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KNOX ACADEMY

SCHOOL DEVELOPMENT
PLAN 2007-2009
(Year 2)

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Knox Academy
School Development Plan 2007-2009

1. Context

2. School Aims

3. National Priorities

4. Audit: Details and Summary of Findings

5. Summary of priorities for action agreed on the School Development Day

6. Self Evaluation Audit using Quality Indicators for 2007-2008

7. School Action Plan 2007-2009

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1. Context

A Self-Evaluation Group was formed in August 2007

The Group consisted of:

S Ingham (Depute Headteacher)


A Wood (PT Curriculum, Social Subjects)
H Dowle (Teacher, English)
S Muirhead (Teacher, Business Education)

The group had been working on the audit process since August 2007 and it
was completed in April 2008. The Audit, HMIe report and School Evaluation
meetings formed the basis of the evaluation of the Development Plan.

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Knox Academy: Statement of Intent 2007-09:

This is a rationale for the development of Knox Academy over the next three years. It
is based on the existing school aims and underpins the School’s Development Plan for
sessions 2007-09.
Ethos
Our school will be welcoming, inclusive and all working relationships will be based
on courtesy and mutual respect. Partnership with, and between, all sections of the
school community will be enhanced. The school is committed to providing an outstanding
service to all pupils. Staff and pupils will have opportunities to voice opinions and
concerns. They will work together to address and resolve issues.
Staff will take steps to improve the learning process and promote partnership; pupils
adopting an active and independent role in their learning will complement this.
Unacceptable and anti-social behaviour will not be tolerated and difficult situations will
be resolved by mediation. The school will develop its existing links with the local and
promote pride in its achievements and reputation.

Learning and Teaching


The school will inspire pupils to learn and raise their aspirations through exciting and
effective classroom practices, including well-organised and appropriate courses,
which relate content to the real world. Staff will, where possible and appropriate,
make effective use of Information and Communication Technology. Staff and pupils
will share responsibility for ensuring that effective learning and teaching takes
place. Pupils will be encouraged to make effective use of home study to develop an
enthusiasm for life long learning, they will be encouraged to see themselves as
active citizens of the school and the community.

Management and Leadership


Leadership at all levels of the school will be distributed in order to promote
development and improvement, involving all members of the school community. All
managers will be consistent, lead by example displaying vision, leadership, and by being
accessible. They will promote partnership with colleagues, pupils and parents by
effective communication and consultation. There will be a commitment to share good
practice. Managers will ensure all tasks, initiatives and developments are completed.
Innovation and creativity in classroom practice will be supported. All managers have an
obligation to ensure they resolve any problems that impact upon the welfare and
education of children within the school.

Inclusion and equality


The needs of all individuals in the school will be recognised and respected. The school
will provide a welcoming and supportive environment for all parents and carers,

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encouraging parental consultation and involvement. The support systems within the
school will make effective use of the integrated pupil support resources, supporting
pupils and their families both within and outside school. Support systems will ensure
staff and pupils are provided with a framework for learning. Personal and Social
Education will challenge pupils’ attitudes and assumptions, enabling them to reflect upon
their values and help to provide them with the skills to release and realise their
potential.
Curriculum

The structure of the curriculum will be developed to provide all pupils with
opportunities to develop skills and talents and experience success. The place of each
subject within the curriculum will be judged by its ability to enable pupils to be
successful learners, confident individuals, responsible citizens and effective
contributors. The first and second year curriculum will ensure that the transition from
primary school to secondary school is a smooth and continuous process. Curricular
initiatives will be effectively embedded through careful consultation, planning and the
provision of appropriate resources, support and time. We will promote extra-curricular
activities as positive staff/pupil and pupil/pupil relationships can be developed thereby.
Achievement and Attainment

Achievement, Attainment and success in all its different forms will be promoted,
recognised and celebrated. Pupils will be encouraged and supported to realise their full
potential and attain the highest standard of qualifications. The quality of the teaching
and learning process will be monitored through the analysis of attainment. When
reporting pupil progress, staff will provide information, which is sensitive, relevant and
well informed. Teachers will challenge pupils to have high expectations.
Environment and Resources

The school environment will enhance the teaching and learning process by providing a
stimulating working environment for the school community. There will be expansion in
access to a range of ICT resources. Resources will be deployed to support learning,
teaching and innovative and creative practice.

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2. School Aims

AIMS OF KNOX ACADEMY

1. To offer each pupil the highest possible standard of education through a


balanced, appropriate curriculum, providing opportunities for pupils to achieve
at the highest levels.

1. To help each pupil to develop skills and increased knowledge and understanding in
preparation for adult life.

2. To develop a positive atmosphere in which each pupil enjoys and values learning
and reaches their full potential.

3. To promote positive attitudes, personal responsibility, self-discipline and respect


for others.

4. To create a secure, caring environment where everyone is trusted and valued.

5. To develop a genuine partnership between all staff, pupils, parents and the local
community.

6. To promote loyalty and pride in the school community.

7. To promote the professional development of staff.

8. To continue to improve the examination results of the school.

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3. The National Priorities

Priority One
Achievement and Attainment
To raise standards of educational attainment for all in schools, especially in the core skills of
literacy numeracy, and to achieve better levels in national measures of achievement including
examination results.

Priority Two
Framework for Learning
To support and develop the skills of teachers, the self-discipline of pupils and to enhance school
environments so that they are conducive to teaching and learning.

Priority Three
Inclusion and Equality
To promote equality and help every pupil benefit from education, with particular regard paid to
pupils with disabilities and special educational needs, and to Gaelic and other lesser used
languages.

Priority Four
Values and Citizenship
To work with parents to teach pupils respect for self and one another and their independence
with other members of their neighbourhood and society and to teach them the duties and
responsibilities of citizenship in a democratic society.

Priority Five
Learning for Life
To equip pupils with the foundation skills, attitude and expectations necessary to prosper in a
changing society and to encourage creativity and ambition.

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AUDIT OF DEVELOPMENT PLAN FOR SESSION 2007-08

“Further action required” is based upon the audit of the development plan done
throughout the year by the Self-Evaluation Group and the Management Team.

“Next Steps” contains the feedback and ideas from the staff and pupil surveys
carried out during May 2008. These are not prescriptive but may give
individuals/departments/faculties ideas in how to take these priorities forward.

Please note that as some of the audit sheets contain quite a lot of information the table might have
split across two pages.

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Whole School
Priority
HMIe 1
How are we going to do it? Progress? Further action required?
• HODs are to gather examples of best practice. • Unclear • Ensure that discussion of Learning and Teaching is
on DM minutes.
• HODs are to encourage, monitor and disseminate strategies that • Unclear • As above.
improve the quality of learning and teaching in departments e.g.
embedding the use of Study Skills in curriculum.
• Establish development group to look at best practice across the school. • Minimal • Learning and Teaching Group to be convened
• Development Group to disseminate strategies and gather feedback on session 2008-09.
what does and does not work. Group to feedback during Whole School
CAT.
• Ensure that pupils are using planners and taking advantage of lunchtime • Some • Try to increase uptake of revision clubs, homework
revision sessions. club etc.
• Provide opportunities for leadership training with senior pupils e.g. • Some • Continue to provide opportunities.
coaching and through the Learning Game.
• Promote Enterprising lessons. • Good • Continue to provide Enterprise
opportunities/lessons.
• Promote the use of project work and collaborative work. • Some • Focus on Learning and Teaching in departments.

• Focus on development of S6 Leadership. • Good • Continue with revised S6 leadership hierarchy and
continue to offer opportunities to run events e.g.
Charities’ Committee, Yearbook, Leavers’ Dance,
Coaching etc.
What improvements do we expect to see? Evidence?
• Pupils asking for help when required. • 76.7% pupils say that they ask for help when required. 82.03% staff
state that pupils are asking for help when required.
• Pupils taking more responsibility for their own learning and working • 82.8% of staff state that pupils are not taking more responsibility for
independently e.g. attending revision clubs, working collaboratively, their own learning and working independently. 18.6% of pupils have
trying to complete tasks before asking for help. This should be attended revision clubs and Homework Club. 91.5% of pupils have worked
commented upon in any observations. as part of a team or group on a project.
• More pupils taking leadership roles in both classroom and extra- • 30.6% of pupils state that they were given the opportunity to lead/be in
curricular activities with S6 taking a particular lead. charge of a project/group at any point during the session.

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Next Steps
• See “Further action required?”
• Make more use of planners.
• Share learning intentions with pupils.
• Ensure that work is differentiated so that all pupils can attain and achieve.
• Use of AifL strategies to encourage youngsters.
• Drop-in sessions at lunchtimes.
• More use of group work/tasks.
• More structured timetable of after-school revision clubs.
• Share targets with youngsters and review them regularly.
• More use of investigation exercises.
• Use of self-evaluation sheets.
• Zero tolerance of pupils not coming prepared to class/bringing homework.
• Make more use of Positive Discipline system.
• Make use of ICT.
• Use of consolidation tests every week/fortnight.
• Consider the feedback we give to youngsters, how it is given and how we ensure that it is acted upon.
• Encourage the School Council to focus on these areas.
• Draw up explicit guidelines for pupils regarding their responsibilities.
• Get more pupils involved in responsibility for school community issues e.g. environment.
• Teachers be explicit about expectations and aims to pupils.
• Ensure that pupils know that their actions have consequences.

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What improvements
Whole School do we expect to see? Evidence?
How •areSenior
Priority we going to do it?
Managers spend less time dealing with relatively minor discipline Progress?
• Furtherrequesting
SMT and Guidance action required?
information regarding strategies already
HMIe• 2 The remits
issues of Senior
and issues thatManagers arewith
can be dealt to bebyclarified,
HODs and especially in relation
PTs. Guidance PTs • Complete • Revised remits to be placed in handbook.
tried by individuals and departments.
to Pupil Support.
take more responsibility for seeing through pastoral issues.
•• Develop the work co-ordinate
Senior Managers of outside agencies in the school.
more whole-school projects. •• Good • Continue
Minutes from Working with joint-working
Groups/Learning Teams. strategies.
•• Departments
Senior Mangers meeting with members ofand
are to clarify their policies procedures
staff especially
and discussing how in
to •• Very • Ensure
Minutes of meetings. that these are available in department
relation to
improve discipline
learners’ and pastoral
experiences and care to ensure that the appropriate
results. good handbooks. Further discussion required between
staff are involved with pupils to ensure a reasonable level of support and
Next Steps? SMT and Guidance as to responses to
• challenge is inaction
See “Further place. required?” referrals/signals of concern.
•• In consultation
Redesign with the Faculty
of referral/signal Heads,forms?
of concern HODs and PTs are to set • Minimal • Go beyond what is already discussed at Results
• targetsSMT
Review for improvement
remits at theduring
end ofthe session.
session 2008-09. Meetings. Targets to be communicated to Head
Teacher.

Whole School
Priority
1.1 Improvements in Performance.

How are we going to do it? Progress? Further action required?


• All staff to reflect on the quality of learning and teaching in their • Minimal • Learning and Teaching to become main focus of year
classrooms. They should use questionnaires with pupils and other tools 2 of school plan.
suggested by the Self-Evaluation Group, Faculty Heads and HODs.
• Every department incorporates the Curriculum for Excellence guidelines • Complete • Action points on department plans to be completed.
into their departmental planning and schemes of work. SI and group to lead “Literacy”.
• Departments analyse their exam results and target areas for • Ongoing • Maintain results meetings.
improvement and decide upon the criteria for success in these areas.
• Departments involve pupils in setting their own, personal targets. This • Some • Raising Attainment Group will continue to look at
is to be done in conjunction with the formal procedure of target setting this. Departments also to decide how to take this
for use in the reporting, tracking and monitoring system. further. Review in June 2009.
• Departments assess pupils in a way that promotes understanding and • Ongoing • AifL strategies to feature in department plans.
improvement by using Assessment is For Learning strategies. Review efficacy in June 2009.

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What improvements do we expect to see? Evidence?
• Improved exam results • Exam results discussed within departments, with Head Teacher and
QIO. Minutes of meetings produced. Ways forward identified.
• Pupils aware of what is expected of them both academically and • 36% of pupils use their report and 37.2% of pupils use test scores to
personally and they know how they are going to achieve this find out how they are doing. Only 5.8% rely on discussing their targets
with their teachers. 82.8% of staff say that they use target setting
and monitoring with pupils to improve attainment.
• Development of Curriculum for Excellence addressed in Departmental • Department plans, minutes of DMs and Working Groups/Learning Teams.
Plans and discussed at Department Meetings
Next Steps?
• See “Further action required?”
• Prioritise discussing pupil progress with pupils.
• Look at how tracking and monitoring is done – what is the most important aspect of it?
• Staff to discuss efficacy of marking and written feedback on jotters etc.
• Examine other strategies for raising attainment.
• Sharing of good practice to be a standing item on DM/Faculty agendas.
• Expand mentoring programme to all S4
• Use of ICT.
• Use of competitions.
• Promote use of Homework Club.
• Involve pupils more in self-evaluation of school and departments.

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Whole School
Priority
1.2 Fulfilment of Statutory Duties
How are we going to do it? Progress? Further action required?
• Incorporate regional and national priorities in the development planning • Ongoing • Maintenance.
process.
• Ensure that all staff training that is required takes place. • Ongoing • Maintenance.
• Keep all stakeholders informed of any changes or amendments to school
policy. • Ongoing • Maintenance.
• School Finance Committee meetings. • Ongoing • Re-convene Finance Committee.

What improvements do we expect to see? Evidence?


• Resources purchased in line with regional, national, school and • Development plans.
departmental priorities.
• Articles in Knox News and parents are well informed (reflected in • 45% of pupils state that they consider themselves well informed about
surveys and interaction with the Parent Forum) what is going on at Knox Academy.
• Staff are knowledgeable about statutory requirements and codes of • When surveyed most staff (between 70.7% and 93% of staff) state that
practice so that all pupils benefit. they are confident about statutory requirements and codes of practice.
Next Steps?
• See “Further evidence required?”
• Increase the frequency of assemblies.
• Investigate emailing pupils with information.
• Ensure that the bulletin is read out.
• Ensure that all staff are kept up to date in terms of training.

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Whole School
Priority
2.1 Learners’ Experiences

How are we going to do it? Progress? Further action required?


• See HMIe 1 • See HMIe 1 • See HMIe 1
• Continue to work with, and raise the profile of, the School Council • Ongoing • Continue work of PT Citizenship and Values
• Introduce more AiFL strategies in classrooms • Good • Continue work of AifL Group
• Curriculum for Excellence is reflected in lessons • Minimal • In department plans session 2008-09
• Increase use of tracking, target setting and monitoring • Ongoing • Continue work of Raising Attainment Group in
conjunction with Authority Group.
• Continue to seek feedback from pupils on their experiences at Knox • Good • Continue with surveys and focus groups.
Academy
• Use Knox News to highlight work that is done throughout the session • Good • Continue gathering articles.
• Work with all stakeholders to redefine the school aims. • Minimal • Way forward defined on Planning Day.

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What improvements do we expect to see? Evidence?
• All pupils are aware of and take some responsibility linked with the wider • 47% of pupils state that they are aware/very aware of what’s going on in
life of the school. All places on the School Council are contested. school. 36.5% state that they are “a little aware”.
• Pupils take part in the evaluation of, and planning for the school and • 10% of school surveyed regarding progress on the development plan and
their views are represented in the Development Plan. their views are reflected in the “Next Steps” section of the audit.
• Pupils are committed to, and take pride in the school. Questionnaire has • Only 15.5% of pupils surveyed stated that they are “not at all” proud of
been taken by a representative group of pupils and results demonstrate being part of Knox Academy.
this.
• Pupils are more engaged in their learning and are taking steps to improve • Over 75% of pupils state that they ask for help when required.
their attainment e.g. increased uptake of lunchtime revision and However, uptake of Homework Club and rates of handing in of homework
homework clubs, more pupils are volunteering for mentoring and are might disprove this.
keeping appointments.
• More pupils involved in the production of, and producing items for the • This session, only15.3% of pupils have contributed to the Knox News.
Positive Achievement Newsletter and the Knox News.
Next Steps?
• See “Further action required?”
• See “Next Steps” in section 2.1
• More focus on “House Activities”
• Ask staff to get pupils to write articles for the Knox News and Positive Achievement Newsletter.
• Investigate ways in which pupils can turn their awareness of certain issues into action e.g. more pupil run committees.
• Increase staff and pupil awareness of Citizenship activities.
• Pupil involvement in Working Groups/Learning Teams.
• Highlight work being done in this area to parents.
• Make more use of the International Links that we have.
• Use the S1/2 Challenge to reinforce the link between awareness and activism.
• Change registration – ie a mixed year registration group – senior pupils take more responsibility for youngsters in the group.

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Whole School
Priority
2.2 The School’s Success in Involving Parents, Carers and Families.

How are we going to do it? Progress? Further action required?


• Offer opportunities for parental feedback at Parents’ Consultation • Minimal • Use of Parent Forum email system and
Evenings. SurveyMonkey.
• Staff, pupils and parents participate in the Parent Forum. • Good • Parent Forum devising action plan in conjunction with
school.
• Staff and pupils are represented on KASG • Minimal • How to get more staff involvement.
• Advertise opportunities for parental involvement through the Knox News • Good • Continue with Knox News articles.
• Ensure that parents are kept abreast of issues and concerns regarding • Good • Continue with present systems within budgetary
their children. constraints.
• Introduction of Parent Mail system • Minimal • Gathering of parental email addresses continues.

What improvements do we expect to see? Evidence?


• More parents involved in the life of the school e.g. accompanying • Parent School Partnership minutes reflecting requests and responses.
clubs/group excursions, taking part in careers events, increased
membership of KASG and Parent Forum/Council
• Positive feedback from parents in questionnaires • Feedback received.
• More parental questionnaires are returned • Online questionnaires get a better response than paper.
• Online questionnaires for parents are completed • See above
Next Steps?
• See “Further action required?”

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Whole School
Priority
4.2 The School’s Success in Working with and Engaging the Wider Community.

How are we going to do it? Progress? Further action required?


• Include enterprising lessons in the curriculum. • Good • Review directory of enterprising lessons.
• Extend the ASDAN Challenge Programme into S2 • Complete • Maintain.

• Continue to make links with other schools around the world. • Good • Continue.
• Retain the International Schools Award • Ongoing • Tbd
• Continue the work of the Environment Coordinator • Good • Maintain.
• Continue to expand and develop Citizenship activities • Ongoing • See PT Citizenship and Values’ development plan.

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What improvements do we expect to see? Evidence?
• Pupils are more entrepreneurial in their outlook. They ask for • See HMIe1, 1.1, 2.1 and paperwork/evaluations of Young Enterprise,
help/assistance/what they need, they can plan and organise, they can see Working With Others projects, S4 Work Experience, Enterprise
the bigger picture and look ahead. This is evidenced by their Activities’. When surveyed 73.8% of pupils feel confident in classes and
involvement in target setting, reporting that demonstrates that pupils 63.4% are happy with the extra-curricular activities on offer.
can work in groups successfully, more pupils being involved in Young
Enterprise, all S4 successfully completing a Work Experience Placement
and all pupils having the opportunity to take part in enterprise activities
in the formal and extra curriculum.
• Pupils have the opportunity to try new things and develop new skills as
demonstrated through the range of extra-curricular opportunities • Evaluations of activities.
available and the S1 & S2 Challenge
• Pupils have the opportunity to make links with pupils from other
countries and cultures e.g. through Comenius project, Twinning, Challenge • Evaluations of activities, Knox News Articles.
programme and Rwanda link.
• Pupils have an awareness of environmental issues and how they can make
improvements. This will have been highlighted through assemblies, the • School Council assemblies, assemblies, Eco-Warriors work during
work of the Environment Group and the Environment Coordinator. Activities’ Week. 54.2% of pupils believe Knox Academy pupils are
• Pupils have an opportunity to take part in projects that enable them to environmentally aware.
be come responsible citizens e.g. Smart Citizenship Group, Charities’ • Extra-curricular database.
Committee, Amnesty International, SNAG, Cadets
Next Steps?
• See “Further action required?”
• Emphasis on Learning and Teaching approaches in 2008-09, including use of AifL strategies.
• Looking at how to implement CfE in departments.
• Continue to provide a wide range of extra-curricular activities.
• Maintain challenges and try to extend into Senior School.
• Maintain focus on International activities and retention of International Schools’ Award. Try to get as many pupils as possible involved.
• Involve pupils more in caring for the school environment and the Environment.
• Continue work of PT Citizenship and Values.

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Whole School
Priority
5.1 The Curriculum

How are we going to do it? Progress? Further action required?


• Extend the ASDAN Challenge Programme into S2 • Complete • Maintain.
• Include enterprising activities feature in the curriculum • Ongoing • See 4.2.
• Increase the amount of Physical Activity available to pupils in S1 to S6 • Ongoing • Maintain.
• Incorporate the elements of a Curriculum for Excellence into the • Ongoing • See 2.1 and department plans.
curriculum.
• Ensure that the timetable provides progression for all learners. • Good • Maintain and improve where possible.
• Ensure that the needs of the lowest attainining 20% of pupils are met. • Ongoing • See department plans 2008-09.
• Maintain links with partner agencies to ensure that the vocational needs • Good • Maintain.
of pupils are met.
• Transition is effectively managed (see 6.2) • Ongoing • Remits defined and Working Group/Learning Team to
be more focused. Paperwork & sharing of
information streamlined.
• Continue to develop curriculum links with Cluster Primaries • Minimal • Maintain.
• Achieve Healthy Schools Stage 2 Award • Ongoing • To be devolved to departments rather than Working
Group/Learning Team. More emphasis required in
School Plan.

What improvements do we expect to see? Evidence?


• We continue to have a dynamic and flexible curriculum that supports the • 40.5% of pupils surveyed believe that the curriculum at Knox Academy
needs of all learners. meets their needs. 48.8% believe that it does “mostly but not always”.
Next Steps?
• See “Further action required?”
• Ensure that lessons meet the learning styles of pupils.
• Maintain breadth and depth that is in the Curriculum.
• More kinaesthetic work in every class.

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Whole School
Priority
5.2 Teaching for Effective Learning.
How are we going to do it? Progress? Further action required?
• See HMIe 1 & 3 • See HIMe 1&3 • See HIMe 1&3
• Disseminate examples of best practice throughout the school • Minimal • Learning and Teaching Group to be reconvened
and address this.
• Develop Policy for observation of, and feedback to teachers • Minimal • L&T Group in conjunction with Professional
Associations.

• Ensure that appropriate CPD opportunities to develop teachers are • Good • Maintain
available (both in-house and at an authority level) and that they are
being accessed.
• Encourage dialogue among staff in order for them to reflect on their • Minimal • Continue to provide opportunities for dialogue
practice. and sharing good practice. L&T Group to
investigate strategies also.
• Develop the use of AiFL techniques in classrooms • Good • Continue work of AifL Group.
• Develop courses that meet the needs of all learners • Good • Maintain.

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What improvements do we expect to see? Evidence?
• Pupils are more engaged in their learning. • Unclear. Pupils are able to identify what works best for them in terms
of learning and teaching approaches and they feel that they are engaged
in and responsible for, their own learning. However staff views differ
from this.
• Positive feedback from pupils when surveyed. • Most pupils have commented that they wish surveys like this one to
happen again.
• Pupils know what they need to do to improve their attainment levels • Pupils tend to use reports and test scores to determine their relative
success in their subjects. As these do not happen as frequently as other
modes of feedback then the question needs to be asked, “How do they
assess their progress for themselves on a day-to-day level?”
• Courses are available at all levels for all pupils • Courses are in place
Next Steps?
• See “Further action required?” and “Evidence”
• Explore ways of giving quality and timely feedback to pupils and ensuring that they follow it.
• Develop AifL strategies in school.
• Explore the role and nature of homework in the curriculum.
• Implement Self-Evaluation Policy and expand to include pupil feedback on learning and teaching.
• Develop strategies to encourage pupil self-evaluation, independence and responsibility in their own learning.

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Whole School
Priority
5.4 Assessment for Learning
How are we going to do it? Progress? Further action required?
• Develop and implement AifL strategies throughout departments • Good • Continue work of AifL Group.
• Ensure that reports are well written and provide useful information • Ongoing • Follow-up from “Niggles” Group in May ’08 (CAT?)
• Make better use of the target setting and tracking system in the school • Ongoing • See 2.1
• Ensure that there are a range of courses for learners of all abilities • Good • See 5.1 & 5.2

What improvements do we expect to see? Evidence?


• Pupils are more engaged in the learning process • 56.4% of pupils feel “Involved” or “Very involved” in their learning.
However 82.8% of staff believe that pupils are not taking responsibility
for their own learning.
• Parents are aware of targets being set for pupils and know how pupils • Feedback from Parents’ Consultation evenings.
are expected to meet them
• All pupils are able to attain at the level appropriate to them • See results.
• Pupils are more confident evidenced by evaluations made by staff, pupils • 73.8% of pupils feel confident in classes. 81.3% of staff feel that pupils
and parents in questionnaires. are asking for help as much as or more than they have in previous
sessions.
Next Steps?
• See “Further action required?”
• Investigate ways in which pupil and staff expectations and perceptions can be better matched.
• Maintain confidence-building and learning and teaching strategies that encourage confidence and independence.

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Whole School
Priority
5.6 Equality and Fairness
How are we going to do it? Progress? Further action required?
• Continue the Cluster Equality and Fairness Working Group, looking • Complete • Complete directory of Equality and Fairness events
specifically at the promotion of Equality and Fairness in individual for Haddington Cluster.
schools and in the Cluster.
• Access equalities training as and when it is offered by the Authority • Ongoing • Continue to access training as appropriate.

What improvements do we expect to see? Evidence?


• There are reduced barriers to development, learning, participation and • See results.
achievement as evidenced by LAAC statistics and results of
departmental questionnaires.
• There are reduced number of racist and bullying incidents. • Paperwork e.g. bullying log.
• Pupils and staff demonstrate compassion and respect for one another. • 43.4% of pupils respect their teachers, 52.4% do not respect their
teachers all of the time and 2.4% do not respect their teachers.
Next Steps?
• See “Further action required?”
• Ensure consistency in approaches to discipline across the school.
• Train staff in the use of “Restorative Practices”.

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Whole School
Priority
6.2 Participation in Policy and Planning
How are we going to do it? Progress? Further action required?
• Increase opportunities for all staff to lead working groups • Good • Continue to offer staff the opportunity to lead.
• Continue to develop links between the Management Team and the School • Good • Continue to have member of MT attend meetings and
Council feedback to pupils.
• Develop the S6 Leadership team and their role in KASG and the Parent • Good • Continue to have pupil representatives on these
Forum bodies.
• Involve more parents and pupils in the process of self-evaluation • Good • Continue with Self-Evaluation meetings, surveys etc.
• Review and evaluate the Primary Transition arrangements • Ongoing • Clarify roles and remits, investigate ways of
disseminating information.

What improvements do we expect to see? Evidence?


• Pupils, parents and staff feel that they are more involved in how the • Survey results, meetings with SMT and QIO. 10.3% of staff stated
school is run and the direction that it takes. This is evidenced by that they feel uninvolved in the running of the school and the direction
paperwork produced during the auditing and self-evaluation process that that it takes.
takes place during the school year.
Next Steps?
• See “Further action required?”
• Make better use of meetings.
• Involve more staff in strategic issues e.g. Literacy across the curriculum, under the leadership of a Manager/Depute.
• Focus on fewer things and get them right.

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Whole School
Priority
7.3 Staff (Employee) Development and Review
How are we going to do it? Progress? Further action required?
Ensure that all staff are reviewed • Good • Maintain in light of new Authority Guidelines
• Ensure that there are a wide range of appropriate opportunities for • Good • Maintain
development

What improvements do we expect to see? Evidence?


• Continue the work of the Staff Development working group. • Feedback given at April CAT afternoon.
• Develop CPD opportunities led by members of the school • Opportunities made available.
Next Steps?
• See “Further action required?”

26
Whole School
Priority
9.3 Developing People and Partnerships
How are we going to do it? Progress? Further action required?
• Involve stakeholders and partner agencies in Working Groups and taking • Ongoing • Get more pupils involved in Working Groups/Learning
initiatives forward Teams
• Enable those who wish to, to take additional responsibility in the school • Good • Continue to provide opportunities.
• Encourage non-promoted staff to take the lead in working groups, • Good • Continue to provide opportunities and support.
running activities and excursions
• Take part in the Investors in People programme • Minimal • Initiate process.

What improvements do we expect to see? Evidence?


• More staff involved in duty rota, leading excursions, chairing working • Rotas, Working Group minutes, Activities’ Week programme.
groups, running extra-curricular groups
• More staff availing themselves of “drop-in” with the HT to discuss • Issues being brought to HT’s attention.
opportunities for development
• Staff taking opportunity for CPD training outwith their subject area • Evaluation forms.
• More parents/partner agency representatives on development groups • Minutes
• Integration Team presence at more meetings • Minutes
• An improved service through working with all members of staff • CAT afternoons, minutes.
Next Steps?
• See “Further action required?”

27
Summary of Priorities for Action Agreed on School Development Day

School Development Plan, 2008-09, and Department Planning.

Following the Development Day on 6th May, the draft priorities for next session were
agreed.

The main points for session 2007-09 are noted briefly below and provide a checklist for
the Departmental Plans. A more detailed school plan has been attached.

HMIe Recommendations:
• Continue to develop strategies to help pupils become more independent in their
learning and to develop leadership skills.
Strengthen the strategic role of senior managers, to improve their leadership for
learning and the coordination of integrated support for pupils.
Clarify the quality assurance roles of all staff with additional responsibilities, and
continue to develop and implement more effective approaches to self-evaluation

East Lothian Service Improvement Plan Priorities:


• Deliver “Curriculum for Excellence”
• Place sustainable education, enterprise, science, modern languages and
technology at the heart of the country’s education provision.
• Embed Scottish history, culture and heritage throughout school life and make
every effort to support Scotland’s languages – both Gaelic and Scots.
• Increase involvement and achievement of children in creative arts, sports,
outdoor education and volunteering.
• Improve the attainment of all, in particular the lowest performing 20%. All
pupils will match or exceed their predicted progression levels against national
comparison levels e.g. MidYIS and SQA.
• Expand school/college partnerships.
• Achieve a “Very Good” level of performance in Learning and Teaching.
• Ensure that wider achievements of pupils are recognised by the school.
• All children, young people and staff report that they are treated with equity and
fairness.
• Increase the proportion of school leavers in positive and sustained destinations
(further/higher education/employment/training).
• We will improve children and young people’ s health and their attitudes to health.
• The number of children and young people participating in physical activity
outwith school will increase.
• Children, young people and staff will report an improvement in behaviour.
• All children and young people will be able to demonstrate that they actively
contribute to sustaining the school’s, community’s and global environment.

28
• All young people will report that they feel safe in school.
• All stakeholders will report that they have had an opportunity to be involved in
the development of policies.
• All CPD opportunities will have a positive impact on employees’ capacity to do
their jobs.

Priorities Identified by school:


• More use made of tracking and target-setting.
• Develop links with Cluster Primaries.
• Retain International School Award and improve pupil awareness of International
links.
• Develop more rigorous self-evaluation procedures that include the pupils and
that focuses on learning and teaching.
• Working Group on Learning and Teaching to be reformed.
• Pupils are to take more responsibility for their own learning.
• How to turn pupils’ awareness of issues (e.g. being a responsible citizen, the
environment, how to make a difference) into action.

Draft Priorities:
•Quality of learning and teaching with a focus on independent learning and AiFL
•Tracking and reporting.
•Curriculum for Excellence to include Enterprise and retaining the International School
Award.
•Raising attainment strategies – especially for the lowest 20%.
•Developing and distributing leadership.
•Fulfil Equalities and ASL legislation.
•Improve stakeholder involvement in all areas of school life.
•Develop and embed more rigorous self-evaluation procedures.

29
DRAFT Development Plan 2007-2009 (Year2)

30
Whole School
Priority
HMIe 1
What do we want to do?
Continue to develop strategies to help pupils become more independent in their learning and to develop leadership skills.
Why do we want to do it?
We want
Whole to engage pupils in their own learning and encourage them to take responsibility for it.
School
We want pupils to become confident individuals and effective contributors
Priority
How
HMIeare2 we going to do it? When? Who? Resources?
• HODs
What do we want are to gather
do? examples of best practice. • Oct 2007 • HODs Time and CDF
• HODs are to encourage, monitor and disseminate strategies • Ongoing (by May 2008)
Strengthen the strategic role of Senior Managers, to improve the leadership for learning and further develop the integrated approach • HODsto Support monies.
for Pupils.
Why do that improve
we want to dotheit?
quality of learning and teaching in
To ensuredepartments e.g. embedding
that all leaders across the the usetake
school of Study Skills in for the smooth running of the school.
responsibility
To ensurecurriculum.
that there are high levels of quality and continuous improvement and excellence in the provision for all learners.

To ensure Establish development
that all staff group totolook
are challenged at best
improve thepractice across
quality of August 2007
provision for•all learners. • MT & HODs
the school.
To ensure that all leaders encourage and support innovative practices which bring about positive changes in learners' experiences.
How•areDevelopment
we going to Group
do it? to disseminate strategies and gather
When? • May 2008 (review
Who? by May 2009) • Group
Resources?
• feedback on what does and does
The remits of Senior Managers are to be not work. Group to • September 2007 • MT Time
feedback especially
clarified, during Whole School to
in relation CAT.Pupil
• Ensure that pupils are using planners and taking advantage of
Support. • Weekly • MT, HODs &
• lunchtime revision sessions.
Develop the work of outside agencies in the • By April 2008 for review • HM & SI Mentors
• Provide
school. opportunities for leadership training with senior April 2009 • Ongoing (review in session 2008-09) • MT & SPAC Progress:
• pupils e.g. coaching and through the Learning
Departments are to clarify their policies and Game. • August 2007 • HODs/PTs To be monitored
• Promote
proceduresEnterprising
especially lessons.
in relation to discipline • Directory updated by May 2008 • R Flood at Departmental
and pastoral care to ensure that the Progress? Meetings and
• Promote thestaff
appropriate use ofare
project work
involved andpupils
with collaborative
to work. • Throughout 2007-08 and reviewed • SMT
Revised & HODs
remits during CAT.
to be distributed.
ensure a reasonable level of support and 2008-09 Other progress to be reviewed at
• Focus on development
challenge is in place. of S5/6 Leadership. • Throughout 2007-08 and reviewed • A Wood
Faculty Links and Department Meetings.
• In consultation with the Faculty Heads, • September 20072008-09
with • MT R Couper
What improvements do we expect to see?
HODs and PTs are to set targets for ongoing review at DMs.
• Pupils asking for
improvement helpthe
during when required.
session. Review in May 2008.
•• Pupils taking
Faculties moremajor
to lead responsibility for their
developments fromown learning
• and working
Identify independently
areas of plan to e.g. attending
• revision
Faculty clubs,
Links andworking collaboratively, trying to complete
tasks before
School Plan asking for help. This should be commentedbe upon in any
taken observations.
forward by Faculty Heads
• More pupils taking leadership roles in both classroom andSeptember
extra-curricular
2008. activities with S6 taking a particular lead.
Feedback on progress
from Faculties May 2009.

What improvements do we expect to see?


• Senior Managers spend less time dealing with relatively minor discipline issues and issues that can be dealt with by HODs and PTs. Guidance PTs take more31
responsibility for seeing through pastoral issues.
• Senior Managers co-ordinate more whole-school projects.
• Senior Mangers meeting with members of staff and discussing how to improve learners’ experiences and results.
Whole School
Priority
HMIe 3
What do we want to do?
Clarify the quality assurance roles of all staff with additional responsibilities, and continue to develop and implement more effective approaches to self-evaluation.
Why do we want to do it?
Ensure that all staff is observed more than once a year, that feedback is given and it is acted upon.
Involve the pupils, parent, partner agencies and the community in the evaluation of the school.
Involve more staff in the evaluation and audit of the Development Plan.
How are we going to do it? When? Who? Resources?
• Meet with QIO regarding different ways of evaluating • August 2007 • S Ingham • Time in DMs and
the work of the school at whole school, faculty, CAT
department and individual levels.
• Continue to work with QIO to develop self-evaluation in • Ongoing • S Ingham
school. Progress?
• Establish a Development Group to gather views of staff • August 2007 • S Ingham & Group Policy is written and the
and to determine how individual teachers can take this Group feeds back to staff
point forward. at Whole School CAT.
• Group to write a School Policy on Self-evaluation to • Draft by Jan 2008, • S Ingham & Group Discussions about self-
include a more rigorous cycle of observation, quality additions and amendments evaluation minuted at DMs.
assurance and practical examples on how individuals, ongoing and reviewed by Managers producing
departments and faculties can evaluate performance. April 2008. Policy feedback forms for
implemented session 2008- observations.
09 and reviewed May 2009.
• HODs and Faculty Links meet with HT to analyse results • September 2007 • HT, MT & HODs
and discuss departmental development plans.
• Faculties to institute a regular cycle of observation and • September 2007 • HODs
quality assurance procedures.
• Management Team to draw up a timetable of formal • August 2007 • MT
observations and classroom monitoring.
What improvements do we expect to see?
• Policy on Self-evaluation with time lines, advice, examples of self-evaluation tools.
• Evidence of quality assurance procedures being carried out in departments e.g. from DM minutes. Files kept by HODs
• Copies of observation sheets with a planned way forward to meet the needs of staff.
• Increased demand for CPD opportunities from staff & feedback stating how it has improved their practice

32
Whole School
Priority
1.1 Improvements in Performance
What do we want to do?
Ensure that pupils attain the best that they can.
Ensure that attainment levels continue to improve.
Address the needs of pupils as per the Curriculum for Excellence to ensure that all learners attain and achieve to the best of their ability.
Why do we want to do it?
So that pupils have the best opportunities that they can in the future.
So that pupils are equipped to be useful and productive members of society.
How are we going to do it? When? Who? Resources?
• All staff to reflect on the quality of learning and • By Jan 2008 and should be • All staff • Time
teaching in their classrooms. They should use impacting explicitly on ED&R
questionnaires with pupils and other tools suggested by targets for session 2008-2009
the Self-Evaluation Group, Faculty Heads and HODs.
• Every department incorporates the Curriculum for • Beginning in August 2007 and
Excellence guidelines into their departmental planning
Whole School then reviewed and amended by • Departments • Time & CDF
Priority and schemes of work. May 2009. bids
• Departments
1.2 Fulfilment analyse
of Statutory their exam results and target
Duties • September 2007 and ongoing.
What doareas for improvement
we want to do? and decide upon the criteria for • HT, MT and HODs • Time
success
Ensure that in thesefinances
the school’s areas. take account of local and national standards and priorities.
Departments
• that
Ensure budgetaryinvolve pupils in
and financial setting their
decisions are inown, Ongoing.
the best interests •of the school Procedure
and improve reviewed in of learning
the quality • All staff
& teaching.
• personal targets. This is to be done in conjunction with Session 2008-2009
Ensure that the school actively complies with statutory requirements and codes of practice e.g. Additional Support for Learning Act etc. • Time
the formal
Why do we want to do it?procedure of target setting for use in the
reporting,
To maintain tracking
and improve theand monitoring
school’s system.
provision for its learners.

To ensure Departments
that the needsassess pupils
of all in a way
learners arethat
met.promotes • Beginning in August 2007 and • Departments
How areunderstanding
we going to do andit?improvement When?
by using Assessment is then ongoing.
Who? Efficacy of Resources? • Time
• For Learning regional
Incorporate strategies.and • June 2008 – September strategies• reviewed in Session
MT & HODs • Time
national priorities in the 2009 2008-2009
What improvements do we
development planning expect to see?
• Improved
process. exam results
•• Pupils aware
Ensure of staff
that all what is expected of them
training • both academically and personally and
Ongoing • they
MKD know
& HODshow they are going to achieve this
• Time
• Development
that of Curriculum
is required takes place.for Excellence addressed in Departmental Plans and discussed at Department Meetings
• Keep all stakeholders
informed of any changes or • Ongoing • HT & Editor of Knox News • Time
amendments to school policy.
• School Finance Committee • Ongoing • Chair of Finance Committee • Time
meetings.
What improvements do we expect to see? 33
• Resources purchased in line with regional, national, school and departmental priorities.
• Articles in Knox News and parents are well informed (reflected in surveys and interaction with the Parent Forum)
• Staff are knowledgeable about statutory requirements and codes of practice so that all pupils benefit.
Whole School
Priority
2.1 Learners’ Experiences
What do we want to do?
See HMIe 1
Involve pupils are more active participants in the learning and teaching process
Ensure that all pupils have the opportunity to contribute the wider life of the school
Develop the pupil voice
Why do we want to do it?
To give pupils more sense of ownership of their time and experience at Knox Academy
To give all pupils the best possible advantages for life after school
• To ensure pupil support of initiatives and developments
How are we going to do it? When? Who? Resources?
• See HMIe 1
• Continue to work with, and raise the • Session 2007-2008. Reviewed in Session • PT Citizenship & MT • Time & funds
profile of, the School Council 2008-2009
• Introduce more AiFL strategies in • May 2008. Efficacy reviewed in Session • HODs • Time &CDF
classrooms 2008-2009
• Curriculum for Excellence is reflected in • Strategies introduced in Session 2007- • HODs • Time &CDF
lessons 2008, reviewed in Session 2008-2009
• Increase use of tracking, target setting • By May 2008. Review by May 2009 • JY, DR & HODs • Time
and monitoring
• Continue to seek feedback from pupils on • By April 2008 to inform planning for • SI • Time & Staff
their experiences at Knox Academy session 2008-2009.
• Use Knox News to highlight work that is • Ongoing • Editor of Knox News • Time
done throughout the session
• Work with all stakeholders to redefine the • By April 2009 • SI • Time
school aims.
What improvements do we expect to see?
• All pupils are aware of and take some responsibility linked with the wider life of the school. All places on the School Council are contested.
• Pupils take part in the evaluation of, and planning for the school and their views are represented in the Development Plan.
• Pupils are committed to, and take pride in the school. Questionnaire has been taken by a representative group of pupils and results demonstrate this.
• Pupils are more engaged in their learning and are taking steps to improve their attainment e.g. increased uptake of lunchtime revision and homework clubs,
more pupils are volunteering for mentoring and are keeping appointments.
• More pupils involved in the production of, and producing items for the positive achievement newsletter and the Knox News.

34
Whole School
Priority
2.2 The School’s Success in Involving Parents, Carers and Families
What do we want to do?
Ensure that all parents, carers and families feel that they have the opportunity to be involved in the school
Why do we want to do it?
To ensure that all parents, carers and families are satisfied with the quality of education that their child receives
How are we going to do it? When? Who? Resources?
• Offer opportunities for • Parent Consultation Evenings • S Ingham • Time
parental feedback at & through Parent Forum
Parents’ Consultation email system
Evenings.
• Staff, pupils and parents • Meetings • Parent Forum
participate in the Parent
Forum.
• Staff and pupils are • August 2007 • KASG
represented on KASG
• Advertise opportunities for • Publication dates of Knox • All Staff
parental involvement through News
the Knox News
• Ensure that parents are kept • Ongoing through reporting, • All Staff, in particular HODs,
abreast of issues and meeting with teachers, Support for Pupils and MT
concerns regarding their publication of the Knox
children. News. • Business Manager
• Introduction of Parent Mail • September 2007, reviewed
system in Session 2008-2009
• Involve parents in running • Ongoing • R Couper
extra-curricular sports
clubs.
What improvements do we expect to see?
• More parents involved in the life of the school e.g. accompanying clubs/group excursions, taking part in careers events, increased membership of KASG and
Parent Forum/Council
• Positive feedback from parents in questionnaires
• More parental questionnaires are returned
• Online questionnaires for parents are completed

35
Whole School
Priority
4.2 The School’s Success in Working with and Engaging the Wider Community
What do we want to do?
Encourage and support creativity and innovation
Engage in global issues
Why do we want to do it?
So that the school has a positive impact on the wider community local, national and international
To encourage our pupils to be responsible citizens, confident individuals and effective contributors
How are we going to do it? When? Who? Resources?
• Include enterprising lessons in the • Directory complete and updated and New • R F & HODs • Time & Funding
curriculum. projects identified by May 2008
• Extend the ASDAN Challenge Programme • June 2007 • CDG • Time & staffing
into S2 • Time

• Continue to make links with other schools • Ongoing • M Duddin • Time


around the world.
• Retain the International Schools Award • January 2008 onwards • M Duddin • Time
• Continue the work of the Environment • Environment Coordinator plan written • Environment • Time & CDF
Coordinator September 2008 for evaluation in May Coordinator
2009
• Continue to expand and develop Citizenship • Plan written for August 2008 • PT Citizenship
activities
• Develop role of SPAC in leadership, • Ongoing • R Couper
volunteering training, and working with
cluster primary schools.
What improvements do we expect to see?
• Pupils are more entrepreneurial in their outlook. They ask for help/assistance/what they need, they can plan and organise, they can see the bigger picture
and look ahead. This is evidenced by their involvement in target setting, reporting that demonstrates that pupils can work in groups successfully, more pupils
being involved in Young Enterprise, all S4 successfully completing a Work Experience Placement and all pupils having the opportunity to take part in
enterprise activities in the formal and extra curriculum.
• Pupils have the opportunity to try new things and develop new skills as demonstrated through the range of extra-curricular opportunities available and the S1
& S2 Challenge
• Pupils have the opportunity to make links with pupils from other countries and cultures e.g. through Comenius project, Twinning, Challenge programme and
Rwanda link.
• Pupils have an awareness of environmental issues and how they can make improvements. This will have been highlighted through assemblies, the work of the
Environment Group and the Environment Coordinator.
• Pupils have an opportunity to take part in projects that enable them to be come responsible citizens e.g. Smart Citizenship Group, Charities’ Committee,
Amnesty International, SNAG, Cadets.
36
• Scottish history, culture and heritage are embedded in the curriculum.
Whole School
Priority
5.1 The Curriculum
What do we want to do?
Design a curriculum that takes into account national and local priorities and meets the needs of all learners
Ensure that points of transition are managed effectively
Why do we want to do it?
To ensure that the needs of all our learners are met within the framework of national and local priorities
How are we going to do it? When? Who? Resources?
• Extend the ASDAN Challenge Programme • June 2007 • CDG • Time & staffing
into S2
• Include enterprising activities feature in the • Directory complete by May 2008 and • R Flood & HODs • Time
curriculum reviewed by April 2009
• Increase the amount of Physical Activity • June 2007 • CDG
available to pupils in S1 to S6 • Time & staffing
• Make use of SPAC to develop and enhance • Ongoing • R Couper • Time & staffing
curriculum in line with Active Schools • By May 2008 to review in April 2009 • HODs and CDG
guidelines.
• Incorporate the elements of a Curriculum • June 2009 • HT, MT & HODs • Time
for Excellence into the curriculum.
• Ensure that the timetable provides • Strategies in place by May 2008 to be • MT & HODs • Time & staffing
progression for all learners. reviewed by April 2009
• Ensure that the needs of the lowest • Ongoing • MT & Support for • Time & staffing
attainining 20% of pupils are met. Pupils Faculty
• Maintain links with partner agencies to
ensure that the vocational needs of pupils • Transition for session 2006-2007 • MT & Support for
are met. reviewed by October 2007. Any Pupils Faculty • Time & staffing
• Transition is effectively managed (see 6.2) changes implemented and reviewed in
October 2008.
• Cluster plan written by August 2008 • MT & Cluster Heads
and reviewed in May 2009 • Time & staffing
• Continue to develop curriculum links with • Ongoing – preparing for QIO audit • Working Group & All
Cluster Primaries from 2010. Staff • Time, staffing,
• Continue to develop Health Promotion budget.
activities in school using Healthy Schools
Criteria.
What improvements do we expect to see?
• We continue to have a dynamic and flexible curriculum that supports the needs of all learners.
• The number of pupils leaving school and not entering education, employment and training has decreased.
37
Whole School
Priority
5.2 Teaching for effective learning
What do we want to do?
Ensure that teachers are using varied, appropriate and well-paced teaching approaches
• Ensure that teaching approaches are appropriate to the needs of individual learners
• Develop the use of ICT in learning and teaching
Why do we want to do it?
To ensure that the needs of all learners are being met
To ensure that all pupils are challenged
To develop the Four Capacities in Curriculum for Excellence
To develop pupils’ responsibility for and involvement in their learning
How are we going to do it? When? Who? Resources?
• See HMIe 1 & 3
• Disseminate examples of best practice throughout the • By May 2008 for review May 2009 • Development • Time
school Group
• Time &
• Develop Policy for observation of, and feedback to teachers • Draft by Jan 2009, additions and • Development Staffing
amendments ongoing and reviewed by Group & MT
April 2009. • Time
• Ensure that appropriate CPD opportunities to develop • Ongoing. • M Duddin (CPD)
teachers are available (both in-house and at an authority
level) and that they are being accessed. • Time (CAT
• Encourage dialogue among staff in order for them to reflect • Whole School CAT afternoons & In- • Working & Inset)
on their practice. service Days Group
• Time &
• Develop the use of AiFL techniques in classrooms • During Session 2007-2008 for review • HODs, MT & CDF
in Session 2008-2009 Development
Group • Time &
• Develop courses that meet the needs of all learners • By May 2008 for review in May 2009 • HODs and MT CDF

• Ensure that Learning and Teaching would be characterised • Ongoing • All


as “Very Good” in all departments.
What improvements do we expect to see?
• Pupils are more engaged in their learning.
• Positive feedback from pupils when surveyed.
• Pupils know what they need to do to improve their attainment levels
• Courses are available at all levels for all pupils
38
Whole School
Priority
5.4 Assessment for Learning
What do we want to do?
Engage staff, learners and parents in using a range of assessment information to improve learning and development and to reflect on the quality of teaching.
Engage staff, learners and parents in target setting.
Ensure that there is the facility for all learners to progress in their time at Knox Academy
Why do we want to do it?
To work collaboratively with all stakeholders in the education of learners.
To ensure that everyone knows what is expected of them in the learning process.
To ensure that all pupils are successful and confident.
How are we going to do it? When? Who? Resources?
• Develop and implement AiFL strategies throughout • By May 2008 • HODs & Development • Time
departments Group
• Ensure that reports are well written and provide • Ongoing • HODs • Time
useful information
• Make better use of the target-setting and tracking • By May 2008 for review in April • All following • Time
system in the school 2009 recommendations from
JY, DR et al
Whole
• School
Ensure that there are a range of courses for learners • By May 2008 for review and • HODs • Time
Priority of all abilities amendment by May 2009
5.6
WhatEquality and Fairness
improvements do we expect to see?
What• doPupils
we want to do?
are more engaged in the learning process
To ensure
• that allare
Parents pupils have
aware of an equal being
targets opportunity
set fortopupils
access
andthe curriculum
know how pupils are expected to meet them
To ensure
• that all pupils are included in the life of the school
All pupils are able to attain at the level appropriate to them
Why• do Pupils
we wantare to do confident
more it? evidenced by evaluations made by staff, pupils and parents in questionnaires.
To ensure
• Allthat all and
pupils members
staff of the school
report community
that behaviour is feel valued
improved and motivation in classes is high.
How are we going to do it? When? Who? Resources?
• Continue the Cluster Equality • By May 2008 • S Ingham • Time
and Fairness Working Group,
looking specifically at the
promotion of Equality and
Fairness in individual schools
and in the Cluster.
• Access equalities training as • As appropriate training is • M Duddin      • Time
and when it is offered by the made available through the
Authority Authority
What improvements do we expect to see?
• There are reduced barriers to development, learning, participation and achievement as evidenced by LAAC statistics and results of departmental 39
questionnaires.
• There are reduced number of racist and bullying incidents.
• Pupils and staff demonstrate compassion and respect for one another.
Whole School
Priority
• 6.2 Participation in Policy and Planning
What do we want to do?
Ensure that all stakeholders are involved in policy and planning and in the working of the school
Why do we want to do it?
To ensure that we have a range of insights and opinions when making important decisions about the school
How are we going to do it? When? Who? Resources?
• Increase opportunities for all • August 2008 • All staff • CAT
staff to lead working groups
• Continue to develop links • During Session 2007-2008 to • MT & PT Citizenship
between the Management be evaluated in Session 2008-
Team and the School Council 2009
• Develop the S6 Leadership • During Session 2007-2008 to • A Wood • Time
team and their role in KASG be evaluated in Session 2008-
and the Parent Forum 2009
• Involve more parents and • April 2009 • S Ingham • Time
pupils in the process of self-
evaluation
• Review and evaluate the • By April 2009 • Working Group, Cluster, • Time
Primary Transition Support for Pupils Faculty
arrangements
What improvements do we expect to see?
Whole
• School
Pupils, parents and staff feel that they are more involved in how the school is run and the direction that it takes. This is evidenced by paperwork produced
Priority during the auditing and self-evaluation process that takes place during the school year.
7.3 Staff (Employee) Development and Review
What do we want to do?
Ensure that all staff are reviewed
Ensure that there are a wide range of appropriate opportunities for development
Why do we want to do it?
So that all staff have the opportunity to develop or improve upon skills
So that pupils benefit from high quality practice
How are we going to do it? When? Who? Resources?
• Continue the work of the • August 2008 • M Duddin • Time
Staff development working
group.
• Develop CPD opportunities led • Ongoing • M Duddin • Time & CPD budget
by members of the school
What improvements do we expect to see? 40
• A more varied programme of CPD opportunities
• Improvement in learning and teaching practice in the school, evidenced through observation feedback.
• Staff report that opportunities have had a positive impact on their capacity to do their jobs.
Whole School
Priority
9.3 Developing People and Partnerships
What do we want to do?
Develop leadership at all levels in the school
Work closely with partner agencies
Encourage delegation to, and empowerment of staff
Encourage teamwork and corporate responsibility for the school
Why do we want to do it?
So that we can focus on learning and teaching at all levels
• To encourage collegiality
• So that as many people as possible feel involved in the school and the direction it takes
• To encourage mutual support
How are we going to do it? When? Who? Resources?
• Involve stakeholders and • September 2008 • MT • Time
partner agencies in Working
Groups and taking initiatives
forward
• Enable those who wish to, to • Ongoing • MT & HODs
take additional responsibility
in the school
• Encourage non-promoted staff • September 2008 • MT & HODs
to take the lead in working
groups, running activities and
excursions
• Take part in the Investors in • Begin by October 2007 • S Ingham, Working Group, &
People programme MT
What improvements do we expect to see?
• More staff involved in duty rota, leading excursions, chairing working groups, running extra-curricular groups
• More staff availing themselves of “drop-in” with the HT to discuss opportunities for development
• Staff taking opportunity for CPD training outwith their subject area
• More parents/partner agency representatives on development groups
• Integration Team presence at more meetings
• An improved service through working with all members of staff

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