Published Evidence Packs
Wider Achievement
Bearsden Academy
- Young people are better able to articulate their strengths and skills. - Young people's successes are recognised which provides the opportunity to develop confidence and self-esteem. - Young people have shared their resilience has increased as a result of experiences like DofE. - Young people have wider accreditation opportunities in departments and areas across the school. - Young people can recognise their own successes and the value of getting involved in extracurricular clubs.
Wellbeing Support at Bearsden Academy
Bearsden Academy
Many pupils have accessed the wellbeing staff over the last few years. Most move on from this process and do not require it to attend school successfully. Wellbeing scores are followed up for any pupils that enter wellbeing. In 2024, 15 pupils completed the scale.
Tracking Wider Achievement
Bearsden Academy
As a result of the school's inclusive and flexible approach to tracking and celebrating wider achievement, more young people are confidently sharing achievements gained both in and out of school. The use of digital Sways, QR codes and personalised celebration has reduced barriers for pupils and families, leading to more accurate and equitable tracking.
Tracking Pupil Progress
Bearsden Academy
Tracking pupil progress is an integral part of the work we do at Bearsden Academy. We understand that young people are individuals with their own learner journey. Our approach to tracking pupil progress supports young people because: - We ensure young people's wellbeing is at the centre of decision-making - Early interventions are carefully planned to support the needs of young people - We identify trends and patterns within quantitative...
The Hub
Bearsden Academy
The Hub is not merely a physical space but a strategic intervention designed to remove barriers to learning. By wrapping support around our most vulnerable learners, we have moved from a reactive model of support to a proactive, data-driven approach.
Teacher led CLPL and Professional Learning
Bearsden Academy
Much of what staff are offering is in line with the school's own improvement priorities. Additionally, staff are offering areas of real interest to them, and areas of real expertise, therefore are imparting a lot of wisdom and knowledge that is ensuring improved understanding and standards across the school.
STEM
Bearsden Academy
Ultimately, our STEM Nation journey transforms education at Bearsden Academy by moving from abstract theory to applied, real-world learning. This strategy is a vital driver of equity; through targeted interventions and industry partnerships, we are dismantling barriers and widening access to high-value careers for all students.
Sharing Values
Bearsden Academy
This work has ensured that our values are communicated well when discussion initiatives and improvement in school. We know that pupils are aware of, and see the links to, school values in the weekly communication.
Self-Evaluation with Middle Leaders
Bearsden Academy
The collated evidence shows improving self evaluation scores, but also richer feedback from departments each year. Longer term, relationships across the local authority are supporting high quality learning and teaching development, and validating the work of our departments effectively.
School Improvement Cycle
Bearsden Academy
The involvement of pupils, parents and staff in improvement allows the school to focus on the priorities that match a shared vision of what the school should do.
Pupil Led Charity
Bearsden Academy
**How has this impacted learners? - **Pupils develop leadership - committee members control the process – from researching which charity to support, to organising the school vote, meeting with Mr Cooper for calendar of events approval, communicating with the charity etc. - Pupils build partnerships with the charities. Pupils have visited the charities' HQs to see the work they do, support by working for the charity for a day. Pupils have been able to show empathy and compassion. T
Pupil Leadership
Bearsden Academy
The collated evidence highlights the key role of Pupil Leadership in the school. Young people are actively involved in decision-making processes and work closely with the school community to share, and collaborate on, school improvement. Our young people can articulately share strengths and next steps in regard to school improvement.
Pupil Improvement Team – Feedback
Bearsden Academy
The collated evidence highlights the key role of The Pupil Improvement Team in the school. Young people are actively involved in decision-making processes and work closely with the school community to share, and collaborate on, school improvement. Our young people can articulately share strengths and next steps to support school improvement. The feedback from the Pupil Improvement Team is used to support school improvement priorities.
Presentation Policy
Bearsden Academy
Positive presentation has increased the number of pupils accessing National 5. While this can prevent a "cliff edge" effect for young people where a National 4 qualification is not attempted, our data demonstrates a high number of pupils attaining 5+ awards at both L4 and L5 – above Virtual Comparators in both, with further additional value added for Level 5.
Positive Destinations
Bearsden Academy
The school's response to the needs of the community, its focus on supporting young people to be aspirational, and a robust system of supporting transition out of school allows the school to maintain a very high rate of positive destinations.
Plurilingualism
Bearsden Academy
The introduction of the PEF-funded plurilingualism role has significantly improved equity of access to learning for multilingual young people. Staff now use digital tools and inclusive approaches with confidence, enabling learners at all stages of English acquisition to participate fully in the curriculum. The creation of the Plurilingualism Hub and the introduction of cultural celebration events have strengthened belonging, identity and pride across the school community.
Planning Improvement for Learning and Teaching
Bearsden Academy
A focus on a cycle of improvement around Learning and Teaching ensures that departments continually focus on improvements in learning. In conjunction with the moderation cycle, teachers are regularly expected to question and improve their work around learning and teaching. They are aware that there will be ongoing quality assurance and department and school level.
Partnerships to Support Wellbeing
Bearsden Academy
- Work with Skills Development Scotland regularly leads to positive destinations of 99.5 to 100% - Case studies show significant work goes into planning around transition for young people into school via Enhanced Transition and out of school via career planning to maintain this figure.
Parent Leadership
Bearsden Academy
Over the course of the programme, parents have identified where the support can best be given to ensure parents can help their child to learn. This has included asking for help with health and wellbeing and an understanding of the topics being covered in curricular areas at various points in the year.
Parental engagement for improving communication and collaboration
Bearsden Academy
Parents have provided significant direction in relation to how the school communicates and engages. The school has been able to create resources specific to these needs through carrying through "you said, we did" exercises. Through parental engagement in improvement, we have been able to develop new approaches to engaging and learning from parents.
Outdoor Learning
Bearsden Academy
Outdoor Learning is not an add-on in Bearsden Academy; it is a core part of who we are and how we support our young people. We value outdoor learning because it: - enhances wellbeing, resilience and mental health - provides equitable, experiential learning opportunities for all - strengthens relationships, teamwork and leadership - enriches curriculum delivery and deepens understanding - supports creativity, problem-solving and meta-skills development - strengthens community connections...
Moderation
Bearsden Academy
The strategic application of the Moderation Cycle has delivered demonstrable and measurable improvements in the quality of assessment practice, resulting in a more reliable platform for measuring pupil progress and fostering a culture of collective efficacy across the school. - Improved Planning Quality: There is clearer evidence of high-quality Placemat Planners with LI/SC that are more explicit, measurable, and directly linked to BGE outcomes.
Middle leaders designing school leadership meetings
Bearsden Academy
The decision to hand the creation and development of meetings to staff has allowed the content, leadership and utility of scheduled meetings to be richer and more effective. Feedback from staff indicates that middle leaders gain more from this new format in terms both in the opportunities to lead and the collegiate development gained through the sessions. The format contributes to "leadership at all levels" in supporting shared understanding of school priorities.
Mentors in Violence Prevention
Bearsden Academy
- High engagement with mentors over the session - Long term, experienced staff team - Supported by SLT and culture of the school - Identified through Pupil voice PSE task as a strength Partnership working including one staff member (KO) seconded to Education Scotland
Meeting the Needs of Learners with ASN
Bearsden Academy
The collated evidence demonstrates that our young people are supported at a universal level but also where targeted support is identified. The data shows continual monitoring and review of interventions whereby active communication and partnership with families to support learning and wellbeing is vital.
Making Rights Visible
Bearsden Academy
- Staff and young people in the school have shared they have a better understanding of the UNCRC. - During the Silver RRS accreditation visit, several groups were able to discuss the visibility of rights through displays, assembly and registration input. - Through the extended leadership meeting, 100% of staff who completed the evaluation said the session improved their understanding of the UNCRC.
School Library
Bearsden Academy
The Library is not a separate entity in the school but has become more of an extension of departments over the past 3 years. It is valued for the ICT it offers but also the access to materials and the knowledge provided by the librarian. Year to year we are seeing an increase in book check outs and engagement with books and reading. This is reflected in our achievement of the Bronze and Silver Reading Schools Awards. The diversity in the collection has increased.
LGBT Charter Award
Bearsden Academy
The school achieved the award in 2022, and the cultural change has been embedded into the work of the school. It can be found within the curriculum, through the use of more diverse resources and reading lists, through identifying door signs and symbols highlighting support for LGBT students across the school.
Learning for Sustainability Curriculum
Bearsden Academy
As a result of our sustained whole-school focus on Learning for Sustainability, pupils are increasingly developing the skills, values and behaviours needed to understand and influence the world around them. Engagement in initiatives such as the Swap Shop, Eco Ambassador projects, community litter picks and our IDL outdoor learning experiences has strengthened pupils' sense of responsibility, global citizenship and connection to their environment.
Leadership in SQA
Bearsden Academy
Having so many staff involved in SQA allows departments to be at the forefront of qualification development. This, in turn, has a positive impact on overall attainment as teachers pass on best practice and guidance to colleagues, and then pupils benefit from a better shared understanding.
Interventions
Bearsden Academy
• Attainment: Tracking data shows targeted pupils making improved progress in key curricular areas, particularly in the Senior Phase. • Positive Destinations: Our interventions have contributed to consistently high rates of positive destinations, with bespoke pathways supporting those at risk of not achieving sustained success post-school.
Inclusion and Equality – Evidence Folder
Bearsden Academy
Our Inclusion and Equality framework is not simply a collection of initiatives; it is a coherent, preventative and responsive system that measurably improves young people's wellbeing, engagement and outcomes.
Improvement Teams
Bearsden Academy
Improvement teams have made significant impacts on the school. This includes: - Higher uptake and participation in meetings and discussion on improvement – after school meetings had smaller attendance, with some groups only meeting occasionally with two or three member in 2019 to full involvement of members in planned time 2022-2025. - Significant changes based on priorities taken forward by teams. T
Guidance
Bearsden Academy
Guidance plan for improvement through the improvement planning process. This has led to success in improving delivery of support as detailed above.
Fulfilment of Statutory Duties – Evidence Folder
Bearsden Academy
We recognise that effective safeguarding and statutory compliance directly underpin attainment, equity and wellbeing. Why this matters: - Young people cannot achieve if they do not feel safe. - Attendance is the gateway to attainment. - Early identification prevents escalation. - Clear multi-agency planning reduces fragmentation of support. - Consistent safeguarding culture builds parental trust.
Literacy
Bearsden Academy
There is a national expectation that all staff use progression frameworks linked to CfE experiences and outcomes or developmental milestones to plan children and young people's learning in communication, language, literacy, and English. Our approach to Literacy for All allows children and young people to progress in their learning across all aspects of literacy and English.
Equity for all learners
Bearsden Academy
Attainment over time demonstrates that the school's approaches to individual support, and an overarching policy of aspirational presentation, allow young people to succeed. The school's continued drive to improve the experience of young people in the school community regardless of barrier has ensured all learners are able to achieve.
Enhanced Transitions
Bearsden Academy
The sustained commitment to the Enhanced Transitions programme has delivered tangible and positive outcomes and has offered sustained improvement across all aspects of the young person's experience and strengthening the school's capacity for inclusive practice.
Effective Transitions
Bearsden Academy
Successful transition programmes allow young people to feel settled into the new school environment. Where young people are anxious or require further planning, this is put in place with the collaborative work carried out for Enhanced Transition
Effective Tracking and Reporting
Bearsden Academy
Data is used proactively to support each individual learner journey. Class Teachers, Principal Teachers Curriculum, Principal Teachers Guidance, and Year Heads will use the data throughout the school year to support interventions for each young person.
Eco Schools
Bearsden Academy
Young people have talked about the impact on their organisational and leadership skills in planning for the Eco School award. The group planned multiple events over the session reaching hundreds of fellow pupils with their work.
Meta Skills and DYW
Bearsden Academy
The work undertaken is not simply about providing opportunities; it is about ensuring that every young person develops the skills, confidence and ambition needed to thrive in an ever-changing world. We believe that young people benefit from a highly coherent skills curriculum that allows them to talk with fluency about the meta-skills they are developing and how these apply to learning, future study and employment.
Digital Tools for Supporting Learning
Bearsden Academy
Digital learning continues to support interventions for young people through communication, access to resources and assessment. Continuing to build capacity with digital tools, particularly using AI for resource development and data analysis, will allow us to continue to provide a 21st Century skillset to young people.
Developing nurturing classrooms
Bearsden Academy
The collated evidence shows improving knowledge of the rights and needs of young people, with an understanding of the impact on closing the attainment gap. There is clear evidence of staff meeting individual needs as part of their classroom practice
Developing leadership within the curriculum
Bearsden Academy
The development of pupil leadership is now having a visible and positive impact across the school community. Our S6 Ambassadors provide strong role-modelling for BGE learners, supporting in classrooms, leading activities and demonstrating the behaviours and values we expect of all young people. Leadership opportunities are not confined to a small number of pupils; initiatives such as the new pupil-led cafe have widened participation and created authentic, real-world leadership experiences.
Curriculum
Bearsden Academy
The curriculum offer at Bearsden Academy is appropriate and effective for learners. School leavers are successful: 99.5% in positive destinations in 2025. The majority of learners apply and are successful at being placed in University courses, as sustained positive destinations. The curriculum is balanced to allow opportunities for this to be achieved through S5 and S6 for all pupils who wish to access university.
Child Protection
Bearsden Academy
Young people at Bearsden Academy are safe, well cared for and enabled to flourish. Clear and unambiguous processes mean that staff have a clear understanding of how to raise a child protection or safeguarding concern, which improves outcomes for those young people who are most at risk.
Attainment over time
Bearsden Academy
The drive for attainment and aspirational approach to presentation has allowed the school to make steady progress against national benchmarks. The collective work of departments to implement interventions and review attainment data allows for success in almost all subjects and departments session after session, with a majority of departments continually demonstrating a positive trend for course comparator values in Insight.
Attainment in Literacy and Numeracy
Bearsden Academy
The school's support for participation in English and Mathematics, intervention around literacy and numeracy, ongoing professional learning and moderation and a culture of reading within the school have supported a long term, sustained performance in literacy and numeracy for all young people at Bearsden Academy.