Education Service Standards and Quality Report 2022/23

Introduction

1. The purpose of this Report is to evaluate progress in improvement priorities in the Education Service Plan, in line with statutory duties. This includes reporting on progress in National Improvement Framework (NIF) priorities. These are:

Placing the human needs and rights of every child and young person at the centre of education.
Improvement in children and young people’s health and wellbeing.
Closing the attainment gap between the most and least disadvantaged children and young people.
Improvement in skills and sustained, positive leaver destinations for all young people.
Improvement in attainment, particularly in literacy and numeracy.

2. The report summarises performance, achievements and successes, along with areas of focus for improvement that will inform the Education Service Plan 2023 – 2026.

2.0 Placing the human rights and needs of every child and young person at the centre of education

2.1 Children’s Rights: The United Nations Convention on the Rights of the Child (UNCRC) sets out children and young people’s human rights into one international Convention covering three themes: protection, provision and participation. The Council created a 3-year multi-agency plan to integrate UNCRC legislation in policy and practice. The Education Service worked in partnership with schools to make good progress this year, noting the following achievements:

The establishment of a pupil forum, including 82 children and young people from all schools. All members are applying for a Dynamic Youth Award, recognising the skills they have developed through participation in the pupil forum.
Most pupils attended and engaged in pupil forum meetings (virtual and in-person), building relationships and enjoying opportunities to develop their pupil voice.
The impact of training has been positive with pre and post survey data demonstrating greater understanding of UNCRC; increased knowledge of how to gather the voice of all children and young people in their own setting; and improved confidence in sharing information with duty bearers in schools.
Most schools embraced the work of the forum in the first year and improvements have been identified for next year. Stakeholder feedback highlighted that a cluster schools’ approach would be welcomed, along with more frequent meetings for UNCRC leads. This will develop and build a community of support and enhance engagement and improvement at individual school level.

2.2 The Promise: Scotland made a Promise to all care experienced children and young people that they will grow up loved, safe and respected. The Promise is based on children’s rights and built on five key foundations: voice, family, care, people and scaffolding. The Council’s multi-agency Promise Steering Group devised a 3-year implementation plan. Key achievements across the Education Service include:

Professional learning opportunities and awareness raising sessions have been delivered across education - Schools, Early Years Centres and Central Teams.
Youth Development Workers continue to work in all secondary schools with a key focus on supporting care-experienced children and young people.
Pilot role of specialist teacher to support positive outcomes and relationships for care-experienced young people in secondary schools.
Animation produced with views from EDC’s 15+ Champs Board on the impact of schooling on their lives.

2.3 Equalities: LGBT Youth Scotland is a national charity that supports almost all secondary schools in the Council. It plays a leading role in the provision of quality youth work to LGBTI young people, promoting their health and wellbeing, equality and human rights. Schools have achieved success in many ways. Key highlights include:

Almost all secondary schools embrace the LGBT Charter programme to undertake training and review policies, practice and resources to ensure that they are meeting legislative requirements and being proactively inclusive.
Bishopbriggs Academy’s Charter story was celebrated in the LGBT Youth Scotland website, with feedback confirming that “staff have reported that they feel substantially more confident in knowing how to support LGBTQ+ young people in our school, including understanding various identities and orientations and how best to signpost support either within school or to outside agencies”.

The following awards have been achieved:
- Bearsden Academy – Silver
- Bishopbriggs Academy – Silver
- Lenzie Academy – Silver
- Boclair Academy – Silver
- Douglas Academy – Bronze
- Kirkintilloch High School – Bronze

2.4 Anti-Bullying Policy and Guidance was reviewed and updated to take account of national guidance Respect for All: The National Approach to Anti-Bullying for Scotland’s Children and Young People (2017) and Addressing Inclusion: Effectively Challenging Homophobia, Biphobia, and Transphobia (2020).

2.5 UNICEF Rights Respecting School Awards (RRSA): Places human rights at the heart of schools to create safe and inspiring places to learn, where children are respected and nurtured. The RRSA programme embeds these values in daily school life and gives children the best chance to lead happy, healthy lives and be responsible, active citizens. Successes include:

83% of EDC schools are registered on the RRSA programme with 57% of these having already achieved a bronze, silver or gold level award.
The number of schools achieving awards at the different levels since 2021 are: 8 at bronze, 4 at silver and 3 at gold.

2.6 Key areas of focus for improvement:

Include Children’s Rights in policy and practice, ensuring that they are learned, understood and lived.
Keep #The Promise made to care experienced young people through multi-agency actions at Council and school level.
Development of Promise award alongside West Partnership colleagues ensuring compliance from all educational establishments around #Keeping the Promise.
Support all schools to engage with LGBT Youth Scotland, supported by an implementation plan for the Charter award.
Introduce The Circle framework (Child Inclusion Research into Curriculum, Learning and Education) to support inclusive practices in all schools.
Develop a Relationships, Behaviour and Learning framework.
Through the Whole Family Wellbeing Fund (WFWF), implement preventative whole family support measures.

3.0 Improvement in children and young people’s health and wellbeing

3.1 Mental Health Strategy: All secondary schools participated in “What’s the Harm?” training to support staff who are working with children and young people at risk of self-harm. Training was delivered through multi-agency input from the Educational Psychology Service (EPS), Health, Social Work and Police Scotland. All participants evaluated the training highly, viewing themselves as feeling more able to respond appropriately to and work with a young person who is self-harming.

3.2 Mentors in Violence Prevention (MPV) is a peer mentoring programme delivered in all secondary schools. It enables young people to explore and challenge the attitudes, beliefs and cultural norms that underpin all forms of gender-based violence in our society. All secondary schools have demonstrated a significant commitment to the MVP programme. 27 staff from 3 secondary schools participated in Mentors in Violence Prevention (MVP) training, co-delivered by Education Scotland and 3 EDC staff who had completed the “train the trainer” programme. An MVP Coordinator and Governance Group are now in place with a 3-year development plan setting out the following:

Strategic Governance Group in place to support future development.
MVP practitioner support to assist delivery and source opportunities for professional learning.
Quality assurance and self-evaluation processes.
Participation in national forums, evaluations, and professional engagement opportunities.
Training plans and capacity building within schools of delivery of professional learning.
Building an internal training team in East Dunbartonshire.
Creating a calendar of authority-wide planning and events for significant events such as 16 Days of Action (November – December).
Engagement with third sector partner agencies and community groups to understand local needs across the Council.

3.3 Nurture Strategy: There are now 13 nurture schools, each with a nurture group which is run by a trained teacher and family learning assistant. In addition, these schools have a whole school nurture programme and additional interventions based on identified need. Progress and achievements this session include:

70 children participated in the core nurture programme this session.
All secondary wellbeing teachers participated in a professional learning programme to share the wide range of practice and evaluations within their schools. At the end of this session, guidance will be available which sets out the rationale, work undertaken by the secondary wellbeing teachers and evaluations of that work.
A 3-year implementation programme for Nurture in the Early Years began in September 2022, involving all establishments, with completion of a pre-programme participant questionnaire and training on the Plan Do Study Act (PDSA) process. The PDSA process will underpin the implementation and evaluation of nurture practices within the Early Years context, supported by link Educational Psychologists, Quality Improvement Officers and Early Level Support Teachers.

3.4 In October 2021, Lifelink secured a 3-year contract with the Council to provide a school counselling service for pupils aged 10 - 18 years. There are currently 8 FTE Counsellors in post providing 224 hours of counselling per week. Evaluative data is available for service delivery of school counselling from Lifelink for all schools. The most recent reporting period (July-December 2022) demonstrates that there were 276 referrals leading to 274 pupils accessing the service. Most accessed in-person provision only, with others accessing digital provision only and some pupils accessing the service both in-person and virtually. School staff were key referrers, with a smaller number of referrals from pupils themselves, and others coming from family/friends, Health Professionals and Children and Young People’s Mental Health Services (CAMHS).

The most prevalent reason for referral reported by children and young people was anxiety/stress. Other referral reasons included self-esteem, relationships, family issues, anger, depression, with others including bereavement, self-harm, gender/self-identity, behaviour, sleep, bullying, cognitive or learning difficulty, exam/academic stress, trauma and eating disorder. 76% of young people who completed therapy with more than 1 session reported an improved outcome following access to a counsellor.

There were a low number of onward referrals to CAMHS, Youth Health Service (YHS), Barnardo’s, Sandyford and Breathing Space.

As a tool to measure emotional and psychological wellbeing in children and young people receiving Lifelink support, the Stirling Children’s Wellbeing Scale (SCWBS) replaced the former Wellbeing indicator scale as of October 2022. It was agreed that:

SCWBS will be used for every young person up to the age of 16 and will be measured at the beginning and end of therapy.
Young Person’s Clinical Outcomes in Routine Evaluation (known as CORE-YP) will also be used for children and young people aged 11+ and measured at the beginning, middle and end of therapy. It is also possible for counsellors to use the CORE-YP more frequently or in all sessions if they feel there is clinical benefit and/or believe monitoring this more closely is of value e.g., if there is risk presenting.

3.5 ASN Leadership Seminars continue to provide professional updates for all schools and Early Years centres. The forum supports sharing new and/or updated legislation and guidance related to ASN, including the refreshed national Getting it Right for Every Child (GIRFEC) framework and the Including Every Learner (IEL) policy framework. It also facilitates consultation about Council policy development. The seminars were held termly and were consistently well attended and highly evaluated. Topics covered included School Counselling provision, Nurture, Attendance, Refugees and Poverty.

3.6 Inclusion Support Officers continue to provide first line advice and support to schools on a range of issues related to additional support needs within each locality. The multi-agency Locality Liaison Group (LLG) continues to provide advice and support to schools about meeting the needs of children with additional support needs.

3.7 The Autism Adviser Model, led by the Educational Psychology Service and Outreach teams, continues to support children and young people with social and communication needs across Early Years, Primary and Secondary.

3.8 106 Support Learning Assistants attended Inclusion training on the themes of Young Carers, Wellbeing and Language & Communication. Feedback confirmed that almost all participants improved their knowledge and confidence across these themes.

3.9 Early Years practitioners participated in trauma–informed training in “Compassionate and Connected Community” for Early Years, in partnership with Education Scotland. Almost all participants reported improvements in their understanding and practice to support children impacted by trauma.

4.0 Parenting Programmes: Early Years and Supporting Families offer a wide range of supports to parents and carers, including the Triple P positive parenting programme and the Triple P Fear-Less programme, which aims to give families a toolbox of strategies, skills and knowledge to support their child to manage anxious feelings and build emotional resilience as well as support parental confidence. The team continue to collect data and evidence from the programme, demonstrating the number of programmes and interventions offered and the number of families who participated. In addition, the team worked with families to measure change using the Child Adjustment and Parent Efficacy Scales (CAPES). These scales demonstrated positive evaluations of parent participation, efficacy and resilience.

4.1 A total of 275 families have been supported through bespoke 1 to 1 parenting interventions with a further 33 parents accessing the Triple P Fearless Group with 98% of parents completing the 6-week programme. 42 parents attended the Triple P group with 94% completing the 6-week programme. All parents who completed the group programmes demonstrated an increase in confidence, self-efficacy and resilience and would highly recommend the group to friends.

174 Requests for Assistance for 1 to 1 support have been submitted from Early Years Centres, Primary Schools, Social Work and Health, with a further 28 parents self-referring. Requests for 1 to 1 support highlight that parents require to further help/support their child(ren) who have identified mild to moderate additional support needs.

4.2 Family Learning: Guest speakers from third sector services and Education Scotland led a seminar on family learning. 40 members of staff attended and noted how this improved their understanding of approaches to narrow the poverty-related attainment gap; support for family health and wellbeing; and the strategic framework for parental involvement, engagement, family learning and learning at home.

The team provided a package of support for Head Teachers and family learning assistants in the identified nurture primary schools. This included two head teacher reconnector meetings, a Teams page and an induction/ mentoring pack which has a focus on developing and supporting the role of the family learning assistant. Initial feedback is that Head Teachers find this resource and meetings helpful and supportive.

There has been a high turn-over of family learning assistants with 40% leaving the role. All family learning assistants attend regular network support meetings to share developments and practice. Attendance at professional learning has been high with increased knowledge and confidence reported.

4.3 The Early Years Team led a multi-agency working group (Education, Social Work, Health, and third sector) to address the cost-of-living crisis around food and education for families, with the aim of strengthening community relationships and knowledge. The group is undertaking training that will allow the delivery of community cookery sessions that will enable parents to make friends and find out how to access community supports, such as the Foodbank; and also, to learn new nutritious and cost-effective recipes for family meals, including where the ingredients can be sought from the Foodbank. The group have carried out the first pilot, in which a group of parents from the Hillhead area in Kirkintilloch completed a six-week ‘cooking on a budget’ course. All parents attending reported a positive impact on their own and their family’s health and wellbeing, including reduced feelings of isolation; a sense of pride and empowerment; and knowledge of low-cost, healthy recipes that they have recreated at home.

4.4 All Council Early Years Centres have identified Family Champions to provide advice, support and signposting to appropriate agencies. Family champions are highly motivated and experienced and have completed additional training linked to supporting families - with 16 successfully completing the level 3 Primary Care -Triple P training. This is an early intervention programme to support parents with every day parenting concerns, like bedtime challenges, toilet training and temper tantrums.

The central Supporting Families Workers mentor and support the Family Champions in their role. Locality network meetings every term as well as a Teams tile has allowed the Family Champions to share ideas and build capacity. Feedback has been positive with Family Champions feeling more confident in their role and having increased knowledge of services they can signpost parents to.

4.5 Key areas of focus for improvement:

Continue to implement the EDC Mental Health and Wellbeing Strategy.
Support the mental health of young people (10-18) though the School Counselling Programme.
Use Health and Wellbeing data to improve Mental Health in schools, in partnership with the Schools Health and Wellbeing Improvement Research Network.
Continue to support Health and Wellbeing through targeted interventions and approaches, including the Nurture Strategy.
Strategic Learning Group for Health and Wellbeing to evaluate and inform strategic direction for Nurture and Family Learning & Parental Engagement.
Support schools to promote good attendance and timekeeping through enhanced family intervention.
Promote statutory guidance on nutritional requirements for food and drink in Schools (Scotland) Regulations 2020.
Implement refreshed Play and Outdoor Learning Strategy.

5.0 Improvement in attainment, particularly in literacy and numeracy

The Scottish Government collects data annually from all schools regarding achievement of Curriculum for Excellence (CfE) levels by the end of Primary 1, Primary 4, Primary 7 and S3. CfE levels of achievement are based on teachers’ professional judgement using a range of assessment data and evidence, including ongoing formative and summative assessment (including standardised assessments) and assessments at the point of transition.

5.1 Achievement of Curriculum for Excellence Level (ACEL) data Literacy:

In 2021/22, overall levels of attainment in reading remained high. At each stage, and across all aspects of literacy, attainment is consistently higher than the national average. ACEL data shows that across early, first and second level 87% of our learners achieved the appropriate level of attainment, compared to 78% nationally. 88% of pupils achieved early level by the end of P1 (national 79%), 85% of pupils achieved first level by the end of P4 (national 76%) and 89% of pupils achieved second level by the end of P7 (national 79%). In S3, 97% of pupils achieved third level or beyond (national 88%).
Encouragingly, this year’s ACEL data in writing indicates a positive upward trend from last years’ data. It shows an increase in attainment at early, first and second level (08%, 0.6% and 0.8% respectively). Across early, first and second level, 83% of our learners achieved the appropriate level of attainment, compared to 76% nationally. At all stages, attainment is significantly higher than the national average, most notably by 10% at first level. 86% of pupils achieved early level by the end of P1 (national 80%), 80% of pupils achieved first level by the end of P4 (national 70%) and 84% of pupils achieved second level by the end of P7 (national 79%). Pupils attaining third level or better by S3 remains high at 95.5% (national 87%).
Within listening and talking, attainment has remained consistently high with 93% of pupils achieving early level in P1 (-0.8%), 93% of pupils in P4 achieving first level (-0.8%) and 95% of P7 pupils achieving second level (+1.2%). While there is a very slight dip in attainment at early and first level, the data shows that across early, first and second level 93% of our learners achieved at the appropriate level, compared to 85% nationally. At all stages, attainment is significantly higher than the national average, most notably by 8% at second level. 93% of pupils achieved early level by the end of P1 (national 86%), 92% of pupils achieved first level by the end of P4 (national 85%) and 94% of pupils achieved second level by the end of P7 (national 86%). Pupils attaining third level or better by S3 remains high at 97% (national 89%).
By comparing historical data, we can track and compare ACEL attainment levels for the same cohorts of pupils to determine whether similar numbers of children have continued to achieve expected levels, or if this number has increased, or whether establishments have ‘added value’. In reading for the cohort starting their school journey in 2015/16, 87% of pupils attained the expected standard by the end of P1, 88% achieved first level by the end of P4 (2018/19) and 88% achieved second level by the end of P7 (2021/22). In writing, 85% of pupils attained the expected standard by the end of P1(2015/16), 84% achieved first level by the end of P4 (2018/19) and 84% achieved second level by the end of P7 (2021/22). Within the organiser of listening and talking, 91% of pupils attained the expected standard by the end of P1 (2015/16), 93% achieved first level by the end of P4 (2018/19) and 94% achieved second level by the end of P7 (2021/22). Cohort comparison figures show that despite challenges associated with the pandemic, attainment figures for identified cohorts have continued to increase (added value) from P1 to P7 within reading and listening and talking, with only a very slight decrease in writing. Overall, high levels of attainment have been maintained in all areas of literacy.
In primary schools, pupils living in Quintile 5 (least deprived) perform better than pupils living in Quintile 1 (most deprived) at all stages across literacy. Performance tends to increase as deprivation levels decrease. The poverty-related attainment gap between children in SIMD quintiles 1 and 5 has decreased by 8.6%, demonstrating that that there is a narrowing of the gap in all primary stages in literacy. In session 2018/19, the poverty related attainment gap in S3 between young people in SIMD 1 and 5 was 1.6%. In 2021/22 this has increased to 6.4%, however, this is still significantly less than at the primary stages.
In order to continue to narrow this gap, a framework is being produced which outlines recommended evidenced based interventions for literacy. This framework is intended to support teachers and practitioners to identify the most appropriate interventions and approaches to raise attainment for all and narrow the poverty related attainment gap. In most schools, Literacy Champions embarked on a project to effectively analyse data, identify a targeted intervention group, facilitate an intervention, record impact through data and share practice with colleagues. In addition to this, the comprehensive Professional Learning Programme for literacy in place, has been effective in improving literacy skills for primary staff, early years’ staff (including funded providers) and support staff. The professional learning opportunities span across all aspects of literacy (reading, writing, talking and listening)
Alongside closing the poverty related attainment gap, the focus for improvement in literacy is around assessment and moderation within writing, to improve teacher confidence and ensure that judgements about standards are consistent.
Reading Schools Programme: All secondary schools and most primary schools have signed up for the Reading Schools accreditation programme, which is run by the Scottish Book Trust to encourage the building of a reading culture within our schools. To date, 3 of our schools have achieved Gold status, 8 have achieved Silver status and 15 of our schools have the Core accreditation.
The Education Service remains committed to delivering high quality learning and teaching experiences within Gaelic Medium Education (GME). Our bespoke GME provision is delivered to children and young people at Gaelic Medium Early Years Centre at Meadowburn, Meadowburn Primary and Bishopbriggs Academy. This session, 132 children and young people engaged with Gaelic education within East Dunbartonshire Council.
1+2 Languages: Nine practitioners participated in a 9-month long distance learning module, Teachers Learning to Teach languages (TELT), which is run by the Open University and Scotland’ National Centre for Languages (SCILT). This course is to support practitioners to implement the 1+2 approach to language learning as set out in the Scottish Government’s 1+2 language policy. The TELT programme is officially approved by the General Teaching Council for Scotland (GTCS) and teachers gain a Professional Recognition award for studying this programme. In addition to this, two practitioners have participated in the Gaelic Language at Primary School (GLPS) programme throughout the session, facilitated by Glasgow City Council. Both of these CPD opportunities have provided clear evidence of both an increase in teacher confidence in the teaching of languages and the language skills of learners.
Assessment & Moderation: Thomas Muir Primary and Turnbull Academy participated in Assessment and Moderation professional learning with the West Partnership throughout the session. The impact of this has been an increase in confidence in understanding the standards within CfE Levels. Teachers are benefiting from sharing understanding and ideas with colleagues within EDC. This will ultimately impact on learners as the teachers involved will be reflecting on pace, challenge and support as well as progression and next steps in learning. In addition to this, Early Years and Primary Literacy Champions and Early Years Heads/Depute Heads of Centre have participated in assessment and moderation professional learning delivered by the West Partnership. This will support consistency across the Local Authority.
Quality Assurance and Moderation Support Officer (QAMSO) Programme, in partnership with Education Scotland: 11 teachers from 9 schools completed their training with Education Scotland in leading assessment and moderation. Having developed a shared understanding of standards and expectations, trained QAMSOs have been leading moderation practice within their own settings, ensuring practitioners have greater confidence in the validity and reliability of teacher professional judgement.

5.2 Achievement of Curriculum for Excellence Level (ACEL) data Numeracy:

In 2021/22, ACEL data shows that across early, first and second level 86% of our learners achieved the appropriate level of attainment, compared to 78% nationally. This performance measurement remains 8% above the National average. At each stage, attainment is consistently higher than the national average. 89% of pupils achieved early level by the end of P1 (national 84%), 84% of pupils achieved first level by the end of P4 (national 75%) and 85% of pupils achieved second level by the end of P7 (national 76%). In S3, 96% of pupils achieved third level or beyond (national 89%).
We now have historical data to track the same cohort of learners as they progress through the Curriculum for Excellence levels. For the cohort starting their school journey in 2015/16, 90% of pupils attained the expected standard by the end of P1, 87% achieved first level by the end of P4 (2018/19) and 85% achieved second level by the end of P7 (2021/22). While the size of cohorts can vary slightly due to families relocating and placing requests, the data clearly shows that high levels of attainment have been maintained, despite the challenges of the pandemic.
Since 2020-2021, the poverty-related attainment gap has slightly widened by 3%, from 18% to 21%. To reduce this gap, the Quality Improvement Service continue to support and challenge schools, focusing on data informed approaches to identify gaps and measure effectiveness of interventions. In the majority of schools, Maths Recovery assessments and activities are being used effectively to identify and close gaps in learning. The comprehensive professional learning programme is accessible to all practitioners and teachers across all levels, and is showing to be effective at improving teaching, learning and assessment standards.
Alongside narrowing the poverty-related attainment gap, the focus for improvement is around transition from early years to P1 and from P7 to S1. It is vital that our learners are supported in order to improve levels of motivation and enjoyment, leading to improvements in attainment.
The Quality Improvement Officer for Numeracy led the organisation of the annual West Partnership ‘Making Maths Count’ online conference. The theme this year was ‘Excellence through Equity” with 350 teachers participating from across the West Partnership. St Matthew’s Primary School represented the Council and shared their 2-year journey to make maths memorable. Through changing pedagogy and the introduction of context-based learning projects, their learners have become more resilient and interested in learning, leading to improved attainment.

5.3 The Scottish Credit and Qualifications Framework (SCQF) Partnership works with a wide range of awarding bodies, professional bodies and other programme owners to ensure a variety of different types of learning is recognised in the Framework. This supports the Scottish Government’s aim to ensure parity of esteem of all learning pathways and ensures that the Framework is truly learner centred. The number of qualifications offered within the SCQF framework in our schools continues to grow.

5.4 Insight data in the Senior Phase: National Benchmarking Measures and Local Measures - This measure looks at the attainment of all pupils in the senior phase and breaks this down into three categories: lowest 20%, middle 60% and highest 20%. This data is based on attainment only and is not linked to Scottish Index of Multiple Deprivation (SIMD) data. The graphs below are representative of the average tariff point total for each category. In session 21/22 all categories outperformed the national average and our virtual comparator for all year groups.

5.5 The following graphs provide an overview of literacy and numeracy attainment at level 4 and level 5 based on each stage. In all categories our pupils are attaining higher or significantly higher than their virtual comparators.

Literacy S4

Numeracy S4

5.6 The Summary Statistics for Initial Leaver Destinations provides information on initial destinations of school leavers in Scotland. It reports initial destinations for young people approximately three months after the end of the school year. Data confirms that 98.95% of our school leavers are in a positive destination. This is the highest positive Leaver Initial Destination percentage across Scotland and the highest rate ever recorded.

Officers from Early Years, Primary, Secondary, ASN/Children’s Services, EPS and multi-agency partners collaborated to design and deliver the Career-Long Professional Learning (CLPL) programme. This provides a framework for teachers and practitioners, including funded providers of Early Learning and Childcare, to participate in high quality professional learning, in line with National and Education Service priorities. It is designed to support professional knowledge and understanding, skills and abilities.

6.1 Collaborative enquiry sessions supported all secondary schools to further develop data analysis skills to improve attainment in literacy and numeracy in the senior phase. This has enabled schools to review and enhance procedures and ensure that all learners are progressing towards a literacy and numeracy qualification.

6.2 The development and introduction of a Broad General Education (BGE) tracking tool has been supported through collaborative professional learning and has provided a highly effective approach to tracking progress and achievement and evaluating the effectiveness of interventions. The use and impact of the tracking tool has been shared with all schools through planned professional learning to support learner progress.

6.3 All secondary senior leaders participated in bespoke training using the authority Insight tool. Professional dialogue improved understanding of the effective use of data to identify priorities for improvement, relevant to the context of the school. In addressing equity and the poverty-related attainment gap, attainment factors were developed as a feature of the insight tool. This has been a key focus of attainment visits and has supported school self-evaluation measures and data informed equity interventions.

6.4 In consultation with schools, revised self-evaluation and quality assurance processes have been introduced to ensure consistency in approach across secondary schools. Professional learning sessions, involving SLT from all schools, has developed a shared understanding of our approaches, aligned to Education Scotland expectations.

6.5 Teacher Induction Scheme (Probationer Programme): 51 secondary probationers and 61 primary probationers joined the Council in August 2022. Almost all probationers are on track to achieve Full Registration by June 2023. A few probationers who require further support to meet the Standards for Full Registration have been provided with extensive guidance and will be recommended to the General Teaching Council for Scotland (GTCS) for extension. Almost all probationers attended all Professional Learning provided by the Education Service throughout the session. All probationers completed a Practitioner Enquiry demonstrating their understanding of professional learning and reflective practice.

6.6 Improving Our Classrooms (IOC) is a year-long accredited programme for class teachers. It is one of the West Partnership’s suite of leadership offers. All programmes focus on high quality self-evaluation at classroom level to improve learning and teaching and the use of data informed targeted interventions to improve attainment and achievement. Participants can achieve Masters Credits (SCQF Level 11) and GTCS Professional Recognition. 12 primary teachers and 5 secondary teachers are on track to complete the IOC programme this session. 9 achieved Masters credits and GTC Recognition. 4 primary schools are part of the Improving Our Schools programme and will continue next session. 2 secondary schools are taking part in a pilot for Improving our Departments which will continue and be evaluated next session. 4 teachers are in the Delivering Mentorship programme, enabling them to gain 15 SCQF Level 11 credit points for their mentor role and practice in supporting IOC teachers during their improvement journeys.

6.7 Leadership Programmes: 16 senior leaders from across all sectors participated in the West Partnership’s Leadership, Empowerment and Improvement coaching programmes. This included a range of offers – one to one Executive Coaching, group-based Hexagon Coaching to examine leadership dimensions (personal, professional, individual, team, organisational and system) and leadership learning sets to address challenges and barriers to improvement.

The Aspiring Leadership Programme for Senior and Middle leaders continued with 30 participants to develop an understanding of leadership systems in EDC. 4 participants followed the Aspire Senior Leadership programme to further develop their leadership competencies focusing on the Leadership Role, Communication & Feedback Skills, Leading People, Conflict Management and Change Leadership. 26 participants followed the Aspire Middle Leadership programme with a focus on EDC policy and practice. 6 senior leaders are currently undertaking the Into Headship programme, accredited by the GTCS and aligned to the Framework for Educational Leadership that is part of the national programme for the specialist qualification for Headship.

6.8 Key areas of focus for improvement:

Continue to raise attainment in Literacy and Numeracy across all levels.
Continue to narrow the poverty-related attainment gap.
Provide high quality learning, teaching and assessment, focusing on equity for learners.
Create an Equity Framework for Literacy.
Develop moderation processes in Literacy and Numeracy across all levels.
Provide targeted support to raise attainment, with a particular focus on Literacy across first level Curriculum for Excellence.
Improve transitions across all sectors through cross sector and cluster working.

7.0 Improvement in skills and sustained, positive leaver destinations for all young people.

7.1 Vocational Qualifications in the Senior Phase: Secondary schools continue to develop their curriculum with an increased number of vocational qualifications offered in-house. Enhanced partnership working has increased the level of choice and the uptake of vocational qualifications in the senior phase from 319 in 2021 to 364 in 2022.

7.2 The Secondary Quality Improvement team led a Developing the Young Workforce (DYW) Partnership Seminar, which included input from Education Services, Secondary Schools, DYW Regional Team, Skills Development Scotland (SDS), Community Learning & Development (CLD) and East Dunbartonshire Voluntary Action. Officers shared a tool that enables schools and the Education Service to interrogate Skills Development Scotland’s 16+ Data Hub (positive destinations up to 24 years of age). Through sharing information among key partners, our schools are providing tailored support to young people when they leave school to support them to secure positive, sustained destinations. The 16+ Data Hub tool is now being used by Community Learning to target young people who are economically inactive, have an unconfirmed destination or are currently unemployed. An area of focus moving forward will be to engage with care experienced, free school meal and additional support needs pupils to ensure that career pathway interests are known to the schools, Skills Development and Developing Scotland Young Workforce Teams earlier. This will enable targeted interventions and bespoke supports to be put in place.

7.3 Pupils from Douglas Academy participated in a dedicated construction and property programme to highlight how young people can pursue a career in construction. East Dunbartonshire Council teamed up with the Association of Women in Property and McLaughlin & Harvey to educate pupils on the wide variety of roles available within the sector. Over an eight-week period, 28 S2 pupils gained a ‘unique’ glimpse into the key stages of the design and pre-construction process whilst hearing from experts in architecture, town planning, engineering, design, quantity surveying, sustainability, and project management.

7.4 Skills Development Scotland (SDS) worked with the Scottish Government to develop a measure of participation which allows us to identify the participation status of the wider 16-19 cohort. In August 2022, 96.8% of 16 to19 year olds were participating in education, employment or in other training and development. This is the highest participation rate in the local authority since records began and demonstrates an increase of 0.2% from 2021. The participation gap in East Dunbartonshire between the most and least deprived is 7.9 percentage points.

7.5 Key areas of focus for improvement:

Secondary schools offer appropriate pathways in the senior phase for all young people.
Secondary Schools support improvement in skills and sustained positive school-leaver destinations for all young people.
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.
Enhance partnership working with Skills Development Scotland, Developing the Young Workforce, Community Learning and Schools.
Youth workers offer continued support for all aspects of skills development and associated accreditation in relation to employability skills.
Support all schools to continue to access virtual work placements or attendance at workplaces for this purpose.
Sustain the percentage of young people in positive leaver destinations.
Ensure that all schools have an approach to the Careers Education Standard in place.

8.0 Skills for Life, Learning and Work

8.1 Early Careers Programme: Phase 9 of the EDC apprenticeship programme started with 16 new apprentices across the areas of Roads, Streetscene, Early Years, Youthwork, Digital Communications, Procurement, Finance and Building Standards. This year’s programme also included two graduate apprenticeship opportunities in Accountancy. Five apprentices have so far secured employment. 8 graduates were on our graduate programme in the areas of Business & Digital Change, ICT, Procurement, HR, Finance, Information Management and 5 have secured employment, with one returning to further study.

8.2 As part of the No One Left Behind improving employability approach, 12 long term unemployed residents started 6-month temporary job opportunities with EDC (paid at living wage levels) across the areas of Support for Learning, Facilities Management, Social Care and Early Years. All trainees received accredited training relevant to their job and employability support to help secure sustained employment. Participants received in work better off calculations and support to ensure they were not disadvantaged. All trainees were parents and childcare was sourced for many prior to employment commencing. 10 trainees have now secured employment with EDC in Support for Learning, Early years and Social Care roles and 1 trainee has enrolled in Further education. Feedback from employing services was very positive on the impact the trainees had in the workplace. An additional 8 trainees were also placed in voluntary sector jobs. Three of these trainees have so far secured new employment.

8.3 No One Left Behind and Young Persons Guarantee Grants Programme: East Dunbartonshire Local Employability Partnership has made 8 grant awards through a new employability grants programme to a range of organisations to deliver new employability provision locally, funded by the No One Left Behind programme. Provision is focused on a number of areas, including preparing to work in the social care, construction and early year’s sectors, closing the disability gap, criminal justice, young people, carers and supporting employers create new jobs. By March, 197 people had engaged with the programme, 69 people went into employment, 93 complete accredited training with a further 13 entering further education.

8.4 Parental Employment Support (PESF) and Skills Pipeline: A key priority throughout the year has been supporting parents to improve their employment prospects with a view to addressing child poverty. The PESF programme has supported 100 clients and improved the employment prospects of 89 clients through intensive employability support, access to accredited training and support people overcome barriers.48 went into employment and 2 in further education and training. Support has continued to be offered to 12 adults who participated on our ESF Pipeline project and they are now being supported under the No-One Left Behind Programme.

8.5 Volunteering for young people: A partnership approach with East Dunbartonshire Voluntary Action has supported engagement with 42 young people, 26 of whom have started volunteering in the community. This has assisted in supporting 9 young people to move into employment/ training/further education.

8.6 Since inception of the Employer Recruitment Incentives (ERI) Programme, 52 young people and adults have been supported into employment by 53 businesses who have accessed Employer Recruitment Incentive Funding (43 aged 16 – 24 and 10 aged 25 and over). This includes 17 Modern Apprenticeships. To date, 24 employers have received full 52 weeks funding and 23 of those supported remained in employment after completion (the young person in question was supported to find other employment for which ERI was accessed). There were 16 early leavers of whom 11 moved into other employment, 1 to self - employment, 1 to FE and 3 unemployed who are receiving on - going support. 13 have still to complete and all are still in employment.

8.7 Developing the East Dunbartonshire Council Social Care workforce: Access to SSSC required qualifications continues to be provided with 17 achieving qualifications in the year. An additional 31 social care staff are working towards their qualifications in partnership with Glasgow City College.

8.8 The Working Matters community learning programme has supported 392 people throughout the lifetime of the project, with 137 people being supported through 22/23. Learning opportunities were provided across the following areas; personal finance, employability, disability awareness, stress management and resilience, health and wellbeing, specialised communication, food hygiene, equality and diversity and first aid. Referrals to the programme were made by a range of voluntary sector partners and NOLB employability programmes. As well as this provision, bespoke training is identified and sourced for generic employability project clients.

8.9 Care to Share continues to provide an opportunity for front line staff in a number of agencies to work together to share information and shape provision. This has resulted in 12 sessions being delivered with 49 staff members attending, of which, 28 have gained certificates. 14 partners have attended and completed certificated training and 17 partners completing other training.

9.0 A number of online and in person Literacies and English for Speakers of Other Languages (ESOL) learning provision was delivered with learners reporting improved skills and confidence with over 100 learners attending one or more classes. In February a new dedicated ESOL post focused on Ukrainian learners started and is working closely with the resettlement team with regards to referrals. An end of term celebration of learning was held to mark achievements by adult literacy, numeracy and English for Speakers of Other Languages learners. The theme of the event was "Visiting Scotland" and learners presented stories they had written.

9.1 An improved youth work offer has been developed over the last year with a Youth Development Worker being attached to every secondary school. A youth work programme is planned for each secondary school between the school and the youth work team. One priority for all schools has been around developing employability and wider achievement programmes. Young people had the opportunity to gain accreditation in:

Dynamic Youth Award
Youth Achievement Award (Bronze)
Saltire Award
The Prince’s Trust Personal Development and Employability Award Level 4 (SCQF Level 4) People Plus Vocational Courses

Having a dedicated Youth Development Worker in schools was first piloted in Kirkintilloch High School from June 2021. The post was initially externally funded by the Youth Work Recovery Fund. The Youth work focus in the school is on:

Employability programmes
Living Life to The Full
Personal Development Award
Supporting young people disengaging with learning
Wellbeing 1-1s
Wellbeing group work
Wider achievement
Young Scot’s Power Pause

9.2 A video demonstrating the impact of youth work in the Kirkintilloch High school has been produced which gathers the views of young people, the youth development worker and the Head Teacher. The video was produced in partnership with Education Scotland, YouthLink Scotland and the West Partnership.

9.3 Youth services provided a range of activities for young people throughout the summer holidays and ran a successful Young Scot card take up campaign. The summer programme also included doing food drops to families usually supported through schools to address food poverty.

9.4 Thirty-six young people across EDC attended the Youth Services study leave programme. Young people sitting two or less National 5s were targeted for employability support and to gain additional accreditation. Sixteen young people interested in the construction industry had the opportunity to attend a one-week course with Tigers. This helped young people improve skills and confidence.

9.5 Youth Services, in partnership with secondary schools, supported young people to take part in The Prince’s Trust Enterprise Challenge in February. Douglas Academy and Merkland School were successful in securing a place in the top 5 in Scotland and will compete in the Scottish final later this year.

9.6 Youth Voice continued to be a priority over the last year and this work has included:

Youth Services and East Dunbartonshire MSYP’s hosted the Scottish Youth Parliament’s (SYP) pop up event in February. This in-person event ran alongside the virtual sitting of Youth Parliament. This was well attended by MSYPs who took part in training and discussed the SYP Right to Food campaign.
The next SYP sitting takes place in Orkney in June. East Dunbartonshire MSYPs are attending and submitting a joint motion calling for stronger restriction on advertising and distribution of vapes/e-cigarettes. The aim of this motion is to achieve parity with the laws currently applicable to cigarettes. By having this in place, MSYPs hope that it will help reduce the amount of young people using vapes, which in turn will decrease the negative health outcomes associated.
In addition to local work, MSYPs are involved in the following national groups; SQA review panel, SYP Human Rights & Equalities, and SYP Mental Health Investigation and Women’s Empowerment.

9.7 East Dunbartonshire Youth Council (EDYC) are aiming to work in partnership with other agencies to help young people understand the risks associated with vaping/e-cigarettes. This will aim to provide education in order that young people are better able to make informed decisions in relation to their health and wellbeing.

9.8 East Dunbartonshire Youth Climate Campaign (EDYCC) planned and delivered a litter pick at Merkland Nature Reserve in February. The group worked in partnership with EDC Greenscene and Community Wardens to select which area to target. It was a very successful first event, and the group are currently planning their next event.

9.9 Youth Services are supporting young people to participate and undertake a Dynamic Youth Award accrediting their work in the Pupil Forum.

10.0 Evening Youth Club Projects run once a week in Hillhead, Auchinairn and Lennoxtown. An evening post school ASN club also runs weekly from Hillhead Community Centre. Central to the youth projects has been a participatory approach where members are empowered to design their own programme. This has seen young people engaged in a variety of activities including DJ workshops, cooking, sport and arts and crafts.

10.1 New funding from the UK Government’s Shared Prosperity Fund has now been secured to develop a new Detached Youth Work project which will run until March 2025. A delivery partner is in the process of being appointed through a grants programme. It is hoped that the new project will become operational in June and will provide additional youth work approaches focussed on evenings and weekends.

A key element of the Detached Youth work project will involve youth workers undertaking street work within communities to engage with young people at risk of becoming involved in anti-social behaviour with a view to improving confidence and skills, signposting, helping young people access other services and developing new diversionary activities. The project will work closely with Police Scotland/campus officers, social work, youth workers, schools, community organisations and community wardens.

A steering group is being set up to direct and monitor the project and to ensure partnership approaches with other agencies is embedded. The Steering group will involve Social Work, Police Scotland, Campus Officers and Community Safety.

10.2 Positive Achievements has supported 88 young people (36 via School Leavers Programme and 52 via Summer of Fun 22 Programme) in the last year who had barriers to participation in school.

A range of social, educational, vocational and experiential learning opportunities have been provided and 20 young people have gained accreditation, and most have secured post school positive destinations.

A group of young people from Positive Achievements, the Secondary School Wellbeing Support Service and Kirkintilloch High School went on a 4 day team building and outdoor activities residential to Gartmore House where some of the young people completed the expedition element of the Duke of Edinburgh Award.

Positive Achievements also supported the delivery of a summer youth programme (SOF22) that provided a Safe Space/Drop In service along with combined fun and experiential learning activities within Hillhead Community Centre as well as offering targeted outdoor learning and team building programmes to all EDC secondary schools during the summer holidays.

A new feature this year was the introduction of a pilot work experience programme (WEX) with a construction skills focus. This training opportunity was facilitated by First Steps, Future Training, a Glasgow based construction skills training provider, where all participants had an opportunity to participate in a range of “hands on” full training day experiences covering joinery skills, brick working, painting & decorating skills and mobile scaffold erection in a realistic working environment.

Feedback received from the majority of young people was extremely positive and this experiential training opportunity has been deemed as being instrumental in helping young people decide on their future training and employment pathways.

10.3 Key areas of focus for improvement:

Continue to improve outcomes for young people and adults across all services.
Improve approaches to self- evaluation including performance management.
Develop new approaches to community-based youth work with a focus on disengaged young people.
Implement new approaches to support parents improve employability, improve income and address child poverty.
Continue to expand further accreditation adult learning through SQA, Adult Achievements and other awards.
Develop increased online learning approaches and resources.
Develop new approaches to support adults to improve numeracy skills.

11.0 Closing the attainment gap between the most and least disadvantaged children and young people

11.1 Scottish Attainment Challenge (SAC) - All funding streams from the Attainment Scotland Fund - Pupil Equity Funding (PEF), Strategic Equity Funding (SEF) and Care Experienced Children and Young People’s Funding (CECYP) - were used to deliver targeted interventions, approaches or resources to improve outcomes for children and young people, with a focus on the poverty-related attainment gap. The Education Service created a SAC plan, setting out stretch aims in attainment and wellbeing. To date, good progress has been made towards achieving stretch aims and an impact report will be completed when all data is known by the end of this session.

11.2 Pupil Equity Funding (PEF) is additional funding allocated directly to almost all schools and targeted at narrowing the poverty-related attainment gap. A total of £1,726,750.00 was allocated across Primary, Secondary and ASN schools in 2022/23.

A range of approaches to support learners were shared through Standards and Quality reports. These include small group interventions in literacy and numeracy to provide intensive support; whole school approaches to training and professional learning to raise attainment where gaps had emerged; early intervention programmes in literacy, numeracy and health & wellbeing; and improving the use of data to inform interventions, approaches and resources.

In a number of schools, pupil equity funding was used to enhance nurture provision and family learning. Other interventions included a range of bespoke wellbeing to support children and young people to build resilience and manage change.

Frameworks for School Improvement Planning were refreshed to support schools to set out all planned spending in targeted interventions, approaches and resources for equity. All plans were audited and moderated by the Quality Improvement Team and schools received feedback in early September. The Quality Improvement Team worked with the finance team to monitor PEF spending more robustly in order to reduce underspend, with the exception of carry forwards to cover staffing from April-June. The Quality Improvement team provided ongoing support through Head Teacher meetings, the Equity Network and Focus visits to all schools in March. The Education Committee received two PEF reports; a strategic overview of PEF spending from the previous session and detailed case studies from primary schools.

11.3 Strategic Equity Funding (SEF) is additional funding allocated to the local authority. A total of £133,802 was allocated for this Session and will taper up over the next 4 years, totalling £1,328,376. The Education Service developed a clear rationale for use of the funding, based on robust contextual analysis, using a data informed approach to identify the poverty-related attainment gap in schools and communities. The SAC identifies 5 key indicators to consider when deciding which approaches would have the most impact for children and young people impacted by poverty. These are attainment, attendance, inclusion, engagement and participation. Planning for the use of Strategic Equity Funding has been built around these indicators, with a particular focus on care experienced young people and those who have experienced disadvantage. This funding was used as follows:

A Strategic Equity Funding Lead Officer was appointed to work across all sectors to develop a data informed culture at all levels across the Education Service, schools and classrooms.
A partnership was established with the Motivation, Commitment and Resilience (MCR) Pathways mentoring programme to improve outcomes for care experienced young people; and to narrow the inequalities that exist between care experienced young people and their peers. MCR co-ordinators will be appointed to work in all secondary schools.
A partnership was established with an external partner, SHINE, Scotland’s Health and Wellbeing Improvement Research Network, to work with all schools to implement high quality, school-based health improvement research to improve wellbeing outcomes for children and young people. This involves participation of all children and young people from P6 to S6 in a mental health survey. The survey also includes key topics that are associated with good overall health and wellbeing, such as sleep and school engagement. This aims to support schools to understand how their pupils feel and develop and promote good mental health. Survey data reports are designed to be shared with staff, young people, parents/carers and community partners to ensure that all stakeholders can be involved in discussions about young people’s mental health and wellbeing as well as the decision-making process when it comes to curriculum, interventions and improvement planning.

11.4 Care Experienced Children and Young People’s Funding (CECYP) is additional funding allocated to the local authority to provide targeted and focused support for Care-Experienced Children and Young People. Achievements include:

Youth Development Workers based in each of our Secondary Schools, supporting attainment, transitions, wider achievement awards, wellbeing and life skills for Care-Experienced Children and Young People.
A pilot role of Care-Experienced teacher in of our Secondary Schools raising attainment and achievement for Care-Experienced pupils through specific programme of interventions.

11.5 The Quality Improvement Team continued to support schools and centres to improve approaches to self-evaluation through the following:

The team designed and delivered training for Senior Leaders on self-evaluation for continuous improvement, building on the very good progress that was made last session. Almost all Primary Depute Heads participated in training and evaluated it as being highly effective in improving approaches to self-evaluation, particularly the use of data to improve attainment and outcomes for learners, with a focus on the poverty-related attainment gap. Participants identified themes to further develop in the new Depute Head leadership forum to be established next session.
A new policy and framework for Self-evaluation and Quality Improvement was created by a cross-sector working group. This policy reflects the Council’s ambition to provide the highest quality education for all children and young people, focusing on learning, achievements and outcomes. The policy reflects partnership and collaboration at all levels, underpinned by positive, supportive relationships and collegiate working.
The Quality Improvement Team created a framework to support schools to self-evaluate the four core quality indicators in How Good is Our School? (HGIOS) (4th edition). This framework updates HGIOS to integrate themes such as children’s rights, the poverty-related attainment gap and equalities. This work has been enhanced through Learning Partnership Groups (LPGs), enabling Primary Head Teachers to collaborate with each other and their link Quality Improvement Officer to update self-evaluation of: Leadership of Change; Learning, Teaching and Assessment; Ensuring Wellbeing, Equality and Inclusion; and Raising Attainment and Achievement. All primary schools are on track to complete this by June 2023.

11.6 Snack and Play Provision - The Scottish Government allocates funding to the Education Service to enhance equity through targeted provision during holiday periods for children aged 5-14 years from low-income families. This provides coordinated access to activities, childcare and food. The offer includes the Snack and Play programme and Merkland and Campsie View playschemes for children and young people with additional support needs.

Snack and Play operated during the summer holidays, October week and Easter holidays. During these periods 290 children attended in Summer with 242 attending in October. 283 children were offered places for Easter 2023. Snack and Play evaluations have been very positive throughout all three periods outlined above – for example, when asked when asked how they would rate Snack and Play with 1 star (not good) and 5 stars (very good), the average score from parents/carers who completed the form was 4.77 stars.

In general, parents/carers and children value the range of activities and experiences, as well as the opportunity to meet friends and develop new friendships.

One area of development noted across all groups who replied to the evaluations – was a request for increased lunch choices including a hot lunch. Following this feedback, hot lunches were piloted across all hubs during the Easter holidays. This has resulted in very positive feedback from both parents and children with 78% of parents /carers who replied to the evaluation indicating that they strongly agreed with the statement ‘My child enjoyed the lunch,’ with a further 9% indicated that they agreed with the statement.

11.7 Merkland and Campsie View Playschemes: Additional Support Needs (ASN) Provision - Children who attend Merkland and Campsie View, as well as children who attend mainstream schools and have specific additional support needs, were eligible to attend the ASN Playscheme Provision in Merkland or Campsie View. Due to the children’s additional support needs, these services operated with a 1:1 or 1:2 adult to child ratio. 71 children attended Merkland Playscheme during the Summer receiving 4 days, 40 children attended in October receiving 1 full day and 57 children attended at Easter receiving up to 3 days. Within Campsie View Playscheme during the summer, 84 pupils were offered 3 days with 51 primary pupils and 15 secondary pupils attending.

Both services are registered with the Care Inspectorate and both were inspected during the summer holidays. Merkland and Campsie View Playschemes received very positive reports.

Campsie View playscheme provides very nurturing child-centred approaches with flexible but meaningful planning in place. A wide range of activities were in place to engage, motivate and enthuse children and young people including games, baking, arts and crafts, music and opportunities to play outside. A number of external providers also implemented activities such as Operation Play Outdoors, Indepen-Dance and Creative Sparks and well as EDC Leisure and Culture.

Staff indicated that they felt very well supported in their role and also found professional learning such as the induction, Makaton and managing behaviour very useful and worthwhile and supported them in their role. They also felt well supported by the management team and seniors in place.

While valuing the provision, parents have indicated that they would like an increased number of days as well as more flexibility and choice in the days that their child can attend the playscheme. They would also value greater and more timely communication regarding when and how the service will be running and increased opportunities to engage with the service to continuously review provision.

As a result of this, a working party involving parents/carers and staff was set up as a result of parental feedback with the aim of reviewing and continuously improving ASN playscheme provision.

At Merkland Playscheme, well-planned, comfortable and welcoming play spaces are in place. Caring and sensitive approaches by staff coupled with flexible planning ensures that children are engaged and motivated while attending the playscheme. Well managed transitions, child centred approaches and effective use of de-escalation strategies also help to ensure that all children are kept safe. Similar to Campsie View, external providers provided activities.

Overall feedback from parents was very positive. When asked how they would rate Snack and Play with 1 star = not good and 5 stars = very good, scores are consistently high with the most recent Easter playscheme being rated 4.94 stars out of 5.

Parents/carers have indicated their child(ren) enjoy attending the playscheme to meet other children, experience a range of activities both indoors and outdoors and experience an environment that caters for their children’s needs. While being happy with provision offered, some parents/carers have requested an increase in the number of days provided- this is also being reviewed through the working party.

11.8 Child Poverty: The Education Service collated and published a summary of actions taken by schools to mitigate against child poverty. This included actions to remove/reduce the cost of the school day; what schools are doing to challenge the stigma of poverty; how schools are supporting families to access financial benefits and entitlements; and community support. Almost all schools participated in Challenge Poverty Week 2022, with a focus on highlighting the reality of poverty and challenge stereotypes; exemplifying solutions to poverty; and increasing public support for action to solve poverty. All schools continue to review and develop processes for identifying families in need as well as seeking opportunities to extend universal offers as appropriate. Some examples form the current session include:

Providing information and awareness raising of services and support available to all families.
School tracking systems identify those young people potentially impacted by poverty, for example, to identify where families’ circumstances may have changed.
Free tutoring programmes and resources for targeted groups.
Extension of “take what you need” offers for young people and families.
Focus on equity in improving rights-based education, for example, curriculum and pupil involvement.
Regular communication from school/central team to all families and wider community using a range of media platforms to ensure eligible families are accessing entitlements and benefits such as Free School Meals (FSM), the Education Maintenance Allowance (EMA) and the Scottish Child Payment.
Promotion of Young Scot Card to ensure free travel with offer of support from Youth Worker/Guidance with application process.
Awareness raising about links to poverty and poor attainment, specifically targeting issues of attendance.

In line with implementation of The Period Products (Free Provision) (Scotland) Act 2021, consultation took place across schools to find out what, where and how young people want to access products. There were 442 responses to this consultation. Free products are available in all primary and secondary schools. Young people will be consulted on an ongoing basis to ensure that provision continues to meet their needs.

11.9 Key areas of focus for improvement

Improve attainment for all children and young people, with a particular focus on reducing inequalities and narrowing the poverty-related attainment gap.
Implement priorities in the Scottish Attainment Challenge (SAC) Plan. Use funding to improve attainment and outcomes for children and young people impacted by poverty.
Implement actions to mitigate against child poverty, including Cost of the School Day.
Promote poverty-aware policy and practice.
Increase uptake of places for eligible two-year olds in ELC.
Implement parenting and family learning programmes.
Continue to implement Snack and Play provision during holiday periods.

12.0 Other achievements include:

Douglas Academy received an outstanding inspection report from Education Scotland. The report celebrated the Head Teacher’s empowering leadership in creating a climate of high aspirations and expectations. As a result, young people’s attainment and achievements are sector leading.
Holy Family Primary and ELC, Lennoxtown Primary and ELC and Westerton Primary received positive inspection reports from Education Scotland.
The new Boclair Academy opened in August 2022, welcoming 1031 young people and staff. The state-of-the-art building has been greatly received by young people, staff and families. The final phase of the project is due for completion in Summer 2023.
The new Woodland View ASN School is due to open in Summer 2023.
Work continued with Major Asset design teams to progress refurbishment projects in Bearsden and Milngavie Primary Schools, supported by stakeholder consultation.
Planning for the new-build Balmuildy Primary School continued to make good progress with stakeholder engagement sessions to create the vision and design for the new school.
The primary school painting programme continued in Wester Cleddens Primary, Oxgang Primary, Twechar Primary and St. Machan’s Primary. All schools are delighted with the way in which this has enhanced environments for learning and teaching.
The European Early Childhood Education Research Association (EECERA) Conference: The Council hosted a group of international visitors from Japan and Brazil to observe practice in Early Learning and Childcare, supported by a visit to a new centre. Feedback was very positive; visitors welcomed the opportunity to observe play-based learning and to discuss theory and practice within the National and East Dunbartonshire context.
The Early Years and Supporting Families team hosted a professional learning conference, aimed at Early Years leaders in both local authority settings and external funded providers, delivered by guest speakers. The conference focused on leadership and pedagogy with presentations on Froebel, Learning with Nature and embedding outdoor practice within a culture of excellence. The conference also examined the implementation of 1140 Hours, including the 1140 journey and workforce planning. The conference was highly valued by participants.
Outdoor Education secured funding from Cycling Scotland to deliver Level 2 Bikeability to primary schools. From August until end of December, 14 primary schools participated, giving 539 young people the opportunity to work with expert instructors to experience “real” cycling on quiet roads.
362 young people completed expeditions across Bronze, Silver and Gold levels in the Duke of Edinburgh Award.
The Instrumental Music Service represented EDC at the Investiture Ceremony hosted by the Provost and Lord Lieutenant at Kilmardinny House. A string ensemble comprising 12 pupils from 4 secondary schools provided background music for the medal ceremony and afternoon tea.
The Instrumental Music Service Christmas Gala Concert welcomed a capacity audience of over 2000 people. Performances included:
Symphony Orchestra - 77 secondary pupils
Primary Choir - 237 pupils
Choir and Clarsach Group from Meadowburn Gaelic unit
EDC Children’s Chorus and Youth Choir
EDC Pipers
Merkland and Campsie View Choir
Craigdhu Primary School is the first school in the Council to achieve the triple Digital Schools Award across Integrating Technology into Teaching and Learning, Cyber Resilience and Internet Safety and Digital Wellbeing.
Mosshead Primary School achieved the Science, Technology, Engineering and Mathematics (STEM) Nation Award and hosted an event, in conjunction with Education Scotland, for the West Partnership to showcase learning and teaching in STEM across P1-7.

13.0 Capacity for Improvement

The Education Service has a clear vision for improvement over the next three years to deliver excellence and equity for children, young people and families. The shared vision is that all children and young people have the same opportunities to succeed in educational outcomes, wider achievements, positive leaver destinations and life chances. All sectors of the Education Service will continue to work together to deliver the highest levels of provision and performance for the people of East Dunbartonshire.

14.0 Evaluative statements in this report represent the following values:

Almost all - Over 90%

Most - 70% to 90%

Majority - 50% to 74%

Less than half - 15% to 49%