Campbeltown Grammar School
Argyll and Bute Council · 4 June 2025
Back to Mid Argyll, Kintyre & the Islands Area Committee — 4 June 2025 and its agenda
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ARGYLL AND BUTE COUNCIL SECONDARY SCHOOL ATTAINMENT REPORT AREA COMMITTEE Campbeltown Grammar School 4th June 2025
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School information/school context – include SIMD etc. Campbeltown Grammar School was founded in 1686. The new school opened in February 2018. Our facilities include an all-weather sports pitch, a piping pavilion, climbing wall, three computer suits and a Learning Centre. Our classrooms are all equipped with digital learning walls and laptop computers, chrome books and desk top computers are available for all learners. Campbeltown Grammar School is a non-denominational secondary school located within the remote small town of Campbeltown on the Kintyre peninsula with a population of less than 10,000. At Campbeltown Grammar school, we embrace our unique heritage and culture whilst working to deliver equity for all of our learners. We strive to deliver a broad curriculum which we continue to develop with our local and national partners to meet the needs of our young people. The school’s catchment area spans across the South Kintyre area and our associated primary schools include Castlehill, Dalintober, Drumlemble, Carradale, Glenbarr, Rhunahaorine and Gigha primaries. Our roll for the 2023-2024 session was 387. 16.7% of young people receive free school meal entitlement. As of January 2024 our staffing was 33.31 FTE. The social/economic demographic of the communities which we serve is mixed and the table below indicates the range of Scottish Index of Multiple Deprivation (SIMD) deciles of our young people: SIMD Range Percentage of Pupils Deciles 2 - 4 35.5 Deciles 5 –7 64.49 Senior staff and school captains have been working together to raise the profile of our vision and values with the aim that these permeate every aspect of our school life. Our vision and values have been redesigned and shared at assemblies and feature on all of our communications with pupils, parents and partners. School captains and S6 pupils developed our new school moto: Committed to Success. Aim High. This moto encapsulates our schools ambition and determination to deliver the highest quality educational experience to all of our learners.
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Section 1 S3 ACEL Attainment in Literacy and Numeracy School Level % Achieved Reading Writing Listening and Talking Literacy Numeracy Campbeltown Grammar School Third Level or better 91.9(+3) 89.2(+2) 90.5(+1) 87.8(+1.5) 82.4(-10) Argyll & Bute Third Level or better 89.2 87.5 89.8 86.3 92.1 Campbeltown Grammar School Fourth Level 59.5(-8) 58.1(-7.5) 68.9(-1) 58.1(-6) 67.6(+3) Argyll & Bute Fourth Level 67.2 65.6 69.6 64.1 64.4 (Indication of performance in relation to Argyll & Bute % Achievement) S3 ACEL – Gaelic (if applicable) School Level % Achieved Gaelic Reading Gaelic Writing Gaelic L&T Campbeltown Grammar School Third Level or better N/A N/A N/A Campbeltown Grammar School Fourth Level N/A N/A N/A
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Evaluative Comment – Areas of Strength in BGE Attainment: In comparison to 22-23 achievement for BGE Literacy and Numeracy, all areas have shown improvement at school level. For third level or better- Reading (9.8% increase), Writing (6.8% increase), L&T (6.1% increase) and Numeracy (5.6% increase) For fourth level- Reading (15.2% increase), Writing (15.5% increase), L&T (34.8% increase) and Numeracy (25.5% increase). For session 23-24 some areas show that Campbeltown Grammar School achievement is higher than that for Argyll &Bute. Third level or better- Reading (3% higher), Writing (2% higher) and L&T (1% higher). Overall Literacy at third level or better is 1.5% higher than the A&B average. Numeracy at fourth level is 4% higher than the A&B average. In terms of 4th level, we are ahead at all curricular levels compared to the last pre pandemic year. This indicates that progress is recovering from the disruption of the pandemic. Evaluative Comment – Areas for Development in BGE Attainment: In order to build on the improvements, all teachers will engage in moderation as evidenced by Faculty Meeting minutes and attendance at whole school moderation events. By engaging with these professional development opportunities, all teachers will be able to demonstrate a clear understanding of curricular levels. Quality Assurance and Moderation Support Officers will deliver professional learning to staff by presenting training opportunities at in-service and by working with departments at Faculty meetings. Feedback from the moderation project will be delivered to all staff at planned moderation twilight sessions. All staff will be expected to contribute to Achievement of Curriculum for Excellence Levels (ACEL) data to ensure that all possible evidence is captured to support judgements for Literacy and Numeracy achievement of a level. This will also support pupils as they transition to the senior phase and undertake N4 or N5 qualifications. The Faculty Head of English and the Faculty Head of Maths will analyse and report on the data. This will support our plans towards future improvements.
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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 For S4, the N5 pass rate has increased by 4% from 73% in 2022 to 78% in 2024. CGS achieved 100% N4 pass rate which is in line with A&B and 13% higher than the National Average (87%) Compared with pre-pandemic attainment, there has been an overall 7% increase in A passes at N5 since 2019. Per year group, there has been an increase in A passes at N5 since 2019. For S4 learners there has been a 6.7% increase, for S5 learners there has been a 1.7% increase and for S6 learners there has been a 1% increase. This indicates that progress is being made to improve attainment at the higher levels. Based on the A-C pass rate for AH in 2023, there was a 5.3% increase in the pass rate. The A-D pass rate for AH in 2024 was higher than both the Argyll and Bute and National average. Evaluative Comment – Areas for Development We are all very aware of the need to improve attainment for all young people and at all levels across the school. This is an ongoing focus for all, and, in particular for Faculties in relation to improving the quality of passes at National 5 and Higher. Senior leaders, principal teachers and faculty heads are working closely with teaching staff to analyse the information they gather about young people’s progress in learning through regular planned meetings. All teaching staff have an increased focus on how best to improve young people’s attainment and support all young people to achieve their maximum potential. A range of interventions have been identified in order to support young people in the senior phase. Classroom teachers are further developing their understanding of appropriate interventions which are bespoke to the needs of individual young people.
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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
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Evaluative Comment – Areas of Strength The percentage of leavers attaining level 4 Numeracy is 6.1% better than last year. Comparing 2020 and 2024 cohorts The S4 leavers’ rate increased 2024. In 2024 there were 61 leavers, 9 of whom were S4. 15% of leavers were in S4 which is higher than the Argyll & Bute average. In 2020 there were 50 leavers none of whom were in S4. S4 leavers have less time to achieve level 4 than 5 years ago. Leavers’ who experience the full three years of the senior phase are much more likely to achieve level 4 Numeracy and Literacy. For Literacy and Numeracy at Level 4 and Numeracy at Level 5, the data indicates that with the increased numbers of leavers in S4, the overall performance matched the performance in 2020. Three Year trend When we look at S6 leavers who have experienced the full three years of senior phase, there is an improvement in literacy and numeracy at every level Year Number of S6 leavers Level 4 Literacy Level 5 Literacy Level 6 Literacy Level 4 Numeracy Level 5 Numeracy Level 6 Numeracy 2022 48 93.75 91.67 68.75 85.42 66.67 18.75 2023 42 97.62 95.24 78.57 95.24 85.71 33.33 2024 29 96.55 93.1 82.76 100 86.21 34.48 Three Year Change 2.8 1.43 14.01 14.58 19.54 15.73 Evaluative Comment – Areas for Development We will continue to explore the potential to develop the senior phase offer in response to data, young people’s views and labour market information to ensure we are meeting the needs of all learners whilst still providing challenge to those who require it. An evolving senior phase offer should encourage S4 learners to remain engaged in learning and support them to attain at the highest level of Literacy and Numeracy possible. We will develop a strategy to capture Numeracy and Literacy evidence as early as possible to ensure that all S4 leavers have the highest level of Numeracy and Literacy possible. We will review our timelines to increase pace in S1-S3 which will support an increase in tracking data and therefore an increased understanding of standards. We will aim to use a broader range of evidence from across the whole school, and in some cases extending into National level content in S3. There will be an expectation that young people will overcome L4 outcomes sooner and therefore be introduced to National course content earlier.
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3b Increased post-school participation
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Evaluative Comment – Areas of Strength The percentage of leaver’s positive destinations are largely in line with the percentage of positive destinations over the past five years. The percentage of leavers initially in a positive destination is the 2nd best in the last 5 years. In 2023 and 2024, 100% of leavers who remained in school for the full three years of the senior phase went to a positive destination. This data is above the VC, A&B, Northern Alliance and National for two years in a row For S6 leavers who have experienced the full three years of the senior phase, there has been a 7.79% increase in pupils going into employment over the past 5 years from 37.04 to 44.83% Again, this trend is seen with a 5% increase in leavers going on to Higher Education or Further Education from 50% to 55%. Evaluative Comment – Areas for Development We will continue to develop partnerships to support the delivery of work experience. The Principal Teacher of DYW will work with the central Developing the Young Workforce (DYW) Team to increase the offer available to learners. The Principal Teacher DYW will produce a data base of short term and long term work experience placements for learners including anticipated skills development. The Pupil Pathway Policy will be introduced to inform the experiences, opportunities and curriculum made available to learners. All pupils will meet with Guidance staff to produce a planned pathway through the Senior Phase leading to a positive destination. Exploration of MCR Pathways Mentoring is underway with MCR Pathways with a view to extending to Campbeltown Grammar School in order to support more vulnerable young people.
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3c Improving attainment for all
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Evaluative Comment – Areas of Strength The average number of tariff points for the middle 60% in 2024 is in line with data from 2023. For the middle 60% the gap between CGS and VC in 2024 was the second lowest since 2020. For the highest 20% the average number of tariff points is slightly higher than the data from 2023. For the highest 20% the gap between CGS and the VC in 2024 was the second lowest since 2020. The gap between the average total tariff points for CGS and VC in 2024 has closed slightly in comparison to 2023.
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Considering the S6 cohort only, the data shows that performance in 23/24 was the best it has been for 60% middle - 2nd best for lowest 20% and highest 20% alike. See the tables below. Lowest 20% - 2nd highest in last 5 years Middle 60% - highest in last 5 years Upper 20% - 2nd highest in last 5 years 2020 2021 2022 2023 2024 Lowest 20% 374 174 181 239 344 Middle 60% 683 668 712 709 793 Highest 20% 1259 1226 1279 1191 1265 0 200 400 600 800 1000 1200 1400 Improving Attainment for All - S6 Leavers Only Lowest 20% Middle 60% Highest 20% Linear (Lowest 20%) Linear (Middle 60%) Linear (Highest 20%)
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The complimentary tariff points for S6 leavers is also the highest that it has been since 2020. 736.4 680.8 719.2 711.4 797.6 620 640 660 680 700 720 740 760 780 800 820 2020 2021 2022 2023 2024 Average Complimentary Tariff Points of S6 Leavers 2020-2024
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Evaluative Comment – Areas for Development The proportion of S4 leavers has increased over the past 5 years. The opportunities for S4 leavers to have achieved the maximum number of tariff points has been lower due to our lower numbers of presentations. For N5, our presentation rate at S4 indicates that we were presenting 1 subject at N5 fewer than the Argyll and Bute average. Our more robust presentation policy and increased number of S4 subjects offered indicates that this year our presentation rate is 4.5. We will continue to embed the updated presentation policy to ensure more scrutiny around dropout rate, pupil’s moving level and early interventions. We will continue to review and refine our policies and systems based on the data and impact of interventions. We have introduced a 33 period week. This has allowed us to increase the curricular offer in S4. The restructuring of the school day reduces the number of transitions throughout and maximises time for learning. The 33 period week also delivers more effective, efficient timetabling of staff. We will continue to refine and improve tracking systems and pupil profiles to support the early identification and delivery of Flexible Learning Plans for S4-S6 cohort. The Learning Support department will widen their curricular offer and aligned it with subjects offered out with the LS department. There will be a greater focus on SQA attainment and aspirational presentations for learners who access additional support.
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3d Attainment versus Deprivation
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Evaluative Comment – Areas of Strength Comparing 2023 and 2024 attainment versus deprivation there have been some improvements. SIMD 3- Total Tariff points higher than 2023 SIMD 4- Total Tariff points are in line with the VC and overall higher than 2023 SIMD 6- Total Tariff points higher than 2023 SIMD 7- Total Tariff points higher than 2023 and closer to the VC. For 2023/24, the complimentary tariff points indicate that in all 6 deciles, attainment is closer to the VC.
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Evaluative Comment – Areas for Development Whilst there are some improvements in attainment for 4 of the 6 deciles within our catchment, attainment is lower than the VC in all of the deciles. Tracking systems will be adapted to monitor attainment versus deprivation to support young people accessing interventions and direct how we support learners to attain. We are continuing to explore the offer for our learners to encourage more engagement and attainment. This year the additional subjects offered include: - N5 Practical Cookery - N5 German - NPA Barista - Cycle Maintenance - Higher Modern Studies - BGE Drama - BGE Horticulture - N3 Italian - BGE Creative Industries - Sociology - NPA Creative Digital Media - Cyber Security - Photography
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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 Duke of Edinburgh Awards were fully reintroduced this year. 24 young people took part and 4 of our pupils achieved bronze awards. The remaining 20 young people are being supported to complete the award and have all successfully completed the expedition. We have introduced the Dynamic Youth Award- Almost all of our S1 & S2 pupils achieved the first level of the award this year. The award is quality assured by the SQA and credit rated. The S1 & S2 pupils who participated have all gained a minimum of 1 SCQF point. Food Hygiene certificate- Almost all of our S3 Practical Cookery pupils achieved this certificate this year. Sports Leader- Some S6 pupils achieved Sports Leader certification through participating in whole school events alongside timetabled sessions with the PE department. Sailing certification- All BGE pupils were given the opportunity to take part in taster sessions with the local sailing club. Many of those who opted to continue to attend the sailing club’s evening sessions achieved certification. To date, 121 pupils have taken part in taster sessions, 62 S2 pupils have taken part in the week long courses, 56 pupils have achieved Level 1 Certification, 30 pupils have achieved Level 2 Certification, 4 pupils have achieved the Assistant Instructors Certificate, 7 pupils have achieved the Power Boat 2 Certificate and 7 pupils have achieved the Seamanship Skills Certificate. Qualifications delivered by Argyll College National 5 Cake craft Higher Childcare and Development NPA Spots Development Rural Skills SFW NPA Criminology Health Sector SFW Sport and Recreation SFW Engineering N5 SFW Engineering N4 SFW Construction Craft and Technician NPA Practical Cookery level 3 Make-Up Skills N5 NPA Early Education & Childcare N4 SFW
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Section 5 Equity and Attainment – Evaluation of Key Factors Factor in attainment Attendance School Ave. Att. 23-24: 85.7% (87.3% Argyll and Bute) Persistent Absence: 46% (45% Argyll and Bute) Exclusion No. of Exclusion Incidents 23-24: 15 No. of Exclusion Openings 23-24: 37 Rate per 1000 pupils 23-24: 39.5 (18.5 Argyll and Bute) Additional Support Needs Census 2023: 23% ASN SIMD Census 2023: 28% from Deciles 1-3 (18% in Argyll and Bute) Free School Meal Entitlement Census 2023: 16% (14% in Argyll and Bute) Care Experienced (and previously Care Experienced) Census 2023: 2.9% (11 pupils) English as Additional Language Census 2023: 1.8% Other (give details)
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Pupil Equity Funding Impact of PEF on closing the attainment gap Health and Wellbeing Officer The wellbeing room has been resourced and support is being provided for all learners. The Health and Wellbeing Officer has established nurturing relationships with identified young people. Study Bites Wellbeing support is provided by key staff for 4 evenings after school. Pupils are supported to establish a study routine. Homework support is provided. Soup and sandwiches are provided for all. Study Bites provides a warm, quiet space for pupils to eat and study after school. Support for Families All pupils have access to a warm breakfast before school. The Nurture Group are provided with tea and toast during their sessions. Study bites are provided with soup and toasted sandwiches for all. A school uniform store is available for all pupils to access if required. Swimming Project Small groups of pupils have been identified to take part in swim sessions over 4 week periods. Pupils build life skills through planning their swim bags, washing and organising towels and swimwear and toiletries. Pupils are provided with all the necessary kit to allow them to swim. Pupils build social skills by organising post swim snacks. Attendance of those involved was monitored and improved for most pupils. Reading Room and Literacy Support The English seminar room has been redeveloped as a reading room to encourage reading for enjoyment for all. Updated reading materials and furnishing have been provided to encourage a nurturing reading space to support developing literacy. Accelerated reader has been introduced to support improvement in attainment.
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Section 6 Other information Progress Review October 2024 ‘Since the initial inspection, significant progress has been made. The school has a clear vision, values and aims in place which underpin its strategic direction. The identified next steps, outlined above, will continue to inform the school’s work to ensure a sustained pace of change leading to further improvements for all young people at Campbeltown Grammar School. We are confident that the Headteacher will continue to provide strong, strategic leadership in order to secure further improvement. We have shared this progress report with Education Scotland who have confirmed that they are confident that Campbeltown Grammar School has the capacity to continue to improve.’ Staffing We have restructured the middle leadership team. Three of the four new Faculty Heads have been appointed in Maths and Science, English and Modern Languages and Heath & Wellbeing and Technologies. We have appointed new teachers in Home Economics, Physical Education, Art, RME/Social Subjects and Spanish. Vision, Values and Aims We have refreshed our Vision, Values and Aims and introduced our new school Moto. We have updated the school’s branding and launched our new website. We have introduced fortnightly parent updates and delivered parent information evenings on options and pupil pathways. Celebrating our Successes Congratulations to the UHI Argyll College Student of the Year, a Campbeltown Grammar School pupil, Mia MacLaren. Two of our pupils took part in Springboard’s Future Chef competition. Supported by the parent council, one of our chefs made it to the regional finals. Sports wins S1&S2 Girls SPAR football winners of their qualifying group. Scottish Schools swimming championships area trials- 23 Gold, 11 silver and 11 bronze medal winners. Scottish Schools swimming finals- 2 silver and 1 gold in the 100m backstroke Scottish Schools Champion. CGS were the overall winners of both the MAKI badminton and volleyball competitions. CGS pupils competed in the Scottish School’s Pipe band Championships and came a fantastic 7th place in the Novice B section. At the Scottish Brass Band Association Festival students from CGS achieved a gold award in the Intermediate band competition and the development band won the gold award and 1st place regaining the Scottish development section trophy. CGS pupils took part in the Scottish young musicians brass ensemble competition and were crowned the Scottish Young Musicians Brass Ensemble of the year. Many of our CGS pupils competed in the Mid Argyll Music festival with 13 youngsters winning their section. Charity Breast Cancer coffee morning £196.74, MacMillan Cancer bake sale £272.57, Children in Need £268.12,Campbeltown Cat rescue £93.87, Red Nose Day £186.47 Trips History and Modern Studies students took part in a trip to London which was supported by the Parent Council and Campbeltown common good. Young people in S3 and S6 participated in trips to the outward bound centre At Loch Eil.