Background

Fair Isle Primary is in Kirkcaldy in Fife. There are 362 pupils, split across 13 classes. There are currently 197 learners eligible to receive free school meals. This is approximately 55% of the total school roll.

Seventy-two percent of learners live in Scottish Index of Multiple Deprivation (SIMD) quintiles 1 to 3. Attendance for session 2022-23 was 88.51%. The school receives an annual Pupil Equity Funding (PEF) allocation of £215,600.

Attainment Scotland Funding

Attainment Scotland funding was not used for this improvement work. The school’s Pupil Equity Funding supports wider achievements. The total cost was under £5,000.

Rationale

In April 2016, the school became the first in the UK to achieve ‘Lighthouse certification’ through the 'Leader in Me' programme. Re-accreditation was successful in November 2022.

The senior leadership team was keen to identify the continued impact of this work. Focusing on outcomes for learners into secondary school and within the local community.

Information from parents and pupils suggested a lack of affordable opportunities within the area. Any opportunities either had a significant cost or involved travel.

To achieve equity for all pupils, a proportion of Pupil Equity Funding is available to enhance wider achievements. School staff plan activities run by Active Schools and local community-based arts and sports clubs. All teachers run a six week after-school club as part of the agreed collegiate calendar.

Promoting healthy lifestyles and wellbeing for children and their families is also a priority for the school.

Fair Isle Primary School case study

Within the school, the tracking of wider achievements is well-embedded. This ensures effective targeted support for identified individuals. All learners from P3 to P7 have opportunities to lead a school event. They can also take part in a range of wider achievement activities.

 A spreadsheet was created in partnership with the Active Schools co-ordinator and local high school staff. This showed the impact of promoting leadership skills and wider achievements. Data included all learners from S1 to S6 who had attended Fair Isle Primary School.

Following this, a series of focus groups were set up. This included a group for S1 to S3 pupils and another for S4 to S6 pupils.

Discussions focused on:

• wider achievement opportunities at Fair Isle Primary,
• further opportunities that could be provided by the school
• whether experiences offered gave children the confidence to join clubs at high school and within the local community
• achieving leadership opportunities at high school and in the local community
• participation within the local community
• developing leadership skills
• next steps for Fair Isle Primary School

Information gained from focus groups found that many young people build on skills they gained in primary school. Discussions confirmed that opportunities were limited by costs and location.

Questionnaires were sent to parents of current and former pupils. These confirmed similar opinions to those of former pupils.

Impact

All pupils from P 1 to P7 have an opportunity to develop leadership skills and lead a school-based activity. School staff, pupils and families have a greater understanding of local opportunities.

The clubs offered meet pupil needs and have a positive impact on achievement at secondary school and within the local community. 

Leadership skills taught at Fair Isle Primary support pupils to further develop these at high school.

This ensures more wider achievement and leadership opportunities are on offer to pupils.

An increased number of clubs are supported by Active Schools and former pupils. This enables former pupils to develop leadership in sports skills, for example, in dance.

Tracking shows that the most pupils have a greater understanding of leadership skills. They have the confidence to use them in a variety of real-life situations. Pupils also have increased opportunities to develop communication and collaboration skills.

Accreditation as a ‘Lighthouse School’ supports the development and promotion of leadership skills. This contributes to the culture and ethos of the school.

The school is considering next steps and investigating the longer-term impact of the project. They are considering how the data system can be used to track attainment, achievement, and positive destinations.