Lochgilphead High School
Argyll and Bute Council · 4 June 2025
Back to Mid Argyll, Kintyre & the Islands Area Committee — 4 June 2025 and its agenda
Text extracted from the council's PDF. Layout and reading order may differ from the original.
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1 ARGYLL AND BUTE COUNCIL SECONDARY SCHOOL ATTAINMENT REPORT AREA COMMITTEE SCHOOL BADGE Lochgilphead High School
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2 4th June 2025 School information/school context – include SIMD etc. Lochgilphead Joint Campus is a 3 - 18 school situated in Lochgilphead overlooking Loch Fyne. There are currently 410 secondary age pupils, 194 primary and 28 within Early Learning and Childcare. The school has Learning Centre provision for both primary and secondary age pupils. The current building was opened in October 2007. The school serves several communities in Mid Argyll, from Cairndow in the East, Achahoish in the South and Ardfern in the North and takes secondary school aged pupils from nine local primary schools. The vast majority of pupils enter high school from either Lochgilphead or Ardrishaig Primary Schools. Fewer than 10% of our pupils reside in Quintile 1 or Quintile 5 in the Social Index of Multiple Deprivation (SIMD), around 40% of pupils reside in SIMD Quintile 3, 20% in Quintile 2 and 30% in Quintile 4. We know, however that these are data that need a local level of understanding as two people can reside in the same SIMD area and have vastly different levels of deprivation. The overall attendance rate for the high school was 87.7 and there was a total of 7 incidents of exclusion. The school was inspected in April 2024 and several key areas for improvement were identified. The main areas for improvement in this year’s School Improvement Plan are: - To improve leadership at all levels - To improve the quality and consistency of teaching and learning - To improve attainment - To improve well-being outcomes and relationships Education Scotland will undertake a return inspection in May 2025 and will report on the school’s progress in six areas for improvement.
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3 Section 1 S3 ACEL Attainment in Literacy and Numeracy School Level % Achieved Reading Writing L&T Literacy Numeracy Lochgilphead High School Third Level or better 77.8 76.4 83.3 70.8 88.9 Argyll & Bute Third Level or better 91.9 87.5 89.8 86.3 92.1 Lochgilphead High School Fourth Level 52.8 52.8 66.7 51.4 51.4 Argyll & Bute Fourth Level 67.2 65.6 69.6 64.1 64.4 Evaluative Comment – Areas of Strength in BGE Attainment: Though still lower than Argyll and Bute data, there has been a significant improvement in the percentage of pupils achieving fourth level in all aspects of literacy (20% more pupils achieved fourth level compared to the previous year. This is, in part due to curriculum changes made in S2 and 3, literacy interventions from S1-3 over the previous two years and improved approaches to moderation. Evaluative Comment – Areas for Development in BGE Attainment: This data was available to us in June 2024 and informed key improvement actions in literacy and numeracy in the BGE phase. The drop in attainment of literacy at third level and numeracy at fourth level and the continuing gap between LHS and Argyll and Bute data points toward either lower pupil attainment, a lack of teacher understanding of the standards for third and fourth level, a problem with evidence gathering and teacher assessment, or a mix of all these factors. It is also important to compare the previous year’s (2023) ACEL data for S3 with the same cohort’s subsequent performance in S4 national qualifications in 2024. For example, S3 literacy performance in 2023 suggested that 31% of pupils achieved CfE fourth level – a figure that was 15% lower than Argyll and Bute and almost 20% lower than national data. The same cohort of pupils, one year later showed 93% achieving SCQF level 4 literacy with 80% achieving level 5. 50% of the cohort achieved either an A or a B grade at National 5 English. All of these data are above VC or national average. This
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4 pointed towards a discrepancy in teacher judgements at CfE third and fourth level and so work was undertaken this session to improve teacher judgements using CfE benchmarks. Whole school tracking and interventions now also include the BGE and teachers are identifying pupils who are at risk of falling behind track earlier. A whole campus learner ‘flight path’ is supporting teachers to understand the trajectory of achievement in literacy and numeracy from nursery through to the end of S3 and into senior phase. This will have some impact on next year’s literacy and numeracy achieve in S3, but will also have a continuing positive impact over the coming years as pupils who are improving this year in primary school continue to move through S1-3. As a result of this, achievement of third and fourth level in both numeracy and literacy for S3 cohort in 2025 is set to show a significant improvement. We are predicting an increase in third level literacy of 14%, fourth level literacy of 6%, and fourth level numeracy of 6%. Third level numeracy is predicted to remain the same (89%)
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5 Section 2 National Qualifications 2024 – Percentage of Awards – A-C and A-D
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6 Evaluative Comment – Areas of Strength Since 2023, there has been a significant shift in the number and percentage of pupils being presented for exams. A previous evaluative focus on pass rates had led to pass rates that were in line with Argyll and Bute and / or national data, but pupils at risk of not achieving the qualification were not given the chance. In 2023 and 2024 significant increases in presentation rates at National 5 and Higher have seen a slight year on year increase in the overall number of qualifications. Evaluative Comment – Areas for Development The school now needs to ensure a number of improvements are made. We need to turn D grades into C grades. For the current school year, we have introduced a target setting system for National 5 and Higher that build on prior attainment in the subject. For example, all pupils who achieve fourth level of CfE in 3rd year now have a target grade at National 5 of A or B. Those who achieve 3rd level have a target grade of C. The pupils are then tracked and if their working grade (the grade they are most likely to actually achieve) falls below their target grade, teachers and PTs discuss this and decide upon an intervention to support the pupil to improve their working grade. We also need to focus challenge and support on those subjects which, year on year, have a smaller percentage of the base cohort achieving A-C than the national average. This year, over half the courses offered at National 5 saw attainment (as a percentage of base cohort) being higher than the national base cohort. Of the remaining courses, 1/3 were broadly in line with national data. This is a four year high for the school. For Higher courses, two thirds of courses offered saw performance in line or ahead of national base cohort. This has been the case for each of the previous four years. We now also need to review our senior phase curriculum and explore ways of expanding our curriculum offer to create more opportunities for young people to achieve national qualifications in courses that are more consistently suited to their interests and aspirations.
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7 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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8 3a Improving Attainment in Literacy and Numeracy
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9 Evaluative Comment – Areas of Strength Though there was a slight drop in literacy at level four and five, the five year trend shows an overall improving pattern. At SCQF level 6, literacy attainment for school leavers is at a five year high. Literacy levels for school leavers who left after sixth year were at a five year high for level five and six. Interventions over the previous two years have supported an overall increase in level 4 and 5 literacy for the 2024 S4 cohort (i.e. interventions and improvements in their second
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10 and third year at school led to improved outcomes in S4). This indicates that leaver data for the next two years will show an increase also. Though performance against the VC is lower, when using the BGE Benchmarking tool, we can compare LHS performance against schools that have more similar characteristics (including rurality which is not currently factored in to Insight). This comparison puts us consistently third out of five comparator schools for attainment in both literacy and numeracy in the senior phase. Evaluative Comment – Areas for Development Though the trend is toward the positive, there is work needing to be done to improve literacy and numeracy at all levels to bring up in line with VC (which remains our target). A focus on the BGE (especially third year) this year has included use of teacher time during senor phase exam leave to ensure that at least 40% of third years are in track to achieve fourth level and 90% to achieve third level by the end of S3. Along with improved approaches to moderation in the BGE and cross curricular numeracy and literacy development, we are providing a more solid grounding in skills as pupils enter fourth year. Next session, those pupils in S3 who are at risk of disengagement will be supported to evidence achievement of SCQF level 4 skills in literacy and numeracy to ensure that no pupils in the mainstream leave school without at least level 4 qualification in numeracy and literacy.- The introduction this year of applications for maths and dual presentation at level 4 and 5 numeracy will see an increase in attainment in 2025.
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11 3b Increased post-school participation Evaluative Comment – Areas of Strength For the previous three years, we have seen a very high percentage of pupils enter positive destinations after leaving school. While there is a dip in 2024, almost all school leavers still enter positive destinations, however this figure dropped below national, local and VC levels. The school works with CLD and
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12 other partners who continue to support school leavers toward positive destinations and we have a clear record of where these former pupils are, as well as the work that was, and is undertaken to support them. Last year there was an increase in those entering employment straight from school, many of whom were supported into employment through the school’s DYW work, flexible work placements (Flexible Learning Plans), and foundation apprenticeships. 52% of school leavers in 2024 went into employment. This figure is higher than national and Argyll and Bute levels and reflects the local context. The local workforce is supported and developed by school leavers and our partnerships with employers. Last session, 33% of school leavers went into higher education. There has been a fairly steady level of university entrants year on year for the past five years. Evaluative Comment – Areas for Development While the schools work on developing the work force is a positive, we need to ensure that our curriculum, from BGE onwards, is ensuring that all school leavers have as many choices open to them as possible. Increasing academic performance for our middle 60% and lowest 20% of attainers is a key priority for this (see above). The school needs to further develop links with Institutes of Higher Education, including UHI, to model potential pathways to higher education and support more pupils into these routes.
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13 3c Improving attainment for all
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15 Evaluative Comment – Areas of Strength Attainment by the middle 60%, while still lower than VC, has seen a year on year closing of the Gap over four years with the gap becoming smaller every year. For the first time in five years, the middle 60% of pupils at LHS attain broadly in line with Argyll and Bute, Northern Alliance and the National Establishment. Attainment for the highest 20% is at a four year high after year on year incremental improvement. Attainment for these pupils is higher than the VC, Argyll and Bute and National establishment for the first time in at least five years. Total tariff points remain broadly in line with Northern Alliance, Argyll and Bute and National establishment and the gap between LHS and VC has narrowed year on year for the past four years. While overall attainment and attainment for the middle 60% has been in line with national data, and the gap to VC has narrowed, there is still work to do to catch up to VC. The gains made over the past two to three years can be attributed to a number of factors. Presentation rates for pupils at National 5 and higher remain above Argyll and Bute average. This higher than average presentation rate is in line with our school value of ambition and while it means that pass rates (A-C) are lower than A&B and National Cohorts, it also means that the total number of passes, and tariff points are increasing. In the previous two sessions we have increased the number of national courses available to pupils. This has increased choice and means that more pupils are undertaking qualifications that align to interests and aspirations. A mentoring programme for pupils in S4 and S5, increased study support, performance coaching and lessons on study skills, have all been introduced over the past two years to support increased attainment. Evaluative Comment – Areas for Development The gap to VC for our middle 60% and overall still needs to be closed. When achieved, this would also take us above national and Argyll and Bute cohorts also. Attainment for our lowest 20% is an area of priority to improve. While we have made significant gains for the middle 60% and highest 20%, we have not been able to show an increase in 2024 for the lowest 20% (following two years of improvement). To support this necessary improvement, we have introduced a whole school tracking system (which runs from primary through to the point at which pupils leave high school). This data tracking is now used by senior and middle leaders as well as class teachers to identify pupils who are at risk of falling behind their target grades. With three formal tracking periods per year, this means that pupils will receive timely interventions if they fall behind. This
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16 tracking data also enables teachers to identify pupils with barriers to learning associated with poverty (SIMD, FSM) or other barriers (e.g. CEYP, EAL, ASN etc.). This enables support to be targeted at pupils who need it most. We have now also started to identify pupils in S3 who are at risk of disengaging from school or leaving with few or no qualifications. These pupils are supported to evidence achievement at national four level in literacy and numeracy early and then level 5 by the end of S4. Next session we need to build on this further to ensure that all pupils achieve at least level 4 literacy and numeracy before leaving. Next session, we will be undertaking a curriculum review to make sure that all pupils, but especially those in the lowest 20% have the very best opportunities to achieve national qualifications that are best suited to their interests and aspirations. Local Benchmarking data for the S4 cohort (2024 – including leavers and those who remain at school) shows that the lowest 20% of pupils achieved higher than the VC, national, Argyll and Bute cohorts. As these pupils will be leaving school this year and next, it projects a significant improvement in next year’s leaver data. Middle 60% and highest 20% for S4 were broadly in line with VC, Argyll and National. S4 only data (local benchmarking)
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17 3d Attainment versus Deprivation
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19 Evaluative Comment – Areas of Strength Pupils in SIMD deciles 6 and 7 performed better than, or equivalent to those in the VC and national cohorts. Those in decile 4 achieved broadly in line with VC cohort and those in decile three, broadly in line with national and VC. The line of best fit (overall attainment) closed on VC and national compared to the previous year. Evaluative Comment – Areas for Development There is an ongoing significant gap between those pupils in deciles 3-5 and those in deciles 6-7. Over the past three years, a focus for pupils who face potential barriers to achievement (including those related to SIMD 3-5) has been on well-being and readiness to learn. While we have seen improvements to well-being outcomes, this has not yet impacted on attainment. Last session was the first time that the school specifically identified pupils in SIMD 3 and 4 in tracking data and targeted in class support to these pupils in National 4, National 5 and Higher courses. The local benchmark for S4 pupils (which includes those still at school as well as leavers) shows that for this cohort, the attainment gap between SIMD 3 and SIMD 7 is much reduced and that attainment for pupils in all SIMD deciles is broadly in line with VC, and in the case of SIMD 3, ahead of national cohort data.
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20 Local Benchmark (S4) National Comparison Local Benchmark (S4) VC Comparison
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21 Section 4 Wider Achievement Qualifications National Certificates; Higher National Certificates; Scottish Vocational Qualifications; National Progression Awards; Skills for Work qualifications; Foundation Apprenticeships; Scottish Baccalaureate Course Number achieving SCQF Level 4 Number achieving SCQF Level 5 Number achieving NPA Number achieving Other award Sports and Recreation 83% (5 of 6) Sports Development Higher – 75 % (3 of 4) Engineering 75 % (6 of 8) 64% (9 of 14) Construction 80 % (8 of 10) Practical Craft Experiences Nat 3 – 75 % (12 of 16) Health 75 % (4 of 6) Digital Media (level 6 ) 100% (1) FA – 1 100 % Criminology ( Level 6 ) 50% (4 of 8) Figures in red show the total number of qualifications compared to number of enrolments. This figure is expressed as a percentage in black. From the 70 pupils who were enrolled in college courses, 70 % achieved qualifications. 11 % of pupils in S3/4 did not achieve the qualifications begun – this was largely down to attendance for these pupils. In S5/6 the percentage who did not achieve was 19 % and again, attendance was the major factor in this. To help keep closer monitoring of the SFW class Argyll College link and PT Enterprise now has a monthly tracking system in place on the College secure site which PT Enterprise can access and therefore feedback to guidance teachers any information on pupils who are at risk so that interventions can be put in place.
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22 Beauty skills have been introduced for S4, however a tutor could not be provided by the college for parts of the course. All pupils achieved two units but could not achieve the full award. Our partnership with Argyll College has developed well in previous years, but resources from the college have been reduced. Overall evaluative comment/narrative on Wider Achievement Qualifications in your school: Currently our wider achievement offerings include • FA offer has increased over the last few years. • FA Social Services, Children and Young People run through the Council and is popular. • Level 4/5 Work Placement • Level 4 Employability • Duke of Edinburgh run in the S3 curriculum • YPI delivered through PSE in S3 • Young Enterprise Money Matters resources and Tenner Challenge delivered through S1/2 Enterprise course • Yass courses • Foundation Academy – University West of Scotland ( 10 week course) This year we have achieved the following Duke Of Edinburgh – Bronze award – 18 Dynamic Youth award – 6 Rite To Work Award – 8 Rite to work is an Employment program ran through the school with MAYDS and Working Rite to help pupils in S4/5 who will be leaving at end of the session gain a position destination in Employment or move into the fulltime Working Rite Scheme. All pupils gained SCQF Level 4 Work Readiness. Moving forward Depute in-charge of Curriculum / PT Enterprise and PT Guidance have formed working group to look at Wider Achievement offering and look at Leadership opportunities /Saltire Awards etc. DYW Argyll has purchased a Barista machine for LHS and PT Enterprise and Teacher of Inclusion to be trained and start work on planning and devising the course ahead of offering SCQF Level 5 Barista Skills unit.
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23 Section 5 Equity and Attainment – Evaluation of Key Factors Factor in attainment Attendance School Ave. Att. 23-24: 87.7% (87.3% in Argyll and Bute) Persistent Absence: 43% (45% in Argyll and Bute) Exclusion No. of Exclusion Incidents 23-24: 7 No. of Exclusion Openings 23-24: 34 Rate per 1000 pupils: 17.2 (18.5 in Argyll and Bute) Additional Support Needs Census 2023: 44% (40% in Argyll and Bute) SIMD Census 2023: 11% of all pupils from Deciles 1-3 (18% in Argyll and Bute) Free School Meal Entitlement Census 2023: 11% (14% in Argyll and Bute) Care Experienced (and previously Care Experienced) Census 2023: 1% (4 pupils) English as Additional Language Census 2023: 2.2% Other (give details)
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24 Pupil Equity Funding The rural nature of Lochgilphead Joint Campus means that SIMD alone is not a useful tool for describing the poverty related attainment gap in our context. While it is true that young people in deciles 3 and 4 (our lowest SIMD deciles), the pupils in these categories who perform below their peers also have other specific barriers to learning (e.g. mental health concerns, bereavement, English as an additional language, problems with self-regulation, access to breakfast, are Care Experienced etc.). In short, not every pupil in SIMD deciles 3 and 4 have one or more of these barriers to learning, but most pupils who do experience barriers, are in our lowest SIMD deciles. Therefore, PEF funding at the campus is targeted at interventions that support pupils experiencing these barriers to learning. We employ two Family Liaison Wellbeing Officers who, based predominantly in the Den (our wellbeing hub), deliver targeted interventions such as bereavement support, Care Experienced supports, Self-Regulation and Nurture Groups, Breakfast Club, Mindfulness and wellbeing sessions, a quiet space for learning and study, and a space for topping up on healthy snacks during the day. This is helping pupils who experience barriers to learning to overcome these and to be more ‘ready to learn’. In the past year, many of the pupils who were regularly using the Den, have successfully re-integrated into mainstream classes and most of the pupils who access Den interventions, spend most of their school time in mainstream classes. All pupils who use the Den access mainstream education as well. Section 6 Other information Life at Lochgilphead has been busy and fulfilling with many trips, events, celebrations. Big Day Out Every year, pupils who demonstrate the school’s values have a chance to take part in a celebratory ‘Big Day Out’. Our last one was to Glasgow where pupils had a fabulous day at Flip Out. Pupils who went reported that it was great fun and all pupils in the school are working hard to earn a place at the next Big Day Out. Friday Live
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25 This is a weekly celebration of the many talented musicians at LHS. Every Friday lunchtime, individuals or groups of pupils take to the stage and entertain the school community. We have rock bands, traditional groups, pop duets, trios and soloists and classical performers. Musical Performances Our Christmas Concert showcased the talents of pupils from S1-6. There was a whole range of musical talent on display from children taking part in their first public performance to Advanced Higher students. There were choirs, orchestras, ensembles and solo performances with a whole host of genres including traditional, rock, jazz, classical, pop and a singalong with the audience. Various young musicians have also performed for the residents of Ardfenaig Care Home, and for members of the public outside the Coop at Christmas. A group of pupils from P7 to S6 performed with members of the BBC Scottish Symphony Orchestra when they went for a Play Away Day in Oban in November. They performed music from Carmen (Bizet) and Abdelazar (Purcell). Rome Trip Pupils from S4-6 visited Rome in September. This trip combined learning in history, RMPS and languages and pupils visited the Trevi Fountain, Colosseum and Vatican as well as sampling the Italian lifestyle. Youth Philanthropy Initiative Our YPI programme is now in its third year. All pupils in S3 take part and research a local charity. This involved visiting or speaking to charity organisers and volunteers and finding out about the work they do to support local people. Each group then made a ‘pitch’ to a committee made up of school staff and representatives from the Wood Foundation and the most successful presentation saw their charity awarded with a grant of £3,000. This year’s beneficiary was Forget Me Not Choir who were delighted with the award. Charity Events Our senior pupil charity committee has been as busy as ever. Lots of fun events such as the fun run, teacher concert, dodgeball tournaments, pyjama days, sponsored walks, raffles and more have helped raise thousands of pounds for a range of good causes including Scottish Air Ambulance, Children in Need, Comic Relief and NSPCC. Social Events The two highlights of the social calendar at LHS are the Halloween Disco and the Snowball. These were hugely successful again this year and our young people celebrated in style. The Snowball in particular was notable for the very high quality of Scottish County Dancing on display.
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26 Rights Respecting School We are officially a Rights Respecting School after being awarded the Bronze (Rights Committed) Award from UNICEF UK. Every month across the campus, we raise awareness of a different article from the United Nations Convention on the Rights of the Child. Assemblies and classroom activities help pupils understand their rights and the rights of children all around the world. School Trips and Sports We have taken pupils on trips to various parts of the country this year to see plays in theatres, art exhibits, museums and universities. Pupils in our Learning Centre enjoyed a trip to Renewable Parts LTD where they learned about renewable energy and recycling. Our football, shinty, volleyball and softball teams have also competed against other school with fantastic success. A notable achievement was in the MAKI Football Tournament in November when our Girls’ Junior Team came Runner up and our Girls’ Senior Team and both Boys teams were all champions of their categories. One common theme of all of these trips is that members of the public always approach staff, or email the school to say how fabulous our young people are – a real credit to Lochgilphead and Mid Argyll. National Poetry Winner One of our S1 pupils won a national poetry competition with her poem, ‘The Children of the Compass’. This beautiful poem used humour, alliteration and rhyme to describe the differences between people and will now be published in an anthology of poetry. Outward Bound This year, we have had two separate groups visit the Outward Bound Centre at Loch Eil. The S6 leadership team and a group of S3 pupils all benefitted from a week of outdoor activity, teambuilding and camping. The trips helped the young people develop resilience and leadership skills. Planet Youth Lochgilphead Joint Campus is a proud partner of Planet Youth Mid Argyll. This is a collaboration of stakeholders that is determined to work together to improve the lives of young people in our area. The biggest event of the year took place at the campus in February where volunteers from 20 local organisations were celebrated for changing the lives of teenagers and children. This event also raised awareness of all the great opportunities there are in our local area for young people. We have also celebrated the annual events that mark a year in the campus, World Book Day, Show Racism the Red Card, Autism Awareness week, Remembrance Day, Down’s Syndrome week, World Maths Week, European Day of Languages and many more events were celebrated, often with pupils leading assemblies for the rest of the school.