plan collegiately to continually improve learning opportunities including in IDL. (Ach; Act) Learners have access to a planned range of opportunities for activities that promote personal achievement. (Ach; Inc.) The ethos and life of our school makes a significant contribution to the development of our learners as confident individual, responsible citizens and effective contributors. (S&H; Act; R&R; Inc.) Learning and Teaching Teachers have a shared understanding of active learning which is embedded in practice at all stages across all curriculum areas. (Act.) Learning and teaching in the BGE is designed to be innovative, challenging and relevant to the needs and interests of learners. (Ach; Act) Learners are skilled and confident in the use of technology, including ICT which are employed throughout the curriculum. (Ach; Act) Entitlements New National Qualifications are in place in all subjects (SCQF 1- 7) (Ach.) Learners have a wide range of learning opportunities in the senior phase, through partnership working, flexible learning packages, MCMC provision and skills for work courses. (Ach; Inc.) Curriculum pathways are sufficiently flexible to meet the needs of all learners and ensure the highest possible attainment as well as progression to positive destinations. (Ach; Inc.) Skills for learning and skills for life and work are embedded in all of our courses and programmes. (Ach; R&R.) Assessment Teachers support learning by using a variety of approaches to assessment and a range of evidence that is appropriate, valid, reliable and proportionate. (Ach; Inc.) All staff have agreed a shared understanding of standards and expectations through collegiate working, use of NAR, moderation and QA. This includes those areas which are the responsibility of all. (Ach.) New National Qualifications are supported by robust QA. Self-evaluation is embedded in every day practice and assessment, tracking and monitoring are an integral part of planning including planning for improvement. (Ach; Inc.) Personal Support Ensure that all learners have frequent and regular opportunities to discuss their learning with a trusted adult who knows them well. (Inc; R&R.) Learners are actively in planning their own learning, and in setting learning goals and next steps in learning including through personal learning planning in all areas of the curriculum. Act; Ach.) All learners have an e-portfolio and teachers work with them to gather good quality evidence of learning and progress. (R&R.) Learners are supported in summarising their progress and achievement through the BGE by completion of the third year profile. (Nur.) Experiences and Outcomes The BGE is planned using Es and Os and pupils have experienced all of these up to and including the third level where appropriate. For most learners this is by the end of S2 and certainly by the end of S3. (Ach.) Young people have the opportunity to progress to fourth level Es and Os at some point during S2/3, when it is appropriate for them to do so. (Ach.) Our curriculum mode supports a continuum of learning rather that stops and starts. (Ach.) GIRFEC Responsible CitizensConfident Individuals Effective Contributors Successful Learners Principles The principles of CfE are embedded in all areas of the curriculum. They are regularly monitored and evaluated by teachers and department colleagues to show progress and progression for individuals, groups and cohorts. (Ach; Act.) Learner progress through the BGE is tracked to provide evidence of improved attainment for all pupils. (Ach; Nur.)

5. How will we get there ? Values Awareness raising of This Is Our Faith resource for developing the schools as a community of Faith. Development group established to manage the implementation of the This Is Our Faith programme. Action plan produced. Promote discussion of Restorative practices among staff and Provide training for key staff members. Further develop Global Citizenship work to achieve Fair Trade School status. Continue to work towards achieving Green Flag for Eco Schools. Totality of the Curriculum Promote the extended use of IDL in the Broad general education, including into S3. Further develop our school ethos to achieve the UN Rights Respecting School (level 2) award. Links between subjects within S3 choice columns encouraged and supported. Develop Scottish Youth Awards to extend the range of opportunity available to our learners. Learning and Teaching Continue with staff training programme in cooperative learning. Support networks of staff trained in coop learning to encourage use of the approach. Impact of the use of ICT to enhance learning and teaching evaluated. School and department action plans produced. Entitlements Make preparations for the introduction of N3-N5 courses. Assessment Evaluate and reflect on how we assess progress and achievement. Produce action plans for improvement. Continue to develop staff confidence in moderation and sharing the standard. Staff becoming familiar with assessment arrangements for N3-N5 including QA, verification and Value added units. Personal Support Format for the S3 profile agreed and adopted for use. All S3 pupils given appropriate support to complete a profile document. Staff development on promoting dialogue with young people about their learning. Tutor group system introduced on a trial basis. Staff become familiar with S1 pupils’ profile transferred from P7 and contribute to updating this as appropriate. Experiences and Outcomes S3 courses based on Es and Os at appropriate levels are developed. These progress into NQs at the appropriate time during the session. Reflection and discussion with and among PTs and faculty heads regarding how different learners can be supported to progress in different ways and at different rates through the BGE. GIRFEC Responsible CitizensConfident Individuals Effective Contributors Successful Learners Principles Revisit curriculum principles and practices papers with an emphasis on progress and progression through the BGE. Audit courses and programmes to ensure the appropriate range of activities and skills that ensure breadth across the curriculum. Adapt and develop courses and programmes as appropriate. Year 1

6. How will we get there ? Values Further implementation of “This is Our Faith” Training in RP extended to more staff. RP beginning to be integrated into school policy and practice for promoting positive behaviour. Application submitted for Eco Green Flag Award Totality of the Curriculum Review and evaluation of IDL Extend the range of opportunities for gaining Scottish Youth Awards. Tutor time supports learners to plan and review their learning across the 4 contexts. Continued encouragement and support for links between subjects within S3 choice columns Learning and Teaching Additional staff members trained in cooperative learning. Continued support for coop learning networking. Focus on higher order questioning and use of Bloom’s new Taxonomy. Use of ICT to support learning and teaching across the curriculum enhanced. Entitlements N3-N5 courses in place. First cohort of learners presented for qualifications. Preparation for introduction of new Higher Grade course. Assessment Identify existing opportunities for application and challenge through the key aspects of learning. Build in further planned opportunities as required, ensuring progression S1 to S3. Develop tracking to monitor progress of individual learners through the BGE. (In terms of BAC and key aspects of learning. Personal Support Tutor group programme extended to include more meetings. Begin linking to monitoring and tracking progress and planning learning across the 4 contexts. Audit current practice in personal learning planning and use of learning logs. Undertake staff development as necessary. Further promotion of culture where staff and pupils jointly reflect on learning. Further development of S3 profile. Experiences and Outcomes Support PTs and faculty heads to develop delivery models that keep progression routes to the senior phase open and allow individuals to move to the next stage at the appropriate time for them. GIRFEC Responsible CitizensConfident Individuals Effective Contributors Successful Learners Principles Identify existing opportunities for application and challenge through the key aspects of learning. Build in further planned opportunities as required, ensuring progression S1 to S3. Develop tracking to monitor progress of individual learners through the BGE. (In terms of BAC and key aspects of learning. Year 2

7. How will we get there ? Values Liturgical calendar fully reflected in the life and work of the school through the implementation of This is our Faith. Restorative practices fully integrated into school policy and procedures for promoting positive Totality of the Curriculum Continued encouragement and support for links between subjects within S3 choice columns. All learners have opportunities to plan and record personal achievements. Learning and Teaching Remainder of staff trained in cooperative learning. Impact of coop learning on pupil attainment and achievement evaluated. Higher order questioning further embedded in classroom practice. Entitlements Evaluation of the impact of introduction of new National Courses on attainment. New Higher Grade course in place. First cohort of learners presented Assessment Learners engaging confidently in peer and self- assessment. Regular opportunities for learners to discuss progress and next steps. Teachers working with learners to gather good quality evidence of learning and progress. Personal Support Learners involved in reflection, setting learning goals and next steps, including through personal learning planning across all subjects and courses. Tutor group system embedded. Learners confident in discussing their learning and next steps across the 4 contexts. Samples of latest and best work stored in e-portfolio particularly at times of transition. Experiences and Outcomes S1-S3 forms a coherent BGE for learners which is planned using Es and Os at the appropriate level. Adapted curriculum models in place in S3 which support progression at the appropriate time for learners and ensure clear pathways to the senior GIRFEC Responsible CitizensConfident Individuals Effective Contributors Successful Learners Principles Focus on BAC and the key aspects of learning as a theme for whole school self-evaluation including classroom observation. Embed tracking system for individual learners Year 3

8. QIs to outcomes (only for guidance and to be used in context of meaningful self- evaluation.) Safe & Healthy 2.2,5.1,5.3,5.7.,5.8, 5.9,9.4 Achieving 1.1,5.1,5.3,5.2,5.4,5.9,9.4, Nurtured 2.1,5.1,5.2,5.3,5.8,5.9,9.4 Active 1.1,2.1,5.1,5.2,5.9,9.4 Respected / Responsible 2.1,3.1,4.1, 5.3,5.6,5.7 Included 1.1,2.1,5.1,5.2,5.3,5.9,9.4