Dunoon Grammar School
Argyll and Bute Council · 3 June 2025
Back to Bute and Cowal Area Committee — 3 June 2025 and its agenda
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ARGYLL AND BUTE COUNCIL SECONDARY SCHOOL ATTAINMENT REPORT AREA COMMITTEE Dunoon Grammar School 3rd June 2025
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School information/school context – include SIMD etc. Dunoon Grammar School has a very long and distinguished history spanning over 350 years of growth, of which high standards of academic and personal development have been the hallmarks. Dunoon Grammar School is a mixed sex, interdenominational school which caters for pupils aged from eleven to eighteen years of age and serves the area of Cowal. Catchment is rural in nature and includes two large primary schools in Dunoon and 9 other primary schools. There are 748 pupils on the school roll. The teaching staff compliment is 58.2FTE. The Senior Leadership Team comprises of the Head Teacher and four Depute Head Teachers. There are 8 Principal Teachers Curriculum and 4 Heads of House (Guidance). We also have a Principal Teacher of Behaviour and Learning. In our school we are committed to providing appropriate learning opportunities for the young people, both in and out with school, and to secure positive destinations for all of our students. This is done in partnership with parents/carers and takes into account the needs of our young people. Our SIMD ranges from SIMD1 to SIMD 6. The pupil equity funding for session 2024-25 was £91,875. We have used this money to build on the excellent work that we started in our wellbeing hub. Our Family Wellbeing officer has supported families and young people. She regularly visits homes to support Young people who find it difficult to attend school. We have also employed a youth worker, a life coach and introduced a number of Principal Teacher posts to support improvement. These Principal teachers include, PT DYW, PT Learning and Teaching and PT Raising attainment. Our Principal Teacher Raising Attainment has introduced a more robust Tracking and monitoring system to support staff’s understanding of progress. We have also just recently appointed a Principal Teacher of Broad General Education and Whole school achievement. We are currently reviewing our vision, values and aims. The process will involve all our partners, staff, pupils, parents, partners and community.
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Section 1 S3 ACEL Attainment in Literacy and Numeracy School Level % Achieved Reading Writing L&T Literacy Numeracy Dunoon Grammar School Third Level or better 85.4 81.5 84.7 81.5 98.1 Argyll & Bute Third Level or better 91.9 87.5 89.8 86.3 92.1 Dunoon Grammar School Fourth Level 56.7 56.7 56.7 56.1 50.3 Argyll & Bute Fourth Level 67.2 65.6 69.6 64.1 64.4 S3 ACEL – Gaelic (if applicable) School Level % Achieved Gaelic Reading Gaelic Writing Gaelic L&T Dunoon Grammar School Third Level or better 75 100 100 Dunoon Grammar School Fourth Level 50 50 50
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Evaluative Comment – Areas of Strength in BGE Attainment: • It is clear that staff judgement in 2023 at 4th level literacy was too low – young people achieving a level 5 in 2024 increased by 34%. Work has been carried out with the department to address this. • Attainment in Literacy and Numeracy improved compared to 2023. • Moderation work has been carried out in departments and across the cluster in order to ensure more robust teacher judgements. A clearer understanding of a 3rd level and 4th has been established. • Attainment in Gaelic is strong. Evaluative Comment – Areas for Development in BGE Attainment: • Introduction of Standardised Assessments at the end of S2 to help identify pupils who may require further support to make improvements in their literacy and numeracy in order to achieve Level 3 or better. • Introduction of Principal Teacher BGE Attainment and Achievement to support raising attainment in this area. • Further separation of BGE Attainment and Senior Phase Attainment on SLT remits - dedicated DHTs now driving Raising Attainment agenda/actions for each respective phase in line with School Improvement Plan. • Authority led Quality Assurance/Moderation between English and Mathematics and Cluster Primary Schools – help to ensure shared understanding of levels and ensure assessment of these levels is appropriate/robust. Section 2 National Qualifications 2024 – Percentage of Awards – A-C and A-D
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Evaluative Comment – Areas of Strength • Pass rates at A-C and A-D are above the Argyll and Bute percentage and the National percentage
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• A-C and A-D pass rates for S4 N5 for 2024 remain largely in line with that of 2019 and the average number of N5 presentations per pupil is at a 4 year high of 4.72 – showing that progress has been made towards raising the rate of N5 presentations per pupil without causing A-D pass rates to fall. DGS presentation rate at S4 N5 are higher than that of the LA • S5 Higher 2024 results have improved.- Percentage of A passes at S5 Higher have increased and the percentage of C and D passes has also fallen, while No Awards remain the same • S6 Adv. Higher 2024 results have improved. – Percentage of A passes has increased, while percentage of C and D passes as well as No Awards have fallen Evaluative Comment – Areas for Development The S4 National 5 A pass percentage in 2024 was down by 7.33% when compared against that of 2019. In aim of raising the A pass percentage going forward, the Study Support offering has been made more formal, with a formal record of attendance and incentives for pupils being introduced. Additionally, teaching staff are developing an increased awareness of learner performance across the curriculum through effective Whole School Tracking and Monitoring – empowering practitioners as a tool to increase pupil accountability/drive learners to perform in their subject. Moreover, introduction of formal assessments at the end of S3 to provide pupils with experience of “exam setting” to raise resilience and robustness so they are better prepared to undertake N5 study in S4. Though S5 Higher presentations per pupil rate remains above 2.5 (at 2.58), it has fallen when compared with the previous year (high of 2.89) and is currently below the LA figure (2.68). Movement towards 3 Higher presentations per pupil is desired. Therefore, there has been greater focus on maximising initial presentations at Higher for 24/25 by ensuring course choices are more heavily based on/reflect predicted S4 N5 achievement. Presentations in S6, both an N5 and Higher, have declined since 2020, with Higher presentations being 0.17 below that of the LA. This will be in part a result of increasing the number of Pass/Fail qualification offered at L5 and L6 in the Senior Phase and Adv. Higher presentations per pupil rising from 0.44 to 0.59 (whilst A-D pass rate only fell from 100% to 94%). However, a concerted effort must be made to ensure S6 pupils are selecting Highers during the options process and that they are ultimately presented for the final exam (this can be impacted by the arrival of university offers). 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 • The percentage of leavers achieving level 5 literacy has increased from 2023 • The percentage of leavers achieving level 5 numeracy has increased from 2023.
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Evaluative Comment – Areas for Development • The percentage of young people achieving level 4 literacy and numeracy requires to be improved. • To ensure all S4 leavers attain strong outcomes in Literacy and Numeracy, we will develop a clear strategy for capturing evidence. Our Literacy and Numeracy department will review and refine their Broad General Education courses and timelines to ensure appropriate progress, improve the quality of tracking data, and deepen our understanding of attainment standards. Further work has been planned with our Cluster Primary Schools and collaborative moderation events have been planned. • Our attainment in Literacy and Numeracy has decreased from 2022. We have developed an action plan to ensure improvement. We have now implemented earlier banking of literacy and numeracy awards (start of S3) and an improved tracking and monitoring system of each pupil’s achieved level of literacy and numeracy. We have also incorporated an ‘upgrade’ opportunity to ensure that pupils’ achieved level is maximised. 3b Increased post-school participation Evaluative Comment – Areas of Strength
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• The percentage of school leavers entering a positive and sustained destination remains consistent with the 2022/2023 figures • In 2023/24, the proportion of school leavers achieving a positive destination represents the third highest figure over the past five years. • The introduction of MCR Pathways has had a highly positive impact. Mentors are supporting our young people to adopt a forward-looking mindset and consider wider opportunities for their future. Evaluative Comment – Areas for Development • We have introduced a new approach to work placements and work experience, designed to better reflect each young person’s individual interests. Our Principal Teacher of Developing the Young Workforce (DYW) is monitoring progress across the school and ensuring that Guidance staff are kept informed of each pupil’s development. • New destination tracking procedures have been introduced. • We are currently reviewing our Broad General Education (BGE) to place a stronger emphasis on skills development. This shift aims to raise young people’s aspirations and broaden their ambitions for the future. • The PT DYW has also created a new pathways programme in partnership with local primary schools. As part of this initiative, staff and DYW ambassadors will visit P6 and P7 pupils to discuss future pathways, using resources such as “My World of Work.” The programme is designed to encourage primary pupils to start thinking about their future early, helping to raise their aspirations. 3c Improving attainment for all
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Evaluative Comment – Areas of Strength
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• The average number of tariff points for the middle 60% has increased from 2023. However, it is 2nd lowest percentage in the last 5 years. • The average number of tariff points for the top 20% has increased from 2023 and is the 2nd highest in the last 5 years. • The average total tariff points increased from 2023. However, it is the 2nd lowest in the last 5 years. • The average total tariff points for the middle 60% are in line with Argyll and Bute, Virtual Comparator, Northern Alliance and the National establishment Evaluative Comment – Areas for Development • The average total tariff points for the lowest 20% is the lowest for the last 5 years. • The average total tariff points for the lowest 20% and Highest 20% are below Argyll and Bute, Virtual Comparator, Northern Alliance and the National establishment • We have introduced new wider achievement accreditation courses at level 5 and level 6. • All S4 pupils now do the Level 5 Wellbeing award • Introduction of S3 and S4 wider achievement period • New S4 pupils will also complete Level 5 Mental Health and Wellbeing award • We are reviewing our curriculum offer to ensure we are meeting the need of all young people. • New courses introduced for session 2024-25 - Level 5 Wellbeing Award - Level 6 Statistics - Level 5 and Level 6 Personal Finance Award - Level 6 Media - Level 6 STEM Ambassadors - Level 6 Lab Skills - Level Team Sports 3d Attainment versus Deprivation
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Evaluative Comment • In SIMD 1-6 Dunoon Grammar School is below the Virtual comparator when using Total tariff points • In SIMD 1-6 the gap closes between Dunoon Grammar School and the virtual comparator when using complementary tariff points • In SIMD 1, 3, 4, 5 & 6 Dunoon Grammar School is above or in line with the National establishment • In SIMD 2 Dunoon Grammar School is below the National establishment
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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: NPA – Computer games Development – 7 young people E-sports qualification Hairdressing National 4 and National 5 – 19 young people Early Education and Childcare National 4 – 10 passed NPA Beauty Skills – 5 passed NPA make up skills – 5 passed Higher Beauty – 6 passed Higher Psychology Higher Sociology FA childcare – 1 pupil NPA Sport leaders – 13 pupils NPA Team sports – 12 pupils NPA Individual sports – 13 pupils SCQF level 7 referee – 5 pupils SCQF level 7 – Swimming Teaching qualification – 6 pupils Level 4 work placement - 64 pupils – this will increase A large number of pupil achieved a Saltire award We have introduced a number of new qualifications for 2024-25, DJ skills, Personal finance, STEM ambassador, Laboratory skills, creative industries, STACS award, Arabic, Barista Skills and Fitness and Exercise We are discussing how best to re-introduce duke of Edinburgh as an extra-curricular club. Section 5 Equity and Attainment – Evaluation of Key Factors
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Factor in attainment Attendance School Ave. Att. 23-24: 87.9% (87.3% in Argyll and Bute) Persistent Absence: 44.6% (44.9% in Argyll and Bute) Exclusion No. of Exclusion Incidents 23-24: 26 No. of Exclusion Openings 23-24: 74 Rate per 1000 pupils: 34.9 (18.5 Argyll and Bute) Additional Support Needs Census 2023: 48% (40% in Argyll and Bute) SIMD Census 2023: 34% from Deciles 1-3 (18% in Argyll and Bute) Free School Meal Entitlement Census 2023: 26% (14% Argyll and Bute) Care Experienced (and previously Care Experienced) Census 2023: 5.5% (41 pupils) English as Additional Language Census 2023: 5.1% Other (give details) Pupil Equity Funding
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Our Family liaison officer has been working closely with targeted families and those young people who find it difficult attending school. We allocated a teacher who works with the family liaison officer and makes visits home to support young people’ learning. The family liaise officer also provides our breakfast club. This is open to all young people however, we also target pupils. The Family liaison officer has also been supporting our Head of House team with attendance. She has been making contact with young people and their parents to discuss attendance patterns. Our Youth worker has been working with vulnerable young people. These young people are targeted by the Head of house team. There has been a marked increase in confidence of the young people the Youth Worker has been supporting. The Life coach works in the school for 2 day a week. She works with targeted groups and individual young people. Majority if these young people reside in SIMD 1-3. She supports them with their learning but also with their resilience. She has been working with our care experienced young people. This is the 2nd year of the MCR pathways programme this session. This has had a big impact on the young people involved. Our mentors are reporting a marked improvement in the young people’ confidence and targets. Our young people have commented on how much they appreciate being listened to. They feel valued. We have three Principal Teacher PEF, Raising Attainment, Learning and Teaching and DYW. All Three Principal Teachers have been driving forward who school priorities. This year we also introduced a Principal Teacher of BGE attainment and whole school achievement. The focus of this role has been to work with the English and Maths department on Literacy and Numeracy, tracking and monitoring of the BGE and coordinating the whole school approach to achievement. Section 6 Other information
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Dunoon Grammar School has had another positive and productive year. The school continues to develop confidence in our young people and ensure and develop them both academically and socially. This year our community projects include – • We continue to work with our community partners on a number of projects - Dunoon Burgh Hall - Dunoon Film festival - Our Local primary schools - Dunoon Museum - Historic Kilmun - Learning Centre activities - The Dunoon Project - • We continue to work with our National partners, The Wood Foundation and Apps for Good. • We continue to offer a wide range of Extra Curricular activities and school trips • A group of our young people took part in a trip to Tanzania this session. This is our 3rd trip to Tanzania. This year we have invited to staff from Tanzania schools to visit Dunoon Grammar School. We are also planning to organise an adult trip this year. This will involve school staff, parents/carers and members of the community. • We continue to offer our exchange programme to France and Germany.