Knox Academy School Improvement Plan 2020-2021
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Knox Academy
School Improvement Plan
2020-2021
School Context, Aims, Values Knox Academy is a comprehensive secondary school situated in the town of Haddington. It currently has 753 pupils at the school and is set to grow significantly in pupil number over the next five years to embrace those young people moving into the town. Meadowpark, a provision for young people with Additional Support Needs, is an integral part of Knox Academy with many of the young people attending mainstream classes. Knox Academy is the associated secondary of Haddington Primary, St Mary’s RC Primary and Yester Primary School, Gifford. It also has a number of out of catchment pupils who elect to come to the school. Knox Academy’s school vision is, “Always to choose kindness and create a respectful environment where staff and pupils can inspire each other to achieve their goals and become life-long learners.” Our values are Ambition, Respect and Community and we aim to support all of our young people in developing the skills for life, learning and work through both our curricular opportunities. Knox Academy provides an enriching Broad General Education for our S1-S3 pupils, with some personalisation and choice available in S1/S2 and particularly in S3. In Senior Phase, S4-S6, we have a wide ranging curriculum to enable us to provide learner pathways that both interest and stimulate growth in all of our young people. Knox Academy has 96.3% of pupils leaving to positive destinations in employment, college and university.
Q1 1.3 Leadership of Change SLT Leads: SC and AC
NIF Priority
● Improvement in attainment, particularly in literacy and numeracy.
● Closing the attainment gap between the most and the least disadvantaged children.
● Improvement in children and young people’s health and wellbeing.
● Improvement in employability skills and sustained positive school leaver destinations for all young people.
Actions Drivers for improvement When/Who Tasks Evidence Impact
● To use the new SEEMIS AC/all teaching Staff trained in how to input Closed attainment gap in Greater course options
module to monitor and staff data and given practice time- ACEL data at the end of BGE available to all pupils at the
track BGE and Senior 5.5hrs allocated in WTA end of BGE
Phase pupils (with a focus Working Group to be set up Fewer learners with fewer
on filters) to support MTR to than 5 qualifications by
complement Blended point of exit
Learning Group – also to
focus on how to gather
assessment information at
senior phase
● To continue to embed Assemblies on vision and Faculty reviews and Continuing improvement in
our new school vision, SC/SLT/all values and a focus on walkthroughs whole school relationships -
teaching staff building resilience in pupils On-Call statistics at all levels
values (addition of
Values embedded in lessons Parental engagement around Reduction in referrals and
‘resilience’) and positive Parental work on supporting resilience ‘On-Calls’
relationships policy other parents on resilience Restorative conversations Staff, parents and pupils can
Teacher CLPL on resilience with pupils and links to talk openly about resilience
Pivotal training - restorative attendance statistics - whole Improved attendance at
practice school and individual classes school and in classes due to
strong, engaging
relationships● To improve literacy and CLs/Faculty CLs and teams identify e’s Improvement in ACEL at Greater course options
numeracy in S1-S6 Teams and o’s to focus on in S3 and in SQA attainment in available to all pupils at the
subjects and year groups S4/5/6 end of BGE with reduced
CLs Comms and Numeracy Subject use of need to know barriers to learning
track progress across all and understand ‘terms and
faculties and shadowing specific vocabulary’ for all Increase in those leaving
pupils learners - deep learning school with L4 and L5 L&N
CLs Comms and Numeracy Tracking/shadowing of
prepare electives for session pupils for L&N Raising attainment in L&N
21/22 for S1-S3 in literacy Planning for S1-S3 electives role of all staff - focus in all
and numeracy skills - for session 2021-22 in L&N learning and teaching - high
lifeskills based S1-S3 identified Es and Os profile
CES skills taught as integral
part of lesson - L&N
S5/6 OWA - extra L&N for
pupils not attaining L4
● To embed employability CLs and Team Social subjects run a CAT Increased use of My World Increase positive
skills in all lessons Social Subjects to session on CES and how of Work destinations
lead on (late used in lessons
2020/21) Pupil profiles Meaningful work experience
Consistent approach across tailored to individuals?
the school in use of CES in Pupils able to identify and
all classrooms articulate the skills they are Pupil profiles show
using and where they might progression S1-3 in terms of
be applicable post school. their understanding and
application of these skills
Faculty reviews and
walkthroughs Learners able to identify
their skillsPriority: QI 2.3 Learning, Teaching and Assessment SLT Leads: SC and AC
NIF Priorities
● Improvement in attainment, particularly in literacy and numeracy.
● Closing the attainment gap between the most and the least disadvantaged children.
Actions Drivers for improvement When/Who Tasks Evidence Impact
● To run CLPL training on SLT/Faculties lead CLPL Fewer teacher led lessons Improved learner
LIs/SCs, increasing pace SLT and Faculties sessions on aspects of during FR & Walkthrough experience
and challenge, plenaries, with expertise Effective Learning and
pupil led identified Teaching strategies Pupil Voice - Pupil learning Learners able to articulate
team/ HCF/ Pupil Leadership why they are learning
learning/cooperative
2021-22 team/ FR Focus Groups
learning Increase learner confidence
All staff engage with Teachers try out various Increased teacher
literature on these areas learning approaches in class confidence in trying out new
and discuss at Faculty and discuss these at faculty learning and teaching
Meetings meetings strategies - and taking risks
to improve learners’
experiences and outcomes
● To focus on formative SLT and Faculties All CLs and faculties engage Exam results analysis Improvement in attainment
assessment to improve with expertise with CLPL on Embedded
outcomes for all of our identified Assessment and lead CAT Faculty Reviews - Improvement in young
young people sessions (reference Dylan approaches evident in people being able to identify
Part of Blended Wiliam’s) classrooms with short cycle their own next steps
Learning and MTR feedback evident
working groups
Young people aware of
progress and next steps● To improve moderation Discussions and creation of Moderation policies in use Confidence from staff on
and assessment in all departmental/ faculty across the school ACEL data
subject areas and ensure SLT/CLs/ moderation policies
ACEL data is accurate in Teaching staff
Analysis and tracking of data Tracking of ACEL throughout Identify subjects/ individuals
all subjects to support
2021-22 at each reporting period BGE discussed at CL/SLT for interventions
coursing CL link meetings used to meetings throughout BGE and points
discuss of transition
PSL to identify individuals Interventions database Using ACEL data at point of
and coordinate transition to inform learning
interventions as appropriate (P7 onwards)
● To ensure that our SLT/CLs/ Working group to support High levels of engagement Pupils continue to make
approaches to blended Teaching staff (all blended learning in both in-school and effective progress in their
learning support all staff) approaches at whole school, remote learning learning
learners’ progressions faculty and departmental
Focus on first - levels Tracking reports reporting Engagement levels for
Post Covid-19 on progress and blended learning is high
Creative approaches to achievement
learning and engagement Relationships between staff
(e.g flipped learning) ACEL data and learners in positive and
pupils benefit from blended
Quality of work produced by learning approaches
pupilsPriority: QI 3.1 Ensuring wellbeing, equality and inclusion SLT Leads: SI and DR
NIF Priorities
● Closing the attainment gap between the most and the least disadvantaged children.
● Improvement in children and young people’s health and wellbeing.
● Improvement in employability skills and sustained positive school leaver destinations for all young people.
Actions Drivers for improvement When/Who Tasks Evidence Impact
● To implement the new Staff training to ensure Staff survey regarding use of Use of data to improve
Risk Matrix to maximise SI/PSLs/SLT/ universal understanding of Risk Matrix to inform targeted approaches to
attainment and all staff how to access data, and practice (June 2021). planning learning and
achievement from S1-S6 how best to use it. teaching i.e. more effective
Late session 20- inclusive practice.
21 and into 2021- Further ELC Training on Easily accessible pupil
22 GIRFEC - links to attainment information and staff views More effective identification
and achievement and on accessibility, usefulness of individuals to target for
universal support - all staff etc. intervention.
Creation of interface At risk pupil identified early Better informed and more
between Risk Matrix and in session and updated as consistent House
more detailed pupil data changes. monitoring.
information (streamlining).
House minutes showing
Development of procedure consistency of approach
to inform creation of ‘at risk’ across Houses.
pupils.
Development of a consistent
House monitoring system
using the Risk Matrix as the
main tool.● To accurately track S1-S3 AC/HMcB (PEF) All staff learn to use the Risk Improved attainment for all. Closed attainment gap-
BGE and identify those Focus on first - Matrix and this is used to check figures from insight
under-achieving (SIMD 1- Post Covid-19 identify those at risk and put Clear system in place for
3 and ASN focus) and put in identified and identification and effective
appropriate interventions intervention.
in place interventions
All staff able to articulate
who in their classes is at risk
of underachievement using
these measures.
● To closely monitor AC/DR/SI Use of Risk Matrix and other Increase in Complementary More pupils in lowest 20%
learner pathways of our data to identify these pupils Tariff score in S4 for lowest leave school with more
most vulnerable young at the earliest possible 20% (2018/19 = 61) and/or higher qualifications
people in S3 and S4 to stage.
inform accurate
Adaptation of PSL role to
pathways prioritise support to
improve attainment and
achievement.
Develop system to
coordinate the work of the
team looking at S1-3
underachievement and
ensure effective transition
to the senior phase.
● To ensure completion of AC/SI/DR/CLs/ Identify ‘at risk’ groups Close monitoring of ‘at risk’ Increase in number of
NQs (N4s) in S4 by those PSLs earlier using Risk Matrix and pupils through CL/SLT course awards in lowest
‘at risk’ other data. meetings and early 20%
interventions put in place
Strategy for achieving this
action an expectation of
each faculty and explicitly
outlined in improvement
plans.● To improve the quality of SI/PSLs Creation of streamlined Improved attainment for all.
information to staff to Focus on first - system for accessing High quality information
ensure high quality Post Covid-19 support using Risk Matrix available to all staff. Improved attainment for
universal support and Wellbeing spreadsheet. key groups.
Staff utilising the
Development of procedures information in the planning High levels of staff
to update pupil information of learning, teaching and confidence in meeting the
‘live’ when targets/plans are assessment. needs of all learners.
introduced or change.
Staff training and
engagement in new GIRFEC
framework, CIRCLE
framework and Inclusive
practice module.
● To continue to develop SI/PSLs and all ELC training on Enhanced sense of
nurture at the school Focus on first - implementation of new Staff are confident in wellbeing across the school
based on all staff using Post Covid-19 policy on nurture applying nurture principles community.
nurture principles in their context.
Working Group to be set up Pupils engaging positively in
to support Nurture and Pupil surveys report an all aspects of school life.
Health and Wellbeing at the increased sense of
school wellbeing. An ethos with tangible
emphasis on relationships.
Further develop three basis Increased number of pupils
(ARC) and identification of engaging in formal nurture
relevant and appropriate programmes.
interventions for pupils in
P7 onwards (and earlier)● Parent Council to work SC/PC Development of a Resilience Reduction in requests for Pupils are more able to
with other parent/carers ‘toolkit’ for pupils and support to deal with normal, manage everyday
on supporting their As part of Covid- parents/ carers - including in everyday challenges. challenges.
young person’s resilience 19 recovery plan partnership with Parent Young people reporting
Council sub-group. greater sense of wellbeing PS staff with more capacity
and capacity to manage to focus on significant issues
Relaunch of Home/School challenges. and improving attainment
communications policy. and achievement.
Improved attainment
Development of explicit Parents feeling more
resilience raising Improved attendance empowered to support their
programmes through PSB child with every day
and PSE. Reduced visits to medical challenges.
and other support staff.
Improved attainment
Reduced change of level
requests and increased Sustained positive
course completion rates. destinations, including
completion of degrees.
SEE survey results.
Pupils able to articulate the
Incidents of bullying strategies they use to
reduced, in particular cyber overcome obstacles
bullyingPriority: QI 3.2 Raising attainment and achievement SLT Leads: SC and DR
NIF Priorities
● Improvement in attainment, particularly in literacy and numeracy.
● Closing the attainment gap between the most and the least disadvantaged children.
● Improvement in employability skills and sustained positive school leaver destinations for all young people.
Actions Drivers for improvement When/Who Tasks Evidence Impact
● To increase accreditation To devise learner pathways Attainment data Improved attainment across
for all our young people DR/SLT/CLs to meet the needs of a all SIMDs and in particular
in S4-S6 range of learners at SQA and SIMD 1-4.
SCQF levels Learner pathway choices
Improved positive
To ensure accurate coursing destinations.
of pupils in to relevant and Improved recording and
appropriate challenging recognition of wider Increased stay on rates in
courses achievement. S5/6 as school is able better
meet the interests of moreTo ensure support for pupils young people
to complete courses to the
nest of their abilities
● To improve attendance in SI/PSLs Test of Change for targeted Improved attendance Improved attendance,
our most vulnerable Focus on first - individuals. attainment and
pupils through early Post Covid-19 Improved attainment. achievement within the
interventions targeted groups.
● To continue to embed SC/JM/all Database maintained for More young people receive Improved attainment and
our diligence awards to teaching staff staff entry twice yearly certificates with multiple achievement
recognise achievements mentions - monitored via
in application to learning This is further linked to data Young people feel valued
House points and parents/carers can also
Builds House ethos as points see the school values
Data is used to identify contribute to this commitment to learning
pupils with significant beyond high attainers
multiple mentions for June Pupils see value of being
awards evening rewarded for commitmentYou can also read
