Standards and Quality Reports
This report will inform you of the school’s progress and achievements in the last session and let you know about our plans for 2020-2021. I hope that you find it helpful and informative.
Martin Macdonald
Martin Macdonald
Our School, Our Ambition, Our Values
Our aim is to ensure that every pupil in Castlehead High School has the right skills, the right attitude and the right qualifications that will allow them to succeed. There are thousands of different occupations and we want our pupils to live our values and develop the confidence and belief to achieve their ambitions.
We want all our pupils to be proud of themselves, proud of their school and proud of their community.
Our values are:
Confidence
Positivity
Resilience
Success
Honesty
Learning
Respect
Our aim is to ensure that every pupil in Castlehead High School has the right skills, the right attitude and the right qualifications that will allow them to succeed. There are thousands of different occupations and we want our pupils to live our values and develop the confidence and belief to achieve their ambitions.
We want all our pupils to be proud of themselves, proud of their school and proud of their community.
Our values are:
Confidence
- Our school develops confidence, motivation and a desire to learn.
- Our learners have a ‘can do’ attitude and positive approach to learning.
Positivity
- Our school provides an encouraging and nurturing environment.
- Our learners are confident and have a positive attitude.
Resilience
- Our school values and promotes emotional and mental wellbeing.
- Our learners have the ability to learn from their mistakes and ‘bounce back.
Success
- Our school provides a curriculum that is relevant and promotes high levels of attainment and achievement.
- Our learners are motivated and engaged in a wide range of curricular and extra-curricular learning opportunities.
Honesty
- Our school has a nurturing environment where learners can express honestly and openly how they feel.
- Our learners experience trustful and positive relationships with everyone in the school community.
Learning
- Our school strives to be a safe environment where everyone can learn.
- Our learners are developing the skills and acquiring the qualifications they will need to be the best they can be.
Respect
- Our school values and respects all members of our community.
- Our learners feel cared for, supported and included.
Success and Achievements
90% 0f S4 pupils achieved a level 5 SQA Personal Development Award and 96% a level 4 Employability Award.
These awards give added value to CHS leaners and demonstrate wider achievement.
Qualifications are the key to opportunity and our aim is to ensure that our pupils achieve the best they can. The percentage of pupils gaining 3 Highers and 5 Highers at the end of fifth year show very positive trends.
- We continue to work very effectively with Skills Development Scotland to ensure the best outcome for our pupils in terms of a positive destination.
90% 0f S4 pupils achieved a level 5 SQA Personal Development Award and 96% a level 4 Employability Award.
These awards give added value to CHS leaners and demonstrate wider achievement.
Qualifications are the key to opportunity and our aim is to ensure that our pupils achieve the best they can. The percentage of pupils gaining 3 Highers and 5 Highers at the end of fifth year show very positive trends.
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At the end of third year our pupils outperform our comparator in listening, reading, writing and numeracy.
The Parental Involvement and Engagement survey was very positive in comparing Castlehead against Renfrewshire.
The percentage of pupils achieving Fourth level in listening, reading and writing has increased in each of the last 3 years from approximately 40% of the cohort to nearly 70%.
We are working in partnership with Glasgow School of Art to develop creative, confident and curious young people. At Castlehead High School, creativity is at the heart of the school and the potential and aspirations of each young person is valued. This partnership goes from strength to strength. We ran portfolio classes for senior pupils developing their confidence and skills, our S1 and 2 pupils visited the Art school to undertake a programme of workshops and we initiated a Castlehead ‘Creativity Week’.
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36 S5/6 pupils were trained as MVP mentors.
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We are very proud that one of our sixth year pupils was one of only 15 young people in Scotland to be awarded a Diana Award. This is a great honour and was very well deserved. The award was for being an integral part of the Paired Reading Club and for her contribution to the MV Programme.
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15 first year pupils achieved a gold award, 18 a silver award and 3 a bronze award. 42 senior pupils were recognised also with an award. |
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We were very proud to welcome world famous artist and playwright John Byrne to Castlehead.
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In sport we fielded teams in football, hockey, basketball, volleyball, netball, badminton, athletics and cross country. High levels of participation in sport have contributed to the achievement of two Scotland Gold Award and this session we are now aiming for our third. The school was recognised at the Renfrewshire Sport Awards for our commitment to creating opportunities for learners to take part and achieve in sport. |
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LGBT History month was celebrated throughout February with events and lessons taking place across the school focussing on inclusion and equality All departments created innovative and exciting lessons to promote inclusion and equality within their subject. We celebrated at the end of the month with a variety of fun events for pupils to participate in which were organised and led by pupils and staff. |
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This session we held our very first P7 Maths Challenge:P7 pupils from all of our associated primaries visited Castlehead for the inaugural P7 Maths Challenge on Friday 4th October They worked in mixed groups, rotating round the maths classrooms, to complete 5 different challenges, with the aid of our S5/6 pupils.It was a very positive day and our winning team was the Dingbat Tigers.
HOW SUCCESSFUL HAVE WE BEEN IN IMPROVING OUR SCHOOL?
School Leadership
- We have continued to demonstrate our commitment to improving our approaches to learning and teaching by implementing a timetabled learning and teaching leadership group. This group has representatives from each faculty and is driving forward improvements.
- As a further demonstration we have committed to a three- year Visible learning programme for all staff.
- All Principle Teachers participated in a leadership programme delivered by I. Fraser Educational Consultants. This proved popular and thought provoking.
- Every member of staff is part of one of our School Collegiate Groups. effectively driving forward priorities in our improvement plan. This session there has been Numeracy, Literacy, Right Respecting School, Nurture and Wellbeing groups.
- All seven Newly Qualified Teachers were successful in gaining full registration with the General Teaching Council for Scotland. Each of these individuals have increased their knowledge, skills and their ability to lead others.
- Extensive leadership opportunities exist for pupil participation in improving wellbeing across the school community with plans for this to greater inform PSE wellbeing programmes. Young people promote equality and challenge discrimination through Hearty Lives, wellbeing peer champions, peer mentoring/support, I am Me, Paired Reading and AYS, thus, supporting an inclusive and collaborative approach to meeting needs and removing barriers to learning
- 20 of our S3 pupils completed the CANI Pupil Leadership programme. Through this programme the pupils developed their personal qualities, skills and aspirations. The pupils will use this learning and the leadership skills they developed through the programme to lead positive change in the school
- The Senior Leadership team participated in a leadership programme, alongside 3 other leadership teams, that focussed on Vision and Values, Building Teams, High expectations/raising attainment, Law and inclusion, Leading change and Emotional Intelligence.
- 36 S5/6 learners were trained as MVP mentors. These mentors delivered 2 successful core sessions to all S1 pupils. MVP (Mentors in Violence Prevention) is an approach to gender violence and bullying.
Teacher Professionalism
- Our programme of in-house professional learning continued to expand this session including digital and remote professional learning during school COVID-19 closure. Teaching staff were able to prioritise their development across a range of different areas including digital learning, active learning and teaching strategies, wellbeing, nurture, quality improvement and leadership.
- All teaching staff participate in our established ‘Learning Trio’ programme which provides the opportunity for staff to observe identified areas of excellent practice and learn from one another. The observation and sharing of good practice is increasing the quantity of ‘excellent’ lessons that are observed during learning visits/observations.
- We have 7 teachers who have started a professional learning journey to achieve Professional Recognition from the General Teaching Council for Scotland (GTCS). Achieving Professional Recognition from the GTCS recognises the enhanced, significant, sustained and reflective enquiry a teacher has undertaken and the development of their professional learning in an area.
- A significant proportion of teachers have taken on additional roles with the Scottish Qualification Authority (SQA) (including markers, verifiers, visiting examiners and approval officers) and are members of subject networks in the West Partnership Regional Improvement Collaborative. These teachers share and gain expertise in their own subject area. We use this expertise to ensure that all staff within a subject area are upskilled regarding National Qualification developments, which is helping to raise attainment for learners in Castlehead High School.
Assessment of Children’s Progress
- Learners understand the purpose of their learning through the effective use of learning intentions and success criteria. These provide learners with increased opportunities to self-reflect and target set, ensuring they are becoming more independent and confident in leading their own learning.
- Our tracking and monitoring database is increasing staff knowledge and understanding about the variety of barriers to learning that exist for our learners and the strategies / support in place to reduce these.
- Staff are highly responsive to the circumstances of all children, including young carers, looked after children and those from the most disadvantaged areas. We work with key partners to provide an inclusive learning environment and continually strive to have effective strategies in place to improve attainment and achievement where young people face additional challenges.
- We have increased input from our partners Who Cares? and Young Carers to provide enhanced support and guidance for pupils through monthly drop in sessions and increased input delivered during PSE lessons.
- The creation of a shared database is leading to all staff developing good data analysis skills, with a focus on planning for continuous improvement and raising attainment.
Parental Engagement
- Our Parents in Partnership (PIP) programme has been successful in engaging and establishing collaborative working with parents. Following consultation with families PIP was delivered as part of our transition programme, and a new series of workshops were devised with an increased focus on family. The parents and staff who participate report that the experience is very worthwhile. Almost all parents report that their understanding of the school and how they can better support their child is improved.
- Parent questionnaires have been used to quantify parental views in relation to learning, teaching and assessment across individual departments/faculties.
- Our school app has greatly improved communication within the Castlehead community. Parents and staff have reported that this is improving links between home and school.
- We Introduced Show my Homework digital platform to support and engage parents in their child’s learning. This has proved invaluable during lockdown and is now our main on- line platform used by staff, pupil and parents
Performance Information
- We offer a rich array of opportunities across the school. Pupils can achieve SQA Personal Development Awards, Employability awards. Diana Certificates of Excellence, Saltire Awards, Duke of Edinburgh, Higher Leadership, Sports Leader, Creative Industries, Care and Childcare level 5. This session we have offered Travel and Tourism, Higher Personal Development, Science and Application of Maths. The number of pupils achieving these awards is increasing each year and demonstrates our commitment to wider achievement.
- Our learners achieve well in literacy and numeracy and we will continue to target improvements in this area. At the end of S3 93% of learners have achieved third level or above in reading and writing This is an increase of 8% and 13% respectively on the 2017 cohort.
- The percentage of S3 pupils achieving level 4 in reading and writing has increased from 43% in 2017 to 68% in 2019.
- Attainment in numeracy at level 5 has reached its highest level yet, standing at 59.6%.
- We continue to place great emphasis on developing skills for life and work.
- All our S4 pupils participated in a week’s work experience
- We hosted and facilitated Insight into Industry P7 event
- pupils to attend West College Scotland’s Green Power course
- Organised and led 35 senior pupils to attend UCAS Higher Education exhibition at SEC Centre
- 20 pupils attended International Chef’s Day at West College Scotland
- 38 senior pupils attended Skills Scotland exhibition at SEC Centre.
- Organised and led 13 S3 pupils to attend STEM West at West College Scotland (Clydebank)
- We Supported International Woman’s Week & Scottish Apprenticeship week.
School Improvement
- Through self-evaluation and consultation, we have supported learners through a variety of wellbeing initiatives. This includes the appointment of specialist staff to improve, develop and support staff understanding about strategies that improve learners’ wellbeing and decrease the impact that these have on barriers to learning.
- The work of the Nurture Pathways core and collegiate groups, supported by partners, continues to implement its plan. The primary focus on ‘All behaviour is communication’ as well as refresher training on the nurture principles ensures all staff across the school have a shared understanding and consistent approach to nurture. Almost all our learners feel safe and respected, and as a result are very positive about the nurturing and inclusive ethos.
- Our ‘Good Lesson Cycle’ learning and teaching policy has led to an increased consistency in the learning experiences of pupils, with staff providing high quality learning experiences.
- As a nurture pathway school, our learning environment is built on positive and nurturing relationships. Learners work collaboratively and independently demonstrating mutually respectful and challenging relationships. This is providing a supportive and inclusive environment for peer support and assessment. Learners consider staff caring, approachable, of having high expectations for them and acknowledge that staff work hard to provide support and encouragement for them
- Many learners engage in a wide range of music, art and drama activities that develop their skills and enhance the school community. Our Partnership with Glasgow School of Art is going from strength to strength. All our S1 and S2 have spent 2 days in the Art school and senior folio classes are proving very successful. Creative studies has proved to be a popular course with numbers increasing by over 100%. Music staff and pupils embarked on a tour of Belgium and played three concerts.
- Learners’ achievements are recognised across the school via verbal praise, displays of work, walls of achievement, departmental awards e.g. Humanities Heroes, SMART awards and Castlehead Commendations. Termly award ceremonies celebrate these achievements and improvements.
- Our learners are gaining outdoor learning experience not only through Duke of Edinburgh but though our Forest Schools Programme and World Challenge Expeditions
- This session we Introduced an inclusion base (Harris Base). This new initiative has proved to be very successful with learners achieving and attaining very well.
KEY STRENGTHS OF THE SCHOOL
CHS is a school:
- with strong values – respect, honesty, tolerance, trust, fairness
- with positive relationships
- with a nurturing and inclusive ethos
- where every pupil can be successful
- of high expectations in academic success and in behaviours that support learning
- that encourages pupils to be ambitious and to aspire
- that provides a curriculum that meets the needs of every pupil and that allows pupils to move to positive destinations
- where underachievement is challenged, and achievement celebrated
- that rewards effort and application
- that helps pupils to feel good about themselves – that they are safe, secure and well
- that believes every pupil can improve
- where pupils are engaged, motivated, and take responsibility
- where staff are committed to providing high quality learning
- that values parents and the contribution they make
- that evaluates and looks to continually improve
OUR NEXT STEPS – PRIORITIES FOR 2020-21
We believe that we have made very good progress during session 2019-20 and we will use the improvement priorities listed below to build on this progress moving forward.
- ensure all have increased knowledge of health and safety measures and will put these into practice. These include hygiene and social distancing measure
- ensure our learners successfully engage in a blend of home and school learning.
- ensure we have an improved understanding of what needs to be done pre, during and post lockdown.
- staff will have improved digital literacy skills and increased confidence in using Show My Homework (SMHW) and Microsoft Teams to support blended learning.
- all pupil leadership teams will have led consultation across the pupil council to establish what pupils perceive as effective learning and teaching.
- ensure all staff have increased knowledge and understanding of the supports available to support mental health and wellbeing
- the school senate will carry out consultation for revised PSE programmes across all year groups
- all will have an increased awareness and knowledge of diversity, stereotyping, prejudice, discrimination, racism and religious intolerance through peer led programmes, which will lead to improved actions and behaviour across the school community.
- CHS will have achieve Bronze level Rights Respecting School Accreditation.
- all children in our cluster primaries will have participated in the ‘Insight into Industry’ programme as part of our transition programme.
- we will have increased our positive destination figures for school leavers from 90.06% to at least 94.7%
- we will achieve SQA approval for customised award ‘Certificate of Work Readiness’ to support increased and sustained post school destinations
| Castlehead S & Q Report 2018.docx |
| Castlehead S & Q Report 2019.docx |