Education Service Plan 2023-2026

The Education Service Plan (ESP) is a three-year rolling plan that sets out strategic priorities for improvement, detailing actions for the Education Service, Schools and Early Learning and Childcare (ELC) centres, along with performance measures.

The ESP is underpinned by legislative requirements in the Education (Scotland) Act 2016 and the National Improvement Framework (NIF). It aligns with strategic planning and policy as follows:

• Refreshed Local Outcomes Improvement Plan (LOIP)
• East Dunbartonshire Council’s Integrated Children’s Services Plan 2023 – 2026
• West Partnership Regional Improvement Plan
• Early Years Strategic Plan
• Education Service Business Improvement Plan (BIP) 2023 - 2026
• Framework to support Attainment, Achievement and Equity
• Self-Evaluation and Quality Improvement Policy: A framework to support self-evaluation for continuous improvement
• Literacy and Numeracy Strategies
• Community Learning and Development (CLD) and No One Left Behind (NOLB) Delivery Plan.

1.2 Education (Scotland) Act 2016

This Act requires the Education Service and schools to prepare and publish an annual plan setting out steps to take to reduce inequalities, in pursuance of the NIF priorities. The Service must seek and have regards to the views of pupils, parents and others.

1.3 National Improvement Framework (NIF)

The NIF sets out the vision for Excellence and Equity, detailing priorities that have been agreed across the system, and actions to deliver on these priorities. The NIF complements the three pillars of the Scottish education system: Curriculum for Excellence (CfE), Getting It Right for Every Child (GIRFEC) and Developing the Young Workforce (DYW). The amended vision for 2023 recognises the need for sustainability to be a core aspect of the learning experience.  Excellence is achieved through raising attainment and improving outcomes, ensuring that every child and young person achieves the highest standards in literacy and numeracy; as well as the values, attitudes, knowledge and skills to shape a sustainable future as successful learners, confident individuals, responsible citizens and effective contributors. Equity is achieved by ensuring that every child and young person has the same opportunity to succeed, no matter their background or shared protected characteristics, with a particular focus on narrowing the poverty-related attainment gap.

National Improvement Framework Priorities

• 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.

Drivers for Improvement

• School and ELC leadership
• Teacher and practitioner professionalism
• Parent/carer involvement and engagement
• Curriculum and assessment
• School and ELC improvement
• Performance information.

1.4 Local Outcomes Improvement Plan (LOIP)

The LOIP is the shared plan for the Community Planning Partnership (CPP), outlining how and why services will work together to reduce inequalities. Children and young people are the focus of Local Outcome 3: Our children are safe, healthy and ready to learn. The Delivering for Children and Young People’s Partnership (DCYPP) is the multi-agency strategic planning group responsible for progressing actions to achieve Local Outcome 3 priorities. Key partners include the Education Service, Health and Social Care Partnership, Voluntary Action, Police Scotland, Scottish Children’s Reporter Administration (SCRA) and the Scottish Fire and Rescue Service.

1.5 Integrated Children’s Services Plan

This plan sets out how the DCYPP will work together to plan, develop and provide services to:

• Best safeguard, support and promote wellbeing
• Ensure that children, young people and families get the right support, from the right people, at the right time
• Take action to prevent and meet need
• Be integrated from the point of view of service users
• Constitute the best use of available resources.

The Self-evaluation and Quality Improvement Policy (updated 2023) includes frameworks to support the Education Service and schools to undertake self-evaluation for continuous improvement, using the NIF and How Good is Our School? (4th edition), in conjunction with other self-evaluation frameworks and approaches. This policy outlines statutory requirements for schools, along with roles and responsibilities across the Education Service.

Performance measures and targets are set across the following data sets (Appendix 1):

• Achievement of Curriculum for Excellence (ACEL) In P1, P4, P7 and S3
• Scottish Credit and Qualifications Framework (SCQF) Data, Levels 5 and 6
• Evaluations from Education Scotland inspections, quality improvement reviews and school/ELC self-evaluation
• Exclusion and attendance data
• Leaver destinations.

In addition, the Education Service identified stretch aims in the Scottish Attainment Challenge. These include core stretch aims and local aims for both overall progress and narrowing the poverty-related attainment gap (Appendix 2).

The Council manages performance through the Strategic Planning and Performance Framework. Each sector of the Education Service contributes to How Good is Our Service? reports on a monthly and biannual basis. These are published on the Council website and data is updated in the Pentana dashboard. The Education Service Plan and annual Standards and Quality Report is shared with the Scottish Government and all stakeholders.

The Education Committee receives detailed reports on planning, progress and performance in key priorities.

Areas for Improvement

Ensure compliance with Child Protection and Safeguarding Policy.

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

Action for Education Service

• 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.

Action for Schools/Establishments

• 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.

Areas for Improvement

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).

Action for Education Service

• 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.

Action for Schools/Establishments

• 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.

Areas for Improvement

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

Develop a Relationships, Behaviour and Learning framework.

Action for Education Service

• 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.

Action for Schools/ Establishments

• 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.

Areas for Improvement

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

(Aligned to refreshed GIRFEC framework).

Action for Education Service

• 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.

Action for Schools/Establishments

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

Areas for Improvement

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

Action for Education Service

• 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.

Action for Schools/Establishments

• 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.

Areas for Improvement

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.

Action for Education Service

• Develop UNCRC Strategic Plan2023 – 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.

Action for Schools/Establishments

• 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).

Measures of Performance

• 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.

Areas for Improvement

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.

Action for Education Service

• 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.

Action for Schools/Establishments

• 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.

Areas for Improvement

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

Action for Education Service

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

Action for Schools/Establishments

• 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).

Areas for Improvement

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.

Action for Education Service

• 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.

Action for Schools/Establishments

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

Areas for Improvement

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

Action for Education Service

• 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.

Action for Schools/Establishments

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

Areas for Improvement

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

Action for Education Service

Continue to implement the Autism Adviser Professional Learning Programme.

Action for Schools/Establishments

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

Areas for Improvement

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

Action for Education Service

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

Action for Schools/Establishments

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

Areas for Improvement

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

Action for Education Service

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

Action for Schools/Establishments

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

Areas for Improvement

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

Action for Education Service

• 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.

Action for Schools/Establishments

• 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.

Areas for Improvement

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

Action for Education Service

• 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.

Action for Schools/Establishments

• 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.

Areas for Improvement

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

Action for Education Service

• 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.

Action for Schools/Establishments

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.

Measures of Performance

• 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.

Areas for Improvement

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

Action for Education Service

• 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.

Action for Schools/ Establishments

• 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.

Areas for Improvement

Implement key priorities in the Scottish Attainment Challenge Plan.

Action for Education Service

• 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.

Action for Schools/ Establishments

• 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.

Areas for Improvement

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

Promote poverty-aware policy and practice.

Action for Education Service

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

Action for Schools/ Establishments

• 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.

Areas for Improvement

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

Action for Education Service

• 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.

Action for Schools/ Establishments

• 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.

Areas for Improvement

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

Action for Education Service

The service will promote ELC provision for eligible two-year-old children and monitor uptake.

Action for Schools/ Establishments

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

Areas for Improvement

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.

Action for Education Service

• 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.

Action for Schools/ Establishments

• 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.

Areas for Improvement

Continue to implement Snack and Play provision.

Action for Education Service

• Implement Snack and Play provision across six 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.

Action for Schools/ Establishments

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.

Measures of Performance

• 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.

Areas for Improvement

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

Action for Education Service

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

Action for Schools/Establishments

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

Areas for Improvement

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.

Action for Education Service

• 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.

Action for Schools/Establishments

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

Areas for Improvement

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.

Action for Education Service

• 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).

Action for Schools/Establishments

• 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.

Areas for Improvement

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

Action for Education Service

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

Action for Schools/Establishments

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

Areas for Improvement

Support all schools to continue to access work placements.

Action for Education Service

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

Action for Schools/Establishments

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

Areas for Improvement

Sustain the percentage of young people in positive leaver destinations.

Action for Education Service

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.

Action for Schools/ Establishments

• 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.

Areas for Improvement

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

Action for Education Service

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

Action for Schools/ Establishments

• 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.

Areas for Improvement

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

Action for Education Service

• 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.

Action for Schools/ Establishments

• 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

Areas for Improvement

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

Action for Education Service

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

Action for Schools/ Establishments

N/A

Areas for Improvement

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

Action for Education Service

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

Action for Schools/ Establishments

N/A

Areas for Improvement

Develop and deliver a range of adult learning provision.

Action for Education Service

• 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.

Action for Schools/ Establishments

• 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.

Measures of Performance

• 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.

Areas for Improvement

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

Continue to narrow the poverty-related attainment gap.

Action for Education Service

• 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).

Action for Schools/Establishments

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.

Areas for Improvement

Develop moderation processes in numeracy and mathematics across all levels.

Action for Education Service

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

Action for Schools/Establishments

• 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.

Areas for Improvement

Provide targeted support to raise attainment in primary schools.

Action for Education Service

• 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).

Action for Schools/Establishments

• 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.

Areas for Improvement

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

Action for Education Service

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

Action for Schools/Establishments

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

Areas for Improvement

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

Action for Education Service

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

Action for Schools/Establishments

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

Measures of Performance

• 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.

Areas for Improvement

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).

Action for Education Service

• 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).

Action for Schools/Establishments

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.

Areas for Improvement

Develop moderation processes in Literacy across all levels.

Action for Education Service

• 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.

Action for Schools/Establishments

• 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.

Areas for Improvement

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

Action for Education Service

• 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

Action for Schools/Establishments

• 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.

Areas for Improvement

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

Action for Education Service

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

Action for Schools/Establishments

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

Measures of Performance

• 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.

NIF Driver 1

Education Service Level

School and ELC leadership

• 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.

Teacher and practitioner professionalism

• 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.

Parent/carer involvement and engagement

• 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).

NIF Driver 2

School and ELC Level

School and ELC leadership

• 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.

Teacher and practitioner professionalism

• 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.

Parent/carer involvement and engagement

• 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 3

School and ELC Level

Curriculum and assessment

• 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.

School and ELC improvement

• 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.

Performance information

• 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.

NIF Driver 4

School and ELC Level

Curriculum and assessment

• 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

• 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.

Performance information

• Use robust approaches to analyse and use data to improve attainment outcomes for learners
• Attainment gap factors
• Attainment and wellbeing data.

*2021/22 No Education Scotland Inspections

Exclusion rates for looked after young people in secondary schools. Exclusions are measured in terms of the number of incidents per 1,000 pupils. Using the per 1,000 pupil rate allows for comparisons between pupil populations of different sizes. For example, in 2020/21 there were 15 exclusion incidents involving secondary pupils in Quintile 1 and 27 incidents involving secondary pupils in Quintile 5. At first sight, this might suggest that Quintile 5 pupils were almost twice as likely to be excluded as Quintile 1 pupils. However, there were only 756 secondary pupils in Quintile 1 and 3,720 secondary pupils in Quintile 5. Using the rate per 1,000 pupils shows that Quintile 1 pupils were more likely to be excluded than Quintile 5 pupils - see data below.