west dunbartonshire council · chool handbook 2016201 2 dumbarton academy our vision – the mind...

Dumbarton Academy

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We will work together to ensure that everyone in our community is valued and has the opportunity to learn for life and to achieve their potential.

VISION:

To enable everyone in West Dunbartonshire to become:

• Successfullearners• Confidentindividuals• Responsiblecitizens• Effectivecontributors

TO ACHIEVE OUR VISION, WE WILL:

• Createanddelivercourses,activitiesandeventswhichwillmotivateandexcitelearners• Developinnovativewaystosupportlearning• Valuediversity,promoteequalopportunitiesandfosterinclusion• Promotepartnershipandcommunityparticipation• Valueachievementandcelebratesuccess• Continuallyreflectonandaimtoimprovethequalityofourservices

WEST DUNBARTONSHIRE COUNCIL

LEARNING FOR LIFE

School Handbook 2016/2017

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Dumbarton Academy

Our Vision – the MIND of Dumbarton Academy

Together,wewill• Make a difference and improve the life chances of all our young people

• Instilleadership,confidence,andastrongsenseofvaluesandcommitmentineveryone

• Nurture a caring ethos where everyone feels safe and happy.

• Deliverachallengingcurriculumandenjoyablelearningexperienceforall.

Our Values – The HEARRT of Dumbarton Academy

Honesty Be honest with yourself and others around you Equality Treat everyone fairly and give them a fair chance

Ambition Aim to do and achieve the best you can

Responsibility Take responsibility for your own actions

Respect Treat others the way you would like to be treated

Trust Believe in the reliability of those around us

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Welcome to the 2016 Dumbarton Academy Handbook. We hopethatyouandyourchildfinditfullofusefulinformationconcerning the service we provide to the community of Dumbarton. The handbook paints the big picture of the educationalexperienceyourchildwillenjoyhere.

Youwill be looking ahead to thenext school session in theknowledge that your child, has tomake the transition fromprimary school to secondary school. This transition can raisesomeconcerns.However, it isalsoanexciting time foryour child perhaps touched with a little apprehension of the unknown. We will do our best to ensure that this transfer from primarytosecondaryisaverypositive,enjoyableexperienceforyourchild.Already,wehavebeenworkingcloselywithourassociatedprimaryschoolstointroducethePrimary7pupilsgradually to life here at Dumbarton Academy.

We realise the important role which parents play in their children’s education and development. Our aim is to encourage and support a partnership between parents and ourselves in order to ensure that all children achieve their best at the Academy.

This handbook is only one source of information available to parents. Before your child enters Dumbarton Academy in August 2016 we will invite you to a meeting at the school when you will have the opportunity tomeetwithSeniorManagersandPupilSupportStaffandtoraisewiththemanyconcernsyouhave.However,ifafterreadingthishandbook,youwishfurtherinformationorclarificationpleasedonothesitateto contact the school. We will do our best to respond to your concerns - no matter how large or how small.

Dumbarton Academy has a long proud history going back over 525 years. We are sure your child will relish being part of this great tradition when he or she joins us in August.

We look forward to meeting you and to welcoming your child to secondary education at Dumbarton Academy.

MrsCMcInallyHead Teacher


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CONTENTSVisionandValuesoftheSchoolIntroductionbytheHeadTeacher

GENERAL INFORMATION TheSchool SchoolStaff SeniorManagementTeam TheSchoolDay TheSchoolHolidays2016/2017 Enrolment LinkswithPrimarySchools SchoolMeals ClothingandKit TransporttoSchool InformationinEmergencies Leaving Dates EducationMaintenanceAllowance Homework

SUPPORT SYSTEMS PupilSupport Attendance Discipline RightsRespectingSchool SupportforLearning Joint Assessment Team Anti-BullyingPolicy HealthandMedicalCare SkillsDevelopmentScotland

CURRICULAR INFORMATION CurriculumforExcellence First Year SecondYear ThirdYearCourses–SeniorPhase(S4-S6) FourthYearCourses SkillsforWork WorkExperience FifthandSixthYearCourses

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ASSESSMENT AND REPORTS TO PARENTS SQAExaminations ReportstoParents

OTHER INFORMATION ReligiousEducationandObservance PrefectSystem EqualOpportunities ExtraCurricularActivities TheParentCouncil PupilCouncil SchoolPoliciesandProcedures DumbartonAcademyNoSmokingPolicy PupilsLeavingatBreaks Wider Achievements CommunityLinks Complaints ExtractofSchoolImprovementPlan PupilRecords HealthandSafety Photography UsefulContacts TransferringEducationalDataaboutPupils

APPENDICESAPPENDIX1 SQAExaminationsResults ScottishCreditandQualificationsFramework SQAResultsAnalysis InformationforParents SQAAnalysis(3mostrecentyears)–DumbartonAcademy SQAResultsAnalysis(3mostrecentyears)–WestDunbartonshire SQAResultsAnalysis(3mostrecentyears)-Scotland

APPENDIX2 SchoolRunningCosts,AttendanceandAbsenceStatisticsandSchoolLeaverDestinations– Dumbarton Academy SchoolRunningCosts,AttendanceandAbsenceStatisticsandSchoolLeaverDestinations– West Dunbartonshire SchoolRunningCosts,AttendanceandAbsenceStatisticsandSchoolLeaverDestinations– Scotland

APPENDIX3 MinimisingOverallAbsence–DumbartonAcademy MinimisingOverallAbsence–WestDunbartonshire MinimisingOverallAbsence–Scotland


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SCHOOL CONTACT DETAILSGENERAL INFORMATION THE SCHOOL LOCATION

Theaddressoftheschoolis:-Crosslet RoadDumbarton

G82 2AJ

Telephone Number 01389 774560Email: [email protected]

Website: www.scottishschools.info/dumbartonacademyParent Council: [email protected]

Thenominalcapacityofthenewschoolisapprox.750pupils.DumbartonAcademyisafullycomprehensivesixyearsecondaryschoolforboysandgirls.Itisnon-denominationalandiszonedforpupilsfromthetownof Dumbarton.

The current* roll for each year group is: -S1 116 S4 101S2 85 S5 106S3 102 S6 81(*November 2015) Total 591

ThelikelyintaketoS1forthenextthreesessionsis:-August 2016 88August 2017 96August 2018 112

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ACCOMMODATION

Accommodation consists of:-

• 23generalclassrooms• 7Sciencelaboratories• 2Artrooms• 1FabricRoom• 2HomeEconomicrooms• AfullyequippedTechnicalDepartment• 5BusinessStudiesandComputingStudiesroomsareextensivelyequippedwithcomputers• 2Musicroomswith2practiceroomsand2instrumentaltuitionrooms–onewitharecordingsuite• AwellequippedModernLanguagesDepartment• Sportsfacilitiesinclude- GamesHallandFitnessSuite- Gymnasiumx2- 2AllWeatherPitches(Astroturf)andgrasspitch

• AwellequippedResourcesLibrarywithITSuitefor33nearby• AConferenceRoomfor36• 2Vocationalspaces,hairdressingsalonandaconstructionsskillsarea• Appropriatetoiletsforusebydisabledpupils

Letting for community groups is done by the Letting Section,West Dunbartonshire Council, CouncilBuildings,GarshakeRoad,Dumbarton.


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THE STAFFHead Teacher – Mrs C McInally

Depute Head Teacher (S1/S4) – Mr G MacKayDepute Head Teacher (S2/S5) – Mrs L McMahon

Depute Head Teacher (S3/S6) – Mr M HanveyBusiness Manager – Mrs E McBride

ART MsKLindsay F141PTMrsGGrant F139MrBGardiner F134

BUSINESS STUDIESMrsKChatterton F179APTMsLMilroy F183MrsLMurray F179(0.6)

COMPUTING MrsLFisher F177PTMrMPenny F178

ENGLISHMrsAHolmes F109PTMrsCDeveney F116PSMissCO’Brien F112MrsJNeeson F115(0.6)DrAMoody F113(0.6)MissSCannon F118APT RA(0.5)MsKDover Prob

HOME ECONOMICSMsCCook F145PTMrsERuthven F143(0.8)

LEARNING SUPPORTMrHBlaney F166APT

MATHEMATICS APacher G122PTMrsAPacher G128MrsSFitzpatrick G129MrBBhattacharyya G125MrsLMcMillan G124(0.6)MrBLawn G131MrDKeany ProbMissLDewar

SCIENCE FACULTYMissGBream S139HoF(0.8)MrsSWeir S142HoF(0.2)MrsPLatimer S146PSMrIJohnston S133MrMMcLean S138APSMsGBream S140MrABerrie S141MrsFColeman S141MissLMcGrotty Prob

SOCIAL SUBJECTS FACULTYMrsACrawford S111AHoFMissJHarvey S112MrCMcDevitt S108MsCDillon S113MrGDownie S109MissAStewartMissKSmith ProbMissSKennedy Prob

TECHNICAL EDUCATIONMrFArnott PTMrCLennox PSMrJChristieMrRMacLennan

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OFFICE STAFFMrsSAnderson OfficeSupervisorMrsMDocherty ClericalAssistantMrsFBoyle ClericalAssistantMsAMcLuskey ClericalAssistant(Part-time)MrsADarroch ClericalAssistant(Part-time)MrsSKinloch HomeEconomicsAssistant(Part-time)MrsVTunney LearningAssistant(LearningSupport)MrsBBrown LearningAssistant(LearningSupport)MrsLSpence LearningAssistant(LearningSupport)MsMBeattie LearningAssistant(LearningSupport)MrsJSimpson LearningAssistant(LearningSupport)MrsJMacLean PupilandFamilySupportWorkerMrsWKeir PupilandFamilySupportWorkerMrsFJamieson PupilandFamilySupportWorker

LIBRARYMsFMatheson LibrarianMsADonnelly LibraryAssistant

TECHNICIANMsFWalsh SeniorTechnicianMrsLMcMillan TechnicianMrAHutchison TechnicianMrMMcConville Technician–ICTMrVDelussey Technician-ICT

JANITORSMrGBoyle HeadJanitorMrDMcDougall JanitorMrsNHogg Janitor

VISITING INSTRUMENTALISTSMrLCowiesonMrsSHatrickMrJO’NeillPrJPetracMissVScott

CAREERS OFFICERMrsAO’May


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THE SENIOR MANAGEMENT TEAM

HEAD TEACHER – MRS C McINALLY• LearningandTeaching• Attainmentandachievement(wholeschool)• WholeschoolcurricularissuesandCurriculumforExcellence• Self-Evaluation(wholeschool)• Staffing-appointment,deployment,developmentandwelfare• StrategicPlanning/DevelopmentPlanning,StrategyforImprovement• StaffMeetings/BoardofStudies• CommunityLinks/ParentCouncil• PupilVoice/PupilCouncil• ChildProtectionOfficer• SchoolChaplains/ReligiousObservation• HealthandSafety• DMR

DEPUTE HEAD TEACHER – MRS L McMAHON• DeputiseforHT• YearHeadforS2andS5• CurricularandL&TMattersforS5/6• SQACo-ordinatorandSQAAnalysis• PupilSupportCoordinator• Schoolexamsco-ordinator• Timetable(shared)• BehaviourandERoomCo-ordinator• MCMC/CollegeLinks/AlternativeCurriculum/Vocational• Citizenship/RRSAandRestorativePractices• AssessmentandReporting/Click&GoCo-ordinator(shared)• TargetingandTracking• AbsenceCover

DEPUTE HEAD TEACHER – MR M HANVEY• DeputiseforHeadTeacher• YearHeadforS3andS6• CurricularandL&TMattersforS1/2incl.P7/S1Transition• SupportedStudyCo-ordinator• Timetable(shared)• SchoolFund• StaffContinuedProfessionalDevelopment• ManagingQualityAssuranceandSelf-Evaluation(wholeschool)• Attainment(wholeschool)(shared)• TeachingandLearning(wholeschool)(shared)

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BUSINESS MANAGER – MRS E. MCBRIDE• SupportingHeadTeacherandSMT• Financial/BudgetManagement• SQA–exams,assessment&assistingwithSQACo-ordination• Staff/personnel/welfare• SupportingAttendance• Overallmanagementofschoolofficestaff/ Pupil&FamilySupportWorkers• Dealingwithemployeerelationsaswellascoordinating,allocatingand

directingadministrativedutiesrequiredwithintheschool• HealthandSafety• SupportingStaff,Pupilsandawiderangeofoutsideagencies• StaffAbsenceCover

DEPUTE HEAD TEACHER – MR G MACKAY• DeputiseforHT• YearHeadforS1andS4• CurricularandL&TMattersforS3/4• CurriculumforExcellence(withHT)• AssessmentandReporting/Click&GoCo-ordinator(shared)• Timetable(shared)• CommunityLinks/PTA• HealthPromotingSchools/Education• ActivitiesWeekCo-ordinator• ICTCo-ordinator/ICTDevelopmentinLearningandTeaching/ ICTStaffDevelopment• WebsiteCo-ordinator• EducationalVisits/Trips• GlowCo-ordinator


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THE SCHOOL DAY - New32PeriodWeek

SCHOOL HOLIDAYS 2016/2017ReturnDateforTeachersWednesday17August2016ReturnDateforPupilsFriday19August2016SeptemberWeekendFriday23SeptemberandMonday26September2016FirstMid-TermMonday17toFriday21October2016(inclusive)Christmas/NewYearMonday26December2016toFriday6January2017(inclusive)2017ReturntoSchoolMonday9January2017SecondMid-TermMonday6andTuesday7February2017SpringHolidayMonday3ApriltoMonday17April2017(inclusive)MayDayMonday1May2017MayWeekendFriday26andMonday29May2017SchoolCloseFriday30June2017

IN-SERVICE DAYSDay1 Wednesday17August2016Day 2 Thursday 18 August 2016Day 3 Friday 14 October 2016Day4 Friday3February2017Day5 Thursday4May2017

ENROLLING YOUR CHILD AT DUMBARTON ACADEMYMostpupilsenrolattheAcademybytransferfromtheassociatedPrimarySchool.NoactionisrequiredfromparentsinthiscaseandpupilswilltransfertotheAcademyinAugust.Atothertimes,whenparentsmoveintotheareaservedbytheAcademy,theparentandpupilwillbeinterviewedbytheappropriateDeputeHeadTeacher,whowilldescribethe courses available and ensure the needs of the new pupil are catered for as far as possible. At this point essential detailswillbenotedandthepupilenrolled.ThepupilwillcommenceattheAcademyonamutuallyagreeddate.Ifappropriate,parentswillbegivenformsforapplicationforfreemealsandtravelpasses.

Monday & Tuesday Wednesday, Thursday & Friday

Period Time Period TimeRegistration 8.50am Registration 8.50amP1 9.00am P1 9.00amP2 9.50am P2 9.50amInterval 10.40am Interval 10.40amP3 10.55am P3 10.55amP4 11.45am P4 11.45amLunch 12.35pm Lunch 12.35pmP5 1.20pm P5 1.20pmP6 2.10pm P6 2.10pmP7 3.00pm SchoolDayFinishes 3.00pmSchoolDayFinishes 3.50pm

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LINKS WITH PRIMARIES – THE DUMBARTON ACADEMY CLUSTERTheDumbartonAcademyClusterconsistsoftheAcademyplus:

ASSOCIATED PRIMARY SCHOOLS

•AitkenbarPrimarySchool,WhitefordAvenue,DumbartonG823JL Tel.763931 MrsCHutchison•BraeheadPrimarySchool,MeadowRoad,DumbartonG822BL Tel.762605 MrsJPaton•DalreochPrimarySchool,Kingsway,DumbartonG825AZ Tel.763028 MrsYAdams•KnoxlandPrimarySchool,LevenStreet,DumbartonG821QP Tel.761592 MrsJBrock

Throughoutthesession,continuouscontactismadebetweenDumbartonAcademyanditsAssociatedPrimarySchools.

Overthelastfewyears,workinggroupshavedevelopedteachingmaterialsandcommonapproachesinavarietyofsubjects. The staff at the Academy and the associated primaries work well together to enhance the transition from P7toS1andcrosssectioncurriculumworking.PupilsinP7takepartintheS1ThematicProjectsaspartoftheinduction process.

SupportforLearningstaffvisitallPrimarySchoolsforonemorningeachweekatappropriatetimesduringthesession.Muchvaluableinformationaboutthestrengthsandweaknessesofindividualpupilsisgainedinthisway.ThePupilSupportStaffplayanimportantroleinpreparingPrimarysevenpupilsfortheAcademy.TheyaccompanyagroupofS1pupilstotheirformerPrimarySchooltoanswerpupils’questions.InMaythePupilSupportstaffmeetwithpupilsduringtheirtwo-dayinductionvisitduringwhichtheyareshownroundtheschool,meetmanyoftheteachingstaffandexperiencesomeoftheworkandactivities,whichawaittheminS1.Finally,amemberofthePupilSupportstaffmeetswiththeP7classteacherinJunetodiscussindividualpupils.

Inadditiontotheabove,throughoutthesession,membersofstafffromavarietyofsubjectareasintheAcademyworkwithPrimarypupilsintheirownschools.NewslettersfromtheAcademyareavailabletoprimaryparentsviathe school’s website.

InMaythereisaParents’meetingattheAcademyfortheparentsoftheincomingfirstyearatwhichtheHeadTeacherandotherseniorstaffdiscussthetransferprocessandansweranyquestions,whichparentsmayhave.


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SCHOOL MEALSCateringDirectinthemainDiningHallprovidesschoolmeals,snacksandavarietyofsoftdrinks.CateringDirectoperatesacashlesscafeteria,whichmeansthatpupilspaythroughtheirNationalEntitlementCards.Therearerevaluationmachinesintheschoolwherepupilscanaddmoneytotheircards.(PupilswhoareeligibletoreceiveafreeschoolmealwillhavetheirScotcardscreditedeachdaytothevalueof£1.95–thecostofameal.Freemealticketsarethereforenolongerissued).Thecafeteriaisopenatintervalsandatlunchtimes.Pupilscanspendasmuchorlittleastheylike,afullschoolmealoritsequivalent–cost£1.95.Packedlunchescanbebroughttoschoolandeateninthecafeteria.ThedininghallalsohasaHealthyVendingMachine.

Childrenofparentsreceivingincomesupport;job-seekersallowance(income-based)orchildtaxcreditonlywithanincomeof£16,190orlessareentitledtoafreemiddaymeal.InformationandapplicationformsforfreeschoolmealsmaybeobtainedfromschoolsandfromAreaRegistrationOfficesandtheEducationalServicesDepartment.

SpecialdietaryrequirementsareavailablefromtheCateringManageratDumbartonAcademyonrequest.

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CLOTHING AND KITPupilsattendingschoolswithinWestDunbartonshireCouncilarestronglyencouragedtowearaschooluniformandanappropriatePEkit,excludingfootballorrugbytops.Ourcontactwithparentsinrecentyearshasalsomadeus aware that the vast majority are in favour of uniform. The wearing of school uniform helps promote the identity of the school in the local community and helps create an ethos of sharing and pride in the school.

Mostpeopletendtoformopinionsaboutaschoolbytheappearanceandbehaviourofthepupils.WestDunbartonshireCouncilsupportsthewearingoftheuniforminallofitsschoolsbecauseit:

• improvesschoolsecuritybymakingiteasiertoidentifyintruders• buildsasenseofidentityandbelongingtotheschool• givespupilsanequalityofappearancetherebydiscouragingcompetition• ischeapertobuythanotherclothingwhichpupilsmaywishtowear• encouragesschooldisciplineandaworkethicamongpupils.

Theformsofdress,whichareunacceptableinschool,areitemsofclothingwhich:

• potentiallyencouragefaction(suchasfootballcolours)• couldcauseoffence(suchasanti-religiousorpoliticalslogans)• couldcausehealthandsafetydifficulties,suchasloosefittingclothing,andsportswearmadeof

inflammablematerialandbodypiercings/jewelleryforPEandsport• couldcausedamagetoflooring• carryadvertising,particularlyforalcoholortobacco• couldbeusedtoinflictdamageonotherpupilsortobeusedbyotherstodoso• arevaluableorexpensiveitemsofclothingorjewellerywhichpresentsasecurityissuefortheschool.

Parentsreceivingincomesupport,jobseekersallowance(income-based),housingbenefitorcounciltaxrebatewillnormallybeentitledtomonetarygrantstoassistwithclothinganduniform.ThoseinreceiptofworkingtaxcreditwithanexemptioncertificatefromNHScostsandanincomeof£16,500orlesswillalsonormallybeentitledtosuchagrant.ApprovalofanyrequestsforsuchgrantsmaybemadebyparentsindifferentcircumstancesandareatthediscretionoftheDirectorofEducationalServices.ApplicationformsmaybeobtainedfromschoolsandfromarearegistrationofficesortheEducationalServicesDepartment.

WestDunbartonshireCouncilisconcernedatthelevelofclaimsbeingreceivedregardingthelossofpupils’clothingand/orpersonalbelongings.Parentsareaskedtoassistinthisareabyensuringthatvaluableitemsandunnecessarilyexpensivearticlesofclothingarenotbroughttoschool.ParentsshouldnotethattheCouncildoesnot carry insurance to cover the loss of such items and any claims submitted are likely to be met only where the Councilcanbeshowntohavebeennegligent.

The colour scheme and certain items of dress that comprise an individual school’s uniform should be determined throughaconsultationprocesswhichisappropriatetoeachschool.Thisconsultationprocessshouldinvolvepupils,parentsandstaff.Arangeofoptionsforthisuniformmaybeconsideredincluding,forexampledifferentitemsofclothingforsummer,ordifferentyeargroupssuchasS4-S6.


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DRESS CODE – SESSION 2016 - 2017• Plainwhiteshirt/ blouse which must button to the neck (Pleasenotethatshortfashionblouses/sleevelesstopsetcbaringmidriffsareunacceptable)

• Schooltiewornandtiedto cover top button

• Vneckblackjumper/zippedcardigan/slipover

• Blackdresstrousers(boysandgirls).(Shorts,leggingsandblackjeansarenotacceptable)

• Blackskirtofan appropriate length and certainly no shorts or mini skirts. The rule agreed by the Pupil Council is that if a girl stands up straight with her hands by her side, finger tips should be above the hem of the skirt, otherwise the skirt is too short.

Culottes are acceptable. Leggings and footless tights are not acceptable.

• Appropriateplain black footwearpreferablyshoes.(Designertrainersofanycolourarenotacceptable).Trainers are for PE only.

• Blackblazerwithschoolbadge.No denim jackets or tracksuit tops. All outdoor jackets, with the exception of school blazers should be removed in class.

• For PEo Indoor PE Kit–Blueshortsleevedt-shirt,black/navyshortsandchangeoffootwear(vesttops,footballtops,leggings,denimshortsandschoolshoesarenotpermitted).

o Outdoor PE Kit–Jumper,waterproofjacketandAstroturftrainers/bootsarepermittedwhenparticipating outside.

o Hair & Jewellery–Allshoulderlengthhairmustbetiedback(pupilsarerequiredtobringabobbleaspartoftheirPEkit).Alljewellery,includingringsandpiercings,mustberemoved.Pupils should not have piercings done during the school term

• If,forspecificreasons,youthinkaslightmodificationtotheabovedresscodeisrequiredtomeettheneedsofyourchild,pleasedohesitatetocontactus.

Thank you for your continued support for our dress code.

PUPILS MUST CHANGE BACK INTO SCHOOL UNIFORM BEFORE LEAVING THE P.E. DEPARTMENT.

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TRANSPORTWestDunbartonshireCouncilhasapolicyofprovidingfreetransporttosecondarypupilswholivemorethantwomiles by the recognised shortest walking route from their local school. This policy is one that is more generous than thelawrequires.Thismeansthattheprovisionoftransportcouldbereviewedatanytime.ParentswhoconsidertheyareeligibleshouldobtainanapplicationformfromtheschoolorEducationalServicesDepartment. These forms should be completed and returned before the end of February for those pupils beginning the school in August to enable the appropriate arrangements to be made. Applications may be submitted at any time throughout the year but may be subject to delay whilst arrangements are made. The appropriate Head ofServiceisauthorisedintograntprivilegeplacesforpupilstotravelintransportprovidedbytheauthoritywherespare places are available and no additional costs are incurred.

Informationoneligibilityfortransportcanbeobtainedfrom:-

WestDunbartonshireCouncil,CouncilOffices,GarshakeRoadDUMBARTON

Where free transport is provided it may be necessary for pupils to walk a certain distance to the vehicle pick up point.Walkingdistanceintotal,includingthedistancefromhometothepick-uppointandfromthedrop-offpointtotheschoolinanyonedirection,willnotexceedtheCouncil’slimits(seeaboveparagraph).Itistheparent’sresponsibilitytoensurethattheirchildarrivesatthepickuppointintime.Itisalsotheparent’sresponsibilitytoensurethatthechildbehavesinasafeandacceptablemannerwhileboarding,travellingandalightingfromthevehicle.Misbehaviourcouldresultinyourchildlosingtherighttofreetransport.

Parentsshouldensurethattheirchildknowswhattodointheeventofthetransportnotarrivingatthepick-uppoint,ifthechildisnotaccompaniedbyanadult.Transportmaybecancelledforexampleduetoadverseweatherconditions.

Placing Requests WestDunbartonshireCouncildoesnotprovidetransportforthosepupilsinreceiptofaplacingrequest.

INFORMATION IN EMERGENCIESWe make every effort to maintain a full education service but on some occasions circumstances arise which lead todisruption.Schoolsmaybeaffectedby,forexample,severeweather,temporaryinterruptionsoftransport,powerfailureordifficultiesoffuelsupply.

Insuchcasesweshalldoallwecantoletyouknowaboutthedetailsofclosuresorre-opening.Weshallkeepintouchbyusing,textmessagestoyourmobile,announcementsontheschoolwebsite:www.scottishschools.info/dumbartonacademy and the West Dunbartonshire website: www.wdcweb.info and announcements in the pressandonlocalradio.ItisnormalpracticewithinWestDunbartonshireCounciltooperateahelplinewhenemergencies arise. Details will be made available when an occasion arises.

Ifyourchildisillandinourviewshouldbesenthomewewillcontactparentsbyphoneinordertomakearrangementsforyourchild.Itisthereforevitalthatwehaveanemergencycontacttelephonenumbersothatwecan get in touch with you should the need arise.


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LEAVING DATESWhenapupilreacheshis/herstatutoryleavingdate,he/shemayleaveschoolordecidetoremainatschooltocomplete a course or commence a course. Anypupilreachingtheageof16between1stMarchand30thSeptemberisentitledtoleaveschoolat31stMay.Any pupil reaching the age of 16 between 1st October and the last day of February is entitled to leave school on thelastdayofthefirstterm.(i.e.atChristmas)

EDUCATIONAL MAINTENANCE ALLOWANCEApplicationmaybemadeforEMAsonbehalfofpupilswhohavereachedtheageof16andwhocontinuefull-timeeducationintheschoolintheFifthandSixthyears.ThesearecalculatedinaccordancewiththeEMAregulationsoperatedbyWestDunbartonshireCouncil.Theincomeofparentsrequirestobetakenintoaccountinassessinganyreward.Pupilscanbepaidupto£30perweektostayaftertheyare16.Howevertherearestrictconditionsrelatingtoattendance,conductandprogress.AdviceandapplicationformsareavailablefromtheDeputeHeadTeacherorfromtheschooloffice.

HOME LEARNINGThetimespentonhomeworkdependsonthesubjectstakenandtheyearthatthepupilisin.InFirstandSecondYearitshouldbearoundonehourperevening.InThirdYearthiswillincreaseaspupilsprogresstotheSeniorPhase.

InFourthYear,studentswillbedoingmorehomeworkastheyarebeingpreparedforScottishQualifications.

InFifthandSixthYearstudentsareattendingschooloutofchoice.Theyareencouragedintheviewthatwhileleisure is important many hours will have to be devoted to study. They should be spending around three hours per night on study. They will also be taking greater responsibility for their own learning and should be involved in voluntary study over and above work set by class teachers.

Whereregularwrittenassignmentsarerequired,teacherswillgiveasmuchnoticeaspossible,sothatstudentscanplantheirhomework.Eachpupil/studentshouldhaveahomeworkdiaryinordertomakethistaskeasier.Itisimportantthatparentssupervisethisworkandtakeaninterestinwhatisbeingdone.Shouldyouhaveanyqueriesabouthomework,pleasecontacttheschool.

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SUPPORT SYSTEMS

PUPIL SUPPORT House structureTheschoolisdividedintofourhouses:Leven,Luss,ClydeandFruin.DumbartonAcademyoperatesaverticalHousesystemi.etherearepupilsfromeveryyeargroupineachHouse.EachHouseisdividedintoregisterclasses.Wealsooperateaverticalregistrationsystem.Eachregisterclasscontainspupilsfromeveryyeargroup,inthechargeofaregisterteacherwhomeetswithhisorherclassfirstthingeverymorning.IngeneraltheRegisterTeacheristhefirstpersonapupilshouldturntowhenindifficulty.

FourofourPrincipalTeachersPupilSupportareheadsofthefollowinghouses:

Each Pupil Support Teacher has an additional remit linked to the whole school. These are as follows:

P.Latimer – BehaviourSupportBase(Spectrum)/PSEProgramme–S4M.McLean – CurriculumFlexibility/MCMCCo-ordinator/PSEProgramme–S3C.Lennox – CareersEducation/CurriculumFlexibility/PSEProgramme–S1C.Deveney – HealthEducation/PSEProgramme–S2

Inalargeschoolitisveryimportantthattheindividualneedsofallpupilsarerecognised.Pupilsshouldfeelvalued,besupportedthrougheachstageintheirschoolcareerandhavesomeonewhoknowsthem well.

RaiseAttainmentTeacher:MrsSCannonMrIMcEwan

MrHBlaney-PrincipalTeacherofSupportforLearning.

Fruin:MrMMcLean Clyde:MrsCDeveney Luss:MrCLennox Leven:MrsPLatimer


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PupilsareintroducedtotheirPupilSupportTeachereitherinPrimary7,oronarrivalandremaininthecareofthisteacherfromS1toS6.

PupilSupportteachersarethefirstcontactbetweenhomeandschool.Theyhavearesponsibilitytogettoknoweach pupil in their group and interview pupils on a regular basis.

PupilSupportstaffmonitorpupilprogressandattendance,dealwithproblemsordifficultiestheymayhave,writereferencesforcolleges,universitiesandemployers,adviseoncareer/coursechoiceandliaisewithmanyotheragencies.

Inadditiontotheirteachingduties,PupilSupportTeachersmakemajorcontributionstothedevelopmentandpresentationofthePersonalisationandChoicesofCurriculum.

PupilSupportStaffwelcomeparentalinvolvementandseektofosterstronglinksbetweenschoolandhome.ItisimportantthatparentstakePupilSupportTeachersintotheirconfidenceinanymatterrelatingtotheirchild’swelfareatschool.Ifyouhaveanyconcernsrelatingtoyourchild’swelfareatschoolpleasedonotwaituntilaParents’Eveningtocontactus.Similarly,ifthereiscauseforconcern,PupilSupportStaffwillcontactparents,bytelephoneorletterinordertoresolvedifficultiesquickly.PupilSupportStaffareinattendanceatParents’EveningsintheircapacityasSubjectTeachersandcanbecontactedontheseeveningsviatheappointmentsystem.

AllstaffintheschoolarerequiredtobeawareofchildprotectionissuesandareprovidedwithregularinformationonChildProtectionPolicyandProcedures.Theschoolmaintainscloseworkingrelationshipswithallotherrelevant agencies to ensure appropriate information is shared and that professionals from various agencies work collaboratively for the well being of the children and young people. All staff have a responsibility to report concerns regarding the welfare or safety of a child or young person to theheadteacher.Iftheheadteacher,orpersondeputisingfortheheadteacherisoftheviewthattheirmaybegroundsforconcern,theywillimmediatelycontactthedutyseniorsocialworkerandadvisethemofthecircumstances.

ATTENDANCESection30ofthe1980EducationActlaysadutyoneveryparentofachildof‘schoolage’toensurethattheirchildattendsschoolregularly.Attendancemustberecordedtwiceaday,morningandafternoon.

Regulation7oftheEducation(SchoolandPlacingInformation)(Scotland)AmendmentAct,etc.Regulations1993requireseachchild’sabsencefromschooltoberecordedintheschoolregisterasauthorisedthatthisisapprovedbytheauthority,orunauthorisedthatisunexplainedbytheparent(truancy)ortemporarilyexcludedfromschool.

The policies for parents document “Achievement through Attendance” available to all parents from their child’s school outlines the importance of good attendance.

TheScottishGovernmenthasnowissuedguidancetoalllocalauthoritiesindicatingthatfamilyholidaystakenduringterm-timeshouldbecategorisedasunauthorisedabsence(Circularno5/03).

OnlyinveryexceptionalcircumstanceswillitbepossiblefortheHeadTeacher,withapprovalofthelocalauthority,to authorise a family holiday during term-time.

Clearlywithnoexplanationfromtheparent,anabsenceisunauthorised.

Pleaseletusknowifyourchildisgoingtobeoff.Pleasegiveyourchildanoteontheirreturntoschool,withareasonforabsence.Yourchild’sregisterandPupilSupportteacherwillmonitoryourchild’sattendanceandmayrequestavisitbythePupilandFamilySupportworkerwhohasthepowertoinvestigate/confirmreasonsforabsence.PoorattendancecanleadtoreferraltotheChildren’sPanelortoprosecution.

Asystemofmonitoringattendance,calledTruancyCallhasbeenintroduced.Thissystemallowstheschooltoinformparentsveryquicklyiftheirchildismissingfromschool.

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Parentsshouldtrytoensurethatpupilsarriveingoodtimeforschool.Latecomingcanbecomeahabitthatisdifficulttobreakanditcausesconsiderableextraworkforteachersandofficestaffintheschool.(SeeAppendixforsummaryofattendancerates)

Absence rates are calculated as a percentage of the total number of possible attendances for all pupils of the schoolinthestageshown,eachmorningandafternoonofeachschooldaybeingaseparatepossibleattendance.

Wherefiguresorpercentagesarebasedonanumberofpupilsunderanyparticularheadingisbetween1and4noinformationisgivenand***isinsertedinplaceoffigures.

Adultsattendingdayschoolclassesareexcluded.

TheCouncil’sandScotland’sfiguresincludealleducationauthorityandgrant–aidedsecondaryschoolsbutexcludeallspecialschools.

DISCIPLINE The school operates a positive approach to discipline. This is a whole school approach in which all teachers treat pupilsinaconsistentmanner.Pupilsknowpreciselywheretheystand.Thesystemisbasedonarewardscentredclimate and depends on self-discipline. We regard this as being one of life’s necessities. The central approach is built roundtheideathatnopupilHAStomisbehave.Pupilswhodomisbehavearemakingaconsciousdecisiontodoso.Pupilscanalwayschoosetobehave.Pupilsalsoknowthatgoodbehaviourbringsrewardsandbadbehaviourbringsunpleasantconsequences.

DEMERITS AND BEHAVIOUR CHECKSDumbartonAcademyBehaviourManagementPolicyisbasedontheSchoolCharterandtherightsofbothStaffandPupils.InordertoencouragepupilstoadheretotheCharter,asystemofMERITSisinplace.ThereisalsoasetofDEMERITS-thesearetheconsequencesofnotupholdingtheCharter.ThesystemisclearlyexplainedtopupilsonthefirstweekbackinAugustandagainaftereveryholiday.

The school will attempt to keep parents informed of merit information by issuing letters and praise postcards. WhereapupilhasbeengivenmorethantwoDemeritsinoneperiodtheywillbeissuedwithaBehaviourCheck3,whichmaytaketheformofawrittenexercise.Parentsarethereforeinformedaboutwhathashappened.MoreseriousorconsistentmisbehaviourwillbereferredtoaPrincipalTeacheroramemberoftheSeniorManagementTeam.Suchreferralsmayresultinaparentbeingaskedtocometotheschooltodiscusstheproblem,thepupilbeingreferredtoourin–schoolexclusionroomor,ifnecessarythepupilbeingexcludedfromschoolforashortperiod.Inseriouscases,lettersareusedtokeepintouchwithparentsandarrangeappointmentswithseniorstaff.

Exclusionfromschoolisnotadecisionthatistakenlightly.Itishowever,one,whichtheself-disciplinedpupildoesnotchooseforhimselforherself.Therightsoftheself-disciplinedpupil,whoareinthevastmajority,weighheavilyinanydecisiontoexcludeapupilfromschool.

Intheinterestsofgoodpartnershipworking,welookforandencouragecontinuousparentalcooperationinsupporting our positive discipline policy.

RIGHTS RESPECTING SCHOOL AWARDInsession2009-2010DumbartonAcademysigneduptobeginourjourneytowardsbecomingaRightsRespectingSchool.UNICEFUK’sRightsRespectingSchoolAwardrecognisesachievementinputtingtheUnitedNationsConventionontheRightsoftheChildattheheartofaschool’splanning,policies,practiceandethos.OuraimatDumbarton Academy was to use this initiative to pull together all the work that we had been doing previously and thatwecontinuedtodotodevelopourSchoolValues,VisionandEthos.

AveryimportantsteponthisjourneywastointroducetheDumbartonAcademySchoolCharter.OurSchoolCharteroutlinestheresponsibilitiesofbothpupilsandstaffseparatelyandthoseresponsibilitiesthatareshared,inrespectingtherightsofeveryoneinourschoolcommunity.OurValuesandVision,theHEARRTandtheMIND,ar


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wovenintoourCharter.OurCharterreplacesourSchool/ClassroomRules.OurCharterislinkedwithandmakesreferencetotheDumbartonAcademyAnti-BullyingPolicy.ThedevelopmentofourCharterledtoareviewofourwholeschoolBetterBehaviourBetterLearningpolicyandanewBC3wasdevelopedwhichaskspupilstoconsidertheiractionsagainstourSchoolCharter.OurCharterisvisiblethroughoutourschoolandeverypupilhasacopyintheir Homework Diary.

InMarchof2012UNICEFawardedDumbartonAcademyourLevel1RightsRespectingSchoolAward,anawardthatweareveryproudofandwhichveryfewSecondarySchoolsinScotlandhaveachieved.

SUPPORT FOR LEARNING – ADDITIONAL SUPPORT NEEDSTheschoolrecognisesthatallpupilsmayexperiencedifficultieswithlearningatsomestageduringtheirschoolcareer.Supportisprovidedinavarietyofformstoenablepupilstoachievetheireducationalgoals.

TheschoolanditsindividualpupilsbenefitfromspecialistsupportofferedbytheSensoryImpairmentService,AreaNetworkSupport,PsychologicalServices,EnglishasanAdditionalLanguageSupportandSpeechandLanguageTherapy.

TheSupportforLearningdepartmentworkscloselywithparentsonhomeprogrammes,targetsettingandmonitoringprogress.Everyoneworkingtogetherinthiswayprovidesaframeworkofsupporttoensurepupilsexperiencesuccess.

ThroughouttheschoolcoursesaredesignedandadaptedinconsultationwithSupportforLearning.PupilSupportandSupportforLearningstaffworkcloselywiththeSeniorManagementTeamtomonitorandmeetpupils’ needs.

Supportisofferedthrough

• co-operativeteachinginvolvingsubjectteacherandSupportforLearningteachers• inclasssupportfromSfLteachersorLearningAssistants• technologyassistedlearning• homeprogrammes,particularlyforspelling• readingprogrammessuchasToebyToeandPairedReading• smallgroupsorindividualtuition• Astudyskillsprogramme• peersupportprogramme

TargetsaresetwithinIndividualisedEducationProgrammesorSupportPlansforpupilswhorequireadditionalsupport for learning.

PupilSupportStaffareavailableforconsultationwithparentsandcarersatparents’eveningsandbyappointment.

Ifyouareconcernedaboutanyaspectofyourchild’slearning,pleasedonothesitatetocontactMrBlaney(ActingPTSupportforLearning)atanytime.

ADDITIONALSUPPORTNEEDSInWestDunbartonshireaprocesscalledstagedinterventionisusedtoidentifyandsupportchildrenandyoungpeople(hereafterreferredtoaschildren)whohaveadditionalsupportneeds.

Stagedinterventionisbasedon:• strongpartnershipworkingwithineducation,withpartneragenciesandwithparents;• earlyidentificationofadditionalsupportneedsbyassessingneedscarefullyandwell;• targetingofresourcesformaximumeffectivenessthroughcarefulplanningandjointworking,and• regularreviewsandassessmentofachievementsadprogress.

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InWestDunbartonshirewehavefourstagesofintervention.Childrenmaymovebetweenthestagesasappropriate.Parentscanaskatanytimeiftheirchildhasadditionalsupportneedsandcanbeexpectedto be involved at all stages of the staged intervention process.Further information can be obtained on all aspectsofadditionalsupportneedsfromWestDunbartonshire’sCouncilwebsiteat:

http://www.wdcweb.info/education-and-learning/additional-support-needs/

Enquire–theScottishadviceforadditionalsupportforlearning:

OperatedbyChildreninScotland,Enquireofferindependent,confidentialadviceandinformationonadditionalsupport for learning through:

• atelephonehelpline–08451232303• anemailenquiryservice–[email protected]• ononlineenquiryservice• twowebsites–www.enquire.org.uk(forparents/carersandpractitioners)and www.enquire.org.uk/yp(forchildrenandyoungpeople)

Enquirealsoprovidearangeofclearandeasy-to-readguidesandfactsheetsexplainingeverythingfrom‘additionalsupportintheearlyyears’to‘whatplanningshouldtakeplaceformovingonfromschool’.


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JOINT ASSESSMENT TEAM (JAT)The school has a Joint Assessment Team to provide additional support to children who are having difficultieswithlearning.Thisgroupmeetsweekly,andincludesrepresentativesfromtheschool,SocialWork,PsychologicalServices,CommunityPoliceandotheroutsideagencieswhosupportourpupils.

ANTI-BULLYING POLICYPupilsareactivelyencouragedtoreportanyformofharassment,physicalorverbal,toanyoftheSeniorManagement,Guidanceoranyothermemberofstaff.Membersofstaffandprefectsareondutyatintervalandlunchtimeandpupilsareagainencouragedtoapproach them with any problems.

BullyinginanyformisdealtwithveryfirmlyinDumbartonAcademy.

Inaddition,anumberofseniorpupilsknownastheDASH(DumbartonAcademySeniorsAgainstHarassment)groupareavailableduringlunchtimeandafterschoolforyoungerpupilstodiscussanyworries they may have. These pupils may also befriend younger pupils in the school and keep an eye on them in the playground.

Bullying,inallitsaspects,iscoveredasatopicinthePersonalandSocialEducationProgramme.

TheschoolAnti-BullyingPolicywasrecentlyre-writtentoincludecyberbullyingandprejudicebasedbullying,withparticularemphasisgiventothesexualbullyingpreventionworkthathasbeencarriedoutin the school.

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HEALTH AND MEDICAL CAREDumbartonAcademyisaHealthPromotingSchoolandhasaHealthPromotingSchoolworkinggroup.ThemainfunctionofthisgroupistodevelopawholeschoolpolicyforHealthPromotionandencouragearangeofhealthpromotingactivitiesinvolvingpupils,staffandparents.

SCHOOL NURSING SERVICEThe school nurse is directly involved in Health promotion and supports the work of the school and staff in all aspects of health. The school nurse:

• participatesinthePSEprogrammehealthtopics,yearsS1-S6.• conductsHealthInterviewswithallS1pupils.• supportspupilswithspecialmedicalneeds.

HEALTH CONCERNSIntheeventofillnessatschoolaparentoremergencycontactwillbeinformedandarrangementsmadetodealwiththesituation.Itisthereforeveryimportantthatschoolbeadvisedandregularlyupdatedofanyspecialhealthrequirements,inwriting.Ifyouhaveanyconcernsaboutyourchild’shealthpleasecontactthechild’sPupilSupportTeacherorYear Head.


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SKILLS DEVELOPMENT SCOTLANDWehaveaparttimeCareersAdviser,whoworksverycloselywiththeschool’sPupilSupportStafftohelppupilsmakewell-informedchoicesabouttheirfuture.Pupilsisintheir4th,5thand6thYearmayneedtheCareersAdviser’shelptodecide:-

• whatcareerwouldsuitbest• howtotrainforaparticularjob• whichCollegeandUniversitycoursestoapplyfor• whentoconsiderleavingschool• howtofindworkortraining

ItisimportanttorealisethatpupilshaveopenaccesstotheCareersAdviserwhentheydecidetheyneedadvice.Pupilscanask,throughthePupilSupportTeacher,foranappointmenttospeaktotheCareersAdviser.

There is a comprehensive careers library in the school to which all pupils have access.InternetlinkswiththePlan-ItPlusWebsiteandSkillsDevelopmentScotland–MyWorldofWorkprovidesfullinformationonjobs,andentryrequirementsforHigherandfurtherEducation.

Pupilsareadvisedaccordingtotheirinterestsandabilitiesandnottheirsexorrace.Pupilswithadditionalsupport needs are encouraged to look at a wide range of opportunities.

During the year senior pupils have access to a number of careers interventions including modern apprenticeship,FurtherEducationandEmployabilityskillsworkshops.Twolocalexhibitionsareorganised,throughouttheyearsuchasHigherEducationConvention,SkillsScotland,orJobs,EducationandTrainingOpportunities”.

CareersOfficer:AnnO’May CareersOffice: CareersScotland 32-36HighStreet Dumbarton G821PQ

CareersOfficeTel: 01389761421

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CURRICULAR INFORMATIONCURRICULUM FOR EXCELLENCE

CurriculumforExcellenceenablesprofessionalstoteachsubjectscreatively,towork together across theschoolandwithotherschools,tosharebest practiceandexplorelearningtogether.

Glow,Scotland’s,onlinelearningnetworksupportslearnersandteachersinthisdevelopment.Plansarebeing developed for parents across the country to have access to Glow in the future.

CurriculumforExcellencebalancestheimportanceofknowledge and skills.

There are alternate ways of assessing progress and ensuring children achieve their potential. There are new qualificationsforliteracyandnumeracyandnewNational3,4and5qualificationswhichhavereplacedexistingStandardGradesandIntermediatelevelcoursesfrom2013/14.(www.LTScotland.org.uk)

There is personal supporttohelpyoungpeoplefulfiltheirpotentialandmakethemostoftheiropportunities with available additional support offered wherever that’s needed.

WestDunbartonshireCouncil’spriorityforCurriculumforExcellenceistoensureeffectiveteachingandlearning.ItiscommittedtoprovidingCooperativeLearningtrainingforitsstaff.Itisworkingcloselywithallitsestablishmentstoreviewschoolstructurestomeettherequirementsofthenewteachingandlearning approaches.

FIRST YEARThefirstthreeyearsattheAcademyformthepupils’BroadGeneralEducation,underCurriculumforexcellence.Allpupilsinfirstyeararegroupedtogetherinmixedabilityclassesandallstudythesamesubjects.Primary/SecondarylinksaremainlyencouragedinordertoconnectwhatchildrenlearninPrimary6and7towhattheywilllearnintheirfirstyearsattheAcademy.ThecloserelationshipbetweentheAcademyanditsassociatedPrimarySchoolswillincreasecontinuityandmakethetransferfor pupils much easier.

ThesubjectstaughtasaBroadGeneralEducationare:

• English • ArtandDesign• Mathematics • Music• Science • HealthandWellbeing• HomeEconomics • PhysicalEducation(PSE)• French • ReligiousandMoralEducation• SocialSubjects–Geography,History, • ComputingScience ModernStudies • Enterprise• TechnicalStudies


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WithintheMathematicsDepartment,afterasettlinginperiod,pupilswillbeset, inbroadabilitybands.Incertainsubjectareaschildrenaretaughtwithmorethanoneteacherintheroom.Thisistoallowthechildrentobenefitfrommoreattentiontotheir individualneeds,whichispossiblewithaco-operativeteacherintheroom.SomeofourchildrenwillrequireadditionalassistancefromSupportforLearningstaffwho will design schemes of work to meet their needs.

DuringS1,pupilswilltakepartin3cross–curricularprojects,Clim8,GamesBasedLearningandFit4Life,eachprojectinvolvesavarietyofsubjectareas,andrangeofdifferentlearningexperiences.

SECOND YEARAllpupilscontinuetostudythesamecurricularareasasinfirstyearaspartofaBroadGeneralEducationandonamixedabilitybasisalthoughsomesettingtakesplace.TheywillalsohaveachoiceofElectivesubjects.CurrentlytheseincludeareassuchasDigitalAnimation,ECOEnterpriseinTechnicalandECOgarden,CreativeCookeryandArtforCharity.

THIRD YEARUnderCfE,thenewS3willalsoencompassaBroadGeneralEducation,coveringall8curricularareas,asinS1/2.TherewillhoweverbeanelementofpersonalisationandchoiceinS3.Decisionsonthesechoiceswillbetakenafterfulldiscussionbetweenpupils,parents,PupilSupportstaff,YearHeadandCareersStaff.

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AspartofCurriculumforExcellencepupilsinS1-3shouldexperienceaBroadGeneralEducation,partofwhichshouldbetheabilitytopersonalise

theircurriculumwhilestillexperiencingthe8curricularareas.

Studentsareaskedtopickafirstandsecondchoicesubjectfromeachoftheareas,howeverinthelastcolumnpleaseindicateafirst,secondandthird

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ClydebankCollegenolongerstarttheirvocationalcourseswithS3pupils,assuchtheschoolaredevelopingSkillsCoursestoreplacetheseoptions.


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SENIOR PHASE (S4-S6)Theseniorphase,whichtakesplacefromS4toS6,isthephasewhenpupilswillbuildupaportfolioofqualifications.ItisthestageofeducationatwhichtherelationshipbetweenthecurriculumandNationalQualificationsbecomesofkeysignificance.

Everyyoungpersonisentitledtoexperienceaseniorphasewhereheorshecancontinuetodevelopthefourcapacitiesandalsoachievequalifications.

All young people in Dumbarton Academy have an entitlement to a senior phase of education which:

• providesspecialisation,depthandrigour• preparesthemwellforachievingqualificationstothehighestlevelofwhichtheyarecapable• continuestodevelopskillsforlearning,skillsforlifeandskillsforwork• continuestoprovidearangeofactivitieswhichdevelopthefourcapacities• supportsthemtoachieveapositiveandsustaineddestination.

FOURTH YEAR OPTIONSS4pupils in 2015/2016will reselect their courses for exampresentations in the summer term. Somesubjectsarecompulsory-ReligiousEducation,PhysicalEducationandPersonalandSocialEducationmustalso be studied by every pupil.

Courseoptionswillbefinalisedafterconsultationwiththepupils,staffandthelocalauthority.

Theprogressofallpupilsismonitoredcarefullybetweenreportstoparents,withtheSchoolsettingtargetsand tracking and monitoring departmental and pupil progress. This process is an essential component of thepartnershipbetweentheschool,youngpeopleandtheirparents.

Weaskeachpartytomakeacommitmenttoachievecertainnegotiatedandagreedgoals.Forexample:

• Theschoolandparentsworkwithyoungpeopletoimprovelevelsofachievement

• Youngpeoplemakeacommitmenttostudyeffectively,completetheircourseworkontimeandmaintain a very high standard of punctuality and attendance.

DumbartonAcademypupilsinS3/4/5areinterviewedannuallybytheirPupilSupportteachertodiscusstheirtargetsandprogress.Progress,attendanceandpunctualityaremonitoredthroughouttheyearwithreportsbeingsenthometoparents.Pupilshaveagreedpersonalgoalsandtargetsaspartofthisprocess.TheirPupilSupportteacheralsointerviewsthemandreportsaresenthometotheirparents.ParentswillbeinvitedtoattendtheOptionsInformationEveninginFebruaryandtheinterviewwiththePSETeachertodiscusstheirchild’soptionsfortheSeniorPhase.

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SKILLS FOR WORKAspartofaCurriculumforExcellenceDumbartonAcademyprovides“SkillsforWork”CoursesforS4andS5pupilseitheratClydebankCollegeorDumbartonAcademy.CoursesonofferincludeHospitality,Construction,Hairdressing,Childcare,SportandRecreation,TravelandTourism,MotorVehicleandRuralSkills.TheseareoneyearcoursesandareatNQLevels.S4pupilsattendoneafternoonperweekwhereasS5pupilsattend2afternoonsperweek.PsychologyandPhotographyisalso offered to senior pupils at higher level.

EMPLOYABILITY SKILLS PROGRAMMEAnewEmployabilitySkillsProgrammewaslaunchedin2009withthepurposeofreplacingtheformer‘WorkExperience’Programme.TheprogrammeutilisestheexpertiseofSkillseekersinfinding,vettingandreviewingplacements.ThemajorchangeintheprogrammeisthatpupilswillbeofferedtheirEmployabilityplacement in the year that they intend leaving school therefore making it more meaningful to their future ambitions.

The benefits of the new Employability Skills Programme are:• Moreflexibility• Bettertiming–avoidingexam/prelimtimes• Thequalityoftheexperience• Bettersuitedtoindividualpupils’needs• StronglinkstoCurriculumforExcellence-PersonalisationandChoice• Improvedpartnershipworkingwithintheemploymentsector

Pupils can gain Employability Skills via:• ParticipationinVocationalProgrammes• PSHEclasses• Information/workshopsprovidedbySkillsDevelopmentScotland• Employmente.g.parttimejobs• SQAunitssuchasEnterpriseandEmployabilityatNQLevels


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FIFTH AND SIXTH YEAR COURSES

FIFTH/SIXTH YEAR

Our upper school curriculum aims to provide an opportunity for all students to continue their studies afterStandardGradeatalevelappropriatetothem.

EachcourseleadstoaNationalQualification.

Eachsubjectofferscoursesatfourlevelsofdifficulty:

AdvancedHigher(National7) National 6 National 5 National 4

Studentscantakeamixofsubjectsatdifferentlevels.ThereistheopportunityformanypupilstostudyuptofiveHighers,dependingonpreviousexamresults.SomestudentswilltakeacombinationofHighers and National courses.

Subjectsattractingaverysmallnumberofpupils(e.g.AdvancedHighersubjects)maybecateredforinone or two of the consortium schools.

AdvicetopupilsisgiventhroughtheTutorPeriod,assembliesandinterviewswithHeadsofHouse.ParentsareinvitedtoattendtheOptionsInformationEveningsinFebruary.PupilsareinterviewedbyPupilSupportTeachers.ParentsareencouragedtoattendtheseinterviewstosupporttheirchildrenintheirchoicesforS5/S6.

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SIXTH YEAR

InSixthYeartherearethreemaingroupsofstudents

1 ThosewhohaveentryqualificationsforCollegeorUniversityandarestayingonforafurtheryear’sstudy,e.g.takingAdvancedHighersubjects,possiblywithanintensivecourseleadingtoHGrade in a new subject where teaching resources are available.

2 ThosewhorequireSQApassestocompleteentryqualificationsforCollegeorUniversityorforsomeotherCareer,orwhoaretryingtogetbettergrades.

3 ThosewhowishtoaddtotheirSQApassestoimprovetheircareerprospects.

Fourth,FifthandSixthYearclassesaretimetabledtogethertogiveadegreeofflexibilityrequiredintheSeniorYearsandtomeetasfaraspossibletheneedforcourseswhichmayincorporateAdvancedHighers,HighersandNationalQualificationsaswellasothercoursesofferedultimatelydependontheavailability of staff and accommodation.

S5/6 STUDY AND SOCIAL AREASTheLibraryisavailabletoallstudentsandprovidesexcellentstudyfacilities-studentsareencouragedtouse it.

SQA PRELIM EXAMINATIONSPrelimExaminationsareheldforseniorphasepupils.TheseareseenasnecessarypreparationforSQAexaminations,whichpupilswilleventuallysit.


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REPORTS TO PARENTS

Yourchild’sreportwilltellyouaboutyourchild’sprogressthroughouttheyear.Itwillincludeinformationand teacher comments about:

• Thebreadthoflearningyourchildhasexperiencedwithincurricularareas• Thelevelofchallengeplannedforyourchildtoensurehe/sheisachievinghis/herfullpotential

and being supported appropriately • Howwellyourchildcanapplylearninginnewandfamiliarcontexts

Level StageEarly Thepre–schoolyearsandP1,orlaterforsome.First TotheendofP4,butearlierorlaterforsome.Second TotheendofP7,butearlierorlaterforsome.Third and Fourth

S1toS3,butearlierforsome.ThefourthlevelbroadlyequatestoScottishCreditandQualificationsFrameworklevel4.

Thefourthlevelexperiencesandoutcomesareintendedtoprovidepossibilities for choice and young people’s programmes will not include all the fourth level outcomes.

SeniorPhase S4toS6,andcollegeorothermeansofstudy.

Progresswithinacurriculumlevelwillbedescribedasdeveloping, consolidating or secure.

PARENTS’ EVENINGS

We consider it important that parents and staff be able to meet each other in the course of a year - particularly at critical points in each pupil’s education.

Formalcontacttimesarelistedinthecalendarbelow.Parentswillalsoreceive:• reportsontheirchildren’sprogress• lettersofinvitationtomeetings• bookletsgivinginformationonthingslikesubjectchoiceatkeystages• newslettersabouttheschoolandcurrentevents

These letters will normally ask parents to contact a named member of staff to discuss the problem. Parentsmayalsobecontactedbyletterortelephonewhentheirchildiscausingtheschoolconcern.

Weaskthatparentsdothesamefortheschool;thattheycontactustoletusknowabouttheirconcernsfortheirchildren.Theschoolisalwayswillingtohelp,ifitcan.Youcanbeassuredofawarmwelcome.Wedoaskthatyoutelephoneorwritefirstsothatanappointmentcanbemade.Allstaffareteachers and an appointment helps you to see the teacher most concerned with your child. This person willmostlikelybeyourchild’sPupilSupportTeacherortheappropriateDeputeHeadTeacher.

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October S4/S5/S6 TrackingReportsissued S1 TrackingReportsissued S2 TrackingReportsIssued

November S1 Parents’Evening S3 TrackingReportsissued S4/S5/S6 TrackingReportsissued S5/S6 Parents’Evening

December S4 Parents’Evening

January S2 Parents’Evening S4/S5/S6 IssueofPrelimTimetableandarrangements S2 ReportsIssued

February S3 Reportsissued S3 Parent’sEvening S4/S5/S6 Reportsissued

March S2 TrackingReportsissued S4/S5/S6 SQAExaminformationissued S4/S5/S6 Reportsissued

May S1 Reportsissued


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OTHER INFORMATIONRELIGIOUS EDUCATION AND OBSERVANCEThetermReligiousObservancehasbeendefinedas

“Community acts which aim to promote the spiritual development of all members of the school community and express and celebrate the shared values of the school community” (SEEDCircular1/2005)

InanyReligiousObservancegatheringinDumbartonAcademyouraimswillbetoprovideopportunitiesfor the school community:• toreflectuponvalues,beliefs,commitmentsandhopeswhicharecommontoallormanyofus• toexpressandcelebratesharedvalues• tohavespace,stillnessandtimetoreflect

NB: Inourschool,thepersonalresponseofsomemembersofourcommunitymaybeinaformofprayerbutforothersitwillbeaperiodofmeditationandreflectiononthesignificantvaluesoftheschool and the wider community.

TheschoolholdsChristmas,EasterandRemembranceDayserviceswhenactsofreligiousobservancetakeplace.Aprogrammeofotherservicesalsotakesplacethroughouttheyear.Parentswhodonotwish their children to attend these ceremonies or take part in acts of religious observance should make their wishes known to the Head Teacher.

TheschoolhasareligiouseducationteacherandallpupilsstudyReligiousEducationaspartoftheschoolcurriculum.Thewishesofparentsarealsorespectedinthisaspectofprovision.Parentsfromethnicminorityreligiouscommunitiesmayrequestthattheirchildrenbepermittedtobeabsentfromschoolinordertocelebraterecognisedreligiousevents.Onlywrittenrequestsdetailingtheproposedarrangementswillbeconsidered.Appropriaterequestswillbegrantedonnotmorethanthreeoccasionsin any one school session and the pupil noted as an authorised absentee in the register.

THE PREFECT SYSTEMAnumberofS5andS6studentshavebeenappointedprefectstohelptheHeadTeacherandthestaffwiththedaytodayrunningoftheschool.Theyarealsothereforpupils,particularlyyoungerpupils,whomightbeexperiencingdifficultiesintheplaygroundorcorridors.Theprefectsfrequentlyrepresenttheschoolatfunctions.Itisaprivilegetobeaprefectanditisanopportunityforstudents,whodoagreatdealfortheschool,tobegiventherecognitionthattheydeserve.

EQUAL OPPORTUNITES & SOCIAL JUSTICETheschool,followingtheguidancegivenbyWestDunbartonshireCouncil,hasbeendevelopinganEqualOpportunitiesPolicy.Theaimsofthispolicyaretotrytoensurethatallpupilsaregivenanequalchancetodeveloptheirtalentsandtoworktowardstheeliminationoffactors,whichleadtodiscriminationanddisadvantage.

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Our priorities include educating our pupils about the multi-racial nature of our society and encouraging self-respect and respect for others no matter what their background.

Allsubjectsacrossthecurriculumareopentoboysandgirls.Inthefirst,second&thirdyear,boysandgirls study the broad curriculum. All pupils are encouraged to achieve their potential and are offered support to do so.

EXTRA CURRICULAR ACTIVITIESReferenceisoftenmadetothehidden curriculumofaschool,thatistosay,alltheadditionalactivitiesthataschoolorganisesoutwiththenormalschooldayandwhichcontributetotheexperienceofpupils.Suchactivities take place thanks to the willingness and enthusiasm of staff who give of their time in order that these activities may go ahead.

Thefullestco-operationisrequiredofpupilsparticipatinginthem.Arangeofactivitiesisavailable(e.g.schoolteams,clubs,visits,schoolshows,andsocialfunctionssuchasdances).FurtherinformationonthecurrentactivitiesisgiveninthefirstParentalNewsletteroftheSession.

THE PARENT COUNCILTheScottishSchools(parentalinvolvement)Act2006requiresthefollowing:

• EveryparentisautomaticallyamemberoftheParentForumforhis/herchild’sschool,andmayberepresentedbyaParentCoucil.

• ThemembersoftheParentForumdecidethestructure,membership,aims,objectivesandconstitutionoftheParentCounciltheywishtoform.

• OthermembersofParentCouncilmaybeco-opted.• ParentCouncilsaretobeinvolvedintheappointmentofaHeadandDeputeHeadTeacher.• ParentCouncils,theLocalAuthorityandSchoolsshouldplayanactiveroleinsupportingparental

involvement in the school.• ParentCouncilshavetherighttorepresenttheviewsofparents.• ParentCouncilsareaccountabletothemembersoftheParentForumandshouldestablish

arrangementsforreportingtotheParentForum.• Theneedsofandarrangementsforallchildrenandyoungpeopleinvolvingparents,carersand

those who look after children are met.• TheschoolimprovementplantakesaccountoftheLocalAuthority’sstrategyandfeaturesparental

involvement as appropriate.• AcomplaintsprocedurewhichcovershowtheLocalAuthoritycarriesoutitsfunctionsunderthe

Act is in place.• LocalAuthoritiesmustprovidereasonablefundingtoenabletheParentCounciltocarryoutits

functions.• AcombinedParentCouncilmaybeestablishedtocovertwoormoreschools.

Inthecourseofsession2006/2007WestDunbartonshirecouncilestablishedaStrategyGroupfortheimplementationoftheScottishSchools(parentalinvolvement)Act2006.Thegroupcontinuestocarryout the duties and responsibilities laid out in the Act.


38

Parentmembers

MrIainEllis(Chairperson) MrsLynnHumeRoss(ViceChairperson)54HighmainsAvenue 33CastlehillRoadDumbarton Dumbarton G822PT G825AL Staff MembersMrsCMcInally(HeadTeacher)AdvisorMrGMacKay

E-mailtheParentCouncilat:[email protected]

PUPIL COUNCIL/CLASS REPRESENTATIVESDumbartonAcademyhasaPupilCouncilforeachyeargroupS1toS6.ThePupilCouncilmeetsregularlywiththeManagementTeamoftheschool.

PupilCouncilrepresentativestakeonrolesasambassadorsoftheschoolwelcomingvisitorstotheschool and representing the school at various events.

WewillusethePupilCouncilsystemtoensuretheviewsofallyoungpeoplearegivenfullconsiderationandgivepupilsanopportunitytodevelopselfconfidenceandselfesteemthroughactiveparticipationinPupilCouncilMeetings.

SCHOOL POLICIES AND PROCEDURESSchoolpoliciesandprocedurescanbeaccessedviatheschoolwebsiteatwww.scottishschools.info/dumbartonacademyorbycontactingtheschooloffice.

Examplesofpoliciesyoumaywishtoaccessare:HomeworkPolicy,BetterBehaviourBetterLearningPolicy,Anti-bullyingetc.

DUMBARTON ACADEMY NO SMOKING POLICYWiththeintroductionoftheSmoking,HealthandSocialCare(Scotland)Act2005andtheProhibitionofSmokingincertainpremises(Scotland)Regulations2006,WestDunbartonshireCouncilnowoperatesa no smoking policy across all authority’s school campuses. Any person accessing the school must refrain from smoking in any of the school campus areas.

PUPILS LEAVING SCHOOL PREMISES AT BREAKSSchoolshaveadutytolookafterthewelfareoftheirpupils.Thismeansthatthestaffshouldtakethesamecareofpupilsasasensibleparentwouldtake,andincludestakingreasonablecareofpupils’safetyduring intervals and lunchtimes. We recommend that pupils should not leave school grounds at intervals. Parentsshouldencouragetheirchildrentofollowtheserulesintheinterestofsafety.

Dumbarton Academy

39

COMMUNITY LINKSThe school is actively involved in the community in a number of different ways. We play a very active roleinsupportingthecommunitybyraisingfundsforlocalcharities.Manyofouryoungpeoplearealsoheavily involved in volunteering and help out at local charity shops and primary schools etc. Last session a numberofpupilsatDumbartonAcademyachievedSaltireVolunteerAwardsinrecognitionofindividuallycompleting upwards of 50 hours of volunteering.

Articles appear in the local press and help keep the wider community informed of the activities and outstanding achievements of the school.

OTHER LINKS WITH THE COMMUNITYThe school is committed to fostering links with the community. The local business community gives broad supporttoourS4workexperienceprogrammeandarestronglyrepresentedatarangeofvocationalevents.

Staffalsohavecloselinkswitharangeofsupportservices,whichinclude–SkillsDevelopmentScotland,SocialWork,PsychologicalServices,HealthBoard,CommunityPolice,TullochanTrustandY-Sort-It

Listening to Learn – Complaints

WestDunbartonshireCouncilencouragesfeedbackonitsservicesfromparentsandpupilsaspartofouroverallcommitmenttogivingthebestpossibleserviceandtoworkinginpartnership.Weare,therefore,interestedinfeedbackofallkinds,whetheritbecompliments,suggestionsorcomplaints.

Ifyouwishtoregisteracommentofanytypeabouttheschoolyoucandothisbywriting,telephoningormaking an appointment.

If, in particular, you have a complaint about the school, pleaselet us know. It is better that these things are shared openlyand resolved fairly, rather than being allowed to damage therelationship between the family and the school. There will be no negativeconsequencesarisingfrommakingacomplaintandwewilldealwiththeissueasconfidentiallyaspossible.

Any issues or complaints should be made initially to the Head Teacher. This ensures that the school knows what is going on and hasanopportunitytorespondandresolvetheissue.Itishelpfulif you can give some details of the issue and ask for an early appointment todiscuss it.Wewill try to respondasquicklyaspossible,butsometimesissuescanbecomplexandweneedtimeto investigate.


40

SCH

OO

L IM

PRO

VEM

ENT

ThesummaryplanbelowdetailsthestrategicprioritiesforD

umbartonAcademy.AfullextractoftheSchoolIm

provementPlanisavailableonthe

scho

ol w

ebsit

e.

Prio

rity

Expe

cted

Impa

ct:

Loca

l Aut

hori

ty

Prio

rity

Raisingattainm

ent,ImprovingLearning

•Continuetoimprovepaceandchallengeinlearningsupportedbyrobusttracking,

monitoringandtargetsetting(BGEandSP)

•ReviewandevaluateroleofSTARrementoring,supportedstudy,Easterrevision

etc

•Continuetoim

plementassertivementoringprogrammetosupportidentified

learn

ers a

nd e

nhan

ce sk

ills o

f sta

ff•

Continuetoresearchandimplementstrategiestoreduceattainm

entgap

•ContinuetoworkwithdepartmentstoidentifyactionpointsfromSQA,GLand

MiDYISattainm

entdata

•(raiseawarenessofInsightdata)

•ReviewNat4/5/6coursesandimplementN

at7

•ContinuetodevelopandimplementrobustprofilingsystemforallS1-S4learners

anddevelopuseofP7profile

•ImplementandreviewnewLearningandTeachingandHomeLearningPolicies

•Continuetoembedarangeoflearningandteachingmethodologyconsistently

acrosslearningatallstagestoensurepace,challengeandprogression

•Researchexcellentpracticeinotherschoolsfocusingonthoseschoolswho

achieved‘verygood’or‘excellent’forLearners’Experience(QI2.1)

•Researchandimplementw

aystoenhanceparentalengagementandinvolvement

in th

eir c

hild’s

lear

ning

•ContinuetoimplementPupilVoicetoenhancethelearningexperienceandensure

cont

inuou

s im

prov

emen

t

•Raisedattainm

entandachievementofalllearners

•Enhancelearningexperienceforalllearners

•Learnersachieveindividualtargets

•Reducedgendergap

•Increasedpupilattendanceatsupportedstudy,EasterSchoolandMasterClasses

•Enhancedstaffskillstoensuresustainabilityofmentoringprogramme

•National7coursesimplementedwhereappropriate

•Profiledevelopedforalllearners

•Increasedstaffcapacityindataanalysis

•HomelearningandLearningandTeachingpolicieslaunched

•Increasedinvolvementofparentstosupporthomelearning

•Enhancedplanningforimprovement

•Enhanceparentalinvolvement

•PupilVoiceenhancedwithimpactonimprovement

1, 2

, 3, 4

Impl

emen

tati

on o

f Cur

ricu

lum

for

Exce

llenc

e an

d G

IRFE

C

Continuetoe

valu

ate

and

mod

ify S

1-S3

BG

E co

urse

s.

Reviewandrefineourapproachtotr

acki

ng a

nd m

onit

orin

g in

the

BG

E.

Ensurethatwearefulfillingthe

resp

onsi

bilit

ies

of a

llacrossourBGEcurriculum

in

Lite

racy

and

Num

erac

y•

Gatherevidenceofliteracyandnumeracyprogress

•Sharecommonlanguageandresources

•Developunderstandingofstandards

Hea

lth

and

Wel

lbei

ng•

ReviewandimplementthedraftschoolH

WB

pol

icy.

•

IntroducetheuseoftheEducationScotlandHWBtoolkit

•S1-S3BGEcoursesm

eettheneedsofalllearnersandensurebreadth,depth,pace

and

chall

enge

•Seniorphasecurriculummodelimplementedandcontinuallyreviewed

•Alllearnersareabletoapplytheirlearningacrosscurricularareas

•Morecoherenttransitionatkeystagesandenhancedpartnershipworkingand

curr

iculum

plan

ning

•Enhancedskilldevelopmentofalllearners

•Continuedincreaseinpositiveandsustaineddestinations

•Morecoherenttransitionatkeystagesandenhancedpartnershipworking

•AllpupilsreceiveentitlementtoPersonalSupport

•Enhancedselfevaluationskillsofallstaff

1,2,

3,4

Dumbarton Academy

41

ReviewourCurriculumModelintheBGEwithregards1

+2 L

angu

ages

.

ReviseourW

hole

Sch

ool A

sses

smen

t po

licy

and

prac

tice

to ta

ke a

ccou

nt o

f the

W

DC

Qua

lity

Ass

uran

ce F

ram

ewor

k an

d up

date

d SQ

A g

uida

nce.

PromotemoreeffectiveuseoftheN

AR

and

WED

AR

in d

evelo

ping

our

app

roac

hes

to a

sses

smen

t in

the

BG

E an

d Se

nior

Pha

se.

As a

Lea

rnin

g C

omm

unit

y co

ntinu

e to

dev

elop

effe

ctive

tra

nsit

ion

arra

ngem

ents

from

P7

-S1

and

deve

lop

LLC

pla

nnin

g

Continuetod

evel

op e

ffect

ive

tran

siti

on a

rran

gem

ents

fro

m S

3-Se

nior

Pha

se

and

beyo

nd

•IntroduceacelebrationeventattheendofS3whichinvolvesparents.

ReviewandenhanceourT

utor

Tim

e pe

riod

to

ensu

re a

ll lea

rner

s re

ceive

the

ir en

titlem

ent t

o pe

rson

al su

ppor

t

ImplementourstrategicplanforD

evel

opin

g th

e Yo

ung

Wor

kfor

ce•

Promotionofthe

Car

eer

Educ

atio

n st

anda

rd (

3-18

)•

Alldepartmentsworkwithatleastone

busi

ness

par

tner

as a

n int

egra

ted

part

of

theircurriculumnextsession.

•Alldepartmentsexplicitlyidentify

‘ski

lls fo

r w

ork’

with

in th

eir c

urric

ulum

. •

Three

care

ers

even

ts p

lanne

d an

d de

liver

ed.

•Increased

pare

ntal

pa

rtic

ipat

ioninoursubjectchoice/careersinformation

even

ing.

•Revisedreportingcycle.

•Participationinthe

Lear

ning

thr

ough

Wor

k w

eek.

•LaunchofW

DC‘DevelopingtheYoungWorkforce’Strategyincludingpresentation

and

wor

ksho

p•

Collationandreturnofschoolresponsestoworkshop

Impr

ove

Self

Eval

uati

on P

roce

sses

and

Sys

tem

s

•Launchnewselfevaluationauditdoc

•ReviewHIGIOS4andimplementanychangestoourauditdocument

•Reviewtheschool’scurrentPRDprocessandcreatenewpaperworktosupport

new

stru

ctur

es

•FurtherdevelopmentofourSelfEvaluationprocess

•AmorerobustPRDprocessalignedtothestandardforfullregistration.

•Enhancedselfevaluationskillsofstaff

•Enhancedpeersupportforstaffandengagementinprofessionaldialogue.

•Enhancedstaffconfidenceandskills.

•Enhancedskillsofstaff,professionalknowledge,expertiseandunderstanding

•Enhancedleadershipopportunitiesforall

1,2,

3,4


42

Impl

emen

t IC

T S

trat

egy

for

Lear

ning

wit

h Te

chno

logi

es

•Audittheuseoftechnologyacrossthecurriculum

.•

AuditlearneraccesstoICToutsidetheschoolenvironment.

•Carryoutascopingexercisetolookatdigitalusageinindentifiedcentresof

excellence.(Thefirstthreeactionswillinformanactionplan)

•ContinuetodeveloptheuseofOurcloud/Googleeducation,tosupportlearning

and

teac

hing.

•Collate/C

reateICTsupportmaterialstosupportstaffdevelopmentintheuse

ofIC

T(promethean,O

urcloud/Google,Chromebooks,tabletsdigitalclassroom

examplesetc.)

•EstablishPromethean‘Champions’tosupportstaffuseofinclassIWB

•UtilisethewirelessmodelbeingimplementedbyW

DC,exploretheuseof

corp

orat

e bo

ught

and

BYO

D d

evice

s to

supp

ort d

igita

l lear

ning.

•BuildonthetechnologiesIDLtoenhancethetechnologiesbrandedsubjectsinlight

oftheEducationScotlandimpactreport.

•ContinuetodevelopstaffunderstandingofInsighttoinformL&T

•ReviewTrackingandMonitoringsystemswithparticularfocusonBGE(scoping

exercisetobeundertaken).

•AuditofdepartmentandpupiluseofICT,toinformactionpoints.

•Identifiedactionsbasedonvisitstocentresofexcellenceandprofessionalresearch.

•GreateruseofOurcloudandGoogleclassroomresourcestosupportlearningand

teac

hing

•Bankofgoodpracticematerialsandlinksavailableforstaff.

•PrometheanchampionsinplacesupportuseofIWB

•Wirelessnetworkinusebylearnersinclassandthewiderschoolbuilding.

•GreaterrecognitionoftheTechnologiesbrandthroughenhancedIDL.

•GreaterunderstandingofInsightandBGETrackingtoinformlearningandteaching

and

learn

er o

ptio

n pa

thw

ays

1,2,

3,4

Con

tinu

e to

dev

elop

the

eth

os a

nd li

fe o

f the

sch

ool a

nd e

nhan

ce p

artn

ersh

ip

wor

king

•DistributePreReadingforIIRPConferencingTrainingtoSMTandPastoralCare

Team

. •

Distributecustomisedcardsw

ithRPQuestionsforusebySMT/Pastoral/PT’sand

class

teac

hers

. •

RightsRespecting&RestorativePresentationtoP7Parents

•FurtherTrainingforAllStaff

•RestorativePracticesContinuum

•AffectiveStatements

•AffectiveQuestions(StreetRP)

•SmallImpromptuConferences

•RestorativeConferencingTrainingforSMTandPastoralCare.

•RestorativeQuestionandIm

promptuConferenceTrainingforPupilDashTeam/

SeniorPrefects/H

ouseCaptains

•Enhancedcommunicationbetweenstaff,pupilsandparents

•Increaseparentalinvolvementacrosstheschool

•Websitedevelopedandmaintainedtoenhancecommunication

•RRSALevel2achieved

•EnhancedethoswithSchoolCharterfullyembedded

•EnhancedPRDprocess

•StaffinvolvedinGTCSProfessionalUpdatescheme

•Enhancedskillsofstaff,professionalknowledge,expertiseandunderstanding

•Enhancedleadershipopportunitiesforall

•Enhancedcommunitylinksand

partnershipworking(local,national,and

international)

•Learnersfeelvaluedandmoreinvolvedindecisionmaking

1,2,

3,4

Dumbarton Academy

43

PUPIL RECORDSThesubjectdepartmentskeeprecordsoftheirpupils’achievementsinclasswork,testsandexaminations.Inadditionsubjectteachersmaybeaskedforattitude,behaviourandprogressreportsbyPupilSupportstafforSeniorManagers.

Pupilrecordsarenowkeptelectronicallyinthe“Click&Go”managementsystem.This holds information on pupil attainment as well as attendance and behaviours.

HEALTH AND SAFETY AT WORK ACT 1974It is thedutyofeverypupil totakereasonablecare forthehealthandsafetyofhimselfandothers. Inparticularheorshemustbecomefamiliarwithroutinesandproceduresrelatedtosafety,mustnotmisuseanythinginsuchawayastocreateahazardandmustreportanydefectorhazardheorshediscoverstoan appropriate person.

PHOTOGRAPHYInlinewithcouncilpolicynophotographyofindividualsispermittedoncouncilpremiseswherethereisareasonableexpectationofprivacywithouttheirconsent,orinthecaseofchildrenunder12years,theconsent of their parents or guardians.

Parentsor guardianswill be asked to givewrittenpermissionon an annualbasis for their child tobephotographedorvideoed,forspecificpurposesrelatedtothelifeandtheworkoftheschoolandtheeducation service.

Photographybyparentsandfamilymemberswillnormallybepermittedatschooleventslikeconcerts,sports days and drama productions. The Head Teacher may ask parents to restrict their use of photographic equipmenttominimisetheimpactonthesmoothrunningoftheevent


44

USEFUL CONTACTSAllauthoritiesarerequiredbylawtoissueacopyoftheschoolhandbookincorporatingcurrentpoliciesand practices of both the council and the school to certain parents in December each year for their use as appropriate

WestDunbartonshireCouncil

EducationServicesDepartmentCouncilOfficesGarshakeRoad

DumbartonG823PU

CareersOffice32-36HighStreet

DumbartonG821PQ

CommunityEducationOfficeConcordCECentre

TownCentreDumbarton

WestDunbartonshireCouncillorsWard3–DumbartonCouncillorGeorgeBlackWard3–DumbartonCouncillorIanMurray

Ward3–DumbartonCouncillorThomasRaineyWard3–DumbartonCouncillorDavidMcBride

CouncilOfficesGarshakeRoad

Dumbarton

ChaplainsPastorOliHigham

RockCommunityChurchDumbarton

RevIanJohnstonRiversideChurchHighStreetDumbartonG82 1NB

Dumbarton Academy

45

DATA PROTECTION ACTInformationonpupils,parentsandguardiansisstoredonacomputersystemandmaybeusedforteaching,registration,assessmentandotheradministrativeduties.ThisinformationisprotectedbytheDataProtectionAct1984andmayonlybedisclosedinaccordancewiththeCodesofPractice.

TheDataProtectionOfficerfortheAcademyisMrsLBourhill,DeputeHeadTeacher

For further information please contact the school.

TRANSFERRING EDUCATIONAL DATA ABOUT PUPILSEducationAuthoritiesandtheScottishGovernmenthavecollecteddataaboutpupilsonpaperformsformanyyears.WearenowworkingtogethertotransferdataelectronicallythroughtheScotXedprogramme.

What pupil data will be collected and transferred?DataoneachpupiliscollectedbylocalauthoritiesandtheScottishGovernment.Thedatacollectedandtransferredcoversareassuchasdateofbirth,postcode,registrationforfree-schoolmeals,whetherapupilislookedafterbyhis/herlocalauthority,additionalsupportneedsincludingdisability,attendance,absenceand exclusions from school. Pupil names and addresses are collected by their school and educationauthoritybutarenotpassedtotheScottishGovernment.Yourpostcodeistheonlypartofyouraddressthat is transferred. Data is held securely and no information on individual pupils can or would be published bytheScottishGovernment.

Providingnationalidentityandethnicbackgrounddataisentirelyvoluntary.Youcanchoosethe‘notdisclosed’optionifyoudonotwanttoprovidethisdata.However,wehopethattheexplanationscontainedinthismessage and on our website will help you understand the importance of providing the data.

Why do we need your data?Inordertomakethebestdecisionsabouthowtoimproveoureducationservice,ScottishGovernmentandeducationauthoritiesneedaccurate,up-to-datedataaboutourpupils.Wearekeentohelpallourpupilsdowellinallaspectsofschoollifeandachievebetterexamresults.Accurateandup-to-date-dataallowstheScottishGovernment,educationauthoritiesandschoolsto:

• plananddeliverbetterpoliciesforthebenefitofallpupils• plananddeliverbetterpoliciesforthebenefitofspecificgroupsofpupils• betterunderstandsomeofthefactorsthatinfluencepupilattainmentandachievement• targetresourcesbetter

Your data protection rightsThe collection, transfer, processing and sharing of ScoXed data is done in accordancewith theDataProtectionAct(1998).WealsocomplywiththeNationalStatisticsCodeofPracticerequirementsandotherlegislationrelatedtosafeguardingtheconfidentiallyofdata.TheDataProtectionActgivesyoutheright to know how we will use your data. This message can give only a brief description of how we use data. FullerdetailsoftheusesofpupildatacanbefoundontheScotXedwebsite(www.scotxed.net).TheScottishGovernmentworkswitharangeofpartnersincludingHMInspectorateofEducationandtheScottishQualificationsAuthority.Onoccasion,wewillmakeindividualdataavailabletopartnersandalso


46

academicinstitutionstocarryoutresearchandstatisticalanalysis.Inaddition,wewillprovideourpartnerswithinformationtheyneedinordertofulfiltheirofficialresponsibilities.AnysharingofdatawillbedoneunderthestrictcontrolandprioragreementoftheDataSharingPanelintheScottishGovernment,whichwill ensure that no individual level data will be made public as a result of the data sharing and these data will not be used to take any actions in respect of an individual.

ConcernsIfyouhaveanyconcernsabouttheScotXeddatacollectionsyoucanemailthematscotexed@scotland.gsi..gov.ukorwritetoTheScotXedSupportOffice,theScottishGovernment,Area1B,VictoriaQuay,Leith,EH666QQ.Alternativeversionsofthisinformationareavailable,onrequestfromtheScotXedSupportOffice,inotherlanguages,audiotape,Brailleandlargeprint.

Want more information?FurtherdetailsaboutScotXeddataexchangesareavailableontheScotXedwebsite,www.scotxed.netThewebsitealsocontainsanswerstocommonlyaskedquestionsaboutScotXed.

The Annual Electronic Staff Census IndividuallevelstaffcensusdataisvitalforusebytheScottishGovernmentineducationworkplanning.Asaconsequenceofreceivingthisstaffinformation,theScottishGovernmentwillbebetterableto• planmoreaccuratelythenumberofnewstafftobetrainedeachyear• identifyshortagesinparticularsectorsandsubjects• monitormovementsinandoutoftheprofessionatanationallevel

The information yielded from the analyses of this data is also of great interest to local authorities and teachers’ unions.They were involved in drawing up the list of data fields to be sent to the ScottishGovernment.FollowingtherecommendationsoftheCurrieReport,dateofbirthaboutgenderdataaboutEducationalPsychologistsarenowcollectedinordertocarryoutworkplaceplanning.

Your data protection rightsThe collection, transfer, processing and sharing of ScotXeddata is done in accordancewith theDataProtectionAct(1998),theNationalStatisticsCodeofPracticerequirementsandotherlegislationrelatedtosafeguardingtheconfidentialityofdatarelatingto individuals.TheDataprotectionActgivesyoutherighttoknowhowwewilluseyourdata.FulldetailsoftheusesofstaffdatacanbefoundontheScotXedwebsite: www.scotxed.net

TheScottishGovernmentwillnotpublishorreleaseanyinformationthatallowsindividualmembersofstafftobeidentified,norwilldatabeusedbytheScottishGovernmenttotakeanyactionsinrespectofindividuals. The information we collect will be anonymous. We will not be collecting your name and address. NoinformationonindividualmembersofstaffcanorwouldbepublishedbytheScottishGovernment.The individualdatacollectedbytheScottishGovernment isused foraggregatestatisticalandresearchpurposesonly.Providingnationalidentityandethnicbackgrounddataisentirelyvoluntary;thereisa“notdisclosed”option.However,wehopethattheexplanationscontainedontheScotXedwebsitewillhelpyou understand the importance of providing the information.

Want more information?DerekMcGlynn,ourDataManagementSystemsOfficerwillbehappytohelpwithanyqueriesyouhaveregarding this section.Telephone01389737389oremailDerek.McGlynn@west-dunbarton.gov.uk

Dumbarton Academy

47

Appendix 1SQA EXAMINATION RESULTS

EXAMINATIONS

PupilsarepreparedforexaminationsauthorisedbytheSQAatNational3,4and5,Intermediate,Higher,andAdvanced Higher levels. Anumberofunitsofcoursesarealsoofferedwhichareassessedthroughtheachievementofspecified“learningoutcomes”.SuccessfulcompletionofaunitisrecognisedandacknowledgedontheSQAcertificate.Asappropriateandpossible,pupilsmaybepreparedforotherexaminationse.g.UniversityBursaryCompetitions.Ouraimistopresentpupilsforthatnumber,andgrade,ofsubjectswithwhichtheycanreasonablycope,andinwhichtheyhaveafairprospectofsuccess.Schoolsinconsultationwithpupils/parentsnormallydecideonpresentationforexaminations.Howeverinthefinalanalysistheschoolwillaccedetothewishesoftheparents.Abreakdownofthe2013-2014SQAExamresultsareavailableintheStandardsandQualityReport.

SCOTTISHCREDIT&QUALIFICATIONSFRAMEWORK

AsaresultoftheintroductionofthenewQualificationsFramework,achievementisreportedatScottishCreditandQualificationsFramework(SCQF)levels.

Level7means Certificateofsixthyearstudies(CSYS)atA-C;AdvancedHigheratA-CLevel6means HigheratA-CLevel 5 means National 5Level 4 means National 4Level 3 means National 3

SQA National Qualifications typically available in centres: 2012/13 to 2016/17

Year Group Session DualRunningYears2012/13 2013/14 2014/15 2015/16 2016/17

S4

CurrentAccess,StandardGrade,

Intermediate1and2(Final Standard

Grade Certification)

New National 1 to National 5




S5CurrentHigher,

Intermediate1and2CurrentHigher,

Intermediate1and2New National 1

to National 6 and Higher

New National 1 to National 6 and

Higher

New National 1 to National 6 and

Higher

S6

CurrentHigher,AdvancedHigher,

Intermediate1and2

CurrentHigher,AdvancedHigher,

Intermediate1and2

CurrentHigherand Advanced

Higher,

New National 1 to National

New Higher and Advanced Higher

(Nat7)

New National 1 to National5,Higher

and Advanced Higher(Nat7)


48

WestDunbartonshireCouncilDepartmentofEducationalServices

DUMBARTON ACADEMY

Standards & Quality ReportSeptember 2015

Head Teacher JacquiLynam Date September 2015

QIO JulieMcGorgan Date September 2015

Dumbarton Academy

49

KEY IMPROVEMENTSSchool Focus

Quality Indicator 1.1: Improvements in Performance

Strengths - Evidence shows:• VerygoodSQAresultsachievedbymanyofourseniorphasecohort:

Level 5

Number of pupils presentedatSCQFLevel4(N4)

No. of pupils who passed %Passed

English 38 38 100%

MathematicsIncLSM 64 57 89%

English&Mathematics 102 95 93%

MathsincLSM 75 67 89%

SCQFL4 Presentations287

Passes271

%Passed94%

Number of pupils

presented at SCQFLevel5

(N5)

Number of those that

passed at A

Number of those that passed at B

Number of those that passedatC

Number of those

awarded D

Number of those with No Award

Number who passed

English 108 48 36 21 2 1 105Mathematics 64 22 16 13 3 10 51English&

Mathematics 172 70 52 34 5 9 156

MathsinclLSM 82 24 18 17 7 20 59

Number of pupils

presented at SCQFLevel6(H)


passed at A



Number of those

awarded D


Number who passed


Mathematics 77 34 23 12 3 5 69

Number of pupils

presented at SCQFLevel7

(AH)


passed at A



Number of those

awarded D


Number who passed


Mathematics 7 1 3 2 1 0 6


50

• S4Results(precollege)Level 2009 2010 2011 2012 2013 2014 20155+ L5 31% 31% 34% 35% 32% 33% 36%5+L4 77% 73% 88% 76% 78% 81% 87%5+L3 95% 96% 99% 98% 95% 88% 94%

• S5HigherResults(precollege)Level 2009 2010 2011 2012 2013 2014 20155+ L6 7% 8% 8% 14% 9% 10% 12%3+L6 19% 20% 20% 25% 27% 22% 37%1+L6 35% 44% 43% 53% 56% 44% 55%

• S6ResultsLevel 2009 2010 2011 2012 2013 2014 20151@L7 14% 14% 15% 10% 17% 19% 18%

• Overall,theGLassessmentsshowanimprovingpicturewithregardstoMathematicsattainment.Themeanstandardagescoreforourpupilsisstillsignificantlybeneaththenationalaverage.However,thereisapositivetrendinresults.

MeanSAS Female Male2012 91.8 93.3 90.42013 95.3 95.6 95.02014 95.8 94.3 97.32015 96.8 96.5 97.3

• Overall,theGLAssessmentdatashowstheMeanStandardAgeScoreforourpupilsin2015isslightlybelowtheNationalAveragebutnotsignificantlydifferent.TheMeanSAShasslightlydippedfromtheprevious2years.

• TheMeanSASforboysisnotsignificantlydifferentfromgirls,althoughgirlshavedoneslightlybetterandtheirperformanceis above the National Average.

MeanSAS Female Male2012 99.2 103.0 95.42013 99.7 100.9 98.52014 100.8 99.2 102.52015 99.4 100.8 97.7

• BycontinuingtoensurethatLearningandTeachingareattheheartofouractivitiesandbysharingbestclassroompracticesin a range of areas including an increasing depth and wider range of formative assessment amongst staff we have raised the standardofteachingandlearningintheschool,leadingtoimprovedattainmentandachievementformanypupils.

• Allstaffsetconsistentlyhighexpectationsandstandardsofattainmentforalllearners.• Asystemoftarget-settingforallpupilsfromS3onwardsalliedwithastrongtrackingsystemfromS1upwardsenablesusto

identify young people who are underperforming at an early stage and to address concerns. • Post-prelimandSQAanalysismeetingsanddiscussionswithindividualPTs/FHsidentifiesareasfordevelopmentandtargets

to support learners underachieving.• AnalysisofSQAresultsbydepartments,followedbydiscussionsbetweenSMTandallteachingstaffineachsubjectarea

leadstotargetsbeingsetbydepartmentsforfutureimprovedSQAattainment.• EasterRevisionSchoolhasbeenestablished,iswellattendedandisviewedverypositivelybybothlearnersandstaff.• Themajorityoflearnerscontinuetodevelopskillsforlearning,lifeandworkthroughcurricularinnovation,citizenshipand

enterpriseactivitiesandextracurricularactivities.

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• ThewiderachievementsoflearnersarecelebratedthroughAssemblies,Newsletters,Leavers’Ceremonies,noticeboards,localpress,meritawards,merittrips,meritawardsceremonies,rewardssystem,praisepostcardstoparents.

• ElevenyoungpeopleachievedHigherLeadershipUnit1.Eightofthemalsoachievedunit2.• 2pupilsachievedESOL–1passatN4,1CpassatH• ThereareawiderangeofopportunitiesforyoungpeopletoachievethroughinvolvementinYoungEnterprise,Dukeof

Edinburgh,Go4SETT,TullochanTrust,BankieTalk,MarkScott,VolunteeringandCitizenship.• YoungpeopleinvolvedinYoungEnterpriseidentifiedthattheyhadgainedimportantleadershipskills,developed

communication skills and team working as a result of their involvement. The team won 3 awards at the Dunbartonshire AreaFinalReviewandAwardsatStrathclydeUniversity.Thecategoriestheywonwere:UniversityofStrathclydeAwardforBestMarketingStrategy;TheAggrekoAwardfortheBestPresentationandtheYoungEnterpriseDunbartonshireAwardforRunner-up.

• ThoseinvolvedintheDukeofEdinburghAwardhavelearnednewskillsandundertakenchallengingactivities,particularlythroughtheirexpeditionexperience.ThissessionfiveS4pupilsachievedBronze,fiveS5pupilsachievedSilverand10S5/S6pupils achieved Gold.

• 38youngpeopleachievedaSaltireAwardduringsession2014-2015.• 7pupilsachievedBronzeYouthAchievementAward.• 6PupilsachievedtheirMarkScottLeadershipAward.• 11pupilswhoparticipatedinYoungEnterpriseweresuccessfulingainingtheStrathclydeBusinessSchoolExam–6passes,5

credit passes.• 28pupilsachievedtheirDianaAwardfortheirparticipationintheBankieTalkproject.

Priorities for future development• ContinuetoensurepupilsareappropriatelypresentedatthecorrectlevelforNationalQualificationcourses.• Continuetoensurepaceandchallengeinallclasses.• Increasethenumberofpupilstakingandachieving5+,3+and1+AwardsatLevel6(Higher).• Increasethenumberofpupilsachieving5+Level4Awards.• ContinuetosystematicallymonitorandtrackvalueaddedandprogressinEnglishandMathematicsacrossprimary

secondarytransitionstagesusingP7reportsandprofiles.• ContinuetoenhanceTransitionandCurricularLinkswithPrimaryPartners,sharingstandardstoraiseattainment(LLC

ImprovementPlan).• Continuetoextendtherangeofopportunitiesforpupilstoenhancewiderachievement.• Continuetodevelopasystemtorecordwiderachievement.• Tracktheinvolvementandachievementofeachyoungperson,particularlybymaximisingtheuseofthetutorperiod.• Continuetosupportandchallengedepartments/facultieswherelearnersareunderachieving.• ContinuetodeveloptheprofilingprocessbuildingontheP7profile.• ContinuetodeveloptheprocessofBGEprofilingtosupporttransitiontotheSeniorPhase.• ContinuetoworkwithWDCtoraiseattainmentacrosstheschool.FurtherdeveloptheroleoftheSTARtoenhance

mentoring,supportedstudy,trackingandtargetsettingensuringinterventionstoimproveoutcomesforlearners.• ContinuetoraisestaffawarenessoftheuseofInsighttoreviewlearners’attainmentandachievementsandplanfor

improvements.• Carryoutfurtheranalysisofthegenderissuesinattainmentwithinourschoolandputinplacemeasurestoreducethegap.

Quality Indicator 2.1: Learners’ Experiences

Strengths• Almostallyoungpeopleworksuccessfullytogetherandwiththeirteachersinapositivelearningenvironment.Themajority

oflearnersaremotivated,attentive,suitablyengagedandwellmotivatedintheirlearning.• Mostyoungpeoplethinkthattheschoolishelpingthemfeelmoreconfident,thatstafftreatthemwithequality,respectand

fairness,listentothemandpayattentiontowhattheysay.• Almostallyoungpeoplefeelsafeandcaredforwhilefeelingthatmutualrespectamongststaffandyoungpeoplehasahigh

priority.Allyoungpeopleareawareofthesupporttheycancallonandwheretofinditshouldtheyneedit.• Almostallyoungpeopleenjoylearningatschoolandfeelthatstaffgivethemhelpwhenitisneeded,expectthemtotake

responsibility for their own work in class and encourage them to do their best. Almost all young people think they are doing well in their schoolwork.

• Mostyoungpeoplefeeltheyhaveanincreasingvoiceintheschoolandthroughfocusgroups,questionnairesandthePupilCouncil,feeltheirviewsarebeingheardandconsequentlyactionstaken.

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• InarecentRestorativePracticesbaselinesurveycarriedout91%ofpupilssurveyedagreedthattheyhavepeoplethattheycangotoiftheyhaveaprobleminschool.97%agreedthattheyareexpectedtoworkhardinthisschool.

• Awiderangeofextra-curricularactivities,outofclasslearningopportunitiesandeducationaltripsandvisitsareofferedto,and enjoyed by both the young people and the staff involved.

• Mostyoungpeopleandparentsareconfidentthattheschooldealswithincidentsofbullyingeffectivelyandpromptly.• Trackingisusedextensivelythroughouttheschoolbyallstaffandspecifictimingsaresetwithinthemonitoringcalendar.The

targets are discussed and set in negotiation with pupils. • Communicationandfeedbacktopupilsandparentsviaonetooneinterviewsandthetrackingandreportingsystemisa

majorstrength.InformationisavailabletostaffviaSEEMISandPupilProfilesidentifyingstrengthsandareasfordevelopmentwhich aid the job of tailoring appropriate learner support in class.

• PromotionanddevelopmentofAifLcontinuestobeahighpriorityatDumbartonAcademy.Thereisgoodevidenceofqualityfeedback,selfandpeerassessment,‘twostarsandawish’,trafficlighting,pupilsusingchecklistsofLearningIntentions/SuccessCriteriatoidentifyappropriatesupportrequired,bothinandoutwiththeclassroom.

• CooperativelearningstrategiesarecommonplaceinmostclassroomswithnearlyallstaffhavingattendedCooperativeLearning Academies or participated in training.

• Curriculumdevelopmentisinformedthroughdepartmentalandwholeschoolselfevaluationstrategiessuchaspupilself-evaluationquestionnaireswithincurricularareasleadingtopupilsleadinglearningandincreasingthepupilvoicewithintheschool.

• Personalisationandchoiceisgiventotheyoungpeoplewithintheircurriculum:projecttopics,discursiveessays,S2electivesandincreasinglyinS3andseniorphasecoursestheyaredeterminingthecoursesofstudy.

• LearningandpreparationforSQAexamsforseniorphasecontinuestobeverywellsupportedthroughtheSupportedStudyProgrammeandEasterRevisionSchoolthatisinplace.

• Furthersupportwasgiventhroughourmentoringprogrammewhichsupported175learnersinS4-S6ofwhichthemajoritysaidtheyfoundthissupporttobeuseful/veryuseful.

• AlldepartmentsregularlyuseSQAexemplars,UnderstandingStandardsmaterialsandPAandverificationfeedbackreports,whicharealsosharedwiththepupilstohelpunderstandingofcourserequirementsandsharingthestandard.

• PupilparticipationinCitizenship,Enterprise,volunteeringandwiderethosactivitiescontinuestobeofahighstandardandalarge number of learners increasing participate.

• Seniorpupilsofferpeersupporttoyoungerpupilsthroughinclasssupport,dailyinregistrationgroups,weeklytutorclassesand at after school clubs.

• Allcoursesallowpupilstodevelopskillsforlearning,lifeandworkandtransfertheseskillsacrosscurricularareas.

Priorities for future development:• ContinuetodevelopandevolveCooperativeLearningandworktowardsembeddingFormativeAssessmentacrossthe

curriculum.• Continuetodeveloptheconsistentuseoflearnerself-evaluationsandparentalquestionnairesindepartmentstoimprove

students’learningexperiencesandenhanceoutcomesforlearners.• Continuetodeveloptrackingstrategies,particularlyintheBGE,includingtheuseofGLAssessmentdatatoensurelearners

make good progress from their prior levels of attainment and are clear about their strengths and what they need to do to improve their performance and achieve targets across all departments.

• Continuetoensurethatyoungpeoplehaveanincreasingvoiceinourschoolthroughfocusgroups,departmentalquestionnairesetc.Ensurethattheyfeeltheirviewsarebeingheardandconsequentlyactionstaken

• ContinuetodevelopProfilinginS1-S3buildinguponlearners’P7profiletotheirfinalprofileinS3includingacelebrationeventinvolvingparentsofS3pupils.

• Continuetodeveloptheuseoftechnologiestosupportlearning.• Continuetodeveloppupilvoicetoinformimprovementsinlearningandteaching.• Continuetoimplementstrategiestoincreasethepaceoflessonsandincreasethelevelofchallengeprovidedforallyoung

people.• FurtherdevelopIDLsandcrosscurricularworkingtoenhancelearners’experiences.• ContinuetoenhancetheTutorPeriodtosupportlearners’entitlementtoPersonalSupport.

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Quality Indicator 5.1:The Curriculum

Strengths• TherationaleforthecurriculumreflectsthesharedVisionandValuescontainedwithin“HEARRT”and“MIND”.Theschool

valuesarereflectedthroughthetotalityofexperiencesofferedtoyoungpeople,notjustintheclassroomsettingbutalsothroughopportunitiestobeinvolvedinthewiderlifeoftheschool.Someinnovationsinthisareainclude:YoungEnterprise,DukeofEdinburgh,andTheMarkScottLeadershipforLifeAward,JohnMuirAward,BankieTalk,etc.

• Ourcurriculumtakesaccountofourlocalcircumstancesandoflocalandnationaladvice,asfarasispossiblewithinthecurrentfinancialclimate.TheSMTarewellbriefedbytheHTonareasunderdiscussionatanAuthority/Nationallevel.

• Weofferacurriculumdesignedtopromotechallenge,enjoyment,breadth,depth,progression,relevanceandcoherenceforallpupils,throughacommitmentfromstafftoensuretheseareasareparamount.Flexibilityandpersonalisationandchoiceforallpupilshavebeendeveloped.Thereischoiceofferedintasks,activitiesandassessmentsinmostsubjects.

• Increasedopportunitiesforpersonalisationandchoiceandtomakelearningmorerelevantandenjoyablehasbeenamajordriving force in reviewing the curriculum.

• ExistingopportunitiesforinterdisciplinarylearninghavesuccessfullyestablishedlinksacrosssomesubjectareasandprovidedrelevantcontextsfordevelopingresponsiblecitizenshipinS1andS2.

• Enhancedcurricularlinksthroughjointworkingbetweenprimaryandsecondarystafftostrengthenyoungpeople’slearningparticularlyinMathematicsandEnglishandmorerecently,theselinksaredevelopinginTechnical,Computing,BusinessandModernLanguages,etc.

• InnovativeS1cross-curricularThematicProjectscontinuetobeenhancedandimplemented.Theseinvolvealldepartmentstodifferingdegrees.Evaluationsfromstaffandpupilshavebeenverypositive.

• S1,S2andS3courseshavebeendevelopedandimplementedwhichincorporatetheLevel2/3/4ExperiencesandOutcomesforCfE.Thesecontinuetobeevaluatedandamendedasappropriatetoensurelearningiswellplannedandlearners achieve as well as they can.

• Curriculumflexibilityisappropriatelyusedtoenhanceyoungpeople’slearningexperiencesforexample,throughthechoiceofelectivesinS2andcurriculumpersonalisationinS3.S2electivesallowyoungpeopletheopportunitytoinvestigateareasoutsidethetraditionalcurriculum,afewofwhichincludecommunityinvolvement.Thefeedbackfromstaffandpupilshasbeenexceptionallypositivefortheseinitiatives.

• InS3choicehasbeenrefinedtoensureallyoungpeoplehaveacontinuumoflearningandopportunitiesforincreasedspecialisationinpreparationfortheseniorphase.ThecurriculumstructurereflectstheCurriculumOrganisersofCfE.Thisstructure also ensures vocational options are available for learners who may not wish to pursue a purely academic menu of choices(egBikeMaintenance,FinanceandIT,Hairdressing).AlloftheworkbeingdoneinthisareabySMT,subjectleadersandPupilSupportisintendedtobuildacurriculumthatwillprovideasmuchin-houseprovisionforchoiceandprogressionas possible.

• Allstaffarebuildingontheirexperiencesofthefirst2yearsofnewNationalQualificationswhichincludesthereviewofapproachestoassessmentandverification.

• Almostallstaffaresupportinglearnerstodevelopskillsforlearning,lifeandworkandareusingtherelevantEsandOstohelplearnersacquirethekeyskillsinliteracy,numeracyandhealthandwellbeing.

• Programmesoflearningintheseniorphaseprovideprogressionthroughopportunitiesforpersonalachievementwithacontinued focus on developing the skills and attributes of the four capacities.

• Staffrefreshcurriculaonanongoingbasisinmanydepartments,involvingdiscussionatDMs,inserviceanddevelopmentdays.

(QI5.1isreviewedbyalldepartmentsinMarchofeachyearaspartofthewholeschoolqualityassuranceprocess). Wecontinuetoreflectonthecoursesweofferthroughattainmentanalysisprocess,throughselfevaluationactivitiesand

throughpupilfocusgroups,pupilresponsestoquestionnairesadministeredbydepartments.• ThePTSupportforLearningoffersadviceandsupportonensuringtheneedsoflearnerswithASNaretakenaccountof

when planning programmes of work.• DepartmentsworkverycloselywithSfLtoensuresuitablecurriculaforallandflexiblecurriculumpackagesifappropriate.• Flexiblecurriculumarrangementsareinplacetomeettheneedsofallyoungpeople.• Theconsistentuseoflessonguides/courseplannerssupportspaceandchallenge.• AnumberofNational3coursesarecurrentlyavailableinarangeofsubjectstomeettheneedsoflearners.• Therearewelldevelopedlinkswithcollegestoenhanceyoungpeople’semployabilityskillsandworkexperience.Thereis

enhancedsupportintheprovisionofworkexperienceplacements.• AllBGEcoursesprovideprogressiontoNational4andNational5courses,therebybuildingonpriorlearningandensuring

progression.• Intheseniorphase,coursesallowforprogressioninlearningandachievementacrossalmostallcurricularareas,including

SkillsforWorkcourses.

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• Theprioritiesintheschoolimprovementplanhavehadapositiveimpactonimprovingachievements,attainmentandthewell being of the majority of learners and the work of the school.

• TherehasbeenconsiderablesuccessincreatingcurricularpathwayswhichimprovethelifechancesofyoungpeopleintheMCMCgroup.

• AlargenumberofyoungpeoplechoosefromawiderangeofSkillsforWorkcoursesinconjunctionwiththelocalcollege.SkillsforWorkprovisionhasresultedinbettertransitiontotheworldofworkandsupportsthedevelopmentofskillsforlearning,lifeandwork.

• Reviewofstudentperformancethroughunitassessments,departmentaldiscussionsandindividualinterviewsisdesignedtoensure learners are presented at the level best suited to their ability.

• TheschoolworkswellinpartnershipwithotherWestDunbartonshireschoolsandlocalcollegestoincreaseopportunitiesfor curricula choices. The school works in positive partnerships with a wide range of partner organisations including West CollegeScotland,TullochanTrust,YSortIt,socialwork,SDS,DukeofEdinburghAward,BankieTalk,SkillSeekers,YoungEnterpriseScotland,LocalBusiness,StrathclydeUniversity(SAS,BusinessSchool),GlasgowUniversity(REACH).

• Coursechoiceadvicefortransitiontotheseniorphaseisthoroughandbackedbymonitoring,trackingandtargetingtotryto ensure pupils choose courses best suited to their ability and preference.

• PupilsarewellsupportedinmakinginformedchoicesandareprovidedwithopportunitiestomeettherequirementsoftheirchosenpathwaysthroughtheUCASprocessandthroughREACHandtheStrathclydeSummerSchool.

• Effectiveplanninginpartnershipswithotherprovidershelpstowidenthecurriculum.IncludingtheworkexperienceprogrammewhichisdeliveredinpartnershipwithourWDCEmployabilityOfficers.

• Seniormanagersinvolveallstaff,parentsandyoungpeopleinreviewingandimprovingthecurriculum.• Theschoolcontinuestomakeverygoodprogressinmeetingthestatutoryrequirementsforreligiousobservance.• ResponsibilityforthePSEcurriculumhasnowbeendevolvedacrossfourPT’sofPastoralCarewhoreviewandupdatethe

PSEcurriculum.• Ourarrangementsatkeytransitionpointsreflectourwillingnesstoworkwithourpartnersintheprimaryandtertiary

sectors,ensuringsmoothprogressionforourlearners.Thishasincludedastrongfocusonsharingthestandardofattainmentinliteracyandnumeracy(GLAssessmentdata)acrossthesectors.

• Almostallschoolleaversaresuccessfulingainingapositiveandsustainedpostschooldestination.• YoungpeoplewhoarelikelytoleaveattheendofS4areidentifiedbyusingthematrixandaresupportedinensuringthey

havethequalificationsandawardsandskillstohelpthemprogressintofurthereducationoremployment.• Wholeschoolassessmentandmoderationframework,whichsupportsthedeliveryofthecurriculum,hasbeen

implemented and consistently applied by all staff.• Theprovisionofuniversalsupportintheseniorphaseensuresalllearnersmakeinformedchoicesandareawareofand

havetheopportunitytomeetrequirementsforachievementpathwaystosupportpositiveandsustaineddestinations.

Areas for Development• ContinuetoconsidertheimplicationsofCfEandmakerelevantchangestoourSeniorPhasecurriculumtosupportpositive

outcomesforlearnersandbuildontheirachievementsintheBGE.• AuditandfurtherdevelopthecurriculumrefocusingontheEsandOsandsignificantaspectsoflearningtoimprove

planningforprogressionthroughtheBGEwhilstensuringanappropriatefocusonemployabilityandskillsforlearning,lifeand work.

• Reviewstrategyforraisingattainmentinliteracyandnumeracyensuringallstaffunderstandtheexpectedstandards.On-goingdevelopmentsarebeingundertakenbyworkinggroupsonLiteracy,Numeracy,HealthandWellbeingandICT.

• Continuetoprovideopportunitiesacrossthelearningcommunitytosupportcurriculumplanningtoensureacontinuumoflearning.LocalLearningCommunityImprovementPlanhasbeendeveloped.

• PlanforfurtherembeddingofInter-DisciplinarylearninginS3.• Developtheuseofdigitaltechnologiestoenhanceteachingandenrichlearning.• Continuetoincorporategreaterconsultationwithstakeholderse.g.pupils’andparents’evaluationsofteachingandlearning.• LaunchandimplementtherevisedLearningandTeachingandHomeLearningpoliciesinAugust.• Continuetoprovideopportunitiesforstafftoengageindialoguewithothercolleaguesandpartnersaboutcurriculum

developments,learningandteachingandtheprogressandachievementsofalllearners.• Continuetoprovideandsupportopportunitiesforstafftocollaborateacrossschoolsandwithpartnerstoshareresources,

understandthestandard,moderatelearners’workandsharebestpracticetoenhancethelearningexperience.• LaunchandimplementwholeschoolHealthandWellbeingPolicywhichisappliedconsistentlybyallstaff.• Explorefurtheropportunitiesforlearningovervariabletimeframes.(1or2yearprogrammes)includingvocational

education.• ContinuetodevelopandconsolidateConsortiaarrangements.

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Quality Indicator 5.3: Meeting Learning Needs

Strengths• Allteachersdemonstratethattheyknowtheirpupilsverywellandassuchareabletomatchtasksandactivitiestothe

needs of individual learners ensuring support and challenge.• Appropriatepaceandchallengeareevidentinmostclassrooms.Courseplannersclearlyshowthatawidevarietyof

teachingstrategiesareinuse,whichincludealllearnersinthelearningprocess.• Whereappropriateandwherepossiblebroadbasedsettinghasbeenusedtoensurethatactivitiesandresourcesare

matchedtotheneedsofgroupswithdifferingabilities.E.g.inMathsandEnglish.• Differentiatedmaterialsandresourcesareinevidenceinalmostallmixedabilityclassrooms.• CooperativeLearningstrategiesarewidelyinuse.ThedevelopmentofCooperativeLearningcontinuestobeastrategic

priorityinourschoolinanefforttoensurethatthequalityanddeliveryofprogrammesincludealllearnersinthelearningprocess.

• Effectiveuseismadeoflearningassistantsandseniorpupilsinclassroomstoincludealllearnersinlessonsandtoensurealllearners can access the curriculum.

• AlmostallteachersuseICTinteractivelytoengageandmotivatelearners.• AvarietyofAifLstrategiesareinusetoensurethatteachersuseassessmentinformationtoidentifygapsinknowledgeand

understanding and to plan future learning.• Pupilsarefrequentlyaskedtopeerandselfassessandtoidentifynextstepsintheirownlearning.• Teachersfrequentlyreviewandsettargetsinnegotiationwithpupils.• AllclassroomteacherscontributetopostprelimanalysisandSQAattainmentmeetingswheretheyareaskedtoidentify

pupils at risk of underachieving and strategies to support them. • Thereisaclearcommitmenttotheprinciplesofanintegratedteamapproachandtodevelopinginclusivepracticeswhich

will remove barriers to learning and develop programmes of work which meet learners’ needs. • Theschooloperatesastagedinterventionapproach(4stages)tomeetingadditionalsupportforlearningneeds.Thepolicy

outlines roles and responsibilities of staff and sets out procedures for meeting the needs of all pupils. JAT members meet weeklytoassesstheneedsofyoungpeopleatStage4andaSATmeetsweeklytoassesstheneedsofyoungpeopleatstage3.MembersoftheSATjointlyplantoeffectivelydevelopasupportplantohelpyoungpeopleprogressintheirlearning.AllpaperworkisGIRFECcompliant.

• Whereappropriateparentsareincludedindecisionsabouttheirchild’slearningandinplanstomeetanyadditionalsupportneeds.

• PupilSupportstaffliaisewithassociatedprimaryschoolsandpartneragenciestoidentifylearnerneedspriortothestartofS1

• ASNinformationissharedwithwholeschoolstaffthroughthewhitefolderandtheregularissueofconfidentialmemostoupdateinformation.Informationissharedwithpartnerswhereappropriate.

• TheSfLprofilesinthewhitefoldershighlightliteracyandnumeracylevels,recommendappropriatedifferentiationandprovide support and advice to staff on strategies to meet learners’ needs.

• Arigoroussystemoftarget-settingforallpupilsfromS3onwards,alliedwithastrongtrackingsystemenablesdepartmentstafftoensurethatallpupilsaremakinggoodprogressfromtheirpriorattainment.PupilSupportstaffareabletoidentifyyoungpeopleinS3–S6whoareunderperformingatanearlystageandtoaddressconcernsthroughStagedIntervention.

• WithinStagedIntervention,targetsareSMARTandregularlyreviewedatweeklySATandJATmeetings.• OnetooneorsmallgroupPupilSupportinterviewsarearrangedforallpupilstocoincidewiththeschoolassessmentand

reportingcalendar,subjectchoiceanduniversityapplications.• TargetsettingwithinIEPsandsupportplansarewritteninconsultationwithindividualchildrenandclassteachers.A

simplifiedformatensuresthattargetsarewrittenfromthechild’sperspectiveandinalanguageandstylethatismeaningfultothem.Classteachers’observationsareusedtorecognizeachievementsandestablishnextsteps.

• AllsubjectteachersandsupportforlearningteachersworkcloselytogetherandtheSfLbidsystempromotesdifferentiation.

• Aprogrammeofalternativeeducationisprovidedforpupilswhorequiremorechoicesandmorechanceswithintheschoolsettingandinotherlocations.EarlyidentificationofMCMCpupilsusingthematrixensuresthatourinterventionandsupport for these pupils is effective and has led to positive and sustained leaver destinations.

• PupilsexperiencingbehaviouraldifficultiesaresupportedthroughSpectrum,ourin-schoolbehavioursupportbase.TheneedforthislevelofsupportisidentifiedearlythroughtheSATandJATmeetings.

• RegularmeetingswithDHTs,PupilandFamilySupportstaffandPastoralCarestaffensurethatattendanceissuesareidentifiedquicklyandactedupon,includingreferraltotheWDCAttendanceReviewCommitteewhereappropriate.

• Progresshasbeenmadetoincorporaterestorativepracticesinthebehaviourmanagementprocedures.TwomembersofstaffhavebeentrainedandareRPChampions.

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• Thepupilandfamilysupportworkersworkeffectivelyandefficientlytosupportyoungpeoplewithadditionalsupportneeds and their families. This includes maintaining a contact over school holiday times. They work in partnership with theschooltoensurethatasfaraspossibleyoungpeopleattendalltheirSQAexaminationsandhavethebestpossibleopportunities to attain well.

• Learningsupportassistantsknowtheyoungpeopleverywell.Theysupportyoungpeople’slearninginandoutoftheclassroom as appropriate.

• OurcurrentcurriculumaimstomeettheneedsofalllearnersbyprovidingcoursesfromNational3toAdvancedHigher.• Youngpeoplefeelthattheybenefitfromadditionalhelpfromtheirteacherswhentheyneedit,forexampleatlunchtime

and through supported study sessions. • Ouryoungpeoplewerefurthersupportedintheirlearningthroughourmentoringprogramme.80%ofthosesupportedin

thiswayreportedthattheyfoundthesesessionsuseful/veryuseful.• LAACpupilsareidentified,thisisrecordedandtheyaresupportedasappropriatethroughStagedIntervention.

Areas for Development• FurtherdeveloptheuseoftheGLAssessmentandSSLNdatatoidentifypupils’needs.• ContinuetopromoteandembedtheuseofCooperativeLearningstrategies.• Continuetodeveloppositivebehaviourstrategies,suchasRestorativePractices,andtheroleofSpectrumtosupportyoung

people in accessing the curriculum.• Improvecollaborationbetweenlearningassistantsandclassteacherstosupporttheneedsofyoungpeople.• Moreconsistentuseofdifferentiatedmaterialsandresourcesacrosstheschool.• SfLtoexplorewaystoincreasetheroleofparentsinsupportingtheirchild’slearning.• Continuetoenhancethetutorperiodtosupportlearners’entitlementtopersonalsupport.• ContinuetoembedoursharedValues,Vision,andSchoolChartertopromoteequalityandfairness.• ContinuetodevelopourPRDprocessmakinguseoftheGTCSStandardstoidentifyandmeetteachers’professional

learning needs in providing additional support for learning.

Quality Indicator 5.9:Improvement through Self Evaluation

Strengths• Staffcommitmenttoimprovingtheschoolisevident.Thecultureofusingself-evaluation(personal,departmentalandwhole

school)toidentifystrengthsandaspectsfordevelopmentisembedded.Selfevaluationgivesahighprioritytothequalityoflearning and teaching and the achievements of learners.

• Themanagementofself-evaluationcontinuestoimprove.Theimportanceofimprovinglearningandteachingandsharinggoodpracticehavebeenrepeatedlyhighlightedandcontinuetobestrategicprioritiesfortheschool.Staffandyoungpeople report positive changes in the ethos of the school and improvements in learning and teaching and attainment and achievement.

• Allstaff,asreflectivepractitioners,takeresponsibilityforevaluatingaspectsoftheirworkandcontributetoevaluatingtheworkoftheirdepartments.Theyusearangeofapproachesincludingquestionnaires,classroomobservationsbymanagersand peers and the use of more streamlined self evaluation documentation to evaluate their work and plan for improvement. Somedepartmentsgatherviewsthroughtheuseoffocusgroups.

• AllstaffarecommittedtotakingactiontoeffectimprovementviaDepartmentalImprovementPlans.• ThoroughanalysisofSQAexamsandNQprelimswithallmembersofstafftoensurewearedatarichandidentifynext

steps and targets to improve attainment and achievement. • Followingobservationsofteachingandlearning,teachersaregivenverbalandwrittenfeedbackwhichhelpsthemtoreflect

onthequalityofthelearningexperienceforyoungpeopleandtoidentifyareasfordevelopmentforthefuture.• Thereisverygoodsupportandencouragementforcareerlongprofessionallearninganddevelopmentwhichsupports

school improvement.• AllstaffengageinprofessionallearninganddevelopmenttosupportCurriculumforExcellenceandtheimplementationof

thenewnationalqualifications.• Themajorityofstafftakepartinarangeofprofessionallearningbothwithinandoutwiththeschool.Keystaffengagein

jointprofessionallearningwithpartners,particularlyinthedevelopmentoftheseniorphaseandnewqualifications.• AlldepartmentseffectivelyutiliseandcustomiseawholeschoolMonitoringandEvaluatingcalendarwhichisupdated

annually.QualityAssuranceistheresponsibilityofeverypractitionerandisregularlycarriedoutwithindepartmentsthroughtheuseofcross-marking,jottersampling,classobservationsandpeerobservations;theseactivitiesareindicatedonthecalendar.

• GreaterconsultationwithparentsisseenthroughtheregularuseofHMIEquestionnairesatparents’nights.Issuesareidentifiedandquicklyresolved.

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• Effectivearrangementsareusedbyallstafftoassessandtracklearners’progressateverystage.• Staffhaveestablishedveryeffectivepartnershipswithabroadrangeofagenciesinthewidercommunitytoenhancethe

outcomes for learners.• Therecontinuestobearealsenseofteamworkandasteadygrowthinleadershipcapacityandcapabilityacrossallareasof

the school. • Almostallstaffareensuringacontinuedfocusonsupportforleadershipdevelopment,includingleadershipforlearningand

usingthenewGTCSstandardstoselfevaluateinpreparationforthePRDprocess.• Followingobservationsofteachingandlearning,teachersaregivenverbalandwrittenfeedbackwhichhelpsthemtoreflect

onthequalityofthelearningexperienceforyoungpeopleandtoidentifyareasfordevelopmentforthefuture..• ThoroughanalysisofSQAexamsandNQprelimswithallmembersofstaffensureswearedatarichandidentifiesnext

steps and targets to improve attainment and achievement. • Regularandrobustmonitoringandtrackingiscarriedout,informationsharedwithPTsandPupilSupportstaff,andthishas

ledtoaccuratepredictionsofSQAexaminationresults.• Newinitiativeswhichareimplementedareevaluatedandinformationsharedwithstaffegimplementationoftheself

evaluation audit document.

Areas for Development• OurcurrentprocessesofSelfEvaluationwillcontinuetoevolve,particularlyinthelightofchangestotheinspectionprocess

andWDC’sImprovementFramework.• Monitorandevaluatechangestotheseniorphaseandcurriculummodelsensuringthereareflexibleprogressionpathways

thatbuildontheBGE.• Continuetoimplementtheassessmentandmoderationframeworkwhichsupportsconsistencyandcoherenceatalllevels

andtheSQArevisedQualityAssuranceProcess.• ContinuetodeveloptheuseofInsightbyallstaffaspartoftheschool’sselfevaluationprocessandtosupporttheplanning

for improvements.• Enhancetheeffectivenessofsystematicapproachesforgatheringtheviewsofyoungpeopleandotherstakeholdersand

make use of their views to plan for improvement.• EnhancestaffunderstandinganduseofattainmentdatatoidentifyareasforimprovementinlearnerprogressfromS1-S3

(BGE),includingbetteruseofGLdata.• Continuetodevelopandprovideopportunitiesforprofessionaldialogue,professionalreflectionandsharinggoodpractice,

which should in turn lead to further improvements in learning and teaching and allow us to evaluate the impact of changed methodologies on outcomes for learners.

• ContinuetosupportthedevelopmentoftheLocalLearningCommunitybyenhancing3-18curriculumplanningwithassociated establishments.

• Continuetoreviewourcurrentpracticeswithafocusontacklingbureaucracyandreducingtheduplicationoftasks.• Furtherusearangeofevidencetoevaluatetheimpactofcurriculumchangeandimprovementsinmethodologiesto

monitor improvements in outcomes for learners.

Quality Indicator 9.4:Leadership of Improvement and Change

Strengths• AllstaffarecommittedtopromotingtheVisionandValuesofDumbartonAcademy.• Thereisgoodleadershipatalllevelswithavisionofimprovingtheoutcomesandlifechancesofalllearners.• Acrosstheschoolstafffeelempoweredtotakeforwardaspectsofschoolimprovement.• Staffatalllevelsshowacommitmenttoacultureofcontinuousimprovement.• AllstaffensureappropriatementoringandsupportforstudentteachersandNQTs.• Therearemanyopportunitiesforleadershipincludingcommittees,IDL,extracurricularactivitiesetc.• TheHeadTeacherandSMTarehighlyrespectedbyyoungpeople,parents,staffandpartners.Theverycommittedteamof

DHTssupporttheHTandtogethertheyprovidestrongleadershiptoleadcontinuousimprovement.Stafffeelverywellsupported and value the open and honest relationships with senior leaders.

• Curriculumleadersarehighlycommittedandleadcurriculumdevelopmentandimprovementsinlearningandteachingtoenhancethelearners’experience.

• Teachersacrosstheschooltakeonarangeofleadershiprolesincludingleadingworkinggroups,deliveringprofessionallearning to colleagues and mentoring probationers and students.

• Thereisverygoodsupportandencouragementforcareerlongprofessionallearninganddevelopmentwhichsupportsschool improvement.

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• Themajorityofstafftakepartinarangeofprofessionallearningbothwithinandoutwiththeschool.• Keystaffengageinjointprofessionallearningwithpartners,particularlyinthedevelopmentoftheseniorphaseandnew

qualifications.• Thereareawiderangeofopportunitiestosupportthedevelopmentofleadershipinlearners.Pupilshavetheopportunity

tobeinvolvedinandtakeleadrolesin:SportsAmbassadors,Prefects,HouseCaptains,DASHmembers,YoungEnterprise,YPI,ROAssembliesfundraisingandHouseCompetitions,BankieTalk,Saltire,MarkScotetc.AnumberofseniorpupilshavesuccessfullycompletedtheSQAHigherLeadershipAward.

• Therecontinuestobearealsenseofteamworkandasteadygrowthinleadershipcapacityandcapabilityacrossallareasofthe school.

• Almostallstaffareensuringacontinuedfocusonsupportforleadershipdevelopment,includingleadershipforlearningandusingthenewGTCSstandardstoselfevaluateinpreparationforthePRDprocess.

• Themajorityofstaffuseselfevaluationandworkcollaborativelytodevelopasharedunderstanding,consistentlyapplyandimprovestandardsandexpectations.Thisinvolvesmoderation,sharingbestpracticeandbenchmarking.Somestaffworkcollaborativelywithotherestablishmentsinboththeprimaryandsecondarysectors(MathsandEnglish).

Areas for development• Continuetoprovideopportunitiesforlearnerstodeveloptheirleadershipskillsbothwithinandoutwiththeclassroom.• Continuetodevelopandprovideopportunitiesforprofessionaldialogue,professionalreflectionandsharinggoodpractice,

which should in turn lead to further improvements in learning and teaching and allow us to evaluate the impact of changed methodologies on outcomes for learners.

• ContinuetosupportthedevelopmentofanIntegratedLocalLearningCommunitybyenhancing3-18curriculaplanningwith associated establishments.

• Continuetoprovideopportunitiestobuildstaffcapacityandcapabilityaspartofthecontinuumofimprovement.• ContinuetodeveloptheuseofcoachingskillstosupporttheimprovementofthePRDprocess.

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SCHOOL CONTACT DETAILSHeadTeacher MrsCMcInally

Address CrossletRoad Dumbarton G82 2AJ

TelNo 01389774560E-mail [email protected] http://www.scottishschools.info/dumbartonacademy/

We will work together to ensure that everyone in our community is valued and has the opportunity to learn for life and to achieve their potential.

Aim

We aim to enable everyone in West Dunbartonshire to become:

• Successfullearners• Confidentindividuals• Responsiblecitizens• Effectivecontributors

now and throughout their future lives.

Toachieveouraim,wewill:

• Deliver courses and activities which meet the needs of all learners• Provideservicesandmanageresourcestosupportlearning• Valuedifferences,promoteequalopportunitiesandfosterinclusion• Promotepartnership,collegialityandcommunityparticipation• Celebratesuccess• Monitor,evaluateandreviewthequalityofourservices

West Dunbartonshire Council:An Education Authority of Ambition


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Dumbarton Academy

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Dumbarton Academy

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NOTES

west dunbartonshire council · chool handbook 2016201 2 dumbarton academy our vision – the mind...

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