Background

Whitehills School (Primary), Macduff School (Primary) and Banff Academy are involving pupils in shaping school improvement. They want to understand the experiences of learners across all demographic groups. 

Schools have developed a culture of self-evaluation that prioritises learner participation and leadership. This forms the basis for identifying areas for improvement. 

Rationale

Learner feedback is a critical benchmark for assessing areas for improvement. Schools made changes through constructive dialogue with learners. 

Attainment Scotland Funding 

Strategic Equity Funding and Pupil Equity Funding: under £5,000 

What the schools did

A survey was used to gather the transition experiences of pupils moving from primary to secondary. To gain insight, S2, S3 and S4 pupils were interviewed in focus groups. 

The survey highlighted where student involvement is most critical for effective change. This data allows them to: 

• capture the perspectives of learners across demographic groups 
• identify areas for improvement based on learners' experiences 
• empower learners to contribute to the self-evaluation process 
• analyse learner feedback to guide adjustments in policy and practice 
• address social inequalities through a data-driven approach 

Supporting transition

Schools analysed the importance of primary school preparation. They examined the perceived effectiveness of learning and teaching experiences. This helped them to understand how these affected preparation for secondary school. 

They also considered the impact of the COVID-19 pandemic on learning and achievement. Attention was paid to examples of those who had experienced disruption during their transition. 

A data-driven approach helped practitioners understand the factors that influence successful transitions. This is improving practice within primary schools. It is helping children to prepare for their next stage of learning. 

Impact 

A data-driven approach has ensured that schools can address localised social inequalities. Data also enables practitioners to identify areas of success and  target areas for improvement.

Participating schools analysed the data to understand the influence of the learning environment. This helps identify what works best for learners in the local context. 

Data from the project helps schools explore the links between transition experiences and: 

• socio-economic background 
• eligibility for free school meals 
• previous school location (rural or urban) 

Schools are also assessing the impact of exclusion and distance learning and exploring the links between academic progress and wellbeing.