Education Service Plan 2023-2026

Ensure compliance with Child Protection and Safeguarding Policy.

Getting it Right for Every Child (GIRFEC): Continue to implement refreshed policy and practice materials.

• Annual multi-agency CLPL programme.
• Implement GIRFEC refresh through CLPL/ASN Leadership Forum.
• Review and update Co-ordinated Support Plan (CSP) Policy.
• Promote new Administration of Medicines in Schools Policy.

• Comply with Child Protection and Safeguarding policy and procedures.
• Engage with refreshed GIRFEC policy and practice materials.
• Implement CSP Policy.
• Implement Administration of Medicines in Schools Policy.

On-going report to CPC from MISE group (multi-agency)

Participation measures in CLPL programme

Evaluation of professional learning

Analysis of Education Scotland/Care Inspection reports

Analysis of Quality Improvement Reviews, Attainment Visits and Focus Visits

LGBT Charter Awards and reports

Rights Respecting School Awards

Analysis of Bullying & Equalities data

Annual performance review of “The Promise” Action Plan

Participation data from Mentors in Violence Prevention (MVP) Programme

Feedback from young people participating in the MPV Programme

Feedback from participants in the Non-Violent Resistance programme, Circle Framework and Sleep Scotland programme.

Participation data from multi agency projects from the Whole Family Wellbeing Fund.

Equalities Legislation: All children and young people are safe, supported and included.

Equality and diversity are included in policy and practice.

Implement refreshed policies in Home Tuition and English as an Additional Language (EALS).

• Review and update Accessibility Strategy.
• Develop guidance for Gypsy/Traveller children and young people (national requirement).
• Review and update Included and Engaged 2 in line with national guidance on restraint and seclusion.
• Review and update Attendance Policy.
• Continue to promote and support LGBT Youth Scotland.

• Implement guidance for Gypsy/Traveller children.
• Comply with procedures for restraint and seclusion.
• Implement: refreshed policies: Home Education and English as an Additional Language (EALS).
• LGBT awareness training and Charter programme, as required.

Support inclusive practices in all schools and ELC through the Circle Framework.

Develop a Relationships, Behaviour and Learning framework.

• Implementation plan for the Circle framework, supported by CLPL and “train the trainer” for co-ordinators.
• Implement Circle framework in identified schools, supported by CLPL.
• Develop a Relationships, Behaviour and Learning framework.
• Continue to implement trauma training.
• Continue to support MPV Programme through Governance group and 3-year development plan.

• Participating schools to include Circle framework in SIP, detailing actions and impact measures. This will focus on the environment, structures & routines, motivation and skills.
• Access interventions, approaches and resources through the Relationships, Behaviour and Learning framework.
• All secondary schools continue to implement the MVP Programme.

Whole Family Wellbeing Fund (WFWF): implement preventative whole family support measures.

(Aligned to refreshed GIRFEC framework).

• Recruit Home Link Officers with associated professional learning.
• Recruit a Family Wellbeing Officer.
• Introduce Non-Violence Resistance (NVR) parenting programme, Circle Framework and Sleep Scotland programme.

• Promote and support projects through the WFWF.
• Continue to work in partnership with multi agencies to improve outcomes for children, young people and families.

Continue to implement “The Promise” made to care experienced young people that they will grow up loved, safe and respected.

• Whole Authority implementation plan devised by multi-agency Promise steering group.
• CLPL programme delivered by Promise Education Implementation Group.
• West Partnership collaboration CLPL award will be offered to all practitioners.
• The CECYP Attainment Grant – evaluate role of Youth Development Worker and Care Experienced teacher.

• Include The Promise in SIP priorities, as required.
• Awareness raising CLPL as part of annual school/provision calendar.
• Reduction in exclusions for Care and Experienced and Looked After children and young people.
• Increase in positive destinations for Care and Experienced and Looked After children and young people.

Respect and promote the rights of children and young people.

Continue to implement Children’s Rights, ensuring that they are learned, understood and lived.

Include UNCRC principles in policy and practice.

• Develop UNCRC Strategic Plan

2023 – 2026.

• Continue to support schools in incorporation of UNCRC.
• Ensure UNCRC principles are included in all policy and practice.
• Include UNCRC in quality improvement processes.
• Review and develop EDC Pupil Forum to include representation of a wider age range (S3+ S6 and P6 + P7).
• Include programme of CLPL for all school leads and partner agencies.
• Promote and facilitate the sharing of good practice across our schools and services.

• All schools to participate in Rights Respecting Schools Award (RRSA) programme.
• All schools and ELC to audit and review progress in incorporation of UNCRC.
• All schools and ELC ensure that children and young people are listened to, respected, involved and heard in any and all decisions that affect them.
• QIO for UNCRC to support capacity building in schools and UNCRC leads.
• All UNCRC leads to work collaboratively with QIO leads and pupil forum members and ensure rights-based practice is embedded in our schools.
• All UNCRC school leads participate in “train the trainer” model to support development of all staff at school level (teaching, support staff and probationers).

Continue to implement EDC Mental Health and Wellbeing Strategy in line with National Policy.

Use Health and Wellbeing data to improve Mental Health in schools.

Improve staff confidence in responding to young people who are experiencing self- harm.

• Continue to implement EDC Mental Health Strategy.
• Analyse data from the SHINE survey, identifying themes/gaps/priorities.
• Support schools to analyse school level data from the SHINE survey.
• Continue to implement What’s the Harm? multi-agency training for identified multi-agency staff.

• All relevant children and young people in schools will participate in the SHINE mental health survey.
• Schools analyse SHINE data and use this to plan universal approaches and targeted interventions, as required.
• Schools use SHINE data to address gaps in the Health & Wellbeing curriculum, as required.
• Identified children and young people to participate in the Seasons for Growth Programme.

GIRFEC Liaison Group (GLG) and Locality Liaison Group (LLG) to track placements and identify appropriate actions for children and young people

Multi-agency staff trained in What’s the Harm? will report improved confidence in responding to young people who have self-harmed

Improved mental health and wellbeing in children and young people (from SHINE survey carried out bi-annually)

Evaluations from training will evidence improved awareness and confidence in supporting mental health needs

Analysis of Education Scotland inspection reports and thematic reviews

Analysis of Quality Improvement Reviews, Attainment Visits and Focus Visits

Recording and response to incidents of allergic reactions in schools

Evaluation of professional learning

Progress made towards achieving stretch aims in the Scottish Attainment Challenge: attendance and exclusions for all children and young people

All children and young people are supported through inclusive practices to support mental health and wellbeing.

• Continue to implement Mental Health & Wellbeing strategy in collaboration with multi-agency partners.

• Schools and ELC participate in mental health and wellbeing professional learning in line with SIP priorities.
• Continue to implement wellbeing programmes in line with the Mental Health Strategy to e.g.

“Let’s Introduce Anxiety Management’, (LIAM) and Promoting Alternative Thinking Strategies (PAThS).

Children and young people are supported by nurturing approaches in line with the Nurture Strategy.

Strategic Learning Group for Health and Wellbeing to produce Relationships Policy in line with Nurture and Mental Health Strategies.

• Nurture implementation plan will support nurture intervention in identified primary schools through nurture groups and whole school nurture.
• 2022/23, focus on secondary schools and maintaining the primary nurture schools programme.
• 2023/24 focus to include ELC nurture.

• Identified schools will participate in nurture training and implementation of nurture groups and whole school nurture.

Professional learning in de-escalation and interventions is delivered through a rolling programme.

• Continue to deliver CLPL at all levels using the informed, skilled and enhanced framework.
• Provide training in Child Protection and Safeguarding; CALM training; Responding to trauma; and pupil and staff wellbeing.

• Schools use de-escalation strategies as part of trauma informed practice.

Children and young people with Autism Spectrum Disorders (ASD) are supported effectively in all schools and ELC.

• Continue to implement the Autism Adviser Professional Learning Programme.

• Autism Advisers continue to support practice to meet the needs of children and young people with social, language and communication needs.

All children and young people continue to be supported through the updated ‘Including Every Learner (IEL)” Policy Framework, 2023.

• Provide CLPL for teachers, practitioners and support staff, including Probationer/Early Career Teachers

• Implement IE Policy and provision for children and young people with additional support needs.

Continue to support the mental health of young people (10-18) though the School Counselling Programme.

• Continue to implement, develop and report on School Counselling Programme across all clusters for young people aged 10-18.

• Schools make referrals to School Counselling Services through the Pupil Support Group (PSG) process.

Promote statutory guidance on nutritional requirements for food and drink on Schools (Scotland) Regulations 2020

• Promote the Eatwell Guide and Nutrient Standards.
• Support implementation of nutritional guidelines and EDC Food Allergy and Intolerance Policy (2020).
• Health and Wellbeing Strategic Group will review and update curriculum pathways.

• Continue to develop approaches to food and nutrition in the curriculum.
• Implement guidance on allergens and include in annual training.
• Promote the Eatwell Guide with children and families.

Implement refreshed strategy for effective learning through play and enquiry (Links to Learning for Sustainability).

• Continue to provide CLPL programme in pedagogy for play and enquiry, including outdoor learning.
• Support schools to implement principles of effective learning through play and enquiry.
• Participate in West Partnership Steering Group.

• Schools to identify aspects of the refreshed strategy to implement.
• Teachers and practitioners to support children to actively engage in meaningful opportunities to learn through play and enquiry.

All children and young people benefit from entitlement to Learning for Sustainability (LFS).

• Create a Learning for Sustainability Action Plan.
• Continue to engage and support both National and West Partnership steering groups.
• Disseminate professional learning opportunities and resources through online Learning for Sustainability Community.
• Create a bank of case studies to support schools.

• Schools identify meaningful opportunities for children and young people to learn through sustainable development education, climate education, global citizenship, children’s rights and outdoor learning.

Improve attainment for all children and young people, with a particular focus on reducing inequalities and narrowing the poverty-related attainment gap.

• Attainment Advisor to lead Equity Network.
• Continue to develop West Partnership Digital Strategy.
• Use EDC Insight analysis tool to support attainment and improvement.
• Develop a Secondary learning conference to share innovative approaches to raise attainment.
• Establish a Secondary learning and teaching working group to support improvement.
• Learning and teaching focus at Secondary PGD meetings.
• Develop a professional learning framework to support leadership of change in Secondary.

• Implement and evaluate impact of targeted interventions to support children and young people impacted by poverty.
• Use data and evidence-based approaches to identify attainment gap factors.
• Attainment Advisor to provide bespoke support and advice to schools.
• Identified schools to implement new approaches to support learning and teaching.
• Continue to develop digital technology to support learning and teaching.
• Review the impact of digital learning approaches.

Refer to Appendices 1 and 2 for performance measures

Progress made towards achieving core stretch aims and core plus stretch aims in the Scottish Attainment Challenge: attainment, attendance, exclusions and participation.

National Improvement Framework Measures: ACEL Data

SCQF Data

Authority SQA Data analysis

Insight Data analysis

Seemis Business Intelligence

MCR Pathways data: attendance, participation, confidence, wellness, retention rates and leaver destinations

Annual Participation Measure (APM) Data

Insight Leaver Data

PEF Finance Monitoring (monthly)

PEF Case Studies

MCR Pathways data: attendance, participation, confidence, wellness, retention rates and leaver destinations

Annual Participation Measure (APM) Data

Insight Leaver Data

16+ Hub Data and Authority analysis

Attendance rates and exclusion rates data, including data for care –experienced young people

School and ELC Standards & Quality Reports

School and ELC Improvement Plans

Participation in parenting programmes and impact measures

Snack and Play participation data and stakeholder feedback

Participation in Seasons for Growth and impact measures.

Implement key priorities in the Scottish Attainment Challenge Plan.

• Develop a Data Strategy to improve the use of data at all levels.
• Develop a tracking tool across the Broad General Education (BGE)
• Implement MCR Pathways Programme in all Secondary Schools to support care-experienced and disadvantaged young people.
• Develop a CLPL programme to enhance data literacy at all levels.

• Improve teacher and practitioner confidence in using data to improve attainment.
• Review the impact BGE and Senior Phase interventions.
• Collect and analyse MCR Pathways data.
• All schools contribute to the Data Strategy.
• All schools continue to implement actions to mitigate against poverty, including Cost of the School Day.
• Identified schools to pilot new tracking tool.

Implement actions to mitigate against child poverty, including Cost of the School Day.

Promote poverty-aware policy and practice.

• Raise awareness of Child Poverty Action Group (CPAG).
• Review the impact of ‘dress down days’ on attendance levels (Secondary).
• Review residential trips.

• Implement actions to mitigate against the impact of poverty.
• Implement actions to support children and families with the Cost of School Day.
• Continue to share best practice in reducing Cost of the School Day.

Use Scottish Attainment Challenge Funding (PEF, SEF, CECYP) to improve attainment and outcomes for children and young people impacted by poverty.

• Identify priorities for Year 2 Strategic Equity Funding.
• Strengthen approaches across sectors to monitoring PEF spend and impact.
• Create an at-a-glance flow chart to support schools with PEF, aligned to National Operational Guidance.

• Senior Leaders to robustly plan and monitor PEF spending.
• Schools to use poverty indicators to identify PEF priorities: attainment, attendance, inclusion, engagement and participation.
• Schools to use data and evidence-based approaches to identify targeted interventions, approaches and resources.

Increase uptake of places for eligible 2-year-olds in Early Learning and Childcare

• The Service will promote ELC provision for eligible 2-year-old children and monitor uptake.

• EYCs will promote uptake of eligible places for 2-year-olds.

Continue to Implement parenting and family learning programmes to enhance children’s learning and development.

Continue to deliver the Seasons for Growth programme to support children, young people and parents who are experiencing loss and change in their life.

• Continue to implement targeted support for families through parenting and family learning
• Provide informal, confidential support on a 1:1 basis or parenting group.
• Provide networking and professional learning opportunities to support Family Champions and Family Learning Assistants in their roles.
• Continue to provide professional learning opportunities and re-connector sessions in Seasons for Growth for both primary and secondary schools.

• Continue to support parents with the Request of Assistance process to access targeted support.
• Family Champions (EYCs) will continue to provide early intervention and support regarding parenting strategies.
• Family Learning Assistants continue to support family learning across the 12 Nurture Schools.
• Seasons for Growth Companions will implement groups, as required, to meet the needs of children and families.
• Seasons for Growth companions will attend re-connector sessions.

Continue to implement Snack and Play provision.

• Implement Snack and Play provision across 6 hubs during the October, Easter and Summer school holidays as per Scottish Government criteria.
• Snack and Play Hubs will provide a safe, nurturing and fun environment with the offer of a nutritious meal.

• Schools will continue to use data and their local knowledge to ensure that Snack and Play provision is targeted at those children and families who meet the Scottish Government criteria.

Secondary schools offer appropriate pathways in the senior phase for all young people.

• Continue to develop teaching and learning approaches that focus on the development of skills for learning, life and work.

• Secondary schools offer appropriate pathways in the senior phase to meet the needs of all young people.

Refer to Appendices 1 and 2 for performance measures

The number of young people involved in the Senior Phase Partnership programme is sustained or increased

Increased number of qualifications available to our young people in the Senior Phase.

Review of college course uptake in line with the Local Labour Market Intelligence (LMI)

Evidence from schools of well-planned work placements as an integral element of the senior phase

Analysis of Education Scotland inspection reports

Data analysis using the Annual Participation Measure from Scottish Government.

Review of Foundation / Modern Apprenticeships uptake

School leaver and sustained destinations

Unemployment levels

No One Left Behind funding performance measures

Numbers of young people at school participating and accredited achievements

Adult leaning participation and achievements/ progression

Secondary Schools support improvement in skills and sustained positive school-leaver destinations for all young people.

Enhance partnership working with Skills Development Scotland, Developing the Young Workforce, Community Learning and Schools.

• Skills for Life, Work and Learning showcase events each term.
• Analysis of 16+ DataHub to review sustainability of initial leaver destinations.
• Continue to review and develop the Study Leave programme through partnership working.

• Implement authority targets for 16+ DataHub completion.
• Targeted approach to supporting Care Experienced, Young Carers, SIMD, FME and ASN pupils in career pathway choices.

Increase the uptake of vocational qualifications available to young people in the Senior Phase.

Support curriculum mapping to broaden the curriculum offer and progression within the Senior Phase.

• Curriculum Mapping for all curricular areas through PDGs.
• Review vocational offer.
• Enhance consortium arrangements, where possible.
• Working group to develop curricular pathways to support attainment.
• Increase awareness of wider accreditation opportunities within the Senior Phase.
• Work with colleges to deliver a wider range of courses in partnership with SDS and making use of Labour Market Intelligence (LMI).

• Curriculum Mapping for all curricular areas through PDGs.
• Participate in Senior Phase working group to develop curricular pathways to support attainment.
• Identify opportunities for wider accreditation within the Senior Phase.

.

Youth workers offer continued support for all aspects of skills development and associated accreditation in relation to employability skills.

• Youth workers deployed in all secondary schools through a bespoke programme agreed with each school.
• Support links with Careers Advisors and other agencies.

• Support provision of careers advice/learner pathways for all young people, particularly those at risk of not achieving a positive destination.

Support all schools to continue to access work placements.

• Continue to work with DYW Regional Group and SDS to ensure access to work placements.

• Provide well planned work placements as part of the curriculum for young people in the Senior Phase.

Sustain the percentage of young people in positive leaver destinations.

• Continue to develop further the current vocational programme to enhance the number of courses to create clear progression routes from school to positive destinations linked to the labour market.

• Provide careers advice/learner pathways for all young people, particularly those at risk of a negative destination through partnership working.
• Review and update anticipated leaver date, preferred occupation and preferred job for senior phase pupils.
• Ensure the post school transitions policy is implemented for vulnerable school leavers linking with youth workers and skills for learning, life and work team.

Ensure that all schools have an approach to the Careers Education Standard in place.

• Provide support to all schools for careers education linked to the Careers Education.

• All primary schools establish practice in line with Careers Education Standard.
• Secondary schools continue to review careers education in line with the Careers Education Standard.

Support post school employment and training through No-one Left Behind and Community Learning and Development.

• Continue to develop and support the EDC approach to Early Careers.
• Recruit and support EDC apprenticeship and graduate programmes.
• Ensure post school employment and training opportunities are available for all young people through NOLB and Local Employability Partnership provision.

• Secondary schools link with Skills for Learning, Life and Work team around transitions, post school opportunities and EDC apprenticeship programme.
• Secondary schools will continue to review careers education and consider how they will implement this in line with the Careers Education Standard

Deliver an all-age employability service through No-one Left Behind to priority groups.

• Employability support to long term unemployed, young people, those with poor health and disabilities, care experienced, those with criminal convictions and carers.

N/A

Develop a range of actions to improve the employability of parents with a view to addressing child poverty.

• Continue and expand parental employment support projects to improve the earnings of parents who are within poverty thresholds.

N/A

Develop and deliver a range of adult learning provision.

• Continue to deliver adult literacy and English for Speakers of other Languages provision.
• Develop and deliver new numeracy support to adults through the MULTIPY project.
• Continue to deliver Working Matters adult learning provision to meet learner needs.

• Improved pathways to links schools, early years and family learning to employability and community learning provision.
• Creation and support for work placements building on the success of programmes for long term unemployed participants.
• Develop new provision linked to schools to improve learning opportunities around maths and numeracy for adults.

Continue to raise attainment in Numeracy and Mathematics across all levels.

Continue to narrow the poverty-related attainment gap.

• Numeracy Strategic Group to create an implementation plan for refreshed Numeracy Strategy 3-18.
• Continue to support schools to refresh the curriculum. 
• Continue to support schools to develop tracking and monitoring process for numeracy across all levels, in line with the Data Strategy.
• Continue to support schools to identify, apply and assess numerical skills across curriculum areas.
• Plan and deliver high quality CLPL programme, including professional learning for probationers and early career teachers.
• Numeracy focus at curricular PDG meetings (Secondary).

• Continue to raise attainment through:
• Curriculum entitlements; four capacities; curriculum rationale and framework; progression pathways; approaches to learning, teaching and assessment; and effective interventions for equity.
• Ensure appropriate pace and challenge for learners.
• Continue to develop and improve the use of data to raise attainment.
• Use research evidence and data to monitor the progress, effectiveness and sustainability of interventions that are successful in improving outcomes for children and young people impacted by poverty.
• Targeted approach to ensure all young people gain a numeracy qualification in the Senior Phase.

Refer to Appendices 1 and 2 for performance measures

Progress made towards achieving core stretch aims in the SAC: narrowing the attainment gap between Quintile 5 and Quintile 1

NIF Measures: ACEL Data

SCQF Data

Authority Insight Data analysis

Evaluation of Professional Learning

Analysis of Education Scotland inspection reports

Analysis of Quality Improvement Reviews, Attainment Visits and Focus Visits to schools and EYC

Analysis/reporting on the use of PEF and the impact of targeted interventions on raising attainment and narrowing the poverty-related attainment gap

School Improvement Plans

Standards & Quality Reports

Evidence from moderation activities

Develop moderation processes in numeracy and mathematics across all levels.

• Develop numeracy and mathematics moderation and assessment approaches in collaboration with the West Partnership.

• Continue to develop moderation processes within and out with the school/centre to build confidence in teachers and practitioner professional judgement.
• Secondary schools review and further develop processes for moderation/ tracking.

Provide targeted support to raise attainment in primary schools.

• Use a data informed approach to identify schools who would benefit from targeted support. Themes may include:

Decreasing attainment trends over time.

Widening of the poverty-related attainment gap.

Comparator data (LPG, authority and national).

• Schools use a data informed approach to plan targeted interventions, approaches and resources.
• Continue to raise attainment in numeracy using maths recovery assessment for targeted intervention groups.
• Maths Champions to play a key role in raising attainment and narrowing the poverty-related attainment gap.

Improve transitions across all sectors through cross sector and cluster working.

• Numeracy strategy to take account of skills development 3-18.

• Clusters develop consistent approaches to learning, teaching and assessment
• Clusters participate in moderation activities

Provide access to adult learning in Numeracy through the Multiply Project, in partnership with the Skills for Life, Learning and Work Team.

• Numeracy lead to support Skills for Life, Learning and Work team with implementation plan for the Multiply project.

• Schools and ELC to promote and engage with the Multiply project.

Continue to raise attainment in Literacy and English across all levels.

Continue to narrow the poverty-related attainment gap.

Create an Equity Framework for Literacy (Working Group).

• Continue to support schools to refresh the curriculum. 
• Pilot Early Level progression planners.
• Literacy Strategic Group – Update Literacy Strategy 3-18 and implementation plan.
• Working group to create research-based Equity Framework for Literacy.
• Literacy Champions to focus on supporting schools to build and sustain approaches that are successful in improving outcomes for all children and young people.
• Continue to support schools to develop tracking and monitoring processes for literacy across all levels, in line with the Data Strategy.
• Continue to support schools to identify, apply and assess literacy skills across curriculum areas.
• Continue to support schools to monitor, measure and report on the impact of targeted interventions to narrow the poverty-related attainment gap.
• Plan and deliver high quality CLPL programme to improve staff confidence across all sectors.
• Literacy focus at curricular PDG meetings (Secondary).

• Continue to raise attainment through:
• Curriculum entitlements; four capacities; curriculum rationale and framework; progression pathways; approaches to learning, teaching and assessment; and effective interventions for equity.
• Pilot aspects of the Equity Framework for Literacy.
• Identified EYC to pilot progression frameworks.
• Ensure appropriate pace and challenge for learners.
• Use research evidence and data to monitor the progress, effectiveness and sustainability of interventions that are successful in improving outcomes for children and young people impacted by poverty.
• Continue to develop and improve the use of data to raise attainment.
• Targeted approach in Secondary schools to ensure all young people gain a literacy qualification in the Senior Phase.

Refer to Appendices 1 and 2 for performance measures

Progress made towards achieving core stretch aims in the SAC: narrowing the attainment gap between Quintile 5 and Quintile 1

National Improvement Framework Measures: ACEL Data

SCQF Data

Evaluation of Professional Learning

Analysis of Education Scotland inspection reports

Analysis of Quality Improvement Reviews, Attainment Visits and Focus Visits to schools and EYC

Analysis/reporting on the use of PEF and the impact of targeted interventions on raising attainment and narrowing the poverty-related attainment gap

School Improvement Plans

Standards & Quality Reports

Evidence from moderation activities, including QAMSO

Reading Schools Awards

Develop moderation processes in Literacy across all levels.

• Develop moderation and assessment approaches in collaboration with the West Partnership.
• Quality Assurance and Moderation Support Officers (QAMSOs) to work with the West Partnership Assessment and Moderation Officer to plan and facilitate inter-school moderation events across EDC.

• Continue to develop moderation processes within and out with the school/centre to improve confidence in teachers and practitioner professional judgement.
• Secondary schools review and develop processes for moderation/ tracking.
• QAMSOs to facilitate moderation and training events.

Provide targeted support to raise attainment, with a particular focus on Literacy across first level CfE.

• Use a data informed approach to identify schools who would benefit from targeted support. Themes may include:

Decreasing attainment trends over time

Comparator data (authority and national)

Widening poverty-related attainment gap

• Schools use a data informed approach to plan targeted interventions, approaches and resources.
• Literacy Champions to play a key role in raising attainment and narrowing the poverty-related attainment gap.
• Literacy Champions to share evidence-based approaches across their sectors.

Improve transitions across all sectors through cross sector and cluster working.

• Literacy Strategy to take account of skills development 3-18.

• Clusters develop consistent approaches to learning, teaching and assessment.
• Participate in cluster moderation activities.

Education Service Level

High quality professional learning for leadership at all levels:

Teacher and practitioner leadership through Improving Our Schools/Classrooms/Departments.

Middle leadership and Into Headship.

Establish a leadership forum for Primary Depute Heads.

Associate Assessor training.

Continue to develop Aspiring Catholic Leadership Network, with 4 Head Teacher mentors.

Learning Partnership Groups and Policy working groups.

Opportunities for Head Teachers and Depute Heads to participate in Quality Reviews.

Participate in West Partnership’s Leadership, Empowerment and Improvement network.

Career-Long Professional Learning (CLPL) framework, aligned to NIF and Education Service Plan.

Design, delivery and evaluation of CLPL programme.

Focus on pedagogy for learning and teaching, including assessment and the use of data at all levels.

Participation in professional learning communities and practitioner enquiry.

Continued focus on Children’s Rights, Relationships, Wellbeing, Inclusion and Equity.

Implementation of Professional Learning programme for Probationers and Early Career Teachers

Include UNCRC, Nurture and The Promise in Probationer and Early Career Teacher programme.

Delivery of the Ambassador programme for Early Career Teachers.

Continue to implement Families Together: Supporting Family Learning and Parenting across East Dunbartonshire.

Support schools and ELC to improve parental engagement, including family learning programmes, parenting programmes and interventions.

Digital communication and engagement.

Sharing learning.

Family intervention and prevention through the Whole Family Wellbeing Fund (WFWF).

School and ELC Level

Identify leadership opportunities at all levels, including Champion roles, working groups and opportunities to lead aspects of school improvement.

Identify opportunities for collaborative working across schools, learning partnership groups, local authority, West Partnership and National workstreams.

Identify high quality professional learning opportunities, aligned to school improvement plan priorities.

Promote a strong culture of collegiate working and collaboration.

Support probationers and early career teachers.

Professional Review and Development, using Coaching conversations.

Support probationers and early career teachers.

Professional Review and Development, using Coaching conversations.

Meaningful opportunities for parental involvement in the life and work of the school.

Opportunities for parental engagement to improve attainment.

Creative approaches to gathering views of parents. Parent participation in school improvement activities.

Implement family learning programmes, with a focus on reducing inequalities.

NIF Driver

Curriculum and assessment

School and ELC improvement

Performance information

Education Service Level

Implement Education Service policy and planning, as noted in Sections 1-4 of ESP.

Plan and deliver appropriate, flexible learning pathways across the Broad General Education and Senior Phase.

Creative and innovative approaches to curriculum design, which promote equity and raise attainment.

Skills for learning, life and work (DYW).

The Hayward Review: Reforming Qualifications and Assessments

Promote Learning, Teaching and Assessment in the Broad General Education Policy.

Strengthen partnerships, including Learning for Skills, Life and Work.

Quality Improvement Team to support schools to ensure the curriculum is coherent, appropriate and effective.

Use data effectively at all levels.

Develop a tracking tool across the BGE/ Data Strategy.

Implement refreshed Self-evaluation and Quality Improvement Policy.

Refresh frameworks for Standards & Quality Reporting and School Improvement Planning.

Deliver bespoke training on self-evaluation for continuous improvement.

Implement Scottish Attainment Challenge Plan.

Analysis of Inspection Reports.

Quality Improvement Reviews and Attainment Visits.

Monitor attendance and exclusions.

Reflect on International evidence and publications: PISA and Muir Report.

Data on delivery of 1140 Hours in ELC – children accessing the entitlement, including eligible 2-year-olds.

ACEL, SCQF, attendance, exclusions

Progress made towards achieving stretch aims in the SAC

Insight benchmarking tool (to be enhanced by SG)

Annual Participation Measure

School and ELC Level

Plan and deliver appropriate learning pathways across the Broad General Education and Senior Phase.

Approaches to curriculum design.

Deliver entitlements for all children and young people, including Learning for Sustainability.

Target pupil equity funding appropriately to improve attainment and outcomes for children and young people impacted by poverty.

Implement interventions and approaches to narrow the poverty-related attainment gap.

Improve links between curriculum and assessment.

School and ELC improvement focuses on improving attainment and outcomes for all children and young people.

Improvement priorities and actions are informed by data and evidence.

Improve teacher and practitioner confidence in using data to improve attainment and outcomes.

Use robust approaches to analyse and use data to improve attainment outcomes for learners.

Attainment gap factors.

Attainment and wellbeing data.

% of Primary 1 pupils achieving expected levels or better in reading;

89%

90%

91%

*N/A

87%

88%

91%

% of Primary 1 pupils achieving expected levels or better in writing;

86%

89%

88%

N/A

85%

86%

90%

% of Primary 1 pupils achieving expected levels or better in listening and talking;

93%

95%

93%

N/A

94%

93%

94%

% of Primary 4 pupils achieving expected levels or better in reading;

85%

88%

88%

N/A

86%

85%

89%

% of Primary 4 pupils achieving expected levels or better in writing;

83%

82%

84%

N/A

78%

80%

86%

% of Primary 4 pupils achieving expected levels or better in listening and talking;

90%

92%

93%

N/A

93%

92%

92%

% of Primary 7 pupils achieving expected levels or better in reading;

88%

88%

90%

N/A

87%

89%

91%

% of Primary 7 pupils achieving expected levels or better in writing;

85%

83%

85%

N/A

83%

84%

87%

% of Primary 7 pupils achieving expected levels or better in listening and talking;

93%

94%

95%

N/A

92%

94%

93%

% of S3 pupils achieving third level or better in literacy (based on reading, writing and talking and listening)

98%

99%

99%

N/A

N/A

95%

98%

% of S3 pupils achieving fourth level or better in literacy (based on reading, writing and talking and listening)

81%

84%

78%

N/A

N/A

67%

75%

% of Primary 1 pupils achieving expected levels or better in numeracy;

90%

93%

93%

N/A

89%

89%

94%

% of Primary 4 pupils achieving expected levels or better in numeracy;

84%

86%

87%

N/A

85%

84%

90%

% of Primary 7 pupils achieving expected levels or better in numeracy;

84%

85%

86%

N/A

84%

85%

88%

% of S3 pupils achieving third level or better in numeracy

96%

99%

99%

N/A

N/A

96%

98%

% of S3 pupils achieving fourth level or better in numeracy

76%

78%

82%

N/A

N/A

81%

80%

% of S5 pupils achieving 1 or more awards at SCQF Level 6 or better

85%

87%

91%

86%

87%

84%

86%

% of S6 pupils achieving 5 or more awards at SCQF Level 6 or better

73%

74%

73%

66%

69%

67%

69%

% of school leavers achieving SCQF Level 5 Literacy and Numeracy

83%

Based on 2016/17 leavers

86%

Based on 2017/18 leavers

data not yet available

91%

91%

85%

88%

% of establishments evaluated as good or better for leadership of change through Education Scotland inspections, quality improvement reviews and establishment self-evaluation

86%

95%

93%

N/A

N/A

N/A

98%

% of establishments evaluated as good or better for learning, teaching and assessment through Education Scotland inspections, quality improvement reviews and establishment self-evaluation

91%

89%

88%

N/A

N/A

N/A

100%

% of establishments evaluated as good or better for raising attainment and achievement through Education Scotland inspections, quality improvement reviews and establishment self-evaluation

88%

93%

91%

N/A

N/A

N/A

100%

% of establishments evaluated as good or better wellbeing, inclusion and equity through Education Scotland inspections, quality improvement reviews and establishment self-evaluation

93%

99%

93%

N/A

N/A

N/A

100%

Primary exclusion rates (rates per 1000 pupils)

2.8

3.3

4.9

1.9

1.8

1.9

1.0

Secondary exclusion rates (rates per 1000 pupils)

18.5

12.6

14.1

15.9

12.8

12.5

10.0

Primary attendance rates

96.4%

96.2%

96.2%

95.5%

96.6%

95%

96%

Secondary attendance rates

93.5%

93.5%

93.2%

92.5%

94%

90.9%

94%

Initial and sustained school leaver destinations of senior phase pupils (target based on % in positive destinations)

98.3%

98.9%

data not yet available

98.3%

96.7%

99%

99%

Overall Levels

SIMD Quintile 1

SIMD Quintile 5

Gap (Q5-Q1)

Current Level 2020/21

80%

62%

88%

26%

Stretch aim for 2022/23

84%

65%

89%

24%

Improvement % (pp)

4.0pp

3.0pp

1.0pp

2.0pp

Overall Levels

SIMD Quintile 1

SIMD Quintile 5

Gap (Q5-Q1)

Current Level 2020/21

86%

74%

91%

17%

Stretch aim for 2022/23

87%

77%

92%

15%

Improvement % (pp)

1.0pp

3.0pp

1.0pp

2.0pp

Overall Levels

SIMD Quintile 1

SIMD Quintile 5

Gap (Q5-Q1)

Current Level 2020/21

97%

96%

98.9%

2.8%

Stretch aim for 2022/23

98%

98%

99%

1%

Improvement %

1.0pp

2.0pp

0.2pp

1.8pp

Overall Levels

SIMD Quintile 1

SIMD Quintile 5

Gap (Q5-Q1)

Current Level 2020/21

85%

70.7%

91.6%

20.9%

Stretch aim for 2022/23

86%

74%

92%

18%

Improvement %

1.0pp

3.3pp

0.4pp

2.9pp

Overall Levels

SIMD Quintile 1

SIMD Quintile 5

Gap (Q5-Q1)

Current Level

96.8%

90.4%

98.3%

7.9%

Stretch aim for 2022/23

97.5%

91.6%

98.5%

6.9%

Improvement %

0.7pp

1.2pp

0.2pp

1.0pp

Total

SIMD Quintile 1

SIMD Quintile 5

Gap (Q5-Q1)

Current level2020/21

94.2%

92.0%

95.4%

3.4%

Stretch aim for 2022/23

95%

94.0%

95.8%

1.8%

Improvement %

0.8pp

2,0pp

0.4pp

1.6pp

Total

SIMD Quintile 1

SIMD Quintile 5

Gap (Q5-Q1)

Current level 2020/21

96.7%

94.3%

97.5%

3.2%

Stretch aim for 2022/23

97%

95.5%

97.7%

2.2%

Improvement %

0.3pp

1.2pp

0.2pp

1.0pp

Overall level

SIMD Quintile 1

SIMD Quintile 5

Gap (Q5-Q1)

Current Level 2020/21

138.3 per 1000 pupils

172.4 per

1000 pupils

52.6 per

1000 pupils

119.8 per 1000 pupils

Stretch aim for 2022/23

130 per

1000 pupils

165.5 per

1000 pupils

49.8 per

1000 pupils

115.7 per 1000 pupils

Improvement per 1000 pupils

8.3 per

1000 pupils

6.9 per

1000 pupils

2.8 per

1000 pupils

4.1 per

1000 pupils

Uptake of Early Learning and Childcare (ELC) provision for eligible 2-year-olds

56%

60%

4.0pp

Number of families accessing 1:1 supports

275

290

15

Number of families participating in the Triple P Fear-Less

33

40

7

Number of families participating in the Triple P Group

42

50

8

Number of families referred through the RFA process

174

180

2

Number of families who self-refer

28

35

7

Improvement in parent/carer confidence (based on data from the Child Adjustment and Parent Efficacy Scale, total intensity score)

75

80

5

Overall level

SIMD Quintile 1

SIMD Quintile 5

Gap (Q5-Q1)

Current Level 2021/21

91.5%

90.2%

93.4%

3.2%

Stretch aim for 2022/23

94%

92.2%

94%

1.8%

Improvement %

2.5pp

2.0pp

0.6pp

1.4pp

Overall level

SIMD Quintile 1

SIMD Quintile 5

Gap (Q5-Q1)

Current Level 2020/21

138.3 per 1000 pupils

172.4 per

1000 pupils

52.6 per

1000 pupils

119.8 per 1000 pupils

Stretch aim for 2022/23

130 per

1000 pupils

165.5 per

1000 pupils

49.8 per

1000 pupils

115.7 per 1000 pupils

Improvement per 1000 pupils

8.3 per

1000 pupils

6.9 per

1000 pupils

2.8 per

1000 pupils

4.1 per

1000 pupils

Number of primary, secondary and ASN schools

42

12

42

71.5pp