2014/2015

Standards and Quality Report

We at Oban High School believe that the school has a responsibility to ensure that all our youngsters achieve the best possible qualifications. We also believe that we need to nurture and develop their social, emotional and vocational knowledge and skills to enable them to fulfil their full potential, throughout their lives.

Table of Contents

Introduction............................................................................................................................. 2

How well do our children learn and achieve?..........................................................................3

Learning and Teaching..........................................................................................................8

Post 16................................................................................................................................10

Wider achievement............................................................................................................ 11

Partnership working........................................................................................................... 14

Differentiation.................................................................................................................... 15

More able pupils.................................................................................................................16

How well do we support children to develop and learn?.......................................................16

How well do we improve the quality of our work?................................................................19

1

Introduction

At Oban High School we seek to embrace the rich heritage and culture of the area whilst promoting a progressive, inclusive and holistic approach to education. The vision and values of the school permeate every aspect of school life. The school has 19 partner primary schools and has one of the largest geographical catchment areas in Scotland, catering for pupils from remote rural and island areas and large numbers of urban pupils. The pupils from nine islands stay in the school hostel throughout the school terms. Our catchment contains areas of deprivation featuring in both Decile 2 and Decile 9 of the Scottish Index of Multiple Deprivation. Approximately 30% of our pupils have additional support needs. We have merged our severe and complex needs facility with both behaviour and learning support and inter-linked these to a full time guidance structure. The leadership structure of the school has 4 DHTs; 5 Pastoral PTs; 10 Subject PTs and 10 pupils in our Senior Pupil Leadership Team. Our clan system is central to our vision and values. The core purpose of our clan system is to promote the concept of “family” and supporting each other; although competitive spirit also remains important, as shown in our annual Highland Games and Clan competitions. Our pastoral support is structured around Clans, and pupils come together in assemblies in Clans, which are led by pupil Clan leaders and staff Clan Chiefs. We celebrate staff collegiality and embrace a talent management philosophy through a number of opportunities to develop staff leadership, in our working groups and committees for both staff and pupils.

2

How well do our children learn and achieve? In line with our Vision and Values statement, we have a clear focus on ensuring that our children are provided with the chance to achieve the best possible qualifications; whilst ensuring that we also nurture and develop their social, emotional and vocational knowledge and skills to enable them to achieve their full potential, throughout their lives. All staff demonstrate strong and consistent commitment to our school improvement planning process which is based on well-established self-evaluation. Our Investors in People Gold Award makes reference to this strength. We have robust processes in place to ensure that each teacher evaluates their capacity for improvement in all certificated systems; as well as playing their part in school and departmental analysis and planning for improvement.

Oban High School offers a wide range of SQA courses. This year pupils were presented in 13 subjects at Advanced Higher, 22 subjects at Higher and 23 subjects at National 5 as well as a number of subjects at Intermediate 2, Intermediate1, National 4/3/2 and Access 3.

The following summary of results demonstrates some of the most significant observations on the SQA attainment of the pupils in S4 to S6 in the 2014 diet and also includes additional attainment data from Skills for Work and school based courses.

By the end of S4 – cohort 196 pupils

There were 372 presentations at National 4 with a 96.2% pass rate (3.2% above the national average).

There were 652 presentations at National 5 with a pass rate of 83% (1.9% above the national average) among these 51% were A grade passes.

There were 41 awards at National 5 D grade.

3

Literacy and Numeracy at Level 5 by the end of S4

Percentage of cohort gaining Literacy Level 5 by end S4

Percentage of cohort gaining Numeracy Level 5 by end S4

All Boys Girls All Boys Girls

2014 50 43 56 29 30 27

2013 44 30 58 28 24 32

2012 53 42 63 33 28 38

2011 34 29 39 31 38 23

2010 37 30 46 35 33 36

Literacy and Numeracy at Level 4 by the end of S4

Percentage of cohort gaining Literacy Level 4 by end S4

Percentage of cohort gaining Numeracy Level 4 by end S4

All Boys Girls All Boys Girls

2014 92 82 81 76.5 76 72

2013 94 91 97 68 64 71

2012 92 88 96 73 70 77

2011 90 88 93 70 69 72

2010 94 93 96 76 77 75

By the end of S5 – cohort 175 Across a number of levels the percentage attainment fell compared to 2013

however was in line with or above the average values over the previous 7 years.

The percentage attaining 3+ level 6 was 30% compared with the 7 year average of 25%

By end of S6 – cohort 157 (The highest staying on rate in the past 7 years)

The percentages of pupils gaining 5+ level 5, 1+ level 6, 3+ level 6 and 5+ level 6 all rose significantly compared to last year and were the highest over the last 7 years

The percentage gaining English and Maths at level 3 or better is the highest since 2007

4

OVERALL SUMMARY TABLE

COURSE Oban % Pass rate

A&B % pass rate

NATIONAL% pass rate

INT 1 70.2 72.2 73.2NAT 4 96.2 89.4 93INT 2 66.0 70.4 77.9NAT 5 83.0 81.7 81.1HIGHER 79.3 76.6 77.1ADV H 81.4 78.5 81

No of entries

A B C A-C Ungraded passes

Total Passes

%Pass

NAT2 34 0 0 0 0 34 34 100.0%ACCESS 3 20 0 0 0 0 20 20 100.0%NAT3 55 0 0 0 0 53 53 96.4%INT1 47 8 12 12 32 1 33 70.2%NAT4 372 0 0 0 0 358 358 96.2%INT2 203 39 48 47 134 0 134 66.0%NAT5 652 278 148 115 541 0 541 83.0%HIGHER 648 183 177 154 514 0 514 79.3%ADV H 59 15 18 15 48 0 48 81.4%

Traditional Reporting Method By the end of S6 5+ Level 5 1+Level 6 3+Level 6 5+Level 6All Candidates 63% 62% 48% 31%Boys 52% 53% 41% 25%Girls 74% 71% 55% 37%

For comparison7 year average (2006-2013) 54% 50% 34% 22%

CommentIn 2014 all of these attainment measures were the highest over the last eight years.

There are gradual and steady improvements in the attainment of boys by the end of S6, most notably at the 3+ Level 6 where for the second year in a row there was an increase of 6-7%.

The attainment for girls was the highest for the last eight years most notably at 3+Level 6 and 5+ level 6.

5

Additional attainment/achievement data 2014

Skills for work, College courses and in school YASS (Open University) and Pathways

Subject Number of Entries

Construction Craft and Enginneering NAT 5Construction joinery 13Plumbing 13Bricklaying 13Employability 13Childcare Int 2 14Health and Social Care H 17Hairdressing Int 2 10Digital Media NCUnit 10Admin NAT5 8Rural Skills NPA 12Travel and Tourism NAT 5 12YAS 30 credit points 10YAS 10 credit points 15Pathways 104Sports Coaching 30

Key initiatives that we have employed to address particular themes emerging from our exam analysis include - The promotion of Supported Study; targeted 1:1 mentoring; changes to our exam leave system, which meant that pupils had only the day before their exams as leave, and had regular teaching from their subject teachers during the entire exam diet; regular staff CPD focusing on sharing good practice sessions, led by teachers themselves; the establishment of a Professional Learning Project which all staff participate in learning communities, tackling attendance issues more robustly.

6

However, although these exam result percentages show a positive outcome from our learning and teaching developments and focus on raising attainment, they do not exemplify the equally important wider achievement and individual success stories; a few examples:

One of our pupils spent 5 of his 6 years in the learning centre. In his first four years we had to escort him in town as he had no road safety awareness. In S6 he attended mainstream classes full time and passed both his theory and practical driving tests.

When one of our pupils came in S1 he needed two ASN assistants to walk through the school. He can now swim supervised but unassisted in the deep end at Atlantis, open doors for himself and others and walk without support.

Over the last three years, the senior class in the learning centre have been taught how to plan, plant, look after crops and then harvest and sell them. This session they have been organising this active learning for themselves and have already sold everything that they have produced.

The senior class have also been successful in putting on an art exhibition at the public library and are now working on a radio play which they hope to air on Oban FM next year.

7

Learning and Teaching

Lessons should stimulate pupil interest and motivation, this is done through a variety of different approaches including;

Active learning Development of problem solving skills Use of relevant contexts, which pupils can relate to Appropriate and effective use of ICT Building in AiFL techniques Use of co-operative learning

Effective learning occurs when lessons are well planned and structure and to this effect we follow the Oban High Five principles.Staff members have promoted the following this session to ensure effective learning and teaching;

Sharing of learning intentions, so that pupils know the purpose of their work, and have clear expectations.

To show confidence in using classroom resources

Show consideration and respect for each other and teaching staff.

Work to the best of their ability.

Make lessons enjoyable Monitor progress in meeting targets Make classroom environment stimulating Make good use of praise

8

We have three “Schools” within Oban High which provide a higher and more specialist level of education in particular fields as well as providing greater breadth and opportunity across both the junior and senior curriculum. We believe all three “Schools” have a positive impact on talent development, attainment, attendance, confidence and discipline.

Working in partnership with the Scottish Rugby Union, our School of Rugby curricular programme is centred on the development of the whole child. The sport lends itself to developing leadership, fitness, responsibility, discipline, respect and sportsmanship. It also provides an opportunity for our students to excel in the sport whilst providing a pathway to represent the school, community, region and their country.

Our School of Traditional Music utilises the experience and skills of nationally and inter-nationally renowned musicians to mentor, support and nurture the talents of our pupils who have a passion for traditional Scottish music. It provides our youngsters with the opportunity to develop their talents, both in terms of their instrument and in concert performances, to the point where they can either choose a career as professional musicians directly after school. This year, our school of traditional music attended the annual tartan day parade in New York with our Pipe Band.

Working in partnership with Ballet West, our School of Dance gives pupils an opportunity to receive specialist dance tuition within the curriculum. The provision has had a positive impact on pupils' broader school life. Pupils themselves have spoken about it improving their confidence and having great pride in being part of Oban High School. Feeling valued and building strong relationships with staff and peers has really helped our pupils develop a positive attitude to school in general. Our annual dance show was incredibly well attended this year too, and was an excellent opportunity to showcase the pupils’ skill.

9

Pace and challenge has improved after review of courses, time limits are imposed on activities , skills development is reflected in home work tasks , more open ended tasks, increased level of complexity of task , less support given are ways to increase challenge. An example of a more complex task using higher order thinking skills was a discussion activity around the issue of who was to blame for the holocaust. A list of individuals and groups was given to pupils who were to discuss and prioritise blame and justify their conclusion.

Post 16

In addition to securing pupils a wide range of academic and vocational qualifications, we are also committed to providing effective and timely support to ensure that our pupils leave Oban High School with a positive destination. This is evidenced through our positive destination figures which have been consistently above the national and local authority averages by 2% in each of the last 4 years. We also have a successful record when it comes to ensuring pupils secure a university place with typically between 30-35% doing so but rising to 42% in 2014. Although our figures for pupils moving onto further education is below the national average this can often be due to our rural nature and is offset by the extremely high employment rate we have with 35-40% of pupils going straight into work compared with the national average of around 20% for the last 4 years.

A wide range of vocational work based learning is undertaken in Oban High School, which is provided by 95 different employers, giving pupils the opportunity to select placements which they find relevant. Work experience is also used to personalise the timetables of pupils who are experiencing significant problems in engaging with mainstream education.

10

Wider achievement

We have a good and developing record in promoting and celebrating wider achievement as evidenced by the number of pupils that take part in a very wide range of activities in and beyond school, many of which are recognised by certification (e.g. Saltire, YASS, UKCC).

Our young people make an impressive contribution to the wider life of the school community and are encouraged to take on leadership roles throughout the school. Leadership activities include involvement in the Senior Pupil Leadership Team (SPLT) in leading Clan Assemblies; leading the Pupil Council; running charity events; school events and representing the school at civic events both locally and nationally. The pupils were and continue to be co-authors of our curriculum. The SPLT lead groups of prefects on a weekly basis but also co-opt other pupils from across the school on an on-going basis.

This session we have had many successful pupil led fundraisers including for

Emergency aid for Nepal

Comic Relief Sport Relief The Brittle Bone

Society

Wider achievement is also a key element in the senior phase of our curriculum with an extensive range or vocational opportunities being provided through our well established “Pathways Programme”. This Programme is delivered in partnership with a wide variety of local businesses and partner Primary schools allowing senior pupils the opportunity to gain valuable experience on a weekly basis in a profession or industry that they wish to pursue after leaving school.

Some highlights of how well our pupils learn and achieve are;

All S1 to S3 have been involved in the ‘Send All My Friends to School’ campaign by making their very own ‘world leaders’ to deliver a message to our local MP.

As well as offering an engaging curriculum we also offer other important experiences such as educational visits. This year, we have offered trips to the WW1 battlefields in Belgium and France. Our battlefields experience has offered other opportunities for pupils such as taking part in remembrance services in their school and community groups such as Oban friendship club and Dunbeg church group. Modern Studies pupils participated in a meeting of the rural parliament; Geography students

11

visited Switzerland; Languages pupils to Madrid and there were opportunities for a Ski Trip to Italy as well as day trips to Glen Coe.

Between the 6th -8th November 2014 Oban hosted the first ever Scottish Rural Parliament event. A group of senior Oban High School pupils attended the event which is a Scottish government initiative created to increase community partnerships, open up new business opportunities and create networks to tackle issues affecting Scottish rural communities. Oban High School pupils were entrusted with the task of running the induction stall across the 3 day event.

Senior Modern Studies pupils also attended the BBC great debate on the Referendum at the SECC in Glasgow in September

The Support Department recognises the wider achievement of pupils as part of the curriculum and pupils are also able to gain: Dynamic Youth Award; Youth Achievement Award; John Muir Award; Saltire Award; Princes’ Trust Award and ASDAN certifications. In intensive support, our aim is to ensure pupils achieve the best qualifications they can, and we continue to work towards improving attainment for Looked After and Accommodated Children.

Oban High School was invited by Education Scotland to join a group discussing strong and consistent uptake in S5 and S6 Languages. H Hope attended this in June 2014 along with approximately 15 other schools from across Scotland.

This session we have had pupils take part in and be successful at the the BT National Gàidhlig Debate in Stornoway, the FilmG competition and also we have had pupils competing in the local Mòd for the first time in many years.

This year we have supported our local community through The Pensioners Treat, Christmas Cracker Concert, Enterprise Activities to for the Health & Food Tech department, P7 Transition Project and a finger Buffet for the Drama Cabaret Evening.

12

Bringing a cultural food experience to around 100 staff and pupils, Home Economics staff assisted senior pupils to raising funds for their India School Trip with a Curry Lunch.

Pupils with passion for food are encouraged to take part in one of two competitions. This year we had two young talented chef’s entered. In the Regional Final of Rotary Young Chef S2 pupil Tommy McQuade, and in the Regional Final of Springboard Future Chef S4 pupil Luke Walton represented Oban High School. This is an amazing achievement and an opportunity to work with professionals to hone skills to a high standard.

13

Partnership working

The ethos and GIRFEC practices within the school provide a nurturing environment where young people with additional support needs feel safe and cared for. The Support Department in particular works closely with all 19 primary schools to provide effective and smooth transitions to Oban High School. Post school transitions start in line with Argyll & Bute policy and the department works closely with Health, Children and Families, Adult Services, Argyll College, Argyll Training, Fisheries and Agriculture, Workrite, Skills Development Scotland and local employers to help maintain the positive destinations pupils have. In addition to this and close partnerships with staff and parents, pupils also benefit from our links with:

Forestry Commission

Argyll Fisheries

Glencruitten House

H2O

RDA

Glencruitten Hostel

Scottish Natural Heritage

Community Learning & Development

Dunollie House

SHED

The SeaLife Centre

RNLI

Argyll Voluntary Action

Atlantis Leisure

14

Differentiation

We use a range of differentiated approaches to improve the pupil learning experience. Those with Additional Support Needs receive additional support from specialist staff as appropriate. Pupils, parents and teachers are involved in setting and reviewing Pupil Plans and targets on an individual basis.Teachers are aware of individuals needs and as such plan for their learning. A number of strategies have been deployed this year e.g.

Task differentiation Use of laptop/ipad Cloze passage Writing frames Highlighters Word banks

Key areas of improvement this session have been:

The roll out of tablet devices to support the high levels of dyslexia (10% at

Oban High School) in comparison the national average of just over 2%.

Whole school training and classroom adaptations based upon the dyslexia

friendly school model.

By involving senior pupils, the development of a clear curricular structure in

the Learning Centre focusing on the experiences and outcomes of a

Curriculum for Excellence.

A pilot scheme improving the quality assurance process through the setting

of support strategies and individual targets that will allow the monitoring of

progress through the BGE.

15

More able pupils

We endeavour where possible to push these pupils on and widen their knowledge in the subject beyond the curriculum, and have been focussing on improving pace and challenge across the school this session.Strategies which have been implemented this year include-

Using past paper questions to formulate assessments

Having open ended responses to allow pupil to demonstrate a deeper

understanding

Having research topics which will allow pupil to expand and deepen learning

Developing choices in tasks, to allow pupils to stretch themselves e.g. essay, report,

poster, mind map etc.

Developing added value style tasks further down the school to prepare pupils for

National courses.

Always teaching to the highest level and differentiating downwards

Using mind maps which allows pupils to show their understanding clearly and

extend their map beyond the basics

Use of critical skills and challenge based tasks

Making effective use of ICT to motivate and stimulate deeper learning

16

How well do we support children to develop and learn?

Promoting inclusive practice is central to the vision of our school. Comprehensive information on the wide range of needs is routinely shared with all relevant staff. Support staff and teachers work on shared responsibility and targets for pupils through strong, effective planned partnerships. The quality of our partnerships with external agencies is key to the achievements of our core aim of getting it right for every child. Strategies to support attainment and achievement for those in danger of leaving school with no qualifications are effective and continue to be developed.

Our curriculum has a clear rationale and delivers the entitlements of Curriculum for Excellence and is based on the 7 design principles. All departments are engaged with a Curriculum for Excellence and have successfully reviewed the Broad General Education and are adjusting and improving programmes of study which increasingly meet the needs of learners. They are monitoring and tracking the progress of their learning across the experiences and outcomes. Different and creative approaches towards the curriculum are being implemented. My Time teachers also track individual progress across the curriculum and meet with pupils to review progress on a routine basis.

The curriculum in the Senior Phase offers a wide range of SQA courses and vocational opportunities to meet the needs of individuals and groups of young people. Departments are fully engaged with new National Qualifications and are successfully implementing these programmes. Partnerships have been and continue to be developed with a wide range of partners, including Open University, Argyll College, associated Primary schools and a range of local businesses. This enhances the curricular experience for pupils as well as developing skills for lifelong learning and

work.

Close working relationships continue with the University of Glasgow on the REACH Programme to prepare pupils for professional degrees. Strong links have been developed with Skills Development Scotland and this has impacted positively on our sustained destinations for school leavers.

We have good working relationships with our partner Primary schools and a strong transitions programme, with projects from most departments being delivered in innovative ways in primaries. The projects this year fulfilled both a pastoral and curricular role. We continue to maximise the effectiveness of curricular transition, for example, this session we have employed an additional PE teacher to work collaboratively with partner primaries.

17

Supporting Learners is a fundamental purpose of our My Time programme which takes places during a 30 minute period every day. During My Time pupils are taught and supported in a variety of ways depending on their stage. Through the junior school pupils experience lessons on Learning to Learn and Recognising and Recording Achievement, in addition to having an element of literacy and numeracy support. In the senior school My Time explores themes from PSEd, RME, Study Skills and Planning for the Future courses. A common element for all pupils in My Time are Key Conversations where pupils engage in focussed and structured dialogue with their teacher around their learning, targets and plans for the future. My Time classes are small in pupil number and are taught by the same teacher every day allowing for positive and trusting relationships to be built quickly and maintained effectively.

18

How well do we improve the quality of our work?

We are fully committed to improving the quality of our work and take a coherent approach to self-evaluation. Our school ethos is based on our vision and values and this is embedded in all that we do. Staff have ownership of professional learning, including reflection. A culture of commitment to continuous improvement is firmly established throughout the school and has delivered improved outcomes for our school community; as demonstrated by our exam results, improvements to our curriculum structure and Pastoral Care system.

All staff, young people and parents are given opportunities to express views and are encouraged to do so. Their views are taken account of in the improvement planning process; as illustrated in the school review process and the resulting Oban High 5 initiative.

Staff reflect and evaluate performance through a variety of ways: seeking views; observations; sampling of work and evaluating programmes of learning; and auditing at teacher, departmental and school levels. We then implement strategies for improvement by identifying good practice, sharing good practice, establishing short-life working groups and holding management support meetings. This session, we have focussed our learning episodes on improving the pace and challenge in lessons.

Our programme of class visits has demonstrated that most teachers are skilled in ensuring resources and assessments are matched to the needs of students allowing for appropriate support and challenge; that staff are skilled in questioning techniques; and that praise is used to good effect. Our staff are supported by a very active Learning and Teaching Group who provide regular professional update opportunities that in turn support the development and improvement of the pupil learning experience.

Questionnaires, classroom observation, focus groups and close scrutiny of data are used to inform self-evaluation, leading to enhanced learner experiences and a positive impact on achievement and attainment.

19

An effective staff review process for teachers is embedded into practice to ensure that the learners experience is enhanced. It identifies staff skills and strengths and sets goals to focus professional learning needs. All staff are involved in a Professional Learning Group which is a self-reflective process, targeting our key areas of development as a school namely , AIFL, Developing Higher Order Thinking and Questioning Skills, Oomph your teaching ( a group looking at pedagogy), Supporting the more and less able, using ICT to enhance Learning and Home / School Links. Each of these groups is running autonomously and developing leadership in staff too.

Many of our staff work as verifiers or markers, and this feeds into the moderation process in school to ensure that our courses meet the national standard.

Staff have been paired strategically across some departments in order for less experienced staff to learn from more experienced staff. They will also fill out Oban High Five observation sheet and discuss at D.M.

We are focusing heavily on improving pace and challenge by reviewing how we plan, teach, assess, track and give feedback to our pupils, especially those in S1 to S3.

Departments have been proactive in using the “Aiming for Excellence” tool kit to support self-evaluation.

Conclusion

Oban High School is proud of every one of our pupils’ academic achievements, whether they are at National 2 or Advanced Higher levels. We are equally pleased to report on the thousands of individual and group success stories across the wider opportunities our pupils have engaged in, opportunities that have led to the development of their social, emotional and vocational skills and experiences; thus ensuring we fulfil our vision and values for our school community.

20