ROTHESAY Academy senior management staff have pledged to tackle the “significant proportion” of S4 pupils leaving school without any qualifications.
A report has given details of a new tracking system that aims to ensure that no youngsters leave after S4 with no qualifications, with other pathways also being put in place.
The school’s National 5 and Higher A-C pass rates increased in the 2024/25 exam diet, but were behind the local and national averages. The results of the 2025/26 exam diet will be received in August.
The details feature in a report to go before Argyll and Bute Council’s Bute and Cowal area committee at its meeting on Tuesday, June 2.
The document said: “A significant proportion of young people finish S4 with limited or no qualifications, with 16.7 per cent achieving no qualifications at SCQF (Scottish Credit and Qualifications Framework) Level 4 or above, and 14.6 per cent achieving no qualifications at all.
“This represents a substantial barrier to accessing a broad range of senior-phase pathways, as these learners enter S5 with a restricted platform for progression.
“This early gap has implications for overall equity, potentially limiting access to National 5, Higher, and subsequent post-school options.
“The early attainment gap in S4 risks constraining choice and progression, particularly for young people who leave the broad general education without Level 4 qualifications.
“Longer-term planning includes strengthening interventions and targeted support earlier in the BGE (broad general education) to ensure readiness for senior phase learning. Plans for expanding opportunities and understanding of progression pathways will further improve outcomes.
“We provide pathways that support academic progression, but currently, a significant proportion of learners rely on the full three years to reach higher level qualifications. Urgent and sustained action is taking place to ensure that this narrative is changed.
“Our new tracking system will ensure that no learners finish S4 with none or few qualifications. We are also building pathways into vocational routes, college partnerships, and work-based learning to ensure engagement and positive destinations. Strengthening these alternative pathways will help ensure equity of opportunity.
“There is a need for continued focus needed on stretching the most able learners, especially at Advanced Higher, to increase A-grade performance.”
The report also lists various wider achievements in the school, including in sports, fundraising activities, and anti-bullying initiatives.
It added: “Children and young people engage in a wide range of activities including football, shinty, netball, Scottish country dancing and eco projects. Primary pupils’ participation is tracked and used to target those at risk of missing out.
“Pupil councils and committees support fundraising, community events and environmental initiatives, building leadership, teamwork and confidence.
“Wider achievements are celebrated through assemblies, newsletters and social media, though secondary celebration assemblies should be re-established.”
