education standards and quality report 2014-15docs.east-ayrshire.gov.uk/crpadmmin/2012...
TRANSCRIPT
EAST AYRSHIRE COUNCIL CABINET 13 JANUARY 2016
EDUCATION STANDARDS AND QUALITY REPORT (2014 – 15)
Report by the Depute Chief Executive and Chief Financial Officer Economy and Skills
PURPOSE OF THE REPORT
1. The purpose of this report is to seek the approval of the Cabinet for the publication of the Education Standards and Quality Report (2014 – 15).
BACKGROUND
2. In accordance with Standards in Scotland’s Schools etc. Act (2000) the education authority is required to report on the success of its objectives set in the previous academic year.
3. This Standards and Quality Report (Appendix 1) provides an overview of the progress to date of the priorities set for Education during the period 2013-14 and links directly to the local outcomes as set out in the East Ayrshire Community Plan.
4. This report is produced within the broader education reporting framework aligned with our strategic priorities as set out in the Community Plan and the education service performance framework
Lifelong Learning
Raising Attainment
Equipping Children and Young People for the World of Work
Wider Achievement
5. SQA results are reported to Cabinet annually in late August and updates on attainment are provided periodically throughout the school session. The Strategic Priorities report is provided to Cabinet annually, in September, and addresses all strategic priorities including attainment. Leaver Destinations will have an increasing level of significance under the Development of Scotland’s Young Workforce initiative in the future and will, in the future, be included within the SQA attainment reporting via the new Insight tool. Other reports to cabinet include periodical updates on Business Enterprise and the annual report on wider achievement in the schools’ summer term. The Standards and Quality report consequently reflects the progress in the above areas.
6. The format of the report has been developed in response to feedback from a range of stakeholders with particular emphasis on key achievements and pupil/parent voice. Additionally the concise nature of the report reflects the advice provided in the Scottish Government’s “Tackling Bureaucracy”
guidelines which has produced a more accessible version of the necessary information.
7. The report is structured using the Quality Management in Education 2 document that provides a systematic framework for self-evaluation within the department.
8. The structure of the report is organised under the following headings which are based on the evaluative questions:
What key outcomes have we achieved?
How well do we meet the needs of stakeholder?
How good is our delivery of education processes?
How good is our management and leadership?
What is our capacity for improvement?
7. The information in the report is based on four main sources, from which
evaluations have been made. These are
performance data;
relevant documentation;
stakeholders’ views and feedback;
and direct observation of practice.
8. Key highlights within the report include:
The consistent improvement in attainment in the senior phase of secondary education.
The continued increase in the number of young people leaving school and entering a positive destination.
The significant increase in young people taking part in leadership programmes within our communities.
The national recognition of excellence for our Music Service specifically in special needs provision, partnerships and continued professional development.
The high level commitment of teachers, early learning and childcare practitioners and support staff to engage in profession learning to support our children and young people.
COMMUNITY PLANNING /POLICY IMPLICATIONS
9. This Education Standards and Quality Report (2014 – 15) aligns with, and supports, strategic priorities and local outcomes as set out in the East Ayrshire Community Plan and the Children and Young People’s Service Plan. It provides a summary that includes reference to key stakeholders including Community Planning Partners.
LEGAL AND POLICY IMPLICATIONS
10. There are no legal or policy implications. HUMAN RESOURCE IMPLICATIONS
11. There are no Human Resource implications EQUALITIES
12. The publication of the Education Department Standards and Quality Report 2014 – 15 does not in itself require EQIA. However, specific reference to equalities is contained within the report. FINANCIAL IMPLICATIONS
13. There are no financial implications arising from the publication of the Education Standards and Quality Report (2014 – 15). RECOMMENDATIONS
14. It is recommended that Cabinet
(i) Approves the publication of the Education Department Standards and Quality Report (2014 – 15); and
(ii) Notes the broader reporting framework for Education Services; and
(iii) Otherwise notes the contents of the report. Alex McPhee Depute Chief Executive Strategic Lead: Economy and Skills 13 January 2016 LIST OF BACKGROUND PAPERS Education Department Standard and Quality Report (2013-14) Any person wishing further information should contact Alan Ward, Head of Education (Tel 01563 576126) Implementation Officer: Calum Maxwell, Senior Education Manager
Appendix 1
1 | P a g e
Our Vision
Every day in every infant’s home, “on
the floor” in every early childhood
centre, in every lesson, in every
classroom, all of our children and young
people encounter thought provoking
and stimulating learning experiences
from caring, confident parents, from a
range of highly trained and motivated
professional staff with the necessary
support and encouragement, at the
time it is needed, for success in life
learning and work.
A Guiding Set of Principles
Access, inclusion, equality and
quality:
1. A range of high quality services should
be available to children, young people
and their families at the time they need
them and in the places that make sense
to them. Children and young people
should be supported in the context of
their own families and local
communities / services, unless it is not
safe or appropriate to do so.
Prevention and early intervention:
2. Intervening early, particularly in the
early stages of a child’s life, where
appropriate.
Listening, active participation and
partnership:
3. Children, young people and their
families should be active participants in
designing, planning and reviewing the
services they receive. Agencies will
work in partnership with them and each
other to promote self-reliance.
Child Protection:
4. Agencies will work with each other and
with families to ensure that children and
young people are kept safe.
Rights and Responsibilities:
5. Agencies will work with children, young
people and their families in a way which
ensures that their rights and
responsibilities are clearly recognised
and promoted.
Source: Children and Young People’s
Service Plan 2011-2015
6. The principles relate directly to the East
Ayrshire Community Plan 2003 – 2015.
Our Key Priorities
Raising Attainment
Equipping children and young
people for the world of work
Wider Achievement
Lifelong Learning
7. These priorities reflect our vision to give
children the best start to life. This has
been developed through the Curriculum
for Excellence (CFE) Development
Plan, the Early Years Priorities locally
and nationally and signpost the areas of
priority reflected in the
recommendations from the Wood
Commission in Education Working for
All.
What does this report tell you?
8. This Standards and Quality report
provides an overview of the progress to
date of the priorities set for 2014 –
2015.
9. This report is structured under the
following headings which are based on
the evaluative questions contained
Appendix 1
2 | P a g e
within the self-evaluation document
Quality Management in Education 2:
What key outcomes have we
achieved?
How well do we meet the needs
of stakeholders?
How good is our delivery of
education processes?
How good is our management
and leadership?
What is our capacity for
improvement?
What did we set out to achieve?
10. Our summary of priorities 2014 – 2015
are:
Children and Young People’s
(Scotland) Act 2014
Further development of key
processes and practice across all
aspects of education to ensure full
implementation of the Act.
Raising Attainment
Benchmark National 4 and 5 exam
data against virtual comparator
schools
Implement Literacy and Numeracy
Strategies
Establishment of Literacy and
Numeracy Hub
Continuation of the STEM
Programme – Year 2 in all
establishments
Development of School Review
Programme for School Improvement
We will set our priorities for 2014-2018 to further develop integrated service delivery though partnership working
East Ayrshire Early Years Collaborative will continue to raise awareness about the Model for
Improvement and support colleagues to plan and undertake small tests of change
The implementation of 600 hours of
early learning and childcare for
eligible 2 year olds and 3 and 4 year
olds will commence in August 2014.
Improve the educational outcomes
for looked after children and young
people in terms of their educational
attainment, post school destinations,
increased school attendance and
reduced exclusion.
Equipping Children and Young
People for the World of Work
Develop virtual work experience
in collaboration with Ayrshire
Chamber of Commerce
Extend the East Ayrshire
Council Activity Agreement
Programme
Wider Achievement
Implement electronic pupil
profiles using Learner Journey
and GLOW.
Further development of the
reach of the Creative Minds
Learning Network in partnership
with Creative Scotland
Lifelong Learning
Development of Connected
Children and Young People’s
Communities with partner
agencies
Implementation of General
Teaching Council of Scotland
(GTCS) revised Professional
Review and Development
process and introduction of
Professional Update.
Post Registration Training and
Learning for early learning and
childcare practitioners.
Appendix 1
3 | P a g e
WHAT KEY OUTCOMES HAVE WE
ACHIEVED?
Children and Young People’s
(Scotland) Act 2014
11. The entitlement to 600 hours of early
learning and childcare for all 3 and 4
year old children was introduced in
August 2014. This entitlement was also
extended to 2 year olds who are, or
have been at any time since their 2nd
birthday; Looked After; subject of a
Kinship Care Order or have a parent
appointed guardian.
12. As of 1 October 2014, a further
entitlement was introduced for 2 year
old children of parents in receipt of
certain qualifying out of work benefits.
13. In academic year 2014-15; 2,684
children aged 3 and 4 years and 143
children aged 2 years, accessed early
learning and childcare (April 2015).
Raising Attainment
14. National 4 and National 5 courses
have been fully implemented. National
6 (Higher) courses have been
implemented successfully in most
subjects. The remaining subjects and
all National 7 (Advanced Higher)
courses will be implemented in
academic session 2015/6.
15. Head Teachers and their management
teams continue to use the Insight
Senior Phase Bench Marking Tool to
assist with self-evaluation and
improvement.
16. In keeping with the principles of the
Curriculum for Excellence INSIGHT
focusses on achievement at the point of
exit from school, rather than at the end
of each stage, although it still allows
users to drill down to cohort, level,
subject or socio-demographic
characteristics of pupils. The main
analysis of 2015 attainment and
achievement for secondary schools will
be published at the end of February
2016 following the publication of school
leaver statistics from Skills
Development Scotland.
17. 2014 - 15 S6 Results at Higher and
Advanced Higher
3+Highers@A-C = 40%: +1% against previous year, 5 year highest, 6% rise over 5 year trend. 5+Highers@A-C = 28%: +1% against previous year, 5 year highest, 6% rise over 5 year trend 1+Advanced Highers@A-C = 14%: 1% decrease against previous year, +3% rise over 5 year trend
18. All three measures indicate an encouraging and continuing upward trend over a 5-year period. The trend indicates that progress is being made overall but measures from individual schools indicate a mixture of results from previous sessions rather than a consistent, even increase. 2014-15 S5 Higher Results
19.1+Highers@A-C = 56%: +6% against
previous year, 5 year highest, 16% rise against 5 year trend. 3+Highers@A-C = 35%: +5% against previous year, 5 year highest, 13% rise over 5 year trend 5+Highers@A-C = 14%: +2% against previous year, 6% rise over 5 year trend
Appendix 1
4 | P a g e
20. All three measures indicate a
continuing upward trend over a 5-year
period. All measures indicate a
significant increase from last session
with this year’s results representing a 5
year high in all measures. Measures
from individual schools indicate greater
consistency in most measures but
further analysis will be completed.
“From S4 to S6, the school is making
very good progress in improving young
people’s attainment. By S4, increasing
numbers of young people are attaining
a literacy and numeracy award at
National 4 and National 5 level or
equivalent. By S6, young people build
well on their prior attainment, including
those who attain to the highest level in
the Scottish Baccalaureate. Almost all
young people are successful in moving
on to employment, training or further
learning on leaving school. Almost all
young people with additional support
needs are making good progress in
their learning.”
Stewarton Academy, Education
Scotland, November 2014
Literacy and Numeracy
21. Through the establishment of
Numeracy Hubs, our Numeracy
Leaders supported establishments in
engaging with the Scottish Survey of
Literacy and Numeracy (SSLN)
Reports and Professional Learning
Resources. Colleagues attended
National Forums and disseminated
information and guidance on national
developments. Resources to support
targeted intervention were provided.
22. Following the successful pilot in
2013/14 of the Literacy and Numeracy
Assessment Toolkits, these
assessments were used effectively in
2014/15 in almost all primary schools
and some secondary schools to provide
evidence of children’s progress and
achievement and to support valid and
reliable professional judgements.
Practitioners who used them reported
that this was a more robust way of
assessing, combining elements,
making it easier to assess progress.
Young people also commented that the
assessment tools helped them in
identifying things they were doing well
and areas that they needed to improve.
23. A practitioner from every early
childhood centre was trained in the
Bookbug Session Leader training. As a
result, the Bookbug programme has
created stronger links between home,
centres and libraries which in turn has
increased children’s engagement in
literacy activities.
24. East Ayrshire Support Team (EAST)
demonstrated their commitment to
early intervention by providing blocks of
targeted input in the Primary 1-3
stages. In Primary 1, there were 103
pupils across 18 establishments who
accessed targeted literacy support from
the team; the Early Level Literacy
Assessment Tool (ELLAT) diagnostic
assessment was the main tool used to
identify the focus. In Primary 2, the
team supplemented EAST’s allocation
of ‘Closing the Literacy Gap’ (CLG)
input to identified pupils. In total, 66
pupils received an average of 32
lessons delivered on a 1-1 basis. The
Quest screener assessment tool,
administered across all East Ayrshire
establishments, identified twenty
primary establishments who would
benefit from additional targeted support
for their Primary 3 cohort of pupils. In a
bid to build capacity, EAST delivered a
model where some of the pupils with
Appendix 1
5 | P a g e
the greatest literacy difficulties were
directly supported by their class
teacher. In total, 43 pupils received this
support and an additional 91 were
supported by the Raising Attainment
teacher from EAST.
25. In all of these targeted interventions pre
and post assessment information is
collated to measure impact and shared
with stakeholders through EAST’s
summary report.
Science, Technology, Engineering and Mathematics (STEM)
26. The Primary Engineering STEM
Programme is in its second year of the
three year development plan. The
industry links have been a success with
the young people clearly connecting
their work in school to future careers.
The training courses that have been
delivered to staff are supporting the
Digital Technologies outcomes along
with providing meaningful learning.
27. The Primary Engineer Programme has
had a significant impact on supporting
the STEM learning experience in
primary schools and early childhood
centres. In secondary schools, the
STEM curricular areas have also been
further enhanced through the ongoing
development of strong engineering
career links supported by Science
Connect, The Institute of Physics and
The Society of Chemistry. A number of
Learning Communities have
successfully developed STEM as a
transition focus.
28. The number of associated engineers
has grown from 22 to 39, reflecting an
increased contribution from parents
and carers. The ‘link’ engineers in each
establishment have greatly supported
the pupils’ educational experiences by
highlighting how the skills learned in
class link with the everyday
environment of work. Qualified
engineers also work with primary
schools to follow the Scottish
Engineering Leaders
Awards programme, which involves a
broad, innovative range of experiences
for pupils. Links with the Morphy
Richards Science Centre at Dumfries
House also continue to flourish.
29. A significant range of training has
taken place to support the programme,
with all primary schools having at least
2 members of staff trained in Basic
Structures and Mechanisms (SME1)
and over 50 members of staff trained in
SME 2. 89 Early Years staff have been
trained and 4 secondary schools have
received significant support.
30. A key event in the Primary Engineer
calendar is the Celebration Event. This
year, establishment participation
increased from 9 to 43, with all entries
being of an exceptionally high standard.
East Ayrshire once again made a
strong showing at this year’s Scottish
Engineers Leaders Award National
Finals with 6 winners in the P1 – P7
category and a first time winner from
Park School secondary department.
31. The Scottish Leaders Award once
again has brought National success to
our schools this year. This year 6 young
people won an award within their age
group. This work links all STEM
subjects with Literacy providing the
young people knowledge and
experience of what is required for the
world of work.
Health and Wellbeing
Appendix 1
6 | P a g e
32. In 2014/15, children and young people
continued to take part in awareness
raising roadshows such as:
Substance Misuse (SPICE)
Relationships, Sexual Health and
Parenting (RSHP)
No Knives Better Lives
33. Initiatives including, Jenny the Bear,
SPICE, multiagency road shows and peer mentoring have continued and given children and young people information on substance misuse and its effects. 93% of the 1,214 young people who attended the SPICE Road Show would recommend it to others.
34. To support children and young people
in each of our secondary schools,
Positive Wellbeing Road Shows
were delivered in each of our
academies and evaluated. 1,214 young
people stated that they were more
aware of positive mental health
techniques and services available to
support them.
35. Embracing the Arts programme in St Joseph's Academy was featured in Times Education Supplement and at the Scottish Learning Festival. Training was also provided for parents, carers and staff.
36. Supported by Police Scotland, the roll out of the Mentors in Violence Prevention (MVP) gender based violence programme was extended. In session 2014/2015, five secondary schools delivered the programme.
Looked After Children
37. Improving outcomes for looked after children and young people remains a
high priority. Work continues to reduce out-with authority placements and improve outcomes for our looked after young children. A pupil practice document was created as a result of the pupil support review. This is increasing the knowledge and expertise of staff in supporting looked after children and young people.
38. East Ayrshire Support Team (EAST)
places the needs of our looked after
children (LAC) at the heart of its
provision. Using information accessed
from EAST’s database, the number of
LAC children and young people
supported by EAST in Session 2014/15
increased from 111 to 132; support
focused on Primary 3, Primary 5 and
Secondary 5. In additional to the core
support allocation, schools can also
access targeted support for LAC
learners who require a block of targeted
input for literacy, numeracy, health and
wellbeing or homework support. Over
the session, 21 children and young
people accessed this support.
Equipping children and young
people for the world of work
Develop a Range of Initiatives
39. Increasing the number of young people in positive and sustained destinations remains a priority for both national and local government. The publication of the follow-up survey of leaver destinations published in June 2015 showed the proportion of leavers who were in a positive destination in October 2014 was 93.1% and, by the follow up survey in March 2015, this had risen by 0.5 percentage points (pp) to 93.6%. In comparison, nationally, the proportion of leavers who were in a positive destination in October 2014 was 92.3% and by the follow up survey
Appendix 1
7 | P a g e
this had fallen to 91.5%, a decrease of 0.8pp. The percentage of leavers from East Ayrshire Council reported in a positive destination in March 2015 was 2.1pp, higher than the national average.
40. Figures from Youthlink Scotland, the national coordinating organisation for Activity Agreements, showed that the East Ayrshire programme delivered through the Council’s education services supported 142 participants in 2014/15 and the percentage of young people progressing into further learning, training or employment exceeded national figures in all 4 quarters of the year. In quarters 1 and 2, 100% of young people completing their Activity Agreement progressed into positive destinations; the quarter 3 percentage of 94% of completers moving into positive destinations was 22% above the national average while in quarter 4, the 82% East Ayrshire percentage of positive progressions was 18% above the national percentage.
41. The annual Sir Tom Hunter Challenge event took place in Doon Academy on in June 2015 where the nine East Ayrshire Academies and, for the first time, Park School, took part in the entrepreneurial challenge to come up with a new product or innovation. East Ayrshire schools also took part in the Young Enterprise Ayrshire final in April 2015 with young entrepreneurs from Stewarton Academy winning the top prize on the evening. The inter-school design competition Interaction 2 was launched in Ayrshire College in November 2014. The competition is led by David Ross (Keppie Design) and schools were asked to design a ‘learning space’ for the new Kilmarnock Campus of Ayrshire College. The final took place at Council Headquarters in
February 2015 with Cumnock Academy the eventual winner.
42. The continuing partnership between education and the Ayrshire Chamber of Commerce and Industry gives young people the opportunity to engage regularly with a range of business people and we look to extend and enhance this offer during session 2015/16.
43. In 2014/15, the Chamber of Commerce made 1842 placements available to East Ayrshire learners as part of the school work experience programme. In the coming year, the publication of a new National Standard for Work Experience and the implementation of Developing the Young Workforce will necessitate a renewed focus on the impact and quality of work experience for our young people as they prepare to progress into the world of work.
Wider Achievement 44. Further work on the development of
electronic pupil profile has been carried
out in 2014/15 to facilitate the recording
of children and young people’s
achievements both at school and in the
community.
Creative Minds
45.In 2014/15 the Creative Minds
Learning Network (CMLN) has
successfully established a much
improved understanding and
awareness of creativity across all areas
of the curriculum, far beyond the
expressive arts, which include contexts
to develop skills for learning, life and
work as well as key areas of Literacy,
Appendix 1
8 | P a g e
Numeracy, Health and Well-being.
Particular focus has been placed on the
acquisition of creative skills and the
impact this may have on attainment. In
response these events and training,
strong mechanisms have been trailed
facilitating the measurement of impact
providing evidence to shape future
projects and strategic planning.
Instrumental Music Service
46. In 2014, East Ayrshire Music Service
was recognised by the National Music
Council of Great Britain and was once
again been awarded the prestigious
Major Trophy. The record covering the
past ten years of 4 Major Trophies, 6
Diplomas of Merit and 3 PRS
(Performing Rights Society) Awards is
unprecedented UK-wide.
47. A National Music Council
spokesperson has previously said: “For many years now, East Ayrshire has been operating at the top of its game, excelling in areas such as special educational needs provision, partnerships and continuing professional development (CPD) and this is reflected in the incredible provision East Ayrshire makes on an ongoing basis” Wider Achievement Awards
48. Wider Achievement continues to be
recognised as an important contributor
to improved attainment, particularly for
those young people who have become
disengaged and who subsequently
experience success through outdoor
learning, or perhaps participation in a
team-building activity, which signposts
a new direction or a change of attitude.
Wider achievement is open to all and all
can benefit from participation in this
type of activity where learning is not
confined to the classroom.
49. Schools continue to develop and refine
wider achievement programmes. As a
result of the new Insight benchmarking
tool being implemented secondary level
pupils will have wider achievement
activities which carry SCQF tariff points
formally recognised along with group
award qualifications which previously
did not feature in formal publication of
statistics.
50. Reflecting the revised senior phase
curricular structures and the support
from the Business Enterprise Fund
coupled with strong partnerships with
colleges and local businesses, pupils
have access to an extensive range of
non-SQA courses, including: Caritas,
Duke of Edinburgh, John Muir, Activity
Leadership, Caledonian Awards, RYA
Sailing Award, Dynamic Youth Awards,
ASDAN Awards, New Horizon,
Transition Challenge, Towards
Independence, Health & Wellbeing
Awards (Level 3, 4 & 5), Employability
Awards, SFW, Saltire, People in
Society, Sports Ambassadors,
Personal Development, CREST
(Science Award), National Navigation
Award, HeartStart, Junior Sports
Leader Award (JSLA), Community
Sports Leader Award (CSLA), Young
Enterprise, Mark Scott Leadership for
Life Award.
51. Over the last year we have continued
to work with a range of partners
including the Council’s Vibrant
Communities Service. The Duke of
Edinburgh Award is now undertaken at
Bronze, Silver and Gold levels. The
award is being offered in all 9
academies, 2 special schools and two
Appendix 1
9 | P a g e
community based open groups
providing additional avenues to
participate within the Award. This work
has resulted in the achievement of over
52 Duke of Edinburgh Awards being
achieved in 2014/15 across bronze and
silver levels.
“I have really enjoyed helping at
Brownies. I have loved getting to know
the girls and assisting them each week.
I also feel my confidence has grown”
Bronze Duke of Edinburgh participant,
Loudoun Academy, 2014-15
Lifelong Learning
Equalities
52. Access to quality services is an entitlement for all learners irrespective of where they live in East Ayrshire, or their gender, race, ethnicity, disability, sexual orientation, learning difficulty or disadvantage.
53. The Council is committed to meeting the Public Sector Equality Duty and ensuring equality of opportunity and social inclusion for our pupils and employees and as such has produced and Equality Mainstreaming and Equality Outcomes report which sets out how we will mainstream and progress equalities throughout education.
54. Through further mainstreaming equality into what we do, we will build on our work to date and:
embed the culture across all educational establishments which fosters respect, choice and understanding and values diversity;
continue to ensure that unlawful discrimination, harassment or bullying is not tolerated;
better understand and address
the needs of different groups;
continue to ensure that our strategies, policies, services and plans are assessed in relation to their impact, particularly on groups and individuals who share protected characteristics; and
importantly, improve outcomes for all of the people who live and work in East Ayrshire.
55. Best practice activities in relation to
equalities are showcased across the
Council. Educational establishments
engage fully with these events to keep
equalities at heart of what we do.
56. The range of events noted below
support the promotion of diversity:
Holocaust Memorial Day;
LGBT History Month, including the annual flag raising;
International Women’s Day;
Gypsy Roma Traveller Month;
Learning Disability Week;
International Day for Older People;
Anti-bullying Week; and
International Men’s Day.
57. Early Childhood Centres have
supported the Violence Against Woman
Partnership by taking part in the 16
days of Action Against Violence during
the months of November and
December. The focus for early years
during the 16 Days of Action over the
last 2 years has been promoting
positive relationships in the early years.
58. Examples of activities that have taken
place in centres to support the 16 days
of action are:
Appendix 1
10 | P a g e
open days
inviting parents into centres and providing workshops to inform parents how staff work with the children to promote positive relationships.
inviting parents to take part in play activities with the children
Rights Respecting Schools
59. Supporting the embedding of children’s rights across the curriculum the department has been working in partnership with UNICEF. The initial course provided an introduction to the UN Convention on the Rights of the Child and UNICEF UK's Rights Respecting School Award (RRSA). Leaders from all newly registered schools attended this course and provided strategies to involve and inform all members of their school community explaining how to work towards the Recognition of Commitment Stage.
Leadership and Communities of
Practice
60. Secondary Head Teachers’ Communities of Practice have worked on research into specific aspects of curricular design, support for pupils and wider achievement. This has provided a strong foundation for the further development of curricular models.
61. Subject Communities of Practice for class teachers and curriculum leaders are fully established with the use of SQA trained Nominees central to their success. Good practice is shared and levels of approval in SQA verification has been very high.
Tapestry Programme - Deep Learning
62. In its final year, this programme, which includes teachers from Kilmarnock, Loudoun and Cumnock Learning Communities, continues to have a direct impact on classroom practice through the opportunity to understand the nature of deep learning. Many schools now have Teacher Learning Communities which will continue to promote and embed the work across establishments.
Community Leadership
63. Leadership opportunities are provided for young people through various programmes including Sports Leaders, Dance Leaders and Young Ambassadors. In 2014-15, 211 young people took part - an increase of 111 young people from the previous year.
Inspection Reports
Care Inspectorate Reports 2013-
2014
64. There were 5 early childhood centres and 3 partner centres inspected during 2014 – 2015. All centres were graded good or very good across the themes inspected. One centre was graded excellent across 2 themes.
Excellent Very good
Good
Quality of care and support
6 2
Quality of environment
6 2
Quality of staffing
1 5 2
Quality of management & leadership
1 5 2
Quality of Management and Leadership “We found that the Head of Centre's pro-active approach to inclusion and
Appendix 1
11 | P a g e
involvement had resulted in many opportunities for families to actively participate in service developments. The innovative and user friendly pictorial improvement plan had proved to be particularly effective. We could clearly see that this was a responsive and continually evolving working document.” Quality of Staffing “We observed well-judged and supportive interaction between staff and parents. Staff offered reassurance and support to parent/carers through daily discussions and through their group work. They did this in a caring and respectful manner, giving parent/carers the confidence to accept offers of assistance” Hillbank Early Childhood Centre Care Inspectorate Report February 2015
School Inspection Reports 2014-15
65. Of the three inspections across
establishments in 2014-15 all achieved
very good in the themes listed below
and at least good in curriculum:
Improvements in performance
Children’s experiences
Meeting learning needs
Improvement through self-
evaluation
“The school is highly supportive of children who are most at risk of missing out. Staff act promptly and sensitively if they see difficulties emerging and introduce different ways for children to learn and achieve success.” Bellfield Primary School, Education Scotland, March 2015
“The school is working very effectively with a range of partners, including local
schools, to provide challenging experiences that help young people develop their self-esteem, confidence and skills for learning, life and work.” Willowbank School Education Scotland, April 2015 “Young people learn and achieve very well at Stewarton Academy.” (Stewarton Academy, Education Scotland, November 2014 )
Looked After Children
66. There has been an ongoing support
from the Education Psychological
Service with the Children’s Houses
following on from the successful
implementation of tailored nurture
training for all staff, and an evaluation of
the impact of the training undertaken.
67. This evaluation has informed the service now being delivered, which includes consultation and advice through attendance at House Team Meetings on a monthly basis; the introduction of a case study model to develop peer support, assessment and intervention approaches; and supporting implementation of nurture principles on similar basis to nurture networks with education.
68. Lead Education Psychologists have participated in the Childrens’ Houses Board on a regular basis, and now sit on the Violent Incident Review Group.
69. An audit of service delivery for the looked after population was undertaken, analysing the level of involvement and perceived impact. Data highlights greatest impact when involved at an early stage, with a high quantity of time being spent on placements out-with the authority. This is informing service delivery decision-making, progressing collaborative
Appendix 1
12 | P a g e
working around best approaches to reduce out-with placements and support more young people to return to East Ayrshire via the Alternatives Care and Education Board.
Exclusion
70. Overall exclusions have decreased
since 2010/11. We have maintained a
lower level of exclusions in general
terms, however there has been an
increase in exclusions in primary and
secondary schools. There has been a
further 50% reduction in exclusion in
the special school sector from the
previous year.
All sectors 2010/2011
2011/2012
2012/2013
2013/2014
2014/2015
East Ayrshire Incidents
718 768 733 534 650
- +7.0%
-4.6% -27.1 %
+21.7%
Attendance
71. Attendance in primary, secondary and
Special Schools has been maintained.
Attendance in SEN schools can be
affected by medical conditions of some
children and young people.
2010/11
2011/12
2012/13
2013/14
2014/15
Primary Schools
94.9%
95.2% 94.9% 95.3% 95.1%
Secondary Schools
90.6%
91.3% 91.4% 92% 91.2%
SEN Schools
94.0%
94.8% 95.4% 95.5% 94.9%
HOW WELL DO WE MEET THE
NEEDS OF OUR STAKE HOLDERS?
72. We continue to have a positive impact
on our service users. Our work in this
area is outlined below.
Continue Lifelong Professional
Learning
73. The revised model for Professional
Review and Development, linked to the
General Teaching Council Scotland’s
Standards, for teachers was fully
implemented.
74. All (211) eligible teachers successfully
completed the General Teaching
Council Scotland Professional Update
Process. The remaining teachers will
complete this over a five year rolling
programme.
75. Four Depute Managers and two Senior Early Learning and Childcare (ELCC) Practitioners completed the BA Childhood Practice in June 2015. Eleven Senior ELCC Practitioners continued their studies and 10 ELCC Practitioners began their studies towards the BA at the Universities of the West of Scotland and Strathclyde.
76. The BA Childhood Practice (SCQF level 9) is supporting early learning and childcare practitioners to gain a degree qualification, so it is likely there will be an increasing mix of graduate-level early years staff alongside those qualified to HNC (SCQF level 7) working in our early childhood centres and partner providers in East Ayrshire.
Nurture
Appendix 1
13 | P a g e
77.The East Ayrshire Nurture Framework
provides both a preventative and
proactive approach to supporting
children and young people
experiencing, or at risk of developing
social, emotional and behavioural
difficulties.
78. Education Psychological Service continues to lead on the delivery and development of nurture across East Ayrshire. Over session 14-15 this included the continued delivery and ongoing development of a four day nurture training programme across all sectors. This has led to the following developments:
All secondary schools have a nurture-based intervention in place, with the majority also developing whole-establishment nurture-based approaches within their relationships and behaviour policies.
The service has worked to ensure the ongoing implementation of the nurture based learning across all sectors following staff accessing the formal training. This has been done via the introduction of nurture networks – practitioner based practice sharing forums operating on Improvement Science model. This was initiated within early years, and has now been introduced in the primary and secondary sectors. The work with early years colleagues has been presented at a national conference for Educational Psychologists and also at the national Early Years Collaborative Learning Session as an example of innovative practice in sustaining improvement and change.
79. The Education Psychological Service has been undertaking an evaluation of the targeted nurture classes with a view to relaunching the East Ayrshire Nurture Class policy, developing a
Shared Service Level Agreement between the Local Authority and each establishment, and beginning to develop quality assurance and impact measures, including clarity on the role of community practitioners.
80. Nurture was originally introduced via some of our specialist provision and continues to evolve in our special schools and centres on a whole establishment basis.
Physical Education
81. Physical Education focused on high quality teaching and learning in core lessons. Over 200 early learning and childcare practitioners, primary and secondary teachers in East Ayrshire attended continuing lifelong professional learning sessions, including the Better Movers and Thinkers programme which has been developed by Education Scotland.
“This CLPL session has allowed me to
gain confidence when teaching fitness through skipping. A lot of ideas for warm ups and super ideas for differentiation, allowing every pupil to achieve. Fun activities and games with lots of red faces. Pupils loved the sessions”. “Pupils looking forward to PE more than before. They are keen to demonstrate and share what they are learning and achieving”.
82. Teachers can now access an Early Years and Primary PE Glow page, where they will find regular updates on CLPL opportunities, content support and can participate in professional dialogue regarding PE.
83. The direct teacher support during curriculum time and the CLPL calendar
Appendix 1
14 | P a g e
continues to offer excellent development opportunities that are increasingly raising the confidence of teachers in delivering high quality physical education across East Ayrshire.
Educational Visits
84. Learning in the world beyond the
classroom has given young people an
experience that is both engaging and
stimulating. It has helped learners
understand the relevance of classroom
lessons to other settings and makes the
link between school life and the rest of
life.
85. The following table shows the total annual number of out of school visits by sector; Early Childhood, Primary schools, Secondary schools and Special schools/service in session 2014-15.
86. Children and young people have a wide range of opportunities for learning outdoors including day and residential educational excursions.
“I saw parts of Kilmarnock I’d not been
aware of before – it really made me
appreciate the town more.” Emma,
Crosshouse Primary School
87. As multi day residential excursions can vary from either large whole school to very small participant numbers, it is important to understand the actual volume of opportunity of experiences to children and young people.
88.The data suggests that Early
Childhood Centres increased the
overall number of visits with fewer
participants per visit; primary schools
increased number of visits with an
equivalent corresponding slight
increase in participants; secondary
school visit number and participant
days more than doubled, both
recovering from the 2013-14 drop
caused by the implement of National
exams and reflecting the impact of the
secondary lead outdoor teacher
programme ; and Special Schools visit
opportunities increased in 2014-15,
recovering from the previous impact of
school merger and again benefiting
from the drive of the special lead
outdoor teacher programme. Very
significantly establishment led
adventure visits have increased by
300% in 2014-15 reflecting both the
leadership value of these experiences
and the increase in schools Duke of
Edinburgh Award expeditions as a
result of the Outdoor Learning Service
Basic Expedition Leader capacity
building programme, more schools
became self-sufficient offering Bronze
expeditions and the Outdoor Learning
Service were able to meet demand for
Gold expeditions across the
department.
Outdoor Learning
Sector Total visit
Participant/days
2014-15
% change
on 2013-
14
Education total 340900
Early Childhood 64117 +39
Primary schools 206212 +3
Secondary
schools 88626
+120
Special
schools/service 11946
+28
Appendix 1
15 | P a g e
89. Establishments continued to develop
improvement planning for outdoor
learning. 15 teachers achieved General
Teaching Council Scotland
Professional Recognition for Outdoor
Learning with the establishment of the
professional network; Learning
Outdoors Support Team.
90. A Strategic partnership was
established to better support schools,
with the national charity, Grounds for
Learning. The impact of the Lead
Outdoor Teacher programme is
reflected in the secondary and special
visit data. £100,000 investment. As
result 5 primary school grounds for
natural play projects were undertaken.
91. The Outdoor Excellence Awards and
sharing practice event was well
attended this year especially by
secondary and special establishments
with primary and early childhood
centres expressing the desire for it to be
held earlier in the term next year. The
two awards for Excellent Outdoor
Teacher and Excellent Outdoor
Practitioner went to Park School and
Onthank Early Childhood Centre.
Global Citizenship
92. Young people and children have had
the opportunity to experience and learn
about other cultures and countries.
93. Many East Ayrshire establishments
have developed international links. 10
schools (secondary, primary, special)
have an established partner school in
Sri Lanka. In 2014 a number of
reciprocal teacher visits to support joint
curricular projects took place. Many
other schools have established partner
schools either in Europe or beyond.
Learning for Sustainability
93. Work around learning for sustainability
has continued through Eco schools,
Fairtrade, Biodiversity, Food Waste,
Recycling, Soil to Plate and Energy
programmes. The Eco-School
Programme has remained well
supported across establishments
despite national restructuring of award
scheme. 30 establishments have
retained their green flag status
How good is the delivery of our
education processes?
Curriculum for Excellence
94. The targets outlined in the Curriculum
for Excellence Development Plan (3-
18) 2011- 2015 have been met.
92. The following sections outline the
achievements in relation to the above
plan.
Learning and Teaching
95. Establishments continue to utilise the
Learning and Teaching (Pedagogy)
Policy to improve practice and ensure a
consistent approach across the
Council. Development officers support
specific areas of development including
Literacy, Numeracy, Health and
Wellbeing, ICT and Learning Outdoors.
Assessment and Moderation
96. Moderation of assessment at all levels
has been put in place and is impacting
positively on improving learning,
teaching and assessment across the
sectors. All Learning Communities
regularly engage in professional
dialogue and this is supporting
colleagues developing a common
understanding of standards.
Appendix 1
16 | P a g e
97. Secondary schools have focussed on
the assessment of the new National
Qualifications. Baseline data on
literacy and numeracy was published in
2015. Staff continue to work to improve
confidence, accuracy and application of
assessment data.
Recording and Reporting
98. Schools have successfully
implemented revised reporting systems
and all reports to parents using the
Curriculum for Excellence levels.
Trialling and planning of an e-portfolio
system continues although many
establishments have developed
internal alternatives which enable
learners to log and celebrate their
attainment and wider achievement.
Further development of the use of the
electronic e-portfolio, Learner Journey,
will continue.
Experiences and Outcomes
99. Staff are very familiar with the
Experiences and Outcomes outlined
within Curriculum for Excellence
including those that are the
responsibility of all. Staff have worked
collaboratively across the sectors to
ensure that information shared around
key transition points is improved.
Learning Communities include this in
their planning and it is discussed
regularly.
Literacy, Numeracy and Health and
Wellbeing
100. Throughout the course of the
Curriculum for Excellence
Development Plan, separate teams
have been established to overtake the
priorities relating to the 3 following
areas.
Building your Curriculum
101. Establishments have reviewed their
curriculum structures to ensure that
entitlements of Curriculum for
Excellence are being met for all
learners.
102. Secondary schools have continued to
focus on the development of a Broad
General Education (S1-S3) and Senior
Phase (S4-S6) curriculum including a
increased focus on Developing
Scotland’s Young Workforce.
103. Secondary schools have developed
curricular models which are planned to
meet the needs of their learners and are
unique to their own context. This is
done in consultation with the education
manager.
104. Ensuring that post 16 learners secure
a positive destination remains a focus
which involves continuing to review the
Senior Phase curriculum to ensure it
balances academic qualifications with
vocational learning for all pupils.
105. New National Qualifications have
been developed and embedded from
National 3 to National 6 (new Higher).
National 7 (new Advanced Higher) is
being developed and will be delivered
in session 2015-2016.
Monitoring and Evaluation
106. Improvement through self-evaluation
has been a central focus throughout the
implementation of Curriculum for
Excellence Plan.
107. All establishments have continued to
develop systems to evaluate their own
performance. This has been supported
by the introduction of Learning Reviews
in the primary sector. This will be
developed further to include secondary
schools in academic session 2015-16.
Appendix 1
17 | P a g e
108. The Planning for Learning Policy will
be launched in session 2015-2016
which will support schools in achieving
the increased expectations as set out in
in the Education Scotland Advice Notes
on increased expectations.
Embedding Early Level Practice
109. Embedding Early Level Practice (EELP) was extended to 9 early childhood centres with their associated primary schools. An evaluation of the impact of EELP was conducted and the following key findings noted:
EELP was positively impacting on
its intended outcomes and children
were found to be highly engaged
in sessions.
EELP was found to be improving
children’s transition between Early
Childhood Centres and Primary 1.
This was due to the children
becoming more familiar with the
P1 teacher and the P1children still
having regular contact with early
learning and childcare practitioners
when they begin school. Activities
within the school environment
were also preparing the pre-school
children for school.
Staff in the early childhood centre
and primary schools met regularly
to plan together, share resources
and information.
Many teachers reported that EELP
had increased their knowledge of
active learning approaches with
some commenting that this had led
to making changes to the
classroom environment and
teaching practice.
HOW GOOD IS OUR MANAGEMENT
AND LEADERSHIP?
110. There has been continued
improvement in key areas such as,
attainment and positive post-school
destinations. This has been a result of
successful partnership between the
Directorate, Senior Education
Managers and Heads of Schools and
Early Childhood Centres.
111. Head Teachers and Heads of Early
Childhood Centres continue to work
collaboratively across and within
learning communities. Work continues
to progress Early Childhood Networks
to be the vehicle for greater
collaboration between public, private
and voluntary sectors to give parents
and families the support and services
they need and help children, families
and communities secure outcomes for
themselves
112. In Session 2014- 2015 (Year 1 of 3
year cycle) 17 primary schools and
Early Childhood Centres had a
Learning Review. Twelve peer head
teachers and officers were involved in
the Reviews. Education Scotland
provided initial training for these
officers. Of the group, 4 of these officers
are already Associate Assessors with
Education Scotland so have relevant
experience in classroom/playroom
observations.
113. In the pilot Learning Review
programme the areas of the curriculum
covered were:
Literacy
Numeracy
Health and Wellbeing
Meeting children’s needs
Global citizenship
Appendix 1
18 | P a g e
The response to the programme has
been overwhelmingly positive from both
head teachers of the establishments
and those involved as peer reviewers.
The fact the process is driven by
observation and dialogue rather than
paperwork has been welcomed by all.
Head teachers have enjoyed the
opportunity to discuss and share
expertise and ideas. Many have
followed up the reviews by visiting other
establishments or sending their own
staff to other schools. This opportunity
to build networks and to share practice
can only help to strengthen a shared
vision of what excellent learning,
teaching and assessment looks like.
WHAT IS OUR CAPACITY FOR
IMPROVEMENT?
114. Our summary of priorities 2015 –
2016 are:
Children and Young People’s
(Scotland) Act 2014
Increase the cohort of 2 year old
children entitled to early learning
and childcare in line with eligibility
for free school meals, commencing
August 2015
Preparatory work for the
implementation of the Named
Person Service
Raising Attainment
Benchmark National 4 and 5 exam
data against virtual comparator
schools
Refresh the Learning and teaching
Policy to reflect the priorities in
Literacy and Numeracy within the
National Improvement Framework.
Reduce the gap between our most
and least social advantaged groups
as part of the National Attainment
Challenge.
Continuation of the STEM
Programme in all establishments
Continue to develop and assess the
impact of the Creative Learning
Network with particular relation to
supporting creativity across the
curriculum.
We will set our priorities for 2014-2018 to further develop integrated service delivery though partnership working
We will establish an Early Years (EYC) and Raising Attainment for All (RAFA) Collaborative Leadership Group to provide leadership for colleagues across the Community Planning Partnership involved in using the improvement science methodology to support projects involving children, young people and their families as part of the EYC and RAFA.
We will consult with a representative group of parents, who have children under school age, about models and flexibility of early learning and childcare. The aim is to develop a high quality system of early learning and childcare that meet a range of needs and is manageable and affordable within the resources available.
We will deliver training to early years staff on the use of the new early learning and childcare national practice guidance Building the Ambition. This guidance builds upon Pre-Birth to Three and Curriculum for Excellence early level from 3 years to 6 years and sets out the experiences and interactions necessary to deliver the learning journey at the most
Appendix 1
19 | P a g e
important developmental stage for babies, toddlers and young children to promote wellbeing, communication, curiosity, inquiry and creativity.
Continue to improve the
educational outcomes for looked
after children and young people in
terms their educational attainment,
post school destinations,
increased school attendance and
reduced exclusion.
Alternative solutions are required
to support children who are
identified as being at risk of
low/non-attendance. Plans include
a review of Standard Circular 76a
within the context of the
implementation of the Children and
young People’s Act, and
corresponding review of Standard
Circular 76: GIRFEC. A working
group will be convened to progress
approaches to improve attendance
rates further.
Further work is required in
addressing the challenges relating
to children who are at risk of
exclusion or disengaging with
education. Work is underway
within and across establishments,
and on a strategic basis, focusing
on practical alternatives to
exclusion that lead to better
outcomes for children and young
people. This will include the
continued implementation of
targeted and whole-establishment
nurture approaches, and the
development and implementation
of a Relationships Framework for
Children and Young People’s
Services. Approaches will take
guidance from forthcoming
revisions to Included, Engaged
and Involved Part 2: A Positive
Approach to Managing School
Exclusions: Education Scotland.
Equipping Children and Young
People for the World of Work
Increase proportion of school
leavers in sustained positive
destinations.
Continue to ensure that every
young person in the
Opportunities for All cohort
receives an appropriate offer of
further learning or training.
Wider Achievement
Implement the certificate of
achievement as part of the
ongoing development of
electronic pupil profiles using
Learner Journey and GLOW.
Introduction of the Institute for
Engineering for children and
young people as part of our
STEM initiatives.
Build stronger connections between the Creative Minds Learning Network (CLMN) and young people through engagement with the Ayrshire Youth Arts Network.
Promote creative approaches to learning, teaching and assessment by offering a variety of training opportunities and resources, which clearly exemplify the application of creative skills in a variety of contexts.
Appendix 1
20 | P a g e
Lifelong Learning
Development of Connected
Children and Young People’s
Communities with partner agencies
Implementation of General
Teaching Council of Scotland
(GTCS) revised Professional
Review and Development process
and introduction of Professional
Recognition.
Reports
115. The following reports are referenced
within the Standards and Quality
Report (2014-15)
Curriculum For Excellence
Improvement Plan (2011-15)
East Ayrshire Council Learning,
Teaching and Assessment policy for
(2013)
East Ayrshire Council Strategic
Priorities Report (September 2014)
East Ayrshire Council Children and
Young People’s Service Plan (2011-
15)
East Ayrshire Education Service
Plan (2014/15)
East Ayrshire Council Nurture
Framework
East Ayrshire Respectful
Relationships Policy (2014)
East Ayrshire Council’s 3-18
Substance Misuse Programme
GTCS Draft guidance for Continuing
Lifelong Professional Learning
HMIE/Care Inspectorate Reports
(2014-15)
National Improvement Framework Draft
(2015)
National Practice Guidance on Early
Learning and Childcare: Building the
Ambition (August 2014)
School Leavers Destination Return
(SLDR, 2014)
Stakeholder Views
116.Stakeholder views – further
responses are available in relation to
the key priorities.