Dream, Believe, Achieve @ Lasswade - Session 2021-2022 Standards and Quality Report and Improvement Plans - Lasswade High School
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Dream,
2424
Believe, Achieve @ Lasswade
LASSWADE HIGH SCHOOL
Session 2021-2022
Standards and Quality Report and Improvement Plans
DREAM, Believe and Achieve @ Lasswade High School
Contents – Standards and Quality Report 1. Our School Vision, Values and Aims 2. How we inform our decision making through stakeholder consultation and engagement. 3. Context of the School 4. Review of Progress for Session 2020-21 5. Successes and Achievements in Session 2020-21 6. What is Our Capacity for Continuous Improvement?
1. Our School Vision, Values and Aims
Lasswade High School is an ambitious, caring and creative community working hard to achieve excellence for all our students. We aim to offer a wide range of
opportunities that will allow students to achieve and encourage all members of our school community to pursue excellence in everything they do.
Our Vision Statement is, ‘Dream, Believe and Achieve @ Lasswade’. Our vision is underpinned by values which have been identified following a collegiate process
bringing together the views of staff, students and parents. Our values are reflected in the policies and practices we continue to develop. These DREAM values are
● Determination, Respect, Effort, Ambition, Motivation
Our school is currently focused on improving two outcomes for students
● Raising attainment for all
● Closing the poverty related attainment gap
We aim to do this by working continuously within three contexts
● Improving our practice in Learning, Teaching and Assessment
● Developing our Curriculum
● Improving our Quality Improvement processes
The most important resource in our improvement journey is our staff. Three things are particularly significant in nurturing our staff
● Recruiting and nurturing very good people
● Working with our staff to make them ‘better’
● Getting our staff to do things that ‘work’.
The appropriateness of our school vision and values is reviewed through our Senior Leadership Team on an annual basis. As a result of this we have agreed to work in
partnership with Columba 1400 and will review and revise our values base through a student-led consultation with all our stakeholders during the 2021/2022 school session.
In periods of lockdown and school closure/blended learning during the Covid-19 pandemic we temporarily suspended the above vision statement and values base to reflect
our new context. Our revised, and temporary, values basis for our work was agreed in the lead up to our first school closure on Friday 20th March 2020. It reflects the
acronym: #SERVICE; Students and Staff, Effort, Resilience, Verve, Integrity, Creativity, Empathy. These values and principles helped to shape and guide our decision
making and actions in what was a challenging and uncertain time. Our new, temporary, Mission Statement was; ‘be Brave, stay Safe, be Brilliant’.
As a result of our full-time return to school for all students and staff in April 2021 we have reverted to DREAM as our values base.
2. How we inform our decision making through stakeholder consultation and engagement.
In order to make good improvement decisions we draw on our vision and values and a range of qualitative and quantitative data. The following list outlines the key aspects
of this. It should be noted that periods of school closures during session 2019-2020 and 2020-2021 our capacity to fulfill all aspects of our Quality Improvement data
gathering has been compromised and required adaptation
● Annual Performance Reports from Curricular Areas
● School’s Self-evaluation Report
● INSIGHT analysis of key attainment and destinations trends with SLT / Subject Teams/ Associated Schools Group / Midlothian Council
● Analysis of CfE Levels and trends
● Analysis of attendance / discipline trends
● Analysis of Remote Learning Student Engagement Data
● Student progress from GL data
● Curricular Area Reviews
● Midlothian School Review
● Midlothian Thematic visits
● School Working Groups
● Student Voice and Leadership Groups
● S6 Exit Interviews
● Student focus groups
● Questionnaires to students / parents / staff
● Observations of learning; primarily Learning Walks, including Digital Learning Walks
● Sampling of pathways through the curriculum as experienced by students (as individuals and in groups)
● Options and choices data
● Analysis of Year Group Tracking, Monitoring and Interventions Reports
● Analysis of parental feedback and complaints3. Context of the School
Lasswade High is a unique school with facilities that benefit both the school and our community. We serve our local community and work closely with partners to plan a set
of learning experiences that meet the needs of our students. In addition, we use local, national and international labour market intelligence to plan a curricular programme
to best prepare our young people for life beyond school. We have the highest standards and expectations for all students and we strive to provide a curriculum that respects
the needs of all as well as one that encourages young people to seek continuous development and improvement.
The school roll is significant placing us in the top ten largest state schools in Scotland with a projected roll for August 2021 of over 1600 students. Our annual S1 intake is
currently capped at 300.
Our aim, through our curriculum, is to develop young people who:
● are confident, prepared to take calculated risks, can cope with change and view failure as part of the learning process
● feel included in their community with an active desire to contribute politically, socially, culturally and economically
● have high expectations of self and an ambitious vision for their future
● have a ferocious work ethic that results in them achieving, and exceeding, their academic potential
● are respectful, tolerant and empathetic towards the values and beliefs of others
● are happy and have a desire to pursue a healthy, active lifestyle
● are self-aware and know their own strengths through reviewing and evaluating their progress
● have a range of transferable skills for learning life and work including: communication; collaboration; critical thinking and willingness to challenged accepted norms
and creativity skills
● are capable of making informed decisions and are aware of their rights and responsibilities
We recognise that to provide our students with rich learning experiences in a range of contexts it is crucial to work in partnerships with others. Expertise often lies beyond
the school and learning opportunities are regularly planned with partner organisations including; statutory and voluntary organisations as well as employers and the ‘third
sector’. As such we have a vibrant partnership programme that impacts on all curricular areas and draws upon a range of local, national and international partners.
Our school has adapted well to and learned from the Covid-19 context. Since March 2020 we have been working in periods of remote and blended learning to support our
community through our e-learning programme; Key Worker Hub and support for all students on a universal and targeted basis through Student Support engagement with
families.
We are now preparing our school community for what we hope will be a post-pandemic period from August 2021. We expect a reduced level of public health mitigations
next session. We plan to capitalise on a £10.2 million investment by Midlothian Council in digital learning and our recent e-learning experiences to transform our curriculum
and approaches to learning, teaching and assessment over our upcoming planning cycle. In addition, we recognise the impact of the Covid-19 pandemic on the wellbeing of
our school community and are concerned about a potential impact on student’s progress in learning. Our work in the next planning cycle will reflect this context and seek
interventions that support our students, their families and our staff.4. Review of progress for Session 2020-21
School Improvement Plan/ASG Plan/PEF Plan
NIF and Midlothian Priority (highlight as applicable) HGIOS 4 Quality Indicator(s) (highlight as applicable)
1. Improvement in attainment, particularly literacy and numeracy 1.1 Self-evaluation for self-improvement
2. Closing the attainment gap between most and least disadvantaged children 1.2 Leadership of learning
1.3 Leadership of change 1.4 Leadership and management of staff
3. Improvement in children and young people’s health and wellbeing
1.5 Management of resources to promote equity
4. Improvement in employability skills and sustained, positive school leaver destinations for all young people 2.1 Safeguarding and child protection 2.2 Curriculum
2.3 Learning, teaching and assessment 2.4 Personalised support
NIF Driver(s) (highlight as applicable) 2.5 Family learning 2.6 Transitions 2.7 Partnerships
3.1 Ensuring wellbeing, equality and inclusion
3.2 Raising attainment and achievement/ Securing children’s progress
● School Leadership 3.3 Increasing creativity and employability
● Teacher Professionalism
● Assessment of Children’s Progress
● Performance Information
● Parental Engagement
● School Improvement
Progress and Impact in Session 2020/2021
Regardless of the context of the improvement plan, School/ASG/PEF, we consistently aim to secure improvement and a positive impact for students by working within
the three contexts highlighted in Section 1 of this SQUIP. This section is structured under those three headings.
Improving our practice in Learning, Teaching
Developing our Curriculum Improving our Quality Improvement processes
and Assessment
● Development of E-Learning Group and UNICEF Rights Respecting Schools Bronze The percentage of Senior Phase students who
appointment of E-Learning postholder to lead Award achieved in March 2021 reported that they were having learner
innovative pedagogical approaches to digital The number of incidents, August 2020 – conversations with most of their teachers and that
learning- including over 700 live lessons during December 2020, resulting in a promoted member they were clear on their learning and next steps
Lockdown 2 of staff attending on a Duty Head Call basis has increased from a 2019-20 baseline of 49.2% to a
● Establishment of Departmental ‘Digital continued to decrease. 26% decrease from 2019 majority of students at the time of Alert Report 1
Champions’ across all faculties to lead teams in data. in October 2020 (53.9%) and increased further to
developing blended and remote learning The number of incidents, August 2020 – 69.5% in May 2021. Most students find learner
approaches with almost all staff leading live Meets. December 2020, resulting in temporary exclusion conversations helpful in understanding their
● Established Student ‘Digital Ambassadors’ has continued to decrease. 22% decrease from progress and next steps.
programme with fifteen S6 students creating a peer 2019 data. ● Digital Learning Walks were introduced to support
led Google Site and drop in sessions to support Twenty S1 students successfully take part in the the quality of our e-learning programme. Almost all
learning and teaching JASS Award; most identified as VYP lessons (94%) followed our stated approaches to
● On average the majority, 69%, of students across organisation and delivery with most including key
S1-S6 engaged positively with the learning set aspects of effective pedagogy such as clear, shared
remotely during Lockdown 2. LI/SC and audio/video instruction to support
autonomous learning.Improving our practice in Learning, Teaching
Developing our Curriculum Improving our Quality Improvement processes
and Assessment
Range of bespoke supports offered to Vulnerable Fifteen S3 students undertaking Bronze Duke of ● Almost all responses to our E-Learning Evaluation
Young People (VYP) particularly care experienced Edinburgh Award through our timetabled stated that our approaches to e- learning in
young people, young carers and those with ASN programme; majority identified as VYP Lockdown 2 were improved, in comparison to
during Lockdown 2. Evaluated as very good by Thirteen S4/S5 students are undertaking Silver Lockdown 1, citing specific improvements such as
stakeholders and partner agencies. Duke of Edinburgh Award through our timetabled ‘more Google Meets’, ‘better organisation’, ‘more
● Stationery Support Packs were offered to all programme; majority identified as VYP consistency between subjects’, ‘more feedback and
students during Lockdown 2, sixty-two Eighteen students, S3 and Senior Phase, are taking response from teachers’ ‘more supports for
issued/collected, targeted approach through part in our Light Up Learning mentoring students’ mental health’.
Student Support meant VYP benefited from this programme; most identified as VYP (almost all ● Good progress in developing our data-driven
support. students involved in this programme secure a approach to improving overall attendance and that
● Thirty-nine S1 and twenty-eight S2 students positive destination) of vulnerable young people. Data for August-
targeted for SRA Literacy support; all students Two additional vocational courses offered to December 2020 demonstrated continued
involved make improvements from baseline data students in S3 with progression routes into improvement in overall year-on-year attendance;
● Twenty-one S1 and fourteen S2 students targeted National Qualifications in Senior Phase whole school attendance rose to 91.18% for the
for SEAL Numeracy support; all students period Aug-Dec 2020 compared to 89.88% for the
Wider Achievement work extended to develop two
involved make improvements from baseline data corresponding period in 2019.
additional SCQF Level 5 Awards in Scottish
● Seventy-seven families signed up to our five online Studies and Scots Language for almost all S4 ● Attendance of students in receipt of FSM increased
e-Learning sessions. A 20% sample of the families students (Impact in Session 2021/22 due to by 3% during the period August to November
were contacted to gather feedback and 100% of Lockdown 2) 2020. Thereafter, Covid-19 impacted our work on
the comments were very good. 100% of families this
Work successfully undertaken to extend our SEBN
agreed that the sessions helped improve their ● .Whole school audit of Career Education Standard,
and Nurture pathways to support an increased
confidence using IT and support their child with CES, carried out across all faculty areas indicates
number of VYP and enhance student wellbeing;
their learning. areas to provide focus for strategic approach to
evidenced by the continued year-on-year reduction
● Family Learning: October 2020 - May 2021, seven improvement
in duty calls and exclusions.
editions of our Family Learning Bulletin were ● Timetable review conducted across stakeholders to
‘Grab ‘n’ Go’ breakfast/snack club launched. facilitate longer term planning for S3 curriculum
shared with 159 families across P7/S1 each Supports a few VYP affected by poverty.
containing hints, tips, links, and videos on ● Data analysed from a range of areas across the
Literacy/Numeracy/Health and Wellbeing. A 20% Partnership established with Bonnyrigg After- school shows that a majority of students believe
sample of the families were contacted to gather School Club, who donated £3,210 of Primark they can influence decisions made within the
feedback. All comments were very good. vouchers. All vouchers were issued to sixty-five school that affect their learning and that of others.
families affected by poverty and those in need due ● Improvement of Student Voice system with
● Mathematics and Numeracy: Establishment of to Covid-19.
‘mastery cycle’ within Numeracy, 70% student successful introduction of student representation at
All staff completed the Scottish Association for our Extended Leadership Team meetings.
engagement during Lockdown 2, improved in-
Mental Health Introduction to Mental Health
class attendance in Mathematics, all Maths staff
module. Positively evaluated by almost all staff.
recognize good engagement in classes and cite a
(Plans for our Student Support team to undergo
‘culture shift’ in their practice
Mental Health First Aid Training were postponed
due to Lockdown 2).Improving our practice in Learning, Teaching
Developing our Curriculum Improving our Quality Improvement processes
and Assessment
328 S1-S6 students have been financially supported Mental Health and Wellbeing Award successfully ● September 2020 SAT Session involved
by the removal of all subject fees/costs. This is piloted through PSE classes. Full roll out to all S4 departmental evaluation of learner autonomy,
around 20% of our cohort. through PSE in Session 2021-22. sharing good practice amongst teams and using
Systematic application of clear procedures professional reading to enhance professional
supported a few ‘very low-attenders’ to return to knowledge and understanding. All teams identified
school, supported by effective partnership working action points to develop learner autonomy in their
with Children & Families, Health, IWBS and CLL. departments.
Fifty local families were supported with food ● Good progress in improving whole staff
parcels by Midlothian Foodbank via Student knowledge of ASN support strategies through
Support during this session. extensive improvement of the LHS Confidential
Appointment of DYW Coordinator (April 2021) Bulletin which is more accessible, regularly updated
facilitating improved industry and partnership and includes direct links to Communication
engagement across the curriculum and progressing Passports.
DYW whole school and national agenda ● Over thirty staff led Professional Learning sessions
dedicated to sharing and improving digital
Bespoke partnership working with flexible learner
pedagogy.
journeys has secured positive destinations for most
of our most VYP most likely to be at risk of a ● Good Student Support Team contribution to our
negative destination CLPL ‘Take Tens’ programme to improve staff
capacity in supporting students with ASN;
Over 1000 Awards were issued to S1, S2 and S3
programme impacted on less than half of our staff
students in June 2021
● Good work undertaken by our Mental Health
School Improvement Group has provided students
with access to a range of supports through the
development of our Mental Health microsite.
Next Steps
Review and update 'Learning @ Lasswade' to reflect Midlothian's 'Equipped for Learning' roll out
Extend our use of FACE approaches, in an 'Equipped for Learning' context, to improve the student experience and better meet the needs of all
Continue to develop our approaches to Family Learning to improve alignment with school improvement priorities
Continue to develop and implement our universal and targeted wellbeing strategy
Conduct a comprehensive student-led review and refresh of our school values base
Reduce, and ultimately remove, all 'cost of school day' factors for students
Review and update our Curriculum Rationale and Programmes to reflect our current and expected school context
Identify and implement targeted interventions to address Covid-19 'learning loss' and ensure improved attainment and positive outcomes for vulnerable and/or underperforming groups
Continue to develop leadership at all levels to empower our school community to secure continuous improvement.
Extended concept of shared leadership roles across our ASG with focus on Literacy, Numeracy and Wellbeing
Focus improvements in equity on securing improvements in issues significant to our context; cost of school day, attainment, wellbeing, mentoring, community and culture5. Successes and Achievements in Session 2020-21
Learning & Teaching
During the 1st week of
69% of our all our students During Lockdown 2 our
Lockdown 2 644 students
engaged positively with teachers delivered over
and parents responded to
learning during Lockdown 2 700 Live Lessons
our e-learning survey
To minimise the numbers
of S1/S2 potentially More than 75% of our S5/6 Our staff led over 30
identified as ‘close students engaged positively Professional Learning
contacts’ we adopted with learning during sessions for each other
common seating plans for Lockdown 2 this session on e-learning
students
By May 2021 almost 70% of Almost all staff identified
Our Digital Learning walks
our Senior Phase students improving digital skills as
showed 75% of tasks set
reported have productive one of their key
included a video/audio
Learner Conversations with professional learning
instruction from teachers
most of their teachers objectives
for students
77 families attended 5 We appointed 15 S6 students We shared 7 editions of our
positively evaluated as Digital Ambassadors to Family Learning Bulletins
online e-learning sessions help support their peers with 159 families across our
supported by our staff S1 and P7 cohorts.Bronze Rights Respecting 28 students completing
School Award secured DoE Bronze and Silver Curriculum
Awards as part of their
timetable
From Aug – Dec 2020 the
All our staff completed the 7 new School Captains were number of Duty Calls for
SAMH ‘Introduction to appointed in June 2021 to student misbehaviour
Mental Health’ module serve during session 2021-22 was down 28% compared
to 2019
From Aug – Dec 2020 the
number of temporary Student Support facilitated
Our U15 Girls Football Midlothian Foodbank
exclusions for serious
Team were Scottish Cup referrals for 50 families
student misbehaviour
runners-up
was down 28% compared
to 2019
Our student attendance
2 new courses have been 1000 awards were issued during Aug – Dec 2020
developed and introduced as to BGEd students at our was 1.3% higher than the
part of our S3 curriculum June 2021 Awards corresponding period in
Ceremonies 2019
Our analysis of reports Our Student Voice Year
shows most students were Councils and School We developed a Mental
rated Good or Excellent by Parliament continues to Health Google site to
teachers against our DREAM influence decision making signpost supports available
values for our students
28Just over 205 of our 70 S5 students secured 5
school leavers move SCQF Level 6 courses Senior Phase Attainment
into employment
Total of 2,553 N5, 95%+ of school leavers in a SCQF L5 Literacy and
Higher and Advanced positive destination for 5th Numeracy levels
Higher presentations consecutive year; ahead of ahead of our virtual
in 2021 our Virtual Comparator comparator for 5th
each year consecutive year
Almost 75% of our
82 S4 students secured 7 Almost 46% of all N5, 91 of our S6 students
students achieve
SCQF Level 5 awards; Higher and Advanced achieved at least one
SCQF L5 Literacy and
39% of that group with 7 Higher awards in 2021 award at Advanced Higher
Numeracy across a 5
at Grade A were Grade As in 2021
year timeframe
Almost 70% of school 117 of our S6 students We held 4 SQA
leavers move onto either achieved at least Information Evenings
Further or Higher three additional SCQF via Zoom to support
Education Level 6 Awards in parental understanding
their final year of SQA
Almost 75% of our
Of our 2,553 N5,
students achieve 78 Senior Phase students
Higher and Advanced 26 of our S5 students
SCQF L5 Literacy and secured straight As in
Higher presentations achieved straight As in
Numeracy across a 5 every graded courses
in 2021 over 88% their graded courses
year timeframe undertaken
secured a pass50 Hand Sanitiser Poles
ordered to support
6 Virtual Parent
Council Meetings
Over 500 PPE visors
Covid-19 Response
safe ingress/egress
made by our Creative via Zoom
Design Team to
support Key Workers in
local frontline services
8 significant updates to 160 Covid-19 related
Over 12,500 LFD
our School Covid-19 website stories, 400+
testing kits distributed
Risk Assessment Instagram posts, over 600
to staff
during the session Tweets and 8 dedicated
e-mail boxes
180 spray bottles and Weekly communication
66 sessions at our SQA Over 60,000 face
over 40,000 chlorine with all our families in
Easter School with coverings ordered and
tablets used as Lockdown 2; over 5, 000
over 1000 available distributed
alternative to wipes phone calls
spaces taken up Over £1100 raised for 3
for sanitising desks
charities and 16 bags
of supplies for our
local foodbank
Over 300 Chromebooks Over 900 course choices
Over 15,000 LFD
collected in/re- conversations undertaken
testing kits distributed
distributed/collected in remotely for S2 to S5
to students
during the session students
O
Personal sanitiser
bottle issued to all new SQA online booking
S1 students in August and tutoring service 5 Parent Consultation Over 40,000 wipes to
2020 established; March to Evenings via telephone sanitise IT equipment
May 20206. What is Our Capacity for Continuous Improvement?
Quality Indicator School Self Evaluation Authority Reviews / Theme visits HMIe Inspection Grades
1.3 Leadership of Change Very Good Good (2018/2019)
2.3 Learning, Teaching and Assessment Good Good (2018/2019)
3.1 Ensuring Wellbeing Equity and Inclusion
(taking 2.1 into account) Very Good Good (2018/2019)
3.2 Raising Attainment and Achievement GoodContents – School Improvement Planning 1. Overview of High Level NIF Priorities 2. Priority Summary and High Level Strategic Targets 3. ASG Plan 4. PEF Plan
MIDLOTHIAN COUNCIL NATIONAL IMPROVEMENT FRAMEWORK PLAN: OVERVIEW OF HIGH LEVEL PRIORITIES (2021/22)
Priority 2
Priority 4
Priority 1 Included, Engaged and Priority 3 Priority 5
Lifelong Learning and
Attainment and Achievement Involved: Wellbeing and Self-Improving Systems Finance and Resources
Career-Ready Employability
Equity
1.1 Improve attainment within the 2.1 Improve Equity and 3.1 Develop a quality 4.1 Improve senior phase progression 5.1 Deliver Best Value through:
broad general education stages, by Inclusion, through the following improvement framework to pathways to increase positive
focusing on: areas: support ELC and schools to destinations, including for young a) reviewing and implementing the
achieve Good or better in people with ASN and who are care Learning Estate strategy, taking
● Nurture inspection QIs through: experienced
a) improvements in planning, tracking cognisance of the ASN learning estate
● Attendance and
and assessment and curriculum design Engagement a) empowering leaders at all levels, 4.2 Prepare children and young people
and progression (including STEAM) ● Family Learning b) robust workforce planning.
leading to an empowered system for the world of work:
● ASN
b) Innovative pedagogical approaches c) DSM Review
b) improving quality of leadership a) carry out an audit of career
and enhanced use of digital technology Embedding the principles of education standards 3-18 and embed
to support learning. at all levels, including leadership of
UNCRC and The Promise them within learning and teaching 5.2 implementing ’Equipped for Learning’
learning
across all levels in our schools, in Digital Strategy to support
c) Pedagogy, play and progression 2.2 Develop and improve health partnership with stakeholders in order transformational change in digital
across Early Level. c) delivering a minimum data set to provide pathways for learners that
and wellbeing of staff and all learning
and supporting data literacy to best support the realisation of young
children and young people, from peoples’ future aspirations
1.2 Improve attainment within the improve self-evaluation
Early Level to Senior Phase
Senior Phase by maximising
through:
opportunities through curriculum d) developing a Parental
planning, consortium arrangements and Engagement Strategy
● HWB curriculum
partnership delivery, including .
development
addressing the ASN Senior Phase
● local authority, school and
attainment gap.
community supports
1.3 Reduce the attainment gap
between the most and least deprived
children, including care-experienced
children.2. Priority Summary and High Level Strategic Targets (Please see PPP 69 2122 for guidance)
Links to Lead Person(s) Expected measurable
Timescale
Priority HGIOS4? Key Actions outcomes for learners
Links to WTA
1.1 Improve attainment by QI:1.2 Review and update 'Learning @ Lasswade' to reflect Lynsey Struthers, DHT ● Almost all students experience a
focusing on: Midlothian's 'Equipped for Learning' roll out high quality learning and teaching
a) improvements in planning, QI 1.3 ● Learning @ Lasswade group lead stakeholder review and experience, supported by effective
revision of Learning @ Lasswade policy. use of digital technologies.
tracking and assessment By June 2022
QI 1.4 ● Establish a Digital Strategic Board to provide school ● All students are confident in using
and curricular design and governance and associated Improvement Groups to School and Departmental
Google Suite to support their own
progression (including QI 1.5 sustain continuous improvement and impact on the Collegiate Time required
learning
STEAM) student experience.
● Work in partnership with the strategic Midlothian group ● All staff using Google Classroom,
b) Innovative pedagogical QI:2.3
and Digital Learning team to support 'Equipped for and Google Suite, to engage and
approaches and enhanced
QI 3.2 Learning' roll out, including CLPL opportunities for support students’ learning
use of digital technology to
stakeholders. ● Most staff make innovative and
support learning. ● Work within the Digital Strategic Board structure to creative use of digital technologies
establish a strategic plan to improve digital learning
to enhance pedagogy.
pathways for our students; Including the introduction of
Digital Literacy from Session 2022-2023 ● Most parents are confident in
● Achieve the Digital Schools Award. supporting their child’s use of
Google Suite
1.1 Improve attainment by QI:1.2 Extend our use of FACE approaches, in an 'Equipped for Lynsey Struthers, DHT ● Almost all students are engaged in
focusing on: Learning' context, to improve the student experience and lessons.
b) Innovative pedagogical QI:2.3 better meet the needs of all ● All students’ needs are met
● Develop collaborative enquiry approaches to develop through appropriate challenge and
approaches and enhanced By June 2022
QI: 3.2 challenge through the SEIC through the SEIC Research support.
use of digital technology to School programme. School and Departmental
● All students are clear about where
support learning. QI 3.3 ● Focus Professional Learning programme on digital Collegiate Time required they are in their learning, based on
technology and pedagogies to support meeting learners' reliable assessment evidence and
1.3 Identify and reduce the needs. practices.
attainment gap between the ● Review model of Senior Phase assessment to ensure ● Almost all students are able to
most and least deprived integrated approach with learning & teaching. articulate their next steps in
● Increase student involvement in the Learning & Teaching learning and how to make them
children, including ASN and
group.
care-experienced childrenLinks to Lead Person(s) Expected measurable
Timescale
Priority HGIOS4? Key Actions outcomes for learners
Links to WTA
2.1 Improve Equity and QI: 2.5 Continue to develop our approaches to Family Learning to Caroline Brown DHT ● Increased parent/carer digital
Inclusion, through the improve alignment with school improvement priorities confidence and overall
following areas: QI 2.6 ● Extend our 'Family e-Learning @ Lasswade' programme By June 2022 communication.
● Nurture to support our 'Equipped for Learning' roll out ● Empowering families to promote
QI 2.7
● Attendance and ● Collaborate with stakeholders and agencies to support the ‘learning together’ culture at
Engagement QI: 3.2 wellbeing. home.
● Family learning ● Earlier, more regular and targeted engagement with upper ● Programmes determined by
● ASN Primary School families to improve transitions across stakeholder voice.
Embedding the principles of settings, support learning with ASG families and enhance
relationships across the community. ● Increased partnerships with the
UNCRC and The Promise. local community to extend Family
Learning opportunities.
2.1 Improve Equity and QI: 1.3 Continue to develop and implement our universal and Suzanne Yule, DHTNeil ● A range of tiered supports are in
Inclusion, through the targeted wellbeing strategy Chisholm, DHT place to support the mental health
following areas: QI 1.4 ● Establish a ‘Nurturing Learning Community’ Strategic and wellbeing of all students
Board to provide school governance and associated By June 2022 ● All Vulnerable Young People are
● Nurture
QI 1.5 Improvement Groups to sustain continuous well-supported to overcome
● Attendance and improvement and impact on the student experience. barriers to learning which leads to
Engagement QI 2.4 ● Further develop and implement practices associated with positive outcomes for almost all
● Family learning our Wellbeing Strategy students
● ASN QI 2.6 ● Develop and implement our nurturing approaches to ● Improved attendance for almost
Embedding the principles of supporting identified Vulnerable Young People including By June 2023 all students including that of
QI: 3.1 care experienced, young carers and ASN identified Vulnerable Young
UNCRC and The Promise.
● Extend our nurturing approaches to support our By June 2023 People
2.2 Develop and improve Relationships to Support Learning policy and practices
● Further develop and implement our data-driven targeted By June 2023
health and wellbeing of staff
approach to improving student attendance
and all children and young ● Review of wellbeing approaches across the Lasswade
people, from Early Level to By June 2022
ASG to establish best practices and the potential for
Senior Phase through: collaborative working
● Achieve UNICEF Rights Respecting Schools Silver
● HWB curriculum Award
development
● local authority, school
and community
supportsLinks to Lead Person(s) Expected measurable
Timescale
Priority HGIOS4? Key Actions outcomes for learners
Links to WTA
2.1 Improve Equity and QI 1.3 Conduct a comprehensive student-led review and refresh of Campbell Hornell, HT ● Extend student leadership
Inclusion, through the our school values base opportunities
following areas: QI 3.1 ● Partnership working with Columba 1400 to identify, train By Easter 2022 ● Students to share good practices
and support Senior Phase students to lead the process
● Nurture at local and national level
● Establish a values base, reflective of our context, to SAT Sessions before
● Attendance and inform our decision making and practices over the ● Students understand what are
Xmas
Engagement upcoming medium-term improvement cycle. values base means in practice
● Family learning ● Audit our policies and practices to ensure the UNCRC is Parent Council Time
● ASN fully reflected in our work
Embedding the principles of early access to PSEd
UNCRC and The Promise. and/or Student Voice
systems
1.3 Identify and reduce the QI: 2.4 Reduce, and ultimately remove, all 'cost of school day' factors Caroline Brown DHT ● Improved uptake and attainment
attainment gap between the for students in specific subject areas.
most and least deprived QI: 2.7 ● Removal of Core Curriculum subject fees and learning Michael Stanton PT ● Student awareness of additional
children, including ASN and materials for all students in compliance with SG Policy supports available at all times.
QI: 3.2 By June 2022
care-experienced children ● Removal of all other ‘non-core curriculum’ costs, e.g., ● Enhanced school community
school clothing and costs related to events and relationships based on mutual
2.1 Improve Equity and experiences removed for identified Vulnerable Young trust and respect.
Inclusion, through the People. ● Increased number of families
following areas: ● Students are supplied with snacks and breakfast foods to receiving support and entitled
● Nurture promote a 'healthy start' and readiness to learn. benefits.
● Attendance and ● Establish a partnership with the local Citizens Advice to
Engagement support families across our community.
● Family learning
● ASN
Embedding the principles of
UNCRC and The Promise.Links to Lead Person(s) Expected measurable
Priority Key Actions
HGIOS4? Timescale
outcomes for learners
Links to WTA
4.1 Improve Senior Phase QI 2.6 Review and update our Curriculum Rationale and A Mitchell (DHT) - ● Increased staff awareness and
progression pathways to QI 2.7 Programmes to reflect our current and expected school ongoing and by June confidence with delivering aspects
increase positive destinations, QI 3.2 context 2023 (implementation of the CES through the
including for young people QI 3.3 ● Evaluate and review current curriculum, with a focus on during academic session curriculum, enhancing learner
the S3 experience, to better meet the needs of learners understanding of career pathways
with ASN and who are care 2024)
● Development of curricular opportunities that support and routes beyond school
experienced partnership working and flexible learner journeys,
Calendar of DYW focus ● Connections Conferences
including new opportunities with the BGE curriculum
4.2 Prepare children and young weeks increased for more young people
● Embed Career Education Standard (CES) across
people for the world of work: curricular areas including a review of our Connections and industry links increased
and Personal Support programmes Whole staff sessions - ● Established MWOW
a) carry out an audit of career ● Extend capacity for Senior Phase students to engage in raising awareness of CES Ambassadors group to support
education standards 3-18 and wider achievement opportunities (by December 2021and DYW agenda
embed them within learning ● Audit our policies and practices to ensure the June 2021 one other before ● Revised curriculum with relevant
and teaching across all levels in OECD is fully reflected in our strategic planning Summer) and creative pathways for
our schools, in partnership ● Explore possible factors that result in a disproportionate students, extending partnerships
with stakeholders in order to number of our leavers entering Employment and not
provide pathways for learners with DYW and Edinburgh
Further Education; analysis of the quality of employment College
that best support the ● Work within the Digital Strategic Board structure to
realisation of young peoples’ establish a strategic plan to improve digital learning ● Students to share good practices
future aspirations pathways for our students; including the return of at local and national level
Computing to the S2 experience from Session 2022-2023 ● Increased positive destinations for
young people
1.3 Identify and reduce the QI 2.4 Identify and implement targeted interventions to address Caroline Brown DHT ● Improved attainment, reporting
attainment gap between the Covid-19 'learning loss' and ensure improved attainment and feedback, self-confidence and
QI 3.2 positive outcomes for vulnerable and/or underperforming Covid-19 Development relationships.
most and least deprived
children, including ASN and groups Post holder ● Reduced concerns and referrals.
care-experienced children ● Effective use of data to identify young people who would ● Enhanced student attitudes to
benefit from additional literacy, numeracy and wellbeing Staff Attainment learning.
interventions. Champions ● Effective individual support
● Assign 'Attainment Champions' to targeted students to established for identified young
improve attainment and the student experience. By June 2022 people.
● Identified Vulnerable Young People are provided with
additional dedicated support to improve attainment and
ensure that individuals receive appropriate interventions.Links to Lead Person(s) Expected measurable
Priority Key Actions
HGIOS4? Timescale
outcomes for learners
Links to WTA
3.1 Develop a quality QI 1.1 Continue to develop leadership at all levels to empower our Campbell Hornell, HT ● Extend student leadership
improvement framework to school community to secure continuous improvement. opportunities
support ELC and schools to QI 1.2 ● Work with Osiris Education and 13 Curricular PTs on by February 2022
achieve Good or better in ● Students to share good practices
EtLoL programme
inspection QIs through: QI 1.3 ● Develop the concept of ‘Leading Well’ CLPL sessions for at local and national level
by Easter 2022
our staff
a) empowering leaders at all levels,
● Extend leadership opportunities for our students; by end of September
leading to an empowered system
through membership at ELT and school improvement 2021
working groups
b) improving quality of leadership
● Revisit practices associated with our school and by October 2021
at all levels, including leadership of
departmental QI practices within the context of our PT
learning Quality Improvement role implications for SAT;
c) delivering a minimum data set and PT/ELT meeting
and supporting data literacy to time
improve self-evaluation
d) developing a Parental
Engagement Strategy3. ASG Plan
Priority QI Priority Expected outcomes for learners which are measurable or observable
No.
1 2.3 Create a shared understanding of Numeracy expectations across the Implementation of a wide range of creative approaches and strategies used to
Lasswade ASG by developing a shared Numeracy Transition paper. Use increase student progress and confidence, enhance staff skill sets, improve student
consistent and innovative approaches to the learning and teaching of engagement and provide the appropriate support and challenge for all students.
Numeracy to improve engagement, confidence and progress.
Tasks to achieve priority Timescale Those involved – Resources and staff development
and checkpoints including partners
1. Numeracy Development Officer (3 days/week Principal Teacher June 2021 - ASG Head ● The ASG will fund this post 3 days per week.
role) June 2022 Teachers ● ASG funding to be split: 50% from LHS,
Amendments to current Development Officer remit: Lasswade HS Maths remainder pro rata per Primary School.
● Data collection and analysis across the ASG. Faculty ● Supporting the continued development of
● ASG Staff Professional Development Programme. ASG Primary creative, effective and sustainable learning and
● ASG Numeracy calendar for equitable access to Teachers teaching of Numeracy.
support and to drive Quality Improvement. ELC Nurseries ● Access to the Lasswade Locality shared drive.
● ASG Numeracy Transition Paper.
● Leadership of Numeracy Subgroup.
2. SEAL Refresher & Recovery Programme Rollout August 2021 C.Hadden ● Cover and/or DAT/In-Set time.
● School and nursery SEAL refresher with ASG staff (in groups or F.Sands ● Agreed dates for meetings/visits added to C.Hadden’s
virtual refresher), if required. Special consideration given to new ASG Numeracy Numeracy calendar.
staff and NQTs. Coordinators ● Agreement of digital platform, if training is
● Audit of SEAL pedagogy and programmes in each ASG school. ASG Primary Schools virtual.
ELC Nurseries
3. ASG Numeracy Transition Paper September 2021 C.Hadden ● Access to P5-P7 Numeracy plans for all ASG
● Clear aims and objectives for upper Primary years (P5-P7) to act F.Sands Primary Schools.
as a consistent pedagogy planner for all ASG staff. ASG Staff Subgroup: ● Digital/in person meetings with the Literacy
● Expectations for the P7 to S1 transition period are clearly Numeracy Coordinators subgroup.
identified and timescales are added to ASG school calendars. Champions/ ● Cover and/or time for C.Hadden and F.Sands
● Consistent approach to tracking young people’s progress Numeracy to draft, share and amend the ASG Numeracy
between P5-P7 to determine a common understanding of Coordinators paper.
achievement of a level.
4. ELC Nurseries December 2021 C.Hadden ● Implementation of Numeracy Pathways resources.
● Supportive approaches to ELC Numeracy and staff Primary HTs ● Collaboration with the Literacy Development Officer
judgements to assess children’s progress. C.Fergusson post holder.
● Developing a Numeracy rich environment in playrooms. Midlothian Early ● Time with ELC Nursery staff.
Years Team5. Relationships & Assessment November/ F.Sands ● LHS staff cover/time to visit ASG
● Maths Faculty arrange visits to P7 classes 1 or 2 times during the December 2021 C.Hadden Primary Schools.
session to build relationships, encourage engagement with and/or LHS Maths Faculty ● Time for LHS Maths faculty staff to lead
Numeracy, team-teach with P7 teachers. April/May 2022 P7 Teachers supportive after school sessions with P7
● ASG Primary and Secondary Twilight sessions to support and Primary HTs teachers.
challenge 2nd and 3rd level students. C.Brown
● Communicate and calendar ‘Numeracy Challenges’ across the
session for 2nd/3rd level students.
● ASG approach to standardised assessments in P7, using GL
assessments, for Literacy and Numeracy. Assessments to take
place in mid/late May, ahead of P7 transition and final class lists.
Evidence of Impact on Learners – How Do We Know?
ASG Numeracy Subgroup and Development Officer evaluation of impact via detailed report to ASG schools on:
● ELC
● Primary
● SecondaryPriority QI Priority Expected outcomes for learners which are measurable or observable
No.
2 2.3 Create a shared understanding of Literacy expectations across the Lasswade Implementation of a wide range of creative approaches and strategies used to
ASG by developing a shared Literacy Transition paper. Use consistent and increase student progress, build staff confidence, improve student engagement and
innovative approaches to the learning and teaching of Literacy to improve provide the appropriate support and challenge for all students.
engagement, confidence and progress.
Tasks to achieve priority Timescale Those involved – Resources and staff
and checkpoints including partners development
1. Literacy Development Officer (3 days/week Principal Teacher June 2021 - ASG Head ● The ASG will fund this post for 2 days per week
role) June 2022 Teachers (days TBC).
New Development Officer remit: Lasswade HS ● ASG funding to be split: 50% from LHS,
● Skills (talking/listening, reading/writing) data collection and English Faculty remainder pro rata per Primary School.
analysis across the ASG, with particular focus on ELC nurseries ASG Primary ● Supporting the development of creative,
and P1-P3 and P7 transition. Teachers effective and sustainable learning and teaching of
● ASG Staff Professional Development Programme including team- ELC Nurseries Literacy.
teaching. ● Training programme for ‘S6 Literacy Buddies’,
● Training for ‘S6 Literacy Buddies’ to develop their skills and including: dates, locations, targets, expectations,
leadership capacity - social development, vocabulary building, communication.
paired reading etc. ● Access to the Lasswade Locality shared drive.
● ASG Literacy calendar - equity of access and transparency of
support.
● ASG Literacy Transition Paper.
2. Collaboration Ongoing 2021-2022 Development ● Dedicated time with A.Rankine and Literacy
● Development Officer post holder to work closely with PTC Officer post holder Coordinators subgroup.
English Annie Rankine (QAMSO, Network Lead, Literacy A.Rankine ● Staff CLPL development time.
Champion, intervention lead). ASG Primary ● Cover and/or DAT/In-Set time for moderation
● Development Officer leadership of ASG Literacy, Teachers activities.
communication with LHS and the creation of a subgroup of ELC Nurseries ● Rubrics based on CfE experiences and outcomes for
Literacy levels.
Literacy Coordinators from each ASG school.
● Determine a common understanding of achievement of a level
through collaborative moderation and rubrics.
● Provide appropriate support and challenge for 2nd and 3rd level
students.3. ASG Literacy Transition Paper September 2021 Development ● Access to P1-P3 Literacy plans for all ASG
● Clear aims and objectives for ELC, lower Primary years (P1-P3) Officer post holder Primary Schools.
and P7 transition to act as consistent guidance for all ASG staff. A.Rankine ● Digital/in person meetings with the Literacy
● Expectations for the P7 to S1 transition period are clearly ASG Staff Subgroup: Coordinators subgroup.
identified and timescales are added to ASG school calendars. Literacy ● Cover and/or time for Development Post
Champions/ holder and subgroup (A.Rankine support) to
Literacy draft, share and amend the ASG Numeracy
Coordinators paper.
4. ELC Nurseries Ongoing 2021-2022 Development ● Implementation of Literacy Pathways resources.
● Supportive approaches to ELC Literacy and staff Officer post holder ● Collaboration with the Literacy Development Officer
judgements to assess children’s progress. Primary HTs post holder.
● Developing a Literacy rich environment in playrooms. C.Fergusson ● Time with ELC Nursery staff.
Midlothian Early
Years Team
Evidence of Impact on Learners – How Do We Know?
ASG Literacy Subgroup and Development Officer evaluation of impact via detailed report to ASG schools on:
● ELC
● Primary
● SecondaryPriority QI Priority Expected outcomes for learners which are measurable or observable
No.
3 3.1 Review all supports available across the ASG in order to proactively create a An ASG wellbeing ‘mission statement’, agreed purpose and set of principles, using
clear and consistent range of shared approaches available to students and stakeholder voice, with a clear commitment to meeting students’ needs and supporting
families. families.
Clear overview of the range of supports available to young people so that needs are
met.
Tasks to achieve priority Timescale Those involved – Resources and staff
and checkpoints including partners development
1. Wellbeing Coordinator June 2021 - S.Fleming ● The ASG will fund this post on a full-time
New Wellbeing Coordinator remit: June 2022 C.Hornell basis.
● Stakeholder voice and experiences to identify barriers. J.Allison ● ASG funding to be split: 50% from LHS,
● Data collection and analysis across the ASG to understand Primary HTs remainder pro rata per Primary School
resources, interventions and contacts available. S.Yule (equivalent of 2 NQT posts).
● Future recommendations to best meet the needs of young people. ● Access to the Lasswade Locality shared
● Consideration of resource sharing approaches. drive.
● Staff professional learning by developing a ‘learning together’ ● Cover/time for required training.
approach.
2. Collaboration Ongoing S.Fleming ● Dedicated time with individual ASG Head
● Wellbeing post holder to work closely with C.Hornell, J.Allison, C.Hornell Teachers and S.Yule.
Primary HTs and S.Yule to evaluate all areas of wellbeing in use/on J.Allison ● Wellbeing as a standing agenda item at ASG
offer across the Lasswade ASG. Primary HTs meetings.
● Establish ongoing communication with Children & Families, S.Yule ● Regular contact with J.Allison (ASN Review
Schools Group Manager, ASN Review Group etc. Children & Families Group developments).
● Build on Family Learning approaches to strengthen relationships ASN Review Group ● Corporate MGFL email account.
and offer support. C.Brown ● Collaboration with C.Brown to develop Family
A.MacDonald CLL Learning and communication strategy.
3. Strategic Plan January 2022 - S.Fleming ● Access to the ASN Review Group
● Three-year strategic plan, from 2022/2023 (including SMART ongoing C.Hornell findings/paper via J.Allison.
targets) using universal/staged/targeted interventions. J.Allison ● Access to ASG CLPL events.
● Year 1 recommendations for immediate action i.e. staff CLPL Primary HTs
requirements. S.Yule
● Outline an ASG calendar for 2021-2022 and beyond.
Evidence of Impact on Learners – How Do We Know?Wellbeing Coordinator evaluation of impact via detailed report to ASG schools on:
● ELC
● Primary
● Secondary
4. Digital Literacy ‘MidDigiProject’: 1:1 Device Rollout
● ASG to re-evaluate 1:1 devices and ‘MidDigiProject’ in January 2022.
● Student collaboration and improved pedagogy through IT.
● FACE-D agenda.4. PEF Plan
PEF Issues Key: Cost of the School Day Attainment Wellbeing Mentoring Community & Culture
Gap Measures Lead Staff Member
Provide details What data will you use to Who has Details of Intervention
Outcome Statement
of the gap you determine whether responsibility for this What are you going to do to achieve the Cost
What do you hope to achieve?
want to improvement is taking element of your PEF outcome?
address. place? plan?
Financial and Remove curricular for Engagement: attendance Michael Stanton 1. Communication Strategy: £15,000.00
curricular targeted students and data. Carol Wilkinson Payment (Parent Pay) and communication
support for families. Enjoyment: DREAM Jayne Ross (OTB email letters) with families.
students and Encourage greater subject analysis. Clear, effective and non-judgemental.
Hana Petrie
families affected participation. Progression: S3-S6 subject 2. Student Support:
by poverty. Amanda Montague
Improve progression from uptake of students. Student Support
Identify additional students/families who are:
BGE to Senior Phase in Affected by COVID-19.
faculty areas. SIMD 1-3/FSM/YC/Care
Experienced/families financially affected by
COVID-19.
3. Curricular Funding:
Home Economics and Creative Design
faculties.
Financially Remove financial barriers for Attendance: at Student Support 1. Communication: £2,000.00
supporting targeted families. clubs/activities. Sarah McKay Promote student physical wellbeing and the
disadvantaged Encourage students to take Attitudes: student Judith Clyne removal of financial barriers for students.
students to part in clubs and sporting voice/feedback. Contact targeted families directly.
Attainment
improve their activities. 2. Observation:
Champions
physical Staff awareness of support available to
wellbeing. identify and encourage students.
Coaches and leaders actively encourage
identified students to participate.
Annual calendar A whole school expenses Engagement: families and Faculty Teams 1. Calendar Development (Aug-Dec 2021): £3,000.00
of events, trips calendar to support families students able to take part Admin Team In light of COVID-19, staff communication
and expenses for with financial planning. in experiences. Student Support to re-think student trips, events and
parents/carers Reduced financial burden on Relationships: open experiences (minimise overall costs, reduce
Michael Stanton
for each year disadvantaged families. communication and volume of costly trips, and investigate
group. Caroline Brown
mutual trust with families. financial supports available).
Staff communication regarding dates, times
and expenses for each experience.
2. Communication: Whole school calendar shared with families
in Jan 2022 for the remainder of the session.
Caveat added to calendar and all
information letters to families about
financial support available.
3. Development:
Jan-May 2022, develop a full financial
calendar ahead of session 2022-2023 and
share it with families ahead of the summer
holidays.
Closely monitor Established staff team of Attainment: alert reports, Attainment 1. Identification & Monitoring: £12,000.00
and close the ‘attainment champions’ for full reports, OTB referrals Champions Flag all of our identified students on OTB
poverty related targeted students. and teacher concerns. Student Support for staff awareness.
attainment gap Improved attainment in Engagement: attitudes Michael Stanton Monitor each students during each stage of
for identified curricular areas. towards learning and reporting/as concerns arise.
Caroline Brown
students. Insight benchmark in line relationships with others. 2. Supports & Interventions:
with virtual comparator. National Qualifications: During targeted OTB intervention meetings
Improved and consistent final assessment results offer additional supports to students such
attendance. for Senior Phase and CfE as:
levels for BGE. o Learning materials
o Clothing
o Mentoring
o Tutoring (if available)
o Additional teacher/student
meetings
o Consider individual supports as
required
3. Communication & Relationships
Clear target setting shared with students and
families.
Consistent approach to mentoring and
providing ongoing support to students.
Broad range of Improved student confidence Engagement: Attendance Ant Mayer 1. Management: £19,260.00
outdoor learning and enthusiasm for learning. data. Sean Fallon Comprehensive timetables for staff
experiences to Valuable experience and Enjoyment: DREAM Bob Ellis involved.
build confidence, qualification for all students. analysis. Line manager allocation and support to staff
LHS Duke of
improve Student development of life Attitudes: Observations group.
Edinburgh Staff
attainment and skills and a readiness to of engagement and Duke of Edinburgh staff coordinator.
prepare students Sarah Fleming
progress. cooperation in activities. Caroline Brown 2. Courses:
for the Senior
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