| A | B | C | D | E | F | G | H | I | J | |
|---|---|---|---|---|---|---|---|---|---|---|
1 | Priority | Description | HGIOS | Theme | Action | Person/People Responsible | Expected Impact | Progress Update October 2023 | Progress Update January 2024 | Final Review May 2024 |
2 | 1 | Learning & Teaching | 2.3 | L&T: all themes | Increase familiarisation and use of the BHS L&T Toolkit | Leadership Team | Increased staff confidence and improvement in pedagogy observed | Use of new observation format this session in all teams that links to toolkit | All PTs using observations sheets linked to toolkit. QA feedback to whole school being devised (EB). | Observations, So what? Team feedback based on toolkit General observations mostly completed using toolkit format |
3 | 1 | Learning & Teaching | 2.3 | Quality of Teaching | Advertise and appoint working group leads based on QI themes | EB/MS | Increase confidence and capacity for improvement through the promotion of teacher agency | 11 L&T leads appointeed | Strong connections between QI themes and professional learning. Collective Leadership programme planned to support leads. Will run for 3 days in May 2024. | 10 leads continuing and trained. increased clarity of approach for 2024-25. Feedback from pedagogy festival highly positive. Approach to working group next session to link with plus one approach |
4 | 1 | Learning & Teaching | 2.3 | Quality of Teaching | Identify working group areas, share with teaching staff & all staff opt into group | EB/MS | Staff access bespoke CLPL/ educational research to improve learning and teaching. | All stafff joined a working group, | Time identified through SNC for groups to work towards Learning Festival. | Achieved. To be agreed innew SNC model |
5 | 1 | Learning & Teaching | 2.3 | Quality of Teaching | Working groups plan towards Pedagogy Festival on inservice day (12/2/24). Time protected through collegiate calendar. | EB/MS | Staff access and apply relevant findings from educational research to improve learning and teaching. | L&T padlet developed to link with themes of working groups and provide access to high quality resources Increased use of L&T toolkit | MS providing support for Leads. Successful bid for time to protect meeting collaboration. Lead having learning session with each group. | Pedagogy Festival overview Feedback Google form https://docs.google.com/forms/d/e/1FAIpQLSclCrO6cDUPUCc9r-hy8KdknM6C4siqptH4DxT2LZ3WRHFEWQ/viewform?usp=sf_link |
6 | 1 | Learning & Teaching | - | Quality of Teaching | Pedagogy lead works with PTL&Ts to create inserts to support team CLPL. Inserts focused on areas highlighted in audit | EB/MS/PTs | Increased confidence in areas of formative assessment (FA); increased observation and feedback on effective use of FA | PTs have met and produced insert on Plenaries, LOs and LIs this term. | Agree to continue to use insert from last term as it is a large and needs to be deliverd over several meetings | CLPL created for TMs |
7 | 1 | Learning & Teaching | 2.3 | L&T: all themes | Include hosting PT in Open Doors review discussion and reporting | EB/PTs | Improved QA process leading to shared understanding of practice and ares of strength & improvement | Open doors scheduled for May 24. Draft QA format devised. To be shared with PTs for feeddback. | That has taken place for all areas except Science/ Health Useful discussions with both incoming and receiving PTs using the self evaluation area of the L&T website. | |
8 | 1 | Learning & Teaching | 2.3 | L&T: all themes | Tri-learning focus to be linked to work of working groups. Teacher share area of focus with their group | EB/SB/ all staff | Increased teacher interest and commitement to areas identified for focus | Agreed that tri-learning will be linked to working group areas | Launched at Feb inservice day (SB) | Almost everyone participated. Ensure that the final meeting does not overlap with any trips. |
9 | 1 | Learning & Teaching | 2.3 | L&T: all themes | Review and update lesson observation pro forma in line with BHS L&T toolkit | EB/MS | More useful and accessible format that links to best practice used by all teachers | Observation sheet shared Toolkit tile added to dashboard to improve staff accessibility | All PTs using sheet. QA feedback by faculty to be shared in May to influence and shape SIP 2024-25 | Feedback suggests some improvement/streamlining for next session. |
10 | 1 | Learning & Teaching | 2.3 | Effective use of assessment | Increase awareness/ understanding of range and impact of whole class response systems, eg use of mini-whiteboards (twilights. resources, Team meeting discussion) | EB/MS/ PTs | Increased teacher understanding of the impact of of questioning with MWB | Voluntary CLPL session for staff in November on increased participation linked to improved formative assessment skills | Increase in use of MWB observed in lessons across the school (open doors, dept observations) | |
11 | 1 | Learning & Teaching | 2.3 | Effective use of assessment | Increase use of mini-whiteboards in classes where appropriate | PTs/ all teaching staff | Increased learner engagement and participation across the school. | Focus on MWBs this session | ||
12 | 2 | Wellbeing & Inclusion | 3.1 | Wellbeing | Tracking of Health & Wellbeing (all pupils once per year) | CA/PT PS | Demonstrate the extent to which young people feel safe, healthy, achieving, nurtured, active, respected, responsible and included | EJ researching Glasgow Motivation and Wellbeing Profile GMWP, developed by Glasgow City Council’s Educational Psychology Service to support monitoring and tracking the wellbeing of children and young people. EJ will visit a school in another local authority to discuss tracking HWB. | MM piloted the Glasgow Motivation and Wellbeing Profile GMWP with an S1 class. MM shared the results with EJ and CA. | MWP to be implemented with new S1 intake. S1's to complete |
13 | 2 | Wellbeing & Inclusion | 3.1 | Inclusion & equality | Implement Equally Safe at School | EJ/ ESAS Team/ all staff | The school has a better understanding of the impact of sexism and mysogyny. We can demonstrate that there are increasing rates of pupils feeling safe at school. We understand, value and celebrate diversity and challenge discrimination. Feedback and data anaysis shows that sex is not a barrier to participation and achievement | ESAS Action Plan 1 completed and uploaded on to ESAS website. ESAS key stages of monitoring and evaluation. self assessment, training and informing the school community completed completed. | ||
14 | 2 | Wellbeing & Inclusion | 3.1 | Inclusion & equality | Address and improve approaches to reporting, recording, and monitoring anti-racism. Pupils involved in the recording of incidents. | CA | Increased rates and follow-up of recording. Pupils feedback that they are know and have confidence in the process | EJ met with Head Prefect Team to discuss approaches to reporting, recording and monitoring of bullying incidents. | ||
15 | 2 | Wellbeing & Inclusion | 3.1 | Inclusion & equality | Address and improve approaches to reporting,recording, and monitoring discrimination against LGBTQi+ Pupils involved in the recording of incidents. | CA | Increased rates and follow-up of recording. Pupils feedback that they are know and have confidence in the process | Anti-bullying policy updated. | Monitoring period to follow Feb- March Corporate Incident training done with all PTs | |
16 | 2 | Wellbeing & Inclusion | 3.1 | Inclusion & equality | Prepare for, apply and secure silver award 'We Develop' for young carers | CA/AB | Training has been provided to staff. YC status is noted on all SI documentation. 'hidden' YCs have been identified. Attendance, attainment and wellbeing of YCs is tracked. High attendnace at YC meetings. Notice board updated, forums & coffee mornings take place. | EJ to present at LT meeting on 13 February. | collecting evidence for silver award | |
17 | 2 | Wellbeing & Inclusion | 3.1 | Fulfilment of statutory duties | Review the Pupil Support Structure | CA/ PTS PS/ SLT | All pupils are benfitting from high quality pupil support. We have an effective strategy and planing to ensure all young people have access to a named person. Young people feel well supported to help. themselves and fully involved in the decision making process. | SLT meeting to discuss Pupil Support Structure 27/11/23 | Consideration to be given to appropriate allocation of time for S4 PSE, delivered by Pupil Support Team | |
18 | 2 | Wellbeing & Inclusion | 3.1 | Wellbeing | Improve whole school approaches to Nurture | LR/ LS | Note training offered but no attendance. Review approach. | |||
19 | 2 | Wellbeing & Inclusion | 3.1 | Wellbeing | Review Form time structure and programme | CA | We have an effective approach to planning and use of Form time that mazimises support and wellbeing of our young people. | Observations show inconsistent practice and lack of seriousness. Discuss at SLT. Formal observations. | ||
20 | 2 | Wellbeing & Inclusion | 3.1 | Wellbeing | Continued collaboration with parent digital group with focus on survey findings | EB/DS | Increased support for digital wellbeing & decision making | Group met Jan twice. Staff consultation. Mobile March. | ||
21 | 2 | Wellbeing & Inclusion | 3.1 | Wellbeing | Introduce book club to support staff wellbeing | AB | Staff volunteer to take part. They report an increase in general wellbeing and connectiveness | |||
22 | 2 | Wellbeing & Inclusion | 3.1 | Wellbeing | Andy Simpson (SISS) to deliver Safety Intervention training | CA | All staff have increased understanding and confidence in crisis prevention and responding to dysregulated behaviour | CPI: Safety training delivered to all staff. Additional dates organised in February for those that were unable to attend trainng. CA/AS to deliver further training in May with a focus on consistent language in the classroom when dealing with low level disruption | Climate of Learning working group developed Expectations Slides. Staff giving feedback and ideas for celebrating success. | |
23 | 2 | Wellbeing & Inclusion | 3.1 | Fulfilment of statutory duties | Support care experienced young people to learn, participate and flourish | SLT/PT PS | Improved attendance for care experienced young people. % of looked after leavers in positive destinations. | CA/EJ/AL/MM reviewing the Attendance Policy. CA raised awareness of attendance at Parent Council 7/11/23 | Balfron HS Attendance Policy updated in line with Stirling Council. CA organised monthly meetings to discuss care experienced young people attendance and attainment. LR/AL/EJ/ISW to attend. S4's focus 5 qualifications. | Continue to have monthly attendance and meetings to dicuss care experienced young people. Monitor the impact of interventions against improvement in attendance. Continue to work closely with the Virtual Head Team in support of care experienced young people. |
24 | 3 | Curriculum | 2.2 | Curriculum: rationale & design | Review of school day timings and allocations | DB | Maximised effective use of time. Close links with bus time. Reductions in latecoming. | Preliminary discussions at SLT | EB saught permision for timing changes. Approval granted from BM. | Options have been worked up and are ready for sharing. Aiming for change from May 2025. Arrange meeting with transport to clarify. |
25 | 3 | Curriculum | 2.2 | Curriculum: skills for learning, life & work | Implement Barista Cafe and qualification | DB/LR | Increase in S6 engagement; increase profile at parents' nights & events | Cafe set up in A11. One period per week contact 3 periods per week. | Running. | 17 pupils have achieved level 5 qualification. Cafe used at Form time, lunchtimes and generally by FL. Consider the range of pupils taking part. |
26 | 3 | Curriculum | 2.2 | Curriculum: rationale & design | Review of S3 Curriculum | DB/SLT/PTs | Improved preparation for the Senior phase | Staff, pupils and parents consulted | Reduction of subjects to 8 agreed by all stakeholders. | Options have been worked up and are ready for sharing. Aiming for change from May 2025. Arrange meeting with transport to clarify. |
27 | 3 | Curriculum | 2.2 | Curriculum: learning pathways | Increase use of SCQF Framework | DB/PTs | Increase range of qualifciations in Senior Phase | Level 5 Criminolgy (24-25) Level 4 & 5 (Year 2) ELCC Level 4& T&T Level 4 Cycle Maintenance Motorbike Maintenance Level 5 barista Level 5 Visual Communication Level 6 Refereeing with Sports Leadership Continue to develop next session. Link with other schools/ Lewis Paterson advice. | ||
28 | 3 | Curriculum | 2.2 | Curriculum: skills for learning, life & work | Review S6 Curriculum and Experience | DB/Leadership team | Reduce subject dropouts and increase wider achievement | DHTs to review all S6 House Curricula. Four subjects minimum for all S6 pupils | ||
29 | 3 | Curriculum | 2.2 | Curriculum: skills for learning, life & work | Create Destinations database | DB/NC/PTPS/SDS | Improve access to information of pupil pathways. Increase positive destinations. | 2024-25 | ||
30 | 3 | Curriculum | 2.2 | Curriculum: learning pathways | Plan Senior Phase pathways for ASN pupils | DB/LR/PTs | Increase Level 2-4 qualifications for ASN pupils | |||
31 | 3 | Curriculum | 2.2 | Curriculum: development | Increase whole school approaches to sustainability & climate in partnership with climate ambassadors, Eco Club, Parent Council & G63 Hub Team | EB/ LT | Increased community food boxes, link with Forth Environment link, Balfron Clothing Co, Pupil Parliament | audit and plan 2024-5 | ||
32 | 4 | Attainment & Achievement | 3.2 | Attainment over time | Planned use of Insight & SQA data to identify areas of targeted curricular improvement | PS/DB/ PTs | Confident staff understanding and planning to ensure link between curricular offer and pupil attainment is strong | Insight data shared with all staff and discussed with PTs through attainment meetings. Insight points accumulated according to Stage and Curricular Area and Subject shared and weaknesses identified. | Analysis 2023 for 2024 planning | Follow up visit from Lewis Paterson June 2024. |
33 | 4 | Attainment & Achievement | 3.2 | Quality of learners' achievement | Review & Improve accuracy of BGE tracking (increased moderation and verification of assessments) | PS/ PTs | Our staff make effective use of assessments and their shared understanding of standards to make confident professional judgements about how well children and young people are learning and progressing | The school has an up to date Moderation & Verification Policy covering BGE & Senior Phase. All teams have a subject policy which supports SQA standards in the Senior Phase and are updating their approaches in the BGE. | ||
34 | 4 | Attainment & Achievement | 3.2 | Attainment over time | Review BGE attainment relative to pupil curricular pathways | PS | All learners make very good progress from BGE to senior phase | Work in progress. PS has met with AB and MS to look at options for an alternative tracking of Es/Os/Benchmarks. Possible plan to enbale subjets teams to report a summary value to parents, but with a link to a more detailed set of outcomes. | ||
35 | 4 | Attainment & Achievement | 3.2 | Quality of learners' achievement | Review and use of tracking data to influence & plan interventions | PS/PTs | The attainment of targeted groups (lowest 20%, middle 60%) of S4/5 leavers improves | At risk target groups "TSPs" categorised and individuals identified. Information shared with staff. PTs requested to ensure that these candidates are well 'known' when analysing class tests and Prelim results. | Post Prelim, Subject Teams asked to identify at risk N5 candidates and support by dual entry N5/N4 and requests additional time to extract individuals and small groups to improve attainment. | Increased numbers of dual entry (safety net) N4/N5, particularly in Science/Social/Business |
36 | 4 | Attainment & Achievement | 3.2 | Quality of learners' achievement | Use of tracking data to ensure that all pupils achieve a minimum of 5 NQs in S4 | PS/PTs | Where tracking identifies pupils are unlikely to achieve at current level, evidence is collected to safeguard qualification at lower level. | At risk target groups "TSPs" categorised and individuals identified. Information shared with staff. PTs requested to ensure that these candidates are well 'known' when analysing class tests and Prelim results. | Post Prelim, Subject Teams asked to identify at risk N5 candidates and support by dual entry N5/N4 and requests additional time to extract individuals and small groups to improve attainment. | Increased numbers of dual entry (safety net) N4/N5, particularly in Science/Social/Business |
37 | 4 | Attainment & Achievement | 3.2 | Quality of learners' achievement | All staff ensure that evidence is collected and saved from BGE courses that can be used should a young person require it due to cuspy ability or interuption to attendance. | PS/PTs | Improvement in 5@level 3+ statistic; clarity on learner curricular pathway.all pupils achievement is recognised. | New leaner/focussed S3 structure of 8 subjects will alllow for a more progressive dual level approach in some subjects. eg Sciences building on an N4 structure in S3 followed by N5 in S4. Evidence of N4 to be kept and submitted if required. | ||
38 | 4 | Attainment & Achievement | 3.2 | Equity for all learners | Targeted H&WB interventions | FF/ ND | 5 learners (S1-S4) achieving a SCQF level 3 Cycle Maintenance qualification. 8 learners (S1-S3) achieving SCQF level 3 Dynamic Youth Award qualification (Ready to Write) | PEF plan 23/24 (RAG). | ||
39 | 4 | Attainment & Achievement | 3.2 | Equity for all learners | Targeted literacy interventions | FF/ND | Almost all (90%+) of readers reading for enjoyment on a weekly basis by June 2024. Almost all (90%+) paired reader programme pupils recording improvement in reading age scores between Nov - Jun 2024. All (5) HS Learners achieve Dynamic Youth Award certification by June 2024 | |||
40 | 4 | Attainment & Achievement | 3.2 | Equity for all learners | Targeted numeracy interventions | FF/CH | Almost all (90%+) will record increased understanding of numeracy language by March 2024. Almost all (90%+) reducing requirement for calculator use of calculator assessments by June 24 | |||
41 | 4 | Attainment & Achievement | 3.2 | Equity for all learners | Continued promotion of Reading and silver accreditation Reading School activities | ND | ||||
42 | 4 | Attainment & Achievement | 3.2 | Equity for all learners | Targeted family learning activities | FF/DB | Deliver 2 x Reading Cafe session Sept - June 24. Deliver 4 Good Food Cooking sessions with funding. May - June 2024 | |||
43 | 5 | Pupil Voice | 1.1 | Collaborative approaches to self evaluation | Launch the Pupil Parliament with increased leadership opportunities: Head prefects, House Captains, Climate Ambassadors, LGBTQI+, Sports Ambassadors, ASN ambassadors & more | EB | Pupil participation is increasing in strength and a strong feature of self evaluation and influence. The parliament becomes an effective mechanism to discuss and share view, review & planning | |||
44 | 5 | Pupil Voice | 1.1 | Collaborative approaches to self evaluation | Increased focused use of HGIOURS, surveys and focus groups | EB/all teams | Each team has an effective system to collaborate and provide effective mechanisms to consult with stakeholders | |||
45 | For 24-25 | Parent Conference | May 2025 | |||||||
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