1. Dumfries and Galloway Maxwelltown High School Raising the attainment of girls Contact details for more information: Rachael Williams, DHT, Maxwelltown High School (gw08williamsrachael@ea.dumgal.sch.uk)

2. Aim and drivers Primary driversSecondary drivers Possible theory of what actions can be tested to deliver the drivers PDSA ideas Aim For all S4 girls in deciles 1, 2 and 3 to achieve in line with national expectations by August 2015 Parental Involvement and engagement High levels of attendance at school and increased engagement with classes Teacher and pupil involvement and engagement Parent meetings and improved communication and liaison Parental input to program Shared parent / pupil / teacher responsibility for weekly targets Promotion of supported study opportunities with pupils and parents Assertive 1:1 mentoring and continuous monitoring and sharing of data EMT awareness and involvement in the program Individual teachers contribute to weekly plans and communication between teacher and pupil is improved More teachers become involved as the program spreads Parental meetings at regular intervals to discuss progress (aligned with parent evenings?) Parent / pupil / teacher feedback on weekly targets Parental meetings at regular intervals to discuss progress (aligned with parent evenings?) Parent / pupil / teacher feedback on weekly targets Plan weekly mentoring Identify support opportunities Review of data at meetings Plan weekly mentoring Identify support opportunities Review of data at meetings Information sharing at meetings PT and teacher enhanced involvement Information sharing at meetings PT and teacher enhanced involvement

3. What measurements are we planning to make? Measure name Type (process, outcome or balancing) Driver addressed by this measure Operational definition * INSIGHT DATA OUTCOMEStretch Aim Attainment of all girls in deciles 1,2 and 3 to be in line with national expectations by August 2015. % subjects where weekly targets are being completed PROCESS Pupil/teacher responsibility for completing weekly targets (subjects where targets are being completed / all subjects studied) x 100 % weekly pupil progress records that parents sign and/or comment on PROCESS Parent responsibility for completing weekly targets (Number of weekly records that parents sign and/or comment on / Total number of weeks) x 100 % parent meetings attended by parents ProcessParental engagement (parent meetings attended by parents or carers / total number of meetings agreed) x 100. Parent meeting is defined as a face to face meeting in which a conversation takes place about the learning of the pupil. The location and length of meeting is not important. Pupil punctuality and attendance Process Attendance and punctuality show pupil engagement in education % improvement in attendance and % improvement in punctuality as recorded by SEEMiS Pupil performance in tracking and monitoring OutcomeImproved attainmentPositive changes to Tracking measures in all subjects (homework, effort, behaviour and meeting target grades) as recorded by SEEMiS

4. Tracking Progress Measures We have a Glow group (restricted to teachers involved in mentoring) Once the tracking sheet is set up, we all add our data as we get it.

5. Does the parental engagement at the start have an impact on the rest of the project? Does parental engagement improve over the year? What lessons have been learnt and what changes will be made for the next time? The new arrangements for engaging with parents demonstrate that improvements have been made.

6. Lessons learnt and next steps Key successes Significant improvements made to communication with parents. Very positive teacher views regarding the impact on the engagement of the pupils involved. Greatest challenges Paperwork Maintaining focus on the RAFA groups whilst managing competing demands on time Next steps for improvement: Rolling out the programme to more pupils and involving more teachers in target setting and mentoring Taking the lessons learned so far and using the data collected to impact on other improvement areas