Around 50 students are now turning up at school more punctually – thanks to the Fraserburgh Academy late gate.
In January last year, the school introduced the scheme, which means that any pupil who misses the first bell at 8.36am and the second bell at 8.40am then has to sign in at the building’s main office.
Before that, certain students had been persistently late, with 54 turning up after registration three or more times a week. Now, only six of those pupils are still tardy.
The success of the initiative has been hailed by Education Scotland chief executive Gayle Gorman.
She said: “Fraserburgh Academy’s late gate initiative is an excellent example of how schools can proactively help improve attainment by encouraging good time-keeping and underlining the importance of a positive start to the school day for all learners.
“Closing the attainment gap is vital for a modern, successful Scotland and everyone involved in Scottish education must continue to focus on reducing the impacts of deprivation on educational outcomes.”
Education Scotland has attainment advisors, who have been working in schools to boost attainment, particularly the gap between different social backgrounds, and this scheme to tackle chronic lateness was devised as one of the solutions.
At least two members of staff monitor the gate every day with a series of consequences for pupils late more than twice a week.
They also work with the latecomers to help solve unique issues or barriers that are preventing them attending school.
Head teacher Irene Sharp said she was “very proud” of the late gate improving the pupils’ timekeeping.
She said: “We firmly believe in the importance of a positive start to the school day for all learners, and our work in partnership with parents and carers in this proactive solution has enabled many young people to get the best start to their learning day.
“Late gate continues to be a positive influence on all learners at Fraserburgh Academy and has improved time-keeping across all school years throughout the school day.
“Much of the success of the initiative is due to the commitment of the number of teaching and non-teaching staff who have consistently supported the programme in a variety of ways and their work is much appreciated.”
