We aim to provide an educational experience of the highest quality. 

We value our young people and are proud of their many accomplishments. We offer our young people a stimulating and challenging learning and teaching environment and a host of opportunities to achieve in the widest sense.

Our Gaelic school motto is Neart Tre Eolas meaning “Strength Through Knowledge”. We wish our young people to develop strength of conviction, strength of purpose and strength of self. We wish them to become knowledgeable about the world and knowledgeable in the world so that when they leave us they are ready to change the world.

  • Be determined to succeed
  • Show respect and concern
  • Prepare for tomorrow

There will be a consultation this session on the school’s Vision, Values and Aims with all stakeholders.

Pupil Equity Funding Rationale  

The Douglas Academy School Community is fully committed to using our Pupil Equity Funding (PEF) to ensure excellence and equity for all. We will work collaboratively with all stakeholders and use our PEF to improve the educational outcomes of young people affected by poverty and ensure all in our care flourish and make very good progress in their learning. We place great importance on developing Skills for Learning, Life and Work and improving attainment for all in Literacy and Numeracy, as these are essential skills that will allow our young people to excel in life when they leave Douglas Academy. We are also fully committed to developing our young people’s Health and Wellbeing as this has a huge impact on their learning and success in life. We aim to provide a nurturing learning environment that develops our young people’s confidence, self-esteem and resilience, which are essential life skills required for successful, independent living. 

Throughout session 2018-2019 young people in S1 & S2 living in SIMD 1 and SIMD 2 and those affected by poverty will be prioritised with a view to creating sustainable and measurable improvements by the end of S3 in 2020.  By 2021-2023 almost all young people by point of exit from Douglas Academy will have achieved 3rd Level or better in both literacy and numeracy by the end of S3; all young people will have achieved a minimum of SCQF L4 in literacy and numeracy; and, positive destinations data will be greater or equal to LA positive destination data specifically for those young people in SIMD 1 and 2 and those affected by poverty. It is also our aspiration that almost all young people affected by poverty will achieve SCQF L5 in both literacy and numeracy by the time they leave Douglas Academy. When reviewing the school’s progress against the targets identified consideration needs to be given to the small number of young people involved within the targeted group. Our use of PEF resources will also involve a focus on Wider Achievement for all. All pupils will have increased access to Wider Achievement opportunities but those identified as SIMD 1 & 2 will be given extra support and encouragement to ensure that they are able to access and benefit from a range of Wider Achievement experiences as they move up through the school. In addition, all pupils will be actively encouraged to exercise their right to a voice within the school community by being involved in the newly modelled Student Council. Use of SIMD data will again ensure an inclusive approach to this aspect of school life. 

Overview of Whole School/Establishment Priorities and Targets 


Improvement Priority 



Improved attainment in Literacy and Numeracy

UNCRC Articles 5, 18,  28 & 29

  Parents increased engagement in school family learning events and an improved understanding of strategies that will allow them to best support their child’s learning. Improved Literacy & Numeracy skills identifiable in targeted groups through bespoke Monitoring & Tracking of progress.


Improve consistency of Learning & Teaching across the school

UNCRC Articles 28 & 29
Teachers’ practice is more effective through improved knowledge and understanding of high quality learning & teaching as a result of participation in collaborative inquiry.


Improve the Health & Wellbeing of all young people

UNCRC Articles 6, 19, 24 & 29

  • Create an ASN resource which works in partnership with WSR to ensure there is a strategic approach to targeting those pupils who require additional support. Both resources will continue to develop effective interventions that ensures our most vulnerable young people have every opportunity to attain and achieve
  • Consultation on our school’s vision, values and aims to ensure our school and wider community develop, promote and sustain an aspirational vision which underpins our pursuit of continuous improvement



Implement more rigorous approaches to Assessment & Moderation and Monitoring and Tracking 

UNCRC Articles 28 & 29 

Teachers have an enhanced awareness of the Moderation Cycle and have implemented this into departmental practice. As a result, teachers make valid and accurate assessment judgements in the BGE regarding individual pupil progress. 


Review wider achievement provision across the school and implement wider achievement opportunities across all year groups

UNCRC Articles 28 & 29

Learners have an increased number of wider achievement opportunities through participation in whole school wider achievement programmes.






Pupils have increased opportunities to develop their Skills for Learning, Life and Work

UNCRC Articles 12 & 13
  • Learners have increased opportunities to develop their skills for learning, life and work and can articulate more effectively the impact this has on their learning, attainment and achievement.
  • Curriculum Review involving all stakeholders with a view to improving the individual Learner Journey for all young people.