Hermitage Academy
Argyll and Bute Council · 10 June 2025
Back to Helensburgh & Lomond Area Committee — 10 June 2025 and its agenda
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ARGYLL AND BUTE COUNCIL SECONDARY SCHOOL ATTAINMENT REPORT AREA COMMITTEE Hermitage Academy 10th June 2025
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School information/school context Hermitage Academy is a six year non-denominational comprehensive secondary school, located in Helensburgh, in Argyll and Bute. The current building was completed in 2008 and provides exceptional accommodation indoors and out to meet a huge variety of needs for our ever-growing range of courses. At the 2024 census, the school roll stood at 1313. It was 1284 in 2023 and 1254 in 2022. The FTE staffing complement is 90.17fte. The percentages of pupils accessing free school meal entitlement is 11.2%. Hermitage Academy serves a geographically diverse area, and a broad range of families in terms of socio-economic status and employment. The catchment includes both urban and rural areas and many families are also employed by the Ministry of Defence, in a wide range of occupations. Hermitage Academy has excellent links with all associate Primary Schools which are: Arrochar, Cardross, Colgrain, Garelochhead, Hermitage, John Logie Baird, Kilcreggan, Luss, Rhu, Rosneath and St Joseph’s. Hermitage Academy’s vision states: “Hermitage Academy aims to provide an education for all our young people which will enable them to: achieve their potential, experience success and be well prepared for life beyond school.” We are fully committed to Argyll and Bute Council’s strategy, Our Children, Their Future, focusing on respect, openness and fairness. Our priorities take into account the main aims: Raise educational attainment and achievement for all; Use performance information to secure improvement for children and young people; Ensure children have the best start in life and are ready to succeed; Equip young people to secure and sustain positive destinations and achieve success in life; Ensure high quality partnership working and community engagement; Strengthen leadership at all levels. In 2021 all stakeholders were involved in establishing and refreshed set of vision and values for the school and these are summarised in “We ARE Hermitage” – Ambition, respect and equity. At Hermitage Academy, the priority is to ensure these are more than words and are embedded in all of our planning, research and support. In 2022 Hermitage Academy became the first Secondary school in Argyll and Bute to be awarded with Unicef UK’s Rights Respecting School Award at Gold: Rights Respecting. The assessors praised the entire school community and highlighted that it was evident that children’s rights are embedded across the school and underpin every facet of school life. In May 2025 Hermitage Academy gained national recognition at platinum level for the Investors in Young People programme and as the highest accolade that can be achieved is currently held by only 3% of IIYP accredited organisations. The report highlighted that ‘Hermitage Academy is a passionate ambassador of young talent and places younger colleagues and pupils at the heart of everything they do. Their unwavering commitment to attract, develop, and retain young professionals and prepare pupils for life beyond school, is fuelled by strong leadership, ambition, respect, and equity. At Hermitage, all colleagues and pupils are empowered to thrive, shape their own extraordinary futures and drive real change in line with the school improvement plan priorities’.
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Section 1 S3 ACEL Attainment in Literacy and Numeracy School Level % Achieved Reading Writing L&T Literacy Numeracy Hermitage Academy Third Level or better 95.5 95.1 96.0 95.1 96.4 Argyll & Bute Third Level or better 91.9 87.5 89.8 86.3 92.1 Hermitage Academy Fourth Level 73.1 70.9 72.2 68.2 66.8 Argyll & Bute Fourth Level 67.2 65.6 69.6 64.1 64.4 Evaluative Comment Overall attainment in Literacy and Numeracy levels for session 23/24 is very positive in comparison to Local Authority figures. As highlighted as green in the table above, 100% of measures are higher than Local Authority averages. Listening and Talking at level 4 and numeracy at level 3 have been areas for development within the school over the past few years and we are particularly delighted to see the continued improvement of performance in these areas.
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Section 2 National Qualifications 2024 – Percentage of Awards – A-C and A-D
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Evaluative Comment At National 5 both A-C and A-D pass rates are above both Local Authority and National measures. At Higher A-D pass rates are above both Local Authority and National measures. At A-C pass rates are on par with the Local Authority and below the National measure. At Advanced Higher both A-C and A-D pass rates are above the Local Authority and National measures. National 4 pass rate sits at 100% for 2024 presentations. We continuously work to improve the quality of pass and this is demonstrated by the positive percentage of As and Bs gained by our young people at all levels. Section 3 Insight Data 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.
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3a Improving Attainment in Literacy and Numeracy S4 Leavers S5 Leavers
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S4-6 Leavers
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Evaluative Comment The percentage of our young people who leave school in S4 with both literacy and numeracy at level 4 is above the Local Authority, Northern Alliance and National averages and on a par with the virtual comparator in session 2023-24. The percentage of pupils leaving Hermitage Academy with both Literacy and Numeracy at level 5 in S5 is above the Virtual Comparator value, local authority average, Northern Alliance average and National average. The percentage of all school leavers, across S4-6, who leave school with level 5 literacy and numeracy is above Local Authority, Northern Alliance and National averages and below the virtual comparator.
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3b Increased post-school participation
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Evaluative Comment Over the five year trend our positive destination figures for senior pupils at Hermitage Academy has grown steadily over time, with 2023-24 being the highest on record at 96.8%. This is above the Local Authority, Northern Alliance and National averages and slightly below the virtual comparator. Once a pupil has left school into a positive destination we work closely with Skills Development Scotland to ensure that this continues as a sustained outcome. The biggest challenges our young people face in maintaining their destination surround both long term non-attendance and the negative impact of poor mental health. This was the case with the 2022/23 cohort and continues into this year also. In additional to the bespoke support provided by House Teams in the school, the counselling service available to our young people and their families is becoming an increasing important resource that is utilised effectively on a regular basis.
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3c Improving attainment for all
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Evaluative Comment The improving attainment for all measure is split into looking at groups of young people. Highest 20%, middle 60% and lowest 20% of performers. The Hermitage Academy average for highest 20%, middle 60% and lowest 20% is higher than National, Argyll and Bute and Northern Alliance values. The school average sits below the virtual comparator measures. The lowest 20% value has been an established priority for the school for the past few years. We are delighted to see that through enhanced targeted intervention and support for our young people the value in this area has increased to above Local Authority, Northern Alliance and National averages.
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3d Attainment versus Deprivation School against National The Hermitage Academy average line runs consistently with the National trend across SIMD 1-10, slightly below 1-4 and slightly above 7-10. Particularly strong figures are demonstrated at SIMD 2, 4, 7 and 9. We have used the information provided through insight to evaluate performance and identify areas for development across the deciles, in particular SIMD 5-6. School against Virtual Comparator The Hermitage Academy average runs in line with the Virtual Comparator average across SIMD 1-10. Particularly strong figures are demonstrated at SIMD 2 and 4. We have used the information provided through insight to evaluate performance and identify areas for development across deciles 5 and 6.
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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: The expansion of Wider Achievement qualifications during session 2023/24 has strengthened our curriculum offer and provided clear, personalised pathways for a growing number of young people. The continued development of awards such as Musical Theatre, Criminology, and Lab Skills has contributed to a broader and more inclusive senior phase experience, supporting increased engagement and attainment across cohorts. This year, a total of 864 Wider Achievement qualifications were awarded, up from 284 in 2022/23. This includes delivery across National Progression Awards, Skills for Work qualifications, Foundation Apprenticeships, and a wide range of SQA-accredited units at SCQF Levels 3–6. The strategic use of bundled delivery models allowed groups of learners to achieve complementary qualifications through integrated, subject-specific programmes. Our partnership with the Scottish FA has continued to strengthen, with 24 young people achieving 72 formal qualifications in Refereeing. This vocational route has become a valued part of our wider offer, supporting leadership, confidence, and pathways into sport. Similarly, our continued work with Sports Leaders UK, Youth Scotland, the Open University, and the University of Glasgow has ensured a balanced offer that supports a wide range of learner needs and aspirations. 26 S6 pupils achieved formal Leadership Awards, reflecting the increased alignment between school responsibilities and recognised qualifications. Our Duke of Edinburgh Award programme also continues to go from strength to strength. In 2022/23, 22 young people achieved Bronze level; this year, a further cohort progressed to Silver. The structure and flexibility of the award continue to make it a vital part of our inclusive achievement offer, particularly for learners requiring additional support. This year saw significant growth in digital skills provision, with learners achieving a combined total of 37 qualifications across Cyber Security, Cyber Security Fundamentals, Digital Forensics, and Ethical Hacking—supporting both career exploration and the development of sector-relevant competencies. In Childcare and Social Services, over 20 awards were achieved across units such as Play for Children and Young People, Promote the Wellbeing and Safety of Children, Support the Safeguarding of Children, and Social Services: Children and Young People. These qualifications offer progression into early years, education, and social care sectors and are aligned with national workforce demands. The delivery of Personal Finance, Money Management, Understanding Money, and Responsibilities of Employment supported financial literacy and workreadiness, with over 30 qualifications awarded across SCQF Levels 4 and 5. Pupils also completed units such as Building Own Employability Skills and Preparing for Employment: First Steps, reinforcing pathways to employment and post-school destinations. The ongoing expansion and refinement of our Wider Achievement programme is now a sustained feature of our school improvement work. Through strong faculty engagement, effective use of SCQF frameworks, and well-established partnerships, we continue to deliver qualifications that are relevant, valued, and accessible to all learners.
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Section 5 Equity and Attainment – Evaluation of Key Factors Factor in attainment Attendance School Ave. Att. 23-24: 88.6% (87.3% in Argyll and Bute) Persistent Absence: 38% (45% in Argyll and Bute) Measure 17/18 18/19 19/20 20/21 21/22 22/23 23/24 Attendance 92.63% 91.67% 90.83% 92.06% 87.8% 87.8% 88.6% The table above demonstrates attendance rates for the previous seven years. The 2022/23 attendance demonstrated a levelling of the reduction in attendance highlighted previously. The trend over time demonstrates that 2021-22 was the lowest level for five years. This is mainly due to the increased trend in unauthorised absence, which mirrors the national picture. The average attendance for Hermitage Academy in session 2023-24 was 88.6%, 1.3% above the Local Authority. Exclusion No. of Exclusion Incidents 23-24: 8 No. of Exclusion Openings 23-24: 31 Rate per 1000 pupils: 6.2 (18.5 in Argyll and Bute) Measure 17/18 18/19 19/20 20/21 21/22 22/23 23/24 Exclusions: Exclusion Openings - number 120 88 143 168 80 55 31 Exclusion Incidents - number 31 29 46 47 17 15 8 Number of Pupils 25 23 37 30 16 12 6 The table above demonstrates a continuation of the significant reduction in both the number of young people excluded from school and the number of openings this relates to.
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As a school we are managing exclusions in a shorter time frame for each incident and this is reflected in the reduction of openings by 50% in one year. This also demonstrates an 82% reduction in exclusions since the highest level in 2020/21. Our whole school nurture approach and that of increased staff training in this area has continually improved relationships across this school. Having achieved our Silver Nurture status we are now carrying out all the requirements for Gold and look forward to our next accreditation visit. Additional Support Needs Census 2023: 37% (40% in Argyll and Bute) Performance of pupils with Additional Support Needs S4-6 The graph below demonstrates the default comparison of the performance of our young people who have additional supported needs. It highlights a positive picture of performance against the VC, Local Authority, Northern Alliance and National figures.
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SIMD Census 2023: 14% in Deciles 1-3 (18% in Argyll and Bute) Free School Meal Entitlement Census 2023: 10% (14% in Argyll and Bute) Care Experienced (and previously Care Experienced) Census 2023: 2.3% (29 pupils) English as Additional Language Census 2023: 2.1% Pupil Equity Funding Rangers FC Charity Foundation Programme The Rangers Charity Foundation’s Wider Achievement programme aims to re-engage young people who could benefit from a different learning environment than traditional school-based learning. One day a week for the full academic year 2023-24, 12 pupils from Hermitage Academy travelled with school staff to Ibrox stadium where Rangers Charity Foundation staff led a variety of physical and academic activities. Pupils’ love of football helped motivate them to achieve a range of qualifications including First Aid at Work (SCQF Level 6), First Aid for Mental Health (SCQF Level 5), Steps to Work Award SCQF Level 3/4, and Sport and Recreation: Personal Fitness (SCQF Level 4). In addition to the academic qualifications gained, pupils were able to reflect on their aspirations and readiness for employment through a range of experiences including sports coaching of local Primary school pupils and workshops with industry partners including Timpsons and Skyrora. Family Liaison Officer (FLO) Our Family Liaison Officer is funded by PEF and they work with our most vulnerable young people to provide intense support to pupils and families. This helps to build close partnerships with agencies such as Social Work Services, local Foodbanks and Young Carers. Pupils and families are identified via the child planning processes and staged intervention.
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As a result, pupils spend more time in class engaging with staff across the school, ensuring greater educational outcomes. Pupils and parents, have advised that they feel that the FLO knows them and their families well and will therefore report difficulties straight to them including lack of food, ability to buy uniform, shoes etc. Parents will also request support to complete benefit applications and free school meal entitlements. As a result of these relationships, the young people in the families the FLO works with spend less time presenting with dysregulated behaviours, out of class, with an improved sense of self-worth and ambition as well as an increased understanding and use of self-regulation strategies. The FLO has a bank of uniform items which are regularly issued to support young people and families to meet the requirements of the school’s uniform guidance. Numeracy We have utilised Pupil Equity Funding to increase staffing across the Maths Department. This has allowed us to create small groups and one to one Numeracy time within the department to help provide additional support to young people who have been identified through our targeted intervention process. The increased staffing has helped our young people to engage with work that covers gaps in their learning from periods of non-attendance at school. Nurture Principal Teacher Pupil Equity Funding helps to provide weekly Nurture Groups to support a successful transition from Primary to Secondary. Feedback from all young people and their parents has been incredibly positive, recognising that the Nurture sessions helped them to settle in and enjoy S1 at Hermitage Academy. The PT post also provides 1-1 bespoke Nurture Plans and makes sure that they are in place for young people requiring additional support to regulate behaviours, navigate social situations, and related therapeutic inputs. Breakfast Club Hermitage Academy whole school Breakfast Club is now very much part of our daily routine. All young people are invited to come along for free breakfast items such as toast, cereal bars, yogurts, as well as croissants and waffles at the end of month for a treat. This ensures all young people in the school, regardless of need or background are able to begin their day with a hearty breakfast in order to be able to focus on learning and teaching in the classroom. The universal offer removes any stigma which might be attached to receiving the breakfast.
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Section 6 Other information Investor in Young People – Platinum Accreditation In May this year Hermitage Academy gained national recognition at platinum level for the Investors in Young People programme and as the highest accolade that can be achieved is currently held by only 3% of IIYP accredited organisations. The IIYP report states “Hermitage stands as an exemplary employer, a benchmark for the sector”. The report commended the school’s unwavering commitment to attract, develop, and retain young staff, highlighting the opportunities for leadership at all levels, and the professional learning programme on offer to staff. It also noted the school’s effective partnership work in ensuring pupils are well-prepared for life beyond school, reflected in Initial Leaver Destination results this year which were the highest on record. Equally, staff’s nurturing approach and excellent relationships with young people were identified, including the opportunities pupils have to lead change in the school.
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Turnbulls 47 A new addition to Hermitage Academy which has opened its doors this year is a barista café named Turnbull’s 47, honouring the incredible legacy of Gordon Turnbull, who dedicated 47 years of service to the school. Mr Turnbull played a vital role in shaping the school community and left a lasting impression on generations of students and staff. Naming the café after him is a tribute to his unwavering commitment and the positive impact he made during his long and distinguished career. Turnbull’s 47 is more than just a café — it represents collaboration, community, and excellence. Developed in partnership with Cameron House and Rocket Monkey Roastery, the café brings together high-quality local produce and expertly crafted coffee, offering students and staff a welcoming space to relax, study, or connect. The project not only enriches the daily experience within the school but also reflects the values that Mr Turnbull embodied: dedication, service, and community spirit. Our Children, Their Nurturing Education – Silver Award We were delighted to have attained the Our Children Their Nurturing Education (OCTNE), Silver Award in session 2023-24. This was awarded by the Local Authority Educational Psychology and Nurture Team in recognition of the work undertaken by all staff across the school to become a 'Nurture Aware' Argyll & Bute school. We were assessed on the following aims: • Creating safe, secure, flexible and caring environments where positive relationships are seen as being fundamental • A whole school focus on wellbeing; social and emotional learning and the building of resilience • An awareness amongst practitioners of the impact of adverse experiences and trauma across the whole school community (including staff and parents/carers) • Assessment and planning that has a focus on what has happened to an individual rather than what is wrong with an individual Identification of developmentally appropriate supports that promotes self-regulation • A range of universal whole school approaches that enhance the wellbeing of all children and young people alongside targeted support that is proportionate and meets the needs of children and young people. • Senior Leadership Teams and practitioners who are reflective and supportive in their practice and recognise the importance of the wellbeing needs across the school community. We are very proud of the progress we have made on our Nurture journey and are focussing now on the Gold level accreditation - aiming to become 'Nurture Informed'.
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Duke of Edinburgh Award Scheme The Duke of Edinburgh programme at Hermitage Academy currently has 22 participants. 14 completing the bronze award and 7 completing the silver award. This session we have already completed a Silver expedition and will soon be completing our Bronze expedition. Our pupils are working hard to complete their volunteering, physical and skills sections and in doing so have contributed many hours of volunteering to both the school and local wider communities. This has included participants volunteering at Helensburgh Book Club, at a local animal rescue centre and at local youth clubs. This continues to build on the over 400 hours of volunteering contributed by Hermitage Academy DofE participants to the local community in the 2023/24 session. Our participants that have achieved the award have included their achievement in UCAS applications for Universities and Colleges and have outlined the skills and experiences they have gained through completion of the Duke of Edinburgh Award. We aim to continue to grow the programme within the school and offer as many opportunities as we can for pupils to achieve the award and contribute to the school and wider community. Flexible Learning Plans A Flexible Learning Plan (FLP) is a bespoke curricular experience for a young person who either is experiencing problems with school engagement or attendance, or has a specific career pathway which can be best supported through an out of school placement. Normally an FLP involves a young person spending part of each week on placement with a partner employer in a profession or trade which matches the young person’s aspirations and interests. For the other part of the week, the young person is in school focusing on a specific and targeted group of qualifications and accreditations, including literacy and numeracy and subjects which, again, align with the young person’s wider interests and aspirations. FLPs are also used to enable some young people to access college courses alongside their in-school curriculum. This year, we have had 9 FLPs created for young people, partnering with employers including Stewart’s Travel, Blairvadach Outdoor Education Centre, The Academy of Hairdressing Excellence Ltd, AMH Services Landscaping, and Glasgow Clyde College. For the young people involved, the flexibility offered through this approach has been of real benefit. Often, young people who find the traditional classroom setting difficult have thrived on placement and these help to confirm in young people’s minds whether they are suited to this career path. Of the 9 pupils on FLPs this year, 5 have progressed into employment, 3 will start college courses in August, and 1 is progressing into S5 in school. This pupil was recently part of our Investors in Young People Platinum Assessment, and spoke extremely well about the positive impact of his FLP.
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Focus West We have been delighted to welcome Focus West from the University of Strathclyde into Hermitage Academy. Focus West have worked with our S4 cohort to deliver a range of activities and events to encourage and prepare pupils for Higher Education at college or university. This gives our pupils time to reflect on their prelim experience and begin to think about opportunities open to them beyond school. Focus West have also been working one to one with a targeted group of S5 and S6 pupils to support them with the UCAS application process. Tullochan Training Academy The school has been developing an exciting partnership with Tullochan Training Academy. Tullochan annually supports over 1000 young people aged 7-24 through a range of development programmes in Primary and Secondary schools alongside their post-school projects. There are a number of our senior pupils working in-school with the Tullochan Team focussing on identifying individual Skills and Qualities, Confidence Building and Building Self-esteem, Team Building, Goal Setting, Motivations to work, and Career Identification. These sessions are designed to empower young people and to ensure they have an understanding of how important future planning is. We also have some young people out on work placements with the Training Academy – such as Furniture Fix, The Design House, The Common Good Café and with Loch Lomond Fisheries Trust. We look forward to developing our partnership working with Tullochan Training Academy further in the future. Hi5 Scotland Awards Our S1 pupils were awarded with a Hi5 Award Certificates from Youth Scotland after taking part in a variety of STEM Activities as part of the P7 Transition Hooked on Hermitage Project. S3 pupils were also awarded with Dynamic Youth Award Certificates as a result of their contribution to leading and creating the STEM experiment video resources to allow all P7 transition pupils and teachers to complete their Hi5 Awards digitally. WEIR-WISE Programme: Discovering Engineering with S2 Girls The Faculty of Engineering at Strathclyde University, in partnership with the Weir Group, offer the Young WEIR-WISE: Discovering Engineering with S2 Girls programme which has seen a number of our young people be inspired to discover the satisfaction behind a career in engineering. Over the years, our S2 STEM Ambassadors have attended this event virtually and in person to participate in a number of exciting STEM-based activities run by University of Strathclyde staff and engineers. Having enjoyed the hands on challenges and lectures provided by the programme, our S2 and S3 STEM Ambassadors have since lead STEM programmes targeted at S2 and S1 pupils to allow them the opportunity to explore all things STEM through various experiments and challenges. The challenges set and lead by our STEM Ambassadors have given a number of junior pupils the opportunity to complete a number of Young STEM Leader badges to celebrate wider achievement.
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Mentors in Violence Protection (MVP) 60 of our S5 and S6 pupils received training and have qualified to become Mentors in Violence Protection (MVP). Lessons for our S1 pupils, led by our S5/6 mentors have been carried out recently and has very much supported our ambition of becoming a trauma informed school as part of our nurture journey. Armed Forces Day We held our annual Armed Forces Fayre at Hermitage Academy in June. Pupils were able to visit stalls and activities supported by the MOD and Police Scotland, Royal Navy PT Instructors, HMS Neptune Medical staff, Forces for Children Scotland, the bomb squad and the Army Cadets. Pupils enjoyed the activities and stalls during the day and our Armed Forces Ambassadors highlighted to their peers about the work they are doing within the school. Our Sports Leaders supported the Navy PT Instructors with the physical activities. The Royal Navy Family support workers and the British Legion Royal Navy veterans visited the stalls and answered questions from our N5 and Higher RMPS pupils on their experiences of conflict. Each year group had the opportunity to salute our Armed Forces to show respect and give thanks for the important work they do. This was further enhanced by our Armed Forces Ambassadors who supported the creation and launch of the Armed Forces Children’s’ Rights Charter launch in Edinburgh with Forces Children Scotland. LGBTQ+ Development Since its inception, the LGBTQ+ Pupil and Staff Working Group has been working to continually improve the inclusive practices within the school. The group is close to submitting our evidence with an aim to achieving the LGBT Youth Scotland – Silver Charter Award. As part of this, all teaching staff have had regular training and LGBT awareness and, more recently, on supporting trans youth. The group have also involved reviews of our current practices and policies through use of pupil focus groups, as well as auditing our curricular areas for evidence of LGBTQ+ inclusion. Furthermore, LGBTQ+ visibility continues to be raised consistently within the school environment through pronoun signs on teachers doors, posters raising awareness of LGBT History month, as well as staff displaying visual indicators in their classrooms. Our annual Pride Day celebrations are now a much-loved staple of the school’s calendar and planning is underway for our event that will take place in June 2025, the fourth year running.