Oban High School
Argyll and Bute Council · 11 June 2025
Back to Oban Lorn & The Isles Area Committee — 11 June 2025 and its agenda
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ARGYLL AND BUTE COUNCIL SECONDARY SCHOOL ATTAINMENT REPORT AREA COMMITTEE SCHOOL BADGE Oban High School
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11th June 2025 School information/school context – include SIMD etc. At Oban High School we seek to embrace the rich heritage and culture of the area whilst promoting a progressive, inclusive and holistic approach to education. Our vision and values permeate every aspect of school life. The school has 19 partner primary schools and has one of the largest geographical catchment areas in Scotland, catering for pupils from remote rural and island areas and large numbers of urban pupils. The pupils from nine islands stay in the school hostel throughout the school terms. Our catchment contains areas of deprivation between Decile 1 through to Decile 9 of the Scottish Index of Multiple Deprivation. Approximately 41% of our pupils have additional support needs. To ensure a fully inclusive pastoral support structure, we have merged our severe and complex needs facility with both behaviour and learning support departments and inter-linked these across a full time Guidance structure. Our Clan System is central to our vision and values and was highly praised by the HMIe. The core purpose of the clan system is to promote the concept of “family” and supporting each other; though competitive spirit also remains prominent as shown in our annual Highland Games and clan competitions throughout the year. Our pastoral support is also structured around the clans, with pupils coming together in assemblies and in tutor classes in clans. The assemblies are led by pupil Clan leaders, thus allowing them valuable leadership experience. We seek to use every opportunity to provide wider opportunities for our pupils, in and out of lessons. We celebrate staff collegiality and embrace a talent management philosophy through a number of opportunities to develop staff leadership. All staff are expected to lead some aspect of whole school improvement and development. In order to provide the necessary qualifications, skills and experiences to equip our youngsters for life and work after school, we deliberately provide one of the broadest curriculums in Scotland. It is a policy which ensures a very high level of positive destinations for our pupils. In addition to this broad curriculum, we also deliver online lessons to pupils in our sister school, Tiree High school. This ensures that pupils in Tiree have access to a wider pool of subjects and improved future pathways. This has been very successful and last session all Tiree pupils with VC lessons delivered by Oban High School passed their course. We have a good and developing record in promoting and celebrating wider achievement as evidenced by the number of pupils that take part in a very wide range of activities in and beyond school, many of which are recognised by certification (e.g. Mental Health and Wellbeing Award, Leadership, Duke of Edinburgh).
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Our young people make an impressive contribution to the wider life of the school community and are encouraged to take on leadership roles throughout the school. Leadership activities include involvement in the Senior Pupil Leadership Team (SPLT) in leading Clan Assemblies; leading the Pupil Parliament; running charity events; school events and representing the school at civic events both locally and nationally. The pupils were and continue to be co-authors of our curriculum. The SPLT lead groups of prefects on a weekly basis but also co-opt other pupils from across the school on an on-going basis. Wider achievement is also a key element in the senior phase of our curriculum with an extensive range or vocational opportunities being provided through our well established “Pathways Programme”. This Programme, which Education Scotland uses as a model of good practice, is delivered in partnership with a wide variety of local businesses and partner Primary schools allowing senior pupils the opportunity to gain valuable experience on a weekly basis in a profession or industry that they wish to pursue after leaving school. We have three “Schools” within Oban High which provide a higher and more specialist level of education in particular fields as well as providing greater breadth and opportunity across both the junior and senior curriculum. We believe all three “Schools” have a positive impact on future career progression; talent development, attainment, attendance, confidence and discipline. Working in partnership with the Scottish Rugby Union, our School of Rugby curricular programme is centred on the development of the whole child. The sport lends itself to developing leadership, fitness, responsibility, discipline, respect and sportsmanship. It also provides an opportunity for our students to excel in the sport whilst providing a pathway to represent the school, community, region and their country. We have also introduced our School of Shinty which has the same aims as our School of Rugby. Our School of Traditional Music utilises the experience and skills of nationally and inter-nationally renowned musicians to mentor, support and nurture the talents of our pupils who have a passion for traditional Scottish music. It provides our youngsters with the opportunity to develop their talents, both in terms of their instrument and in concert performances, to the point where they can either choose a career as professional musicians directly after school. Working in partnership with local dance tutors, our School of Dance gives pupils an opportunity to receive specialist dance tuition within the curriculum. The provision has had a positive impact on pupils' broader school life. Pupils themselves have spoken about it improving their confidence and having great pride in being part of Oban High School. Feeling valued and building strong relationships with staff and peers has really helped our pupils develop a positive attitude to school in general. Our annual dance show was incredibly well attended this year too, and was an excellent opportunity to showcase the pupils’ skill. In addition to securing pupils a wide range of academic and vocational qualifications, we are also committed to providing effective and timely support to ensure that our pupils leave Oban High School with a positive destination. This is evidenced through our positive destination figures which have been consistently above the national and local authority averages in each of the last 5 years. We also have a successful record when it comes to ensuring pupils secure a university place with typically between 30-35% doing so. Although our figures for pupils moving onto
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further education is below the national average this can often be due to our rural nature and is offset by the extremely high employment rate we have with 35-40% of pupils going straight into work compared with the national average of around 20% for the last 5 years. A wide range of vocational work based learning is undertaken in Oban High School, which is provided by 95 different employers, giving pupils the opportunity to select placements which they find relevant. Work experience is also used to personalise the timetables of pupils who are experiencing significant problems in engaging with mainstream education. Last session we continued to deliver Foundation Apprenticeships in Business Skills, Engineering, Construction and Hospitality which have all proved to be very successful. These qualifications can be up to the equivalent of two Highers, with work experience and theoretical work taking place hand in hand in an effort to bridge the gap between education and employment.
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Section 1 S3 ACEL Attainment in Literacy and Numeracy School Level % Achieved Reading Writing L&T Literacy Numeracy Oban High School Third Level or better 88.0 87.0 88.5 86.5 90 Argyll & Bute Third Level or better 91.9 87.5 89.8 86.3 92.1 Oban High School Fourth Level 79.5 78.5 80.5 77.5 81.0 Argyll & Bute Fourth Level 67.2 65.6 69.6 64.1 64.4 S3 ACEL – Gaelic (if applicable)
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School Level % Achieved Gaelic Reading Gaelic Writing Gaelic L&T Oban High School Third Level or better 100 100 100 Oban High School Fourth Level 45.5 36.4 45.5 Evaluative Comment – Areas of Strength in BGE Attainment: Attainment at Fourth Level across all areas of Literacy and Numeracy has improved significantly across all measures and is much higher than Argyll and Bute averages. In particular, pupils in Quintile 1 have performed very well will 100% attainment at Level 4 across all measures. These pupils were an identified target group supported by staff to achieve their potential. Evaluative Comment – Areas for Development in BGE Attainment: Attainment at Third level is either equal to or just below Argyll and Bute averages. We must put more interventions in place in order to gather evidence from these learners to ensure they attain Level 3 or better by the end of S3. Strategies include Fresh Start, SEAL, better tracking and monitoring of BGE to identify these pupils earlier and put appropriate individualised curriculums in place to ensure progression and evidence gathering. Staff in The Bridge will complete Literacy and Numeracy assessments with pupils in S3. Our SIP has identified adaptive teaching as a priority for this session and CLPL sessions will support pupils to achieve their potential. There is also a focus on improving the classroom environment to support non/low attenders back into the classroom.
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Section 2 National Qualifications 2024 – Percentage of Awards – A-C and A-D
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Evaluative Comment – Areas of Strength
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We continue to follow a positive presentation policy deliberately ensuring that as many pupils as possible are presented for as many courses/levels as possible. This ensures the number of pupils passing can rise but does have the effect of reducing the percentage pass rate from those we have taken a chance on. We will not raise the percentage pass rate merely by withdrawing borderline pupils. Presentation rates for S4 N5 and S5 Higher are above A &B rates and very much reflect this positive presentation policy. For S5 N5 and S6 Higher, we have a number of alternative courses including NPAs and FAs, this of course has reduced our NQ presentation rates in these cohorts but represents a better pathway for these pupils. National 5 - Overall pass rates have improved from last session by 4%. S4 A-D pass rate continues to be strong. The performance of S5 pupils sitting National 5 has improved from last session by 22%. This is mainly due to better coursing and alternative curriculum pathways such as NPAs for this cohort. Higher – Pass rates at A to C is slightly down on last year but still higher than the 2018-19 comparison. The number of A passes has increased and this was a particular focus of last session’s attainment meetings with departments. Advanced Higher – Overall passes at A to C are down from last session by 11%. This was a focus for attainment meetings/strategies this session. Evaluative Comment – Areas for Development Focus on ensuring pupils are coursed appropriately into Advanced Higher courses and continue to develop our curriculum based on local context and pupil need. We are currently developing Creative Industries across the school as the next step in widening our curriculum offer. Section 3 Insight Data
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What is Insight Scotland? Insight is a professional tool, aimed at teachers and other staff. It is used to help secondary schools and local authorities identify areas of success and where improvements can be made for pupils in the senior phase. The dashboard has four measures: • Improving Attainment in Literacy and Numeracy (presented below as separate Literacy and Numeracy graphs) • Increasing Post-School Participation • Improving Attainment for All • Attainment Versus Deprivation The school’s data below is compared to what is termed The Virtual Comparator. The virtual comparator consists of a sample group of school leavers from schools in other local authorities who have similar characteristics to the school leavers from the school in question. This allows the most accurate and meaningful comparison of attainment data. 3a Improving Attainment in Literacy and Numeracy
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Evaluative Comment – Areas of Strength Attainment in Literacy at Level 4 and Level 5 continues to be strong and is equal to or just under the virtual comparator. Our English Department has also introduced a Level 6 Communication and Literature course in order to provide a better pathway for learners to achieve Level 6 Literacy. Evaluative Comment – Areas for Development Attainment in Level 5 Numeracy has fallen below the virtual comparator. We need to ensure learners are on the correct Level 5 pathway. More pupils should be sitting Applications of Maths with Numeracy 5.
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3b Increased post-school participation
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Evaluative Comment – Areas of Strength 95.3% of pupils who left Oban High School last session achieved a positive destination. This figure is equal to national and authority figures
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Evaluative Comment – Areas for Development Continue to support our pupils into positive destinations and take account of our local context where 39% of our leavers went straight into employment. This is much higher than the National figure which is 23% and 17% more than our virtual comparator. This is why we continue to develop vocational, skills based courses that give our pupils the skills they need for the local employment market such as FAs in Construction and Hospitality. 3c Improving attainment for all
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Evaluative Comment – Areas of Strength Our most able pupils and the middle 60% achieved more qualifications than all the comparators. Our highest 20% gained 189 more tariff points than our virtual comparator and 207 points more than the national figure. Our middle 60% gained 84 more tariff points than our virtual comparator and 121 points more than the national figure. Evaluative Comment – Areas for Development Our lowest 20% gained 36 tariff points less than our virtual comparator. This is an area for improvement, we need to ensure that our least able pupils are supported to achieve more qualifications. Attendance for this group of pupils must improve in order for them to achieve their potential. We have recently appointed a PT Raising Attainment in order to work with this cohort and improve attendance and attainment.
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3d Attainment versus Deprivation
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Evaluative Comment – Areas of Strength Performance at SIMD 1, 5, 6, 7 and 8 is very strong and above the Virtual Comparator. We have successfully implemented strategies to support pupils to achieve to their potential. Evaluative Comment – Areas for Development Attainment at SIMD 4 is just below the Virtual Comparator and this is a target for improvement. Often in rural areas poverty can be hidden as the Deprivation Deciles do not accurately reflect the deprivation in some areas. For example Taynuilt, Kilmelford and Dunbeg all have families living in poverty and therefore pupils require more support in order to achieve their potential.
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Section 4 Wider Achievement Qualifications National Certificates; Higher National Certificates; Scottish Vocational Qualifications; National Progression Awards; Skills for Work qualifications; Foundation Apprenticeships; Scottish Baccalaureate Overall evaluative comment/narrative on Wider Achievement Qualifications in your school: This is an area of strength with the delivery of Foundation Apprenticeships in Engineering, Business and I.T, Construction and Hospitality - 57 pupils gained these awards last session. Level 6 NPAs are delivered in Exercise and Fitness, Communication and Sports Development - 45 pupils gained these awards last session. Scottish Studies is also delivered with 61 National 5 Awards and 1 Higher pass achieved last session. Mental Health and Wellbeing Level 5 is delivered in S5. There were 50 passes last session. Leadership Level 6 is delivered in S6. There were 62 passes last session. We also piloted the Powering Futures award in S6 and 4 pupils passed this. This has now become part of our core wider achievement offer for S6 pupils with 28 pupils set to achieve this in the current session. Our wider achievement qualifications continue to add to the experiences and qualifications our pupils gain in Oban High School
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Section 5 Equity and Attainment – Evaluation of Key Factors Factor in attainment Attendance School Ave. Att. 23-24: 84.9% (87.3% in Argyll and Bute) Persistent Absence: 55% (45% in Argyll and Bute) This figure is disappointing and represents a 1.8% decrease from last session. There continues to be issues with pupils not engaging in education due to anxiety, mental health and lack of parental support. We have a number of strategies in place to try to improve these figures including: • Appointment of PT Raising Attainment • Addressing Non Attendance interventions • Facilitate closer working with external agencies • Child Plans • Pastoral Team focus on attendance tracking and monitoring and using Maximising Attendance policy for early interventions. • Use Harbour/Bridge facility to improve attendance amongst disengaged learners. • Safeguarding check at front of the school to prevent truancy and pupils leaving the building during the school day.
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• FLOs to visit families/pupils Exclusion No. of Exclusion Incidents 23-24: 27 No. of Exclusion Openings 23-24: 65 Rate per 1000 pupils: 26.8 (18.5 in Argyll and Bute) This is slightly less than last session but reflects the very challenging behaviour from a small minority of pupils, particularly girls. We will continue to foster good relationships and put early interventions and appropriate support in place Additional Support Needs Census 2023: 41% (40% in Argyll and Bute) This is a very high proportion of our pupils with ASN needs. Our PT Support and colleagues have a very clear pathway to follow to identify and evidence the supports required by individual pupils with ASN throughout the whole year for assessment purposes. Training for ASN assistants is a priority. SIMD Census 2023: Quintile 1 = 2.4% (18% in Argyll and Bute) Analysis of data shows that attainment and attendance in Quintile 2 is of greatest concern. There is also some hidden poverty in Quintile 3 due to the rural setting. Whilst attainment versus deprivation data is improving we are targeting pupils in Quintile 2 and 3 for mentoring/support.
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Free School Meal Entitlement Census 2023: 13% (14% in Argyll and Bute) This is a 2% increase from last session. We will continue Breakfast Club for targeted pupils. Care Experienced (and previously Care Experienced) Census 2023: 3.3% (33 pupils) We will continue to work closely with the Virtual Head Teacher for Care Experienced pupils in order to ensure best possible outcomes for these pupils. The whole school is working towards the Keeping the Promise award and this should be achieved by the end of this session. Also, Individual targeting of pupils to assess progress and attainment and any risk of disengagement. Proactive strategies, working with partners when necessary. Use of outdoor learning, small groups, MCR Pathways, alternative curriculum to support these pupils. English as Additional Language Census 2023: 6.5% We continue to have a significant number of EAL pupils enrolling, particularly Ukranian refugees. Online sessions with EAL teacher are working well and having a significant impact on language skills. Also working on improving links with parents through after school sessions Other (give details)
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Pupil Equity Funding Impact of PEF on closing the attainment gap • Our Pupil Equity Fund (PEF) is directed towards young people in SIMD 1-3, those who receive free school meals, are care-experienced, refugees, or face significant barriers to learning due to mental health issues, Adverse Childhood Experiences (ACEs), and attendance challenges. This year, Family Liaison Officers have collaborated with PT Support to implement 19 interventions aimed at enhancing emotional regulation, self-esteem, resilience, friendships, numeracy, and literacy in our young people. • Family Liaison Officers have also worked closely with families and students, employing ANA strategies to support attendance. This support extends to primary students struggling with attendance, utilising the Harbour in their transition to secondary school. Additionally, a targeted Breakfast Club for S1 to S6 pupils, managed by our youth worker, provides a platform for early identification of learning barriers. • To boost attainment and adequately prepare students for exams, Live N-Learn delivered sessions to S4 and targeted some S6 pupils, and conducted a parental information session on growth mind-set and effective study skills. • The impact of these efforts is evident among our 166 PEF pupils, who have an average attendance rate of 83%, with only 5% having attendance below 50%. Furthermore, 45% of PEF-targeted pupils participate in extracurricular activities such as clubs, school sports teams, or hold leadership positions. There have been four exclusions of PEF pupils throughout the academic year. Our students have reported that the Harbour is a quiet, safe space where they feel comfortable discussing any issues with staff.
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Section 6 Other information Link to Standards and Quality for June 2024 https://drive.google.com/file/d/1ZIL9OO_2ridohpbeAW0_64cgPGnkq3MT/view
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