4. The 'School Family'

4.1 Generating trust and goodwill in the staff team
4.1.1 The team ethic can only flourish when staff members have worked with and professionally developed/supported each other through the difficult times as well as the good. The team ethic was applied to everything that took place within the school. Our staff team always consisted of all members of staff within the school and not purely teaching staff. This again promoted in staff a sense of being truly valued, making it that much easier to pass this essential message to pupils and parents in turn. We call this our 'School Family' and it is very effective in highlighting positive behaviour, encouraging a positive shared ethos and offering real challenge.

4.1.2 Teamwork is also evident in other ways: staff support each other formally and informally, some have subject-related responsibilities and act as mentors should advice/help be sought, such as 'writing moderator' or 'music expert', while others are equally supportive interpersonally as colleagues.

4.1.3 In the early days of our turn-around, particular milestones were noted and celebrated as the team began to come together. One memorable example was when, as a staff 40th birthday present to the Head Teacher, nine members of staff accompanied him in a white water rafting experience over a weekend. The need for speedy learning and a shared focus never felt so necessary - pulling the wrong way or at the wrong time here could have been disastrous (see Picture G). Our indoor bowling and karaoke evenings are equally bonding, if less potentially traumatic!

4.1.4 Such positive feeling is visible in other areas. We are extremely lucky in the school to boast seven after-school clubs run exclusively by staff. These are: science, rugby, netball, choir, homework, gymnastics and football. Our successes have been many, especially coming 4th overall in the Scottish Gymnastics final last year, having come 1st in Fife. Such goodwill donations of time by staff benefit our pupils enormously and also allow staff, including the Head Teacher, and pupils to see each other in more relaxed alternative contexts to the classroom.

4.2 Consulting with our school community partners
4.2.1 Although this Case Study focuses on our essential CPD activities - a priority for all schools and promoted at national and Authority levels - it is important to emphasise the great importance that we also put on consultation and collaboration with our closest partners. From the beginning of our planning for change, pupils and parents/carers were either consulted and involved in the process of school improvement or kept fully informed through letters, questionnaires, workshops, newsletters, performances, demonstrations and local press coverage.

4.2.2 The participative style in running the school was also applied to our pupils and to parents. The ideal of empowered, confident pupils and engaged parents who would relish the opportunity to have real influence and responsibility within the school and its teaching and learning was also a key focus in our changes. We believe that we have also been successful in this aim but, sadly, space does not allow us to elaborate on it here.

5. Outcome: It's Official!

5.1 Return of the HMIEs
Action Plan 1 was completed on time and so the pace was maintained with the introduction of Action Plan 2. This was designed to build on the good work and to continue to support and challenge the pupils in Lochgelly South. HMIE returned in November 2002, exactly one year after publication of the initial report. Relevant HMIE comments include; 'very promising progress from a low starting point' and, 'the quality of education and aspects of attainment had improved significantly in a short time'. Acknowledging the hardworking effort that the staff team had made they noted, 'the school had made very good progress on all six recommendations'. Awarding us '4s' (very good - major strengths) across the board, they announced that the intended follow-up inspection was not necessary. We were also visited by Mr G Donaldson, Senior Chief HMIE and Mr P Rycroft, Chair of the national Schools' Committee, to record and discuss our improvements first hand and also to celebrate our successes with us.

5.2 With hindsight, what would we change?
Pacing was a real issue and if we had the chance to repeat the exercise we should have perhaps lifted our feet 'off the pedal' a little to consolidate and enjoy what we had achieved. With hindsight, perhaps we took a risk in maintaining and indeed increasing the pace of change. However, once the momentum of change had gathered pace we were comfortable in continuing to forge ahead. Had we not been such a close staff team who were open to change and who supported each other professionally and personally then the whole impetus might have been in danger of collapsing. Although in this case we held together and achieved our aims for our pupils and school, pacing a school's change is a matter that should have very careful consideration by each school and its Authority.

5.3 Goals realised, job done?
5.3.1 Lochgelly South now enjoys a new position within the local community and within the wider educational community. Staff morale is very high and the school has a real 'buzz'. Last year Fife Council nominated us for a COSLA Award for Excellence, Project Phoenix. Pupils are happy, comfortable and relaxed learners with real involvement in their learning and a sense of pride in self, the school and their achievements. Parents are pleased - this is reflected in the massive support that they lend now to any school function.

5.3.2 The role that an effective and focused CPD framework has played, and must continue to play, in facilitating our school development cannot be overemphasised. This journey, although incredibly demanding, has been very fulfilling for all involved and will continue as we meet new challenges. The changes and improvements in the school are memorable for all of us in the staff team but the real winners are undoubtedly our pupils - as anyone involved in the education professions would wish.