School Development Plan 2025/2026
Our Strategy
To achieve our vision and purpose we will focus on four strategic pillars. An irresistible educational offer 1 An innovative and inclusive culture
2 A sustainable school that reaches as many girls as possible 3 A school connected with its past and future 4
What will success look like?
– A curriculum for the 21st century that equips pupils for the world beyond school in skills, aptitudes, and qualifications. A curriculum that genuinely allows for individuals to take their own pathway with support and inspiration from a passionate and expert staff.
– Embedding our commitment to co-curricular activity by reviewing the impact of the programme available to 5-18 year-olds and its successful uptake by all pupils.
– Building our curriculum around threads that will prepare pupils well for their future, including collaboration, digital skills and internationalism.
How will we get there?
– Setting ourselves ambitious targets around the ‘value’ we add to all pupils’ achievements at every stage throughout the school.
– Setting ourselves the target to ensure over 90% of our pupils reach their first-choice post-school destinations every year.
– Choosing from British and global qualification systems that provide for individual pathways and are widely recognised and respected in Scotland and internationally.
– Reviewing the shape of our curriculum model around Technology, Computer Science, ICT and Design to ensure we are preparing pupils well for their future workplaces.
– Embedding our Futures and Careers programme so that it runs from 5-18, with strong female role models, and offers expertise in a range of individual pathways beyond school.
– Reviewing our timetable model to ensure we can deliver academic enrichment, co-curricular and Personal and Social Education effectively.
– Maximising the benefits of an all-through school, making further use of the vertical links between age groups and the availability of specialist facilities to the Junior School.
– Development and furthering of our expertise in supporting students to choose different destinations after leaving St George’s.
– Building upon the existing partnership with Merchiston Castle School to develop the range of learning and development opportunities for our pupils.
How will Supporting up opportunities development, uniquely international Developing digital is sector-leading smooth Making Equity staying welcoming Pastoral that enables be supported
Area of Strategic Plan Priority
Setting ourselves ambitious targets around the ‘value’ we add to all pupils’ achievement
Setting ourselves ambitious targets around the ‘value’ we add to all pupils’ achievement
Develop a series of professional development opportunities to explore the concept of ‘High Challenge, Low Threat classrooms’ and how it can be used to support the academic and personal development of all learners at St. George’s.
1.2, 2.3, 3.2
Setting ourselves ambitious targets around the ‘value’ we add to all pupils’ achievement
To support the first cohort of scholars (academic, sporting, musical and artistic) through a structured programme of opportunities and mentorship, mindful of offering these more widely as appropriate and evaluating impact through tracking.
3.2
Plan, deliver and evaluate a study skills programme that supports all students to understand and maintain effective study habits that work for them and help them to perform their best academically.
1.2, 2.2, 3.3
Actions and responsibility
Support professional enquiry and reflection through the introduction of TeachMeets and ReadMeets, exploring the concept of ‘High Challenge, Low Threat classrooms’. Deputy Head Academic and Teaching Staff
Engagement with professional enquiry and reflection to consider and implement ways to support academic and personal development for all learners. Deputy Head Academic, Academic Leaders and Teaching Staff
Analyse impact through Quality Assurance activities, including, but not limited to, learning walks, peer observations and focus groups (teaching staff and students) Deputy Head Academic, Deputy Head Junior School, Academic Leaders and Teaching Staff
Continue promoting the language of metaskills through all year groups, and supporting students to identify transferrable areas for skills, qualities and knowledge in their learning. Deputy Head Academic, Deputy Head Junior School, Project Co-ordinator, Academic Leaders and Teaching Staff
Develop a structured programme of opportunities and mentorship for all scholars as appropriate Deputy Head Academic, Heads of Music, Sport and Art and Teaching Staff
Create opportunities for wider student engagement and outreach events through the programmes developed for all scholars Deputy Head Academic, Heads of Music, Sport and Art and Teaching Staff
Evaluate impact of structured programmes and wider engagement/ outreach through tracking scholars’ progress and outcomes from wider student engagement Deputy Head Academic, Heads of Music, Sport and Art and Teaching Staff
Introduce a structured study skills programme for Remove to Upper 6, building all students’ awareness, understanding and engagement with effective study habits Deputy Head Academic and study skills teaching staff group
Prepare and deliver an interactive study skills evening for families and guardians (S3 upwards) Deputy Head Academic and study skills teaching staff group
Evaluate student study skills programme and families and guardians interactive evening through feedback Deputy Head Academic Review impact of study skills upon learning through Quality Assurance activities and results analysis year-on-year Deputy Head Academic
What impact will the actions have upon pupils
All students will be supported in their learning by teaching staff who undertake professional enquiry and reflection to support ‘High Challenge, Low Threat’ in the classroom and all students are supported with engaging fully in their learning.
Quality Assurance activities support analysis of implementation and impact upon learners’ personal development.
Identification of understanding and use of the language of metaskills by all year groups, with student demonstration of transferability across curriculum and co-curriculum learning.
All scholars and wider student community have access to a structured programme that supports personal development, stretch and challenge beyond the curriculum and co-curriculum and this is evident in their academic and personal progress.
Students understand and are able to implement effective study habits, with support from families and guardians, to enhance the quality of learning undertaken and their attainment outcomes.
Area of Strategic Plan Priority HGIOS ref (1.2, 1.1, 2,2, 2.3, 2.6, 3.2, 3.3)
Review the shape of our curriculum model to ensure we are preparing pupils well for their future workplaces
Setting ourselves ambitious targets around the ‘value’ we add to all pupils’ achievement
Undertake and implement the recommendations of a curriculum review to ensure the shape and delivery of the curriculum and co-curriculum meets the school’s aims and is future focussed.
Embed the use and results of the academic tracking system into the work of departments, teachers and pastoral teams to ensure no child is left behind and trends are well communicated and acted upon.
2.2
Actions and responsibility
Complete a curriculum review to implement a curriculum and cocurriculum that meets the school’s present and future aims. SLT, Academic Leaders, Head of Co-curriculum, School Community
What impact will the actions have upon pupils
Ensure provision of a curriculum and co-curriculum programme that is relevant for the school’s aims and students’ progression in the twenty first century.
Setting ourselves ambitious targets around the ‘value’ we add to all pupils’ achievement
Embedding our commitment to co-curricular activity by reviewing the impact of the programme available to 5-18 year olds and its successful uptake by all pupils
Embed the consistent focus upon SLIPP (Starter, Learning Intention and Success Criteria, Pace and Challenge, Plenary) across lessons and agree and implement a common approach to positive learning behaviours for students, ensuring this is consistent between school Behaviour and Learning and Teaching policies and practices. Monitor the impact of this through Quality Assurance.
1.2
Continue refinement of the academic tracking system and support use of the data provided within departments, classes and pastoral teams to support all children and young people in their learning Deputy Head Academic, Head of MIS, Academic Leaders and Teaching Staff
Introduce Junior School Academic Tracking and review to embed tracking and intervention from P1 to Upper 6 Deputy Head Junior School, Head of MIS, Junior School class teachers
Line manager meetings with Academic and Curriculum Leaders (ACL) include review of tracking data throughout the session to identify emerging trends and action points following start of session meetings with the Head and Academic Head Academic SLT, Deputy Head Junior School and Academic Leaders
Refine Quality Assurance practice to support ongoing embedding of SLIPP to provide a whole school consistent approach across lessons SLT, Deputy Head Junior School and Teaching Staff Identify a common approach to positive learning behaviours for use with all students, and ensuring consistency between policies and implementation Deputy Head Academic, Deputy Head Pastoral and Teaching Staff
Every student as an individual is supported in their learning through effective and proactive engagement with academic tracking by all teaching and pastoral teams.
Effective use of Quality Assurance to support engagement and consistency in use of SLIPP across the whole school to enhance student's learning experience in the classroom, supported by a common approach to positive learning behaviours so every student experience is consistent.
Teachers' views are heard in embedding SLIPP and identifying positive learning behaviours to support consistency in the learning environment to support best outcomes for students.
Embed our commitment to a dynamic and engaging co-curricular programme by regularly reviewing its balance, quality, and impact to maximise participation, reflect student interests, and promote personal skill development across the school.
1.3, 1.5, 3.1
Review the balance and spread of cocurricular offering across all sections of the school on a termly basis to ensure interest, relevance and engagement with students. Head of Co-curriculum & Trips, Deputy Head Junior School
Review the balance of cocurricular offerings across a week to ensure fair spread of choice for each year group, with the aim of including as many students as possible to participate, and to show collegiate support across subject faculties.
Head of Co-curriculum & Trips, Deputy Head Junior School
Further listen to feedback from children, parents and staff about the quality and impact of our cocurricular offering and with the aim of improving choice and opportunities for students. Head of Co-curriculum & Trips, Deputy Head Junior School
Pupils will have access to an exciting and engaging range of cocurricular activities that evolve throughout the year, and that reflect their interests and enthusiasms.
Departments across the school will work together to ensure that as many students as possible can participate, and removing pressure on students (or their families) to choose between interests.
Build upon the existing partnerships to develop the range of learning and development opportunities for our pupils
Work collaboratively with St Margaret’s Aberdeen Junior School to share good practice in literacy practices, to ensure the highest quality learning and teaching to benefit our pupils in this curriculum area.
HGIOS ref (1.2, 1.1, 2,2, 2.3, 2.6, 3.2, 3.3)
1.2, 2.7, 3.2
Strengthen the professional link with St Margaret’s Junior School and develop a framework for collegiate working across the schools with specific focus on the assessment of writing. Head of Juniors, Deputy Head Junior School, Head of Juniors at St Margarets
Review current practice for writing assessment, alongside St Margaret’s framework, to ensure best practice and outcomes are achieved. Head of Juniors, Deputy Head Junior School, Head of Juniors at St Margarets , Junior School teachers
Continue to share good practice and foster learning community across other areas for curriculum and policy as they arise. Head of Juniors, Deputy Head Junior School, Head of Juniors at St Margarets
What impact will the actions have upon pupils
Teachers in both schools will be able to use a wider selection of data to assess writing, and to participate in professional conversations about results and teaching methods, which will improve opportunities for students.
Teachers in both schools will be able to hone their assessment techniques through professional conversations with colleagues, ensuring greater consistency of assessment levels and strategies used across year groups.
Opportunities created between teaching teams for the sharing of good practice for supportive strategies to improve learning outcomes for all students.
Setting ourselves ambitious targets around the ‘value’ we add to all pupils’ achievement
“Evolve our approach to Quality Assurance, in collaboration with staff across all sections of the school, to maximise benefits for staff and students
(Quality assurance activity might include lessons observations, learning walks, 'book' looks, pupil voice sessions, data analysis and more)"
1.1, 3.2
Continue to evolve the balance of Quality Assurance activity across each term to ensure an effective balance of methods is used to gain an accurate overview of teaching and learning in each section of the school, including nursery. Deputy Head Academic, Deputy Head Junior School, Academic Leaders
Provide opportunities for teaching staff to feedback on Quality Assurance methods and process to ensure staff are included and supported and the outcomes are insightful and helpful for personal professional development in line with GTCS professional review and development aims. Deputy Head Academic, Deputy Head Junior School, Academic Leaders, teaching staff
Teaching staff are involved in shaping a supportive, continual development process and working towards best outcomes for students.
Setting ourselves ambitious targets around the ‘value’ we add to all pupils’ achievement
Continue to develop the opportunities to provide inspiring academic engagement and challenge for all pupils in Junior School, particularly in areas where they are excelling. Communicate these effectively to families.
HGIOS ref (1.2, 1.1, 2,2, 2.3, 2.6, 3.2, 3.3)
1.2, 2.3, 2.4, 3.2
Continue to track pupil progress through regular assessments in the core areas (though not limited to) of literacy and numeracy. Head of Juniors, Deputy Head Junior School, class teachers
Ensure assessment informs future learning pathways by creating slots for staff to discuss assessment data, and to take appropriate action for whole class and individual students. Head of Juniors, Deputy Head Junior School, class teachers, classroom assistants
Build on existing strong partnership between Support for Learning teachers and class teachers, ensuring that class teachers feel encouraged and supported to implement supportive teaching methods in the classroom that compliment individualised support in Support for Learning lessons. Head of Juniors, Deputy Head Junior School, Head of Support for Learning, class and support for learning teachers
Work with the Support for Learning team to create increased stretch and challenge opportunities for identified students. Ensure that feedback to families is well-timed, clear and supportive through the academic year. Head of Juniors, Deputy Head Junior School, Head of Support for Learning
Individual pupil learning support and strategy plans are clear and accessible to all teachers and classroom assistants. Head of Juniors, Deputy Head Junior School, Head of Support for Learning Continue to use social media channels and reporting to share the diverse learning opportunities and successes of our students, reaching as many people as possible. Deputy Head Junior School”
What impact will the actions have upon pupils
Junior School teachers use regular assessment data - formative and summative - to inform future teaching and learning pathways for their class and identified individuals.
All teachers and classroom assistants aware of individual student learning support and strategies so that these are embedded within all aspects of the school day.
Tracking data demonstrates the academic progress that is being made for each individual student and they gain confidence and skills as a result.
What will success look like?
– A welcoming school community that attracts and retains talented and committed staff in order to provide an open-minded and inspiring environment for our pupils to learn and grow.
How will we get there?
– Supporting our staff to take up opportunities for professional development, especially those uniquely provided by our international links.
– Developing and implementing a digital and e-learning strategy that is sector-leading and supports the smooth running of the school.
– Making our work on Diversity, Equity and Inclusion more visible, staying accountable for it and welcoming feedback.
– Pastoral and wellbeing provision that enables all of our students to be supported during their time at school.
– Creating a competitive package for staff, including pay, benefits, welfare, pensions and family-friendly policies which attracts and retains excellent staff.
– Promoting greater engagement with families, alumnae and the local community through the development of the Foundation Office activities.
Area Priority
Pastoral and wellbeing provision that enables all of our students to be supported in their time at school
Develop and evaluate our provision of quiet spaces for all pupils to support wellbeing.
ref (from 2.1, 2.4, 2.5, 3.1)
3.1
Actions and responsibility
Publicise our provision of quiet spaces to students, monitor use and evaluate effectiveness of spaces. Deputy Head Pastoral, Heads of Year/ Section
Increase provision of supervised quiet spaces in Junior School during break times to ensure all pupils needs are met, and evaluate effectiveness of provision. Deputy Head Junior School
What impact will the actions have upon pupils
Pupils have access to quiet space to de-compress throughout the school day and know how to access support.
Pastoral and wellbeing provision that enables all of our students to be supported in their time at school and promoting greater engagement with families, alumnae and the local community
To communicate and consistently implement the school’s expectations around attendance and punctuality, providing support where needed to ensure all pupils are fully benefitting from all aspects of school life.
2.1, 2.4
Pastoral and wellbeing provision that enables all of our students to be supported in their time at school and promoting greater engagement with families, alumnae and the local community
To manage the move across to CPOMS as our pastoral database, ensuring staff are fully supported in its implementation and that the reporting functions are effective in supporting Pastoral, Senior Leadership and staff teams in acting proactively.
2.1, 2.4
Establish clear expectations by publishing the attendance policy and communicating the expectations to staff, students and their families.
Deputy Head Pastoral, Heads of Year/Section
Ensure that there is consistent monitoring and reporting of attendance with any patterns of concern flagged. Deputy Head Pastoral, Head of Juniors
Implement early intervention and support for students with declining attendance or persistent lateness, offering tailored support. Deputy Head Pastoral, Heads of Year/Section, Head of Juniors
The school’s expectations will be known and understood by all across the school community, including families, and the personalised support will help to reduce persistent absenteeism and improve punctuality rates across all year groups delivering a positive impact on improving outcomes for pupils.
Ensure that CPOMS is appropriately configured for the school’s needs including categories and suitable access levels for safeguarding and confidentiality. Deputy Head Pastoral and Head of IT systems
Ensure that all staff are given the necessary training and support to use the system effectively, reinforcing expectations around timely and accurate logging of concerns. Deputy Head Pastoral, Heads of Year/ Section
Schedule regular data reviews to identify trends to inform pastoral interventions, referrals and strategic planning.
Monitor usage and impact on pastoral outcomes.Deputy Head Pastoral, Head of IT systems, Heads of Year/Section
The high-quality, timely logging of pastoral and safeguarding concerns from well-trained staff and increased use of CPOMS reports to inform interventions and strategic planning will ensure effective approaches to support pupil wellbeing and that pupils are supported following a safeguarding or child protection concern.
Area Priority
Pastoral and wellbeing provision that enables all of our students to be supported in their time at school and promoting greater engagement with families, alumnae and the local community
Deliver and evaluate the delivery of PSHE programmes from 3-18, within the new timetable structure and with new resources, ensuring families have a good understanding of the programme and its rationale.
HGIOS ref
(from 2.1, 2.4, 2.5, 3.1)
2.5
Pastoral and wellbeing provision that enables all of our students to be supported in their time at school and promoting greater engagement with families, alumnae and the local community
Make maximum use of our partnership with Tooled Up to plan, run and evaluate parental engagement events/initiatives that showcase our expertise in girl-specific pastoral care (e.g. around pastoral and Support for Learning themes) 2.5
Actions and responsibility
Monitor the delivery of PSHE to ensure that the PSHE curriculum aligns with statutory guidance and local priorities, the timetable allocation is sufficient, the resources are suitable and the staff are effective in their delivery. Deputy Head Pastoral and Head of PSHE, Deputy Head Junior School
Ensure families understand the new arrangements for PSHE delivery, are aware of the contents of the curriculum and are given opportunities to engage with the issues being discussed and to support students at home e.g. workshops. Deputy Head Pastoral and Head of PSHE, Deputy Head Junior School
Use student and parent voice to assess impact and adjust programme as needed. Deputy Head Pastoral and Head of PSHE
What impact will the actions have upon pupils
Staff feel confident and supported in the delivery of PSHE to ensure that they meet the needs of all students and students benefit from the right support at the right time. The meaningful engagement with parents means that students can be supported more effectively at home in relation to issues raised.
Pastoral and wellbeing provision that enables all of our students to be supported in their time at school
Research best-practice on supporting families and pupils in the event of emotional-based school avoidance (ESBA) and use this to develop a protocol or guide to approaching this to share with families, pupils and staff so that we can work more effectively together.
2.1, 2.4
Collaborate with Tooled Up to plan a series of themed parental engagement events, ensuring that events are interactive, inclusive, and tailored to different age groups. Deputy Head Pastoral, Heads of Year/ Section
Ensure that events and initiatives showcase school’s proactive approach, expertise and research-informed approach, especially the role of Support for Learning and pastoral teams, in addressing girl-specific needs.Deputy Head Pastoral, Heads of Year/Section, Head of Support for Learning
Collect feedback from families, using insights to refine future initiatives and identify gaps in parental understanding or support. Share outcomes with Tooled Up to strengthen the partnership and co-create new resources or follow-up sessions. Deputy Head Pastoral, Heads of Year/ Section
Conduct a review of evidence-based practice, researching EBSA guidance from trusted sources and identifying key themes. Deputy Head Pastoral
Develop a step-by-step guide for staff, families, and pupils outlining how EBSA is identified, addressed, and monitored, including practical tools. Deputy Head Pastoral
Launch and embed the protocol across the school community, creating accessible format e.g. visual flowcharts.
Build in regular review points to update the protocol based on feedback and evolving needs. Deputy Head Pastoral, Heads of Year/Section
The partnership with Tooled Up ensures that there is meaningful engagement with families so that pupils and families understand the range of support and expertise available in school and be able to access wider expertise through Tooled Up to help support at home.
This protocol will ensure that there is positive engagement and participation from pupils and parents as the school works with families in the event of EBSA, ensuring that students get the individual support that they need.
Area Priority HGIOS ref (from 2.1, 2.4, 2.5, 3.1)
Pastoral and wellbeing provision that enables all of our students to be supported in their time at school
Audit, review and develop our pupil voice opportunities in order to further strengthen pupil/teacher engagement throughout the school
Create a competitive package for staff, including pay, benefits, welfare, pensions and familyfriendly policies which attracts and retains excellent staff
Work with the Staff Forum to review the composition, nature and reach (including discussions around pay and benefits) of the forum so to ensure consultation remains meaningful in the current climate and the unique nature of the St George’s staff community is honoured.
3.1
Actions and responsibility
Review current pupil voice mechanisms, evaluating how feedback is gathered, acted upon, and communicated back to pupils and identifying gaps in representation and engagement levels. Deputy Head Pastoral, Deputy Head Junior School
Develop a whole-school pupil voice framework that includes regular opportunities at class, year group, and whole-school levels and embed pupil voice into curriculum planning, pastoral care, and school improvement initiatives. Deputy Head Pastoral, Heads of Year/ Section, Deputy Head Junior School
Ensure pupils see how their input leads to real change, for example
“You Said, We Did” boards, assemblies, and newsletters and celebrate student contributions publicly to build ownership, confidence, and trust.
Deputy Head Pastoral, Heads of Year/ Section
1.4
Create a competitive package for staff, including pay, benefits, welfare, pensions and familyfriendly policies which attracts and retains excellent staff
Review the nature and impact of the staff wellbeing/engagement survey to ensure that it is actually having a positive impact in how staff feel.
1.4
Create a refreshed mission statement and parameters with Forum members that reflects current priorities and values and agree on composition, nature and reach of Forum and publish terms of reference.
Deputy Head Pastoral and Staff Forum Representatives
Map current Forum membership against the full staff profile (teaching, support, part-time, long-serving, new staff, etc.) and invite feedback from underrepresented groups to identify barriers to participation.
Deputy Head Pastoral
Create safe, structured spaces for staff to raise concerns and ideas around pay, benefits, workload, and wellbeing and use anonymised surveys or facilitated listening sessions to surface sensitive topics. Head and Deputy Head Pastoral
Consult with staff about how they feel about the current survey format and whether it reflects their real concerns and whether it is making a positive impact. Deputy Head Pastoral
Create a working party to investigate more effective ways of monitoring staff wellbeing and engagement by which data can be analysed and key concerns addressed. Deputy Head Pastoral and Staff Wellbeing Working Party
Implement a new survey model and review impact. Deputy Head Pastoral
What impact will the actions have upon pupils
Effective pupil voice will ensure that pupils are listened to and they will be fully involved in making decisions about their school experience in line with the UNCRC (United Nations Convention on the Rights of the Child).
An effective Staff Forum, where staff have the opportunity to raise issues knowing that they will be addressed, will help to ensure that excellent staff are retained to the benefit of pupils.
Engaged staff, whose wellbeing needs are being met, will provide the best possible pupil experience.
Create a competitive package for staff, including pay, benefits, welfare, pensions and familyfriendly policies which attracts and retains excellent staff
Create a competitive package for staff, including pay, benefits, welfare, pensions and familyfriendly policies which attracts and retains excellent staff
Further develop a school culture where constructive and honest feedback is welcomed and part of the ‘way of working’ at all levels.
3.1
Ensure senior leaders regularly seek and act on feedback from staff, students, and parents, sharing examples of how feedback has led to positive change to build trust and transparency. Senior Leadership Team
Train staff in giving and receiving feedback constructively by providing training on coaching and active listening to support respectful feedback exchanges. Senior Leadership Team
Build a culture of trust and psychological safety by addressing any fears or resistance around feedback by reinforcing that it’s about growth, not criticism. Senior Leadership Team
What impact will the actions have upon pupils
A greater school culture of constructive and honest feedback will make school staff more reflective and drive improvement enhancing the student experience.
Create a competitive package for staff, including pay, benefits, welfare, pensions and familyfriendly policies which attracts and retains excellent staff
Review and enhance the professional review development (PRD) and professional updates (PU) process to ensure it supports staff development, recognises excellence, and aligns with a competitive, inclusive employment offer that attracts and retains outstanding staff.
Offer opportunities for staff to be engaged with the important strategic work of the school if they would like to
1.4
Lead and implement the review of the PRD & PU process, engaging staff and ensuring outcomes strengthen development, recognition, and retention. Deputy Head Staff and Operations
Motivated, performing and engaged staff in their own professional development will directly improve learning experiences and outcomes for students.
Promote greater engagement with families, alumnae and the local community
Further roll out ‘open classroom’ opportunities providing families with meaningful opportunities to meet teachers and build relationships, observe learning in school and find out how best to support their daughters’ learning.
1.4
Implement a voluntary ambassador scheme for staff involvement in the school’s communications work
Identify and formulise staff working groups across the school to suit the 2025/26 School Improvement Plan and ongoing strategic plans. Ensure each working group has clear purpose, aim, diverse representation, objectives, working plan, deliverables, communication channels and opportunity for review. Senior Leadership Team
Working groups strengthen collaboration, drives sustainable improvements, and delivers measurable benefits for students, staff, and the wider community.
2.5
Capitalise on events already in the calendar ensuring that all relevant parties are included and invited e.g. parents invited to school in action days. Retention calendar of events well organised and communicated with families. Deputy Head Staff & Operations, Marketing/ Admissions, Head of Sections
Promote positive word of mouth within St George’s parent community. Parents feel engaged and knowledgeable about St George’s offering.
What will success look like?
– A beautiful campus with sympathetically modernised sustainable buildings and facilities that support our ambitions for the curriculum, co-curriculum and outreach activities.
– A well-resourced bursary fund with a programme of support for its recipients and their families.
How will we get there?
– Completing a ten-year Estates Development Strategy that encompasses upgrade, refurbishment and development of the Campus, based upon condition surveys and future curriculum plans.
– Launching a Development and Fundraising strategy to contribute funds towards bursaries and Estates development.
– Including a project within the Estates Development Strategy which brings together technology, design and digital skills, with the potential to open it to girls from the local area as a sector leading example of empowering girls in underrepresented industries/employment areas.
– Maintaining a portion of at least 5% of fee income towards bursaries and devising a programme of inclusion for recipients.
– Expanding and developing our partnerships and outreach partnerships, focusing particularly on those that support girls and young women in our connected communities (locally, nationally and globally).
– Developing our facilities to support lettings whilst remaining a good neighbour.
(from 1.5, 2.7)
Expanding and developing our partnerships and outreach, focussing particularly on those that support girls and young women in our connected communities
Further develop our Friday afternoon (and general) outreach programme to include offering in Computing, Project Pathway, Chinese and Music.
Expanding and developing our partnerships and outreach, focussing particularly on those that support girls and young women in our connected communities
Expanding and developing our partnerships and outreach, focussing particularly on those that support girls and young women in our connected communities
Further develop our ‘toddler’ outreach programme including reaching out to nurseries for ‘musical highlights’ performances as a bridge to further links.
2.7
Launch a Development and Fundraising strategy to contribute funds towards bursaries and Estates development
Expanding and developing our partnerships and outreach, focussing particularly on those that support girls and young women in our connected communities
2.7
Actions and responsibility
Newly appointed Outreach Events Co-ordinator to build momentum on this project. Drive forwards a programme to showcase examples of St George’s offering and provide opportunities for girls in Edinburgh and beyond who do not have access to specialist areas.
Outreach Events Co-ordinator, relevant subject teachers, marketing team.
Review current Toddler group offering, moving forward to create a programme for this academic session with areas that have proved successful with parents and staff. Head of Juniors, Deputy Head Juniors, Marketing/Admissions team
Aim to build links with neighbouring nurseries through offering ‘musical highlight’ performances (as one example) at relevant times of year.
Head of Juniors, Deputy Head Junior School, Head of Music, Junior School music teacher
2.7
Aim to deliver one ‘Women in’ event per term that are opened up to the wider community. The series aims to create opportunity for building awareness in under-represented areas for women and girls, showcasing role models, workshops with hands-on experiences and networking opportunity for staff. Deputy Head Staff & Operations, Marketing/ Admissions, relevant subject leads
Further development of the community engagement and lettings programme to ensure opportunities complement St George’s offering and opportunities provided for girls. Head of Community Engagement, Lettings and Partnerships
What impact will the actions have upon pupils
The wider community experiences St George’s, girls only environment and specialist areas they are not able to access elsewhere and this promotes further opportunities and enrichment for pupils within the school community too.
Ensuring that St George’s nursery profile is known, respected and recognised within the surrounding area, aiding pupil marketing and admissions.
Building momentum on St George’s reputation for excelling in educating women and girls for the future. Introducing prospective students and families to St George’s. Building on relationships with links to prep and local feeder schools.
Programmes carefully placed so they complement the St George’s offering and schedule to enhance further opportunity, especially in sport.
To implement year 2 of the Fundraising and Development Strategy, setting targets for fundraising with the Council Income Growth Committee and committing to actions to achieve this.
Operational improvements for sustainability
To form and begin an additional Council Committee to oversee and co-ordinate the work on alternative income streams for the school (commercial and fundraising, as well as pupil admissions)
1.5 Embed phase 2 of the fund-raising strategy with clear plan of how to achieve fundraising targets Head of Development and Alumnae Relations
Alternative income stream will help to fund expenditure on facilities and resources that will benefit all pupils
1.5 Implement new Income Growth Committee, agree Terms of Reference and ensure members are fully briefed Business Director and Chair of Council
Plan ahead for key committee decisions and implement agreed strategies Chairs of Committee and Business Director
Additional income will fund expenditure on facilities and resources that will benefit all pupils
Operational improvements for sustainability
To continue to work with local councillors, politicians and the Edinburgh City Council to improve campus security further, particularly around the issue of the Right of Way through campus.
Completing a ten-year Estates Development Strategy that encompasses upgrade, refurbishment and development of the Campus based upon condition surveys and future curriculum plans
To continue to develop the ten-year Estates Development Strategy, taking into account the transformational funds received from the sale of the Lansdowne site and share these with the school community.
1.5
Continue to liaise with Edinburgh Council to identify process for challenging the Right of Way designation and explore alternatives Business Director
Implement measures as directed by Martyn’s Law (Protection against terrorism) once codified in law Senior Leadership Team and Head of Facilities
What impact will the actions have upon pupils
1.5
Review and prioritise the ten-year Estates Development Strategy, considering updated condition surveys and feedback from parent and staff surveys Property and Finance Committees
Pupils will enjoy a world-class campus and facilities fit for the high quality educational experience that is offered.
Operational improvements for sustainability To work with the Uniform Exchange (UE) and Parent Teacher Forum (PTF) to support the fundraising functions in-house and ensure a consistent and pragmatic approach to supporting ticket, uniform and merchandise sales.
Operational improvements for sustainability To rationalise the ways that families can contact school so that it is clear and sustainable for the administration and welfare teams and so that communication is exemplary.
2.7
Review the structure of Uniform Exchange and consolidate the processes for uniform and merchandise sales Uniform Exchange and Finance Projects Manager
Review systems and processes for PTF events and ticket sales to ensure fit for purpose Business Director
Availability of uniform and merchandise is clearer to families and our families, Uniform Exchange and PTF volunteers are better supported by clear and straightforward systems
2.5
Utilase My School Portal and promote the ‘One stop shop’ platform to all families with an enhanced version for new families. Update all relevant guidance and policies so communication is clear and consistent. Deputy Head Staff & Operations, Welfare and Admin team
Streamlined and clear communication channels will enhance family experience and engagement and well as reducing administrative burden making the welfare and administration teams more efficient.
What will success look like?
– A thriving Foundation office which remains connected to former pupils and staff, and offers opportunities for current and past pupils to network and support each other.
– An outward-looking, futurefocussed approach which resonates with our founding story as pioneers in girls’ education.
How will we get there?
– Mapping out a strategy for the ‘Old Girls Association’ in collaboration with alumnae with a tangible set of benefits, attractive to graduates from St George’s.
– Building a thriving Friends of St George’s group that drives community social events and philanthropy.
– Creating a legacies society that creates a sense of belonging to our community for those who choose to leave us a gift in their wills.
– Supporting the organisation and digitalisation of the valuable school archive to bring the school’s history to life.
– Linking with local history and archive groups to raise awareness of the school’s history and build community links.
– Building links with businesses, industries, universities and external partners to ensure we fully understand the skills and qualities our pupils will need.
– Using these links to create unique educational and co-curricular opportunities for our own pupils, staff and local girls, for example in sport, debating, technology, creative and performing arts and teacher training.
– Developing further our communications and marketing strategy to articulate and evidence the benefits of a St George’s education for girls in the 21st century and our place in the local community.
An outward-looking future-focussed approach which resonates with our founding story as pioneers in girls’ education and develop our communications and marketing strategy to articulate and evidence the benefits of a St George’s education for girls in the 21st century and our place in the local community
Area
Continue to roll out the launch of ‘Little Dragons’ identity for nursery
Operational improvements for sustainability Work with Thomas Franks to act on the feedback on lunches from pupils and families, keep compulsory nature under review
1.3
Nursery staff to use the new ‘Little Dragons’ terminology with children and families from August 2025. Head of Juniors, Deputy Head Junior School, Nursery teacher, lead practitioner and team Nursery documents and literature to reflect the ‘Little Dragons’ identity. Head of Juniors, Nursery teacher and lead practitioner
HGIOS ref (from 1.5, 2.7) Actions and responsibility
1.3
Continue to work with staff, children and families to refine the ‘Little Dragons’ identity, ensuring the messaging around adventurous, bold, happy and curious learners resonates and is reflected in our communications. Head of Juniors, Deputy Head Junior School, Nursery teacher, lead practitioner and team, Marketing team, Admissions team
Promote the soft launch of the ‘Little Dragons’ t shirts and sweatshirts for children through this year, with aim to increasing usage for children by next academic session. Head of Juniors, Nursery teacher, lead practitioner and team
Develop the dialogue between pupil food committees and Thomas Franks team to address common issues arising and enable student voice Deputy Head Pastoral + Heads of Lower and Junior Schools + Head of Estates and Operations
Use our social media channels to launch our ‘Little Dragons’ identity beyond the school community. Head of Juniors, Nursery teacher, lead practitioner, Marketing team
Provide further opportunities for families to experience school lunches and feedback Senior Deputy Head, Heads of Juniors + Lower School, Catering Manager Thomas Franks
Begin to explore the development of Dragon characters to support wider character and values education throughout. Deputy Head of Juniors, supported by Marketing team
Review the implications of removing compulsory nature of lunch for contract and billing and welfare of students and communicate outcomes of review with families Business Director + Senior Deputy Head
What impact will the actions have upon pupils
Pupils, staff and families will feel an increased sense of belonging and identity to St George’s nursery.
The values and ethos of our nursery team and pupils will be more easily identified within Edinburgh and beyond, aiding pupil marketing and admissions.
What impact will the actions have upon pupils
Pupils enjoy a delicious and nutritious lunch which adequately fuels them for learning throughout the day. The offering is well understood and communicated. Families trust that their children are being well provided for during the school day.
Develop further our communications and marketing strategy to articulate and evidence the benefits of a St George’s education for girls in the 21st century and our place in the local community
Initiate and grow links with local nursery schools and nurseries in areas of mutual interest
Operational improvements for sustainability Review the naming of school year groups to ensure it is best serving our purposes (eg Lower 4, Upper 5 )
1.3, 2.7
An outward-looking futurefocussed approach which resonates with our founding story as pioneers in girls’ education
Operational improvements for sustainability Facilitate effective handover of Chair of Council to incumbent and review appropriateness of committee structure. Ensure necessary skills and experience are covered within Council and that members have appropriate knowledge of the School
Review the uniform provision in Junior School to ensure it promotes physical activity and the wider aims of the school.
1.4
1.3, 2.4,3.1
Work with Thomas Franks to improve the communication of weekly menus to families Head of Estates and Operations + Senior Deputy Head
The nursery team to further develop existing links with the SCIS nursery cluster in within Edinburgh. Head of Juniors, Nursery teacher, lead practitioner
Develop a link with St Margaret's nursery in Aberdeen, to share good practice and develop ideas for learning. Head of Juniors, Nursery teacher, lead practitioner
Consult stakeholders on their views about this potential change and if supportive, begin to implement this throughout school documentation (with the exception of Remove) Head of Lower School and Head of Marketing
Identify areas of interest through the Junior School and Nursery year (such as musical performances, continuous professional development and key events) that can be made accessible to the wider community. Head of Juniors, Nursery teacher, lead practitioner
Implement throrough handover and transfer of information and key introductions Head and Chair of Council
Gather feedback from pupils, parents and staff through focus groups and surveys to gain better understanding of views on the current Junior School uniform. Head of Juniors, Deputy Head Junior School
Plan ahead for key committee and Council retirals and recruitments Chair of Council + Business Director
Create a working party within the Junior School and PE staff team to research school uniforms, including our own, that promote physical activity and the wider aims of the school. Head of Juniors, Deputy Head Junior School, Junior School team
Work with the school uniform supplier to ensure uniform is accessible and available when needed, and meets the needs of all students. Head of Juniors, Deputy Head Junior School, Stevensons uniform supplier, Schoolblazer uniform supplier
To raise the profile of the nursery, and showcase the quality of our provision and staff team, within Edinburgh and beyond, aiding pupil marketing and retention.
The structure of school is less confusing to prospective and new joiners (pupils, staff and families). The structure of the school is better understood by existing families, easing the transitions between Junior/ Lower and Upper school.
Ensuring that the Junior School uniform reflects the current school values and ethos - allows for active, resilient play and learning - and is inclusive in design for all students.
The school is effectively led and communication between Council and the school is excellent for the benefit of all pupils
Linking with local history and archive groups to raise awareness of the school’s history and build community links
Founders Day, Awareness of history to wider community, archive groups
Actions and responsibility
Build on the work of the student ‘Big Four’ to further promote knowledge and understanding of our pioneering founding story within the St George’s community. Head, Volunteer Archivist, Foundation Office
Further publicise the archive digitalisation project with students, families and alumnae to promote engagement with the school’s history Foundation Office, History department
What impact will the actions have upon pupils
Pupils and the wider community feel a greater sense of connection with the school’s history and their sense of belonging further increases.
Mapping out a strategy for the ‘Old Girls’ Association in collaboration with alumnae with a tangible set of benefits, attractive to graduates of St George’s
Investigate the possibility of running ‘Alumnae-only’ versions of the Friday toddler group, in order to grow the connection of the alumnae group who are new parents.
Foundation Office, marketing team and nursery team work together to explore the possibility of dedicating toddler sessions for alumnae and their children Head of Juniors, Foundation and Marketing Office
Increased admissions from alumnae families, thus further increasing the sense of community belonging.
Develop further our communications and marketing strategy to articulate and evidence the benefits of a St George’s education for girls in the 21st century and our place in the local community
Develop further our communications and marketing strategy to articulate and evidence the benefits of a St George’s education for girls in the 21st century and our place in the local community
Develop a clear internal communications strategy to ensure there is clarity of direction, consistently expressed.
1.4
Development and embedding of a clear internal communications strategy, supported by a staff ambassador scheme that provides crisp clarity about how to articulate the unique St George’s offering. Head, Head of Marketing, Communications, staff ambassadors
All staff have clarity on both how to articulate the St George’s offering but also on potential ways to further increase awareness more widely. This maintains healthy interest in the school and thus enriches the pupil experience.
Review the transition programme between S4 and L6 to ensure all students and families are aware of the benefits and opportunities of the full Sixth Form experience at St George’s and how it supports successful transition to postschool destinations.
2.6
Review existing transition activities, communications, and pupil feedback to identify strengths and gaps. Deputy Head Pastoral and Head of Middle and Upper School
Map out the full Sixth Form experience, including academic, pastoral, leadership, and enrichment opportunities, and ensure this is clearly articulated. Head/Deputy Head of Sixth Form
Host dedicated transition events for S4 pupils and their families, using Tooled Up resources and showcasing Sixth Form life, pathways, and success stories. Deputy Head Pastoral, Head/Deputy Head of Upper School, Head of Careers
Provide personalised guidance to pupils on how Sixth Form supports their individual goals and aspirations. Form Tutors
Offer taster sessions, shadowing opportunities, and/or mentoring from current Sixth Form students. Head of Middle School, Head/Deputy Head of Upper School, Teaching Staff
Students will better understand the value of the Upper School experience, motivating them to stay on and fully engage with what Upper School offers. It will help students to feel more prepared, less anxious about the transition and a greater sense of belonging. Students and families will be better informed about choices and academic pathways.
Area Priority
Develop further our communications and marketing strategy to articulate and evidence the benefits of a St George’s education for girls in the 21st century and our place in the local community
An outward-looking futurefocussed approach which resonates with our founding story as pioneers in girls’ education
Following the curriculum review, Leadership Team and Comms team to work together to articulate the school's offering clearly and concisely externally and internally.
HGIOS ref
(from: 1.3, 1.4)
1.3
Actions and responsibility
Review current external and internal communications about the St George’s curriculum offering and ensure materials articulate clearly and concisely the distinctive and appealing features of the full curriculum and co-curriculum. Deputy Head Academic, Deputy Head Juniors, Head of Marketing and Communications.
What impact will the actions have upon pupils
Families and pupils interested in, and joining, the school have a full understanding of the depth, breadth and degree of personalisation in the curriculum and co-curriculum.
Implement the school’s refreshed brand positioning through the marketing and communications strategy and monitor its effectiveness in terms of retention and recruitment of pupils at all levels.
1.3
Update and implement the Marketing and Communications strategy for changed market conditions and monitor its effectiveness and impact through data analysis regularly, adapting as required. Head, Head of Marketing and Communications.
Find out more about St George’s Future Plans: www.stge.org.uk/future-plans
Pupil recruitment and retention remains healthy ensuring the school, and pupils within it, thrive.
