EAST AYRSHIRE COUNCIL CABINET 13 JANUARY 2016

EDUCATION STANDARDS AND QUALITY REPORT (2014 – 15)

Report by the Depute Chief Executive and Chief Financial Officer Economy and Skills

PURPOSE OF THE REPORT

1. The purpose of this report is to seek the approval of the Cabinet for the publication of the Education Standards and Quality Report (2014 – 15).

BACKGROUND

2. In accordance with Standards in Scotland’s Schools etc. Act (2000) the education authority is required to report on the success of its objectives set in the previous academic year.

3. This Standards and Quality Report (Appendix 1) provides an overview of the progress to date of the priorities set for Education during the period 2013-14 and links directly to the local outcomes as set out in the East Ayrshire Community Plan.

4. This report is produced within the broader education reporting framework aligned with our strategic priorities as set out in the Community Plan and the education service performance framework

Lifelong Learning

Raising Attainment

Equipping Children and Young People for the World of Work

Wider Achievement

5. SQA results are reported to Cabinet annually in late August and updates on attainment are provided periodically throughout the school session. The Strategic Priorities report is provided to Cabinet annually, in September, and addresses all strategic priorities including attainment. Leaver Destinations will have an increasing level of significance under the Development of Scotland’s Young Workforce initiative in the future and will, in the future, be included within the SQA attainment reporting via the new Insight tool. Other reports to cabinet include periodical updates on Business Enterprise and the annual report on wider achievement in the schools’ summer term. The Standards and Quality report consequently reflects the progress in the above areas.

6. The format of the report has been developed in response to feedback from a range of stakeholders with particular emphasis on key achievements and pupil/parent voice. Additionally the concise nature of the report reflects the advice provided in the Scottish Government’s “Tackling Bureaucracy”

guidelines which has produced a more accessible version of the necessary information.

7. The report is structured using the Quality Management in Education 2 document that provides a systematic framework for self-evaluation within the department.

8. The structure of the report is organised under the following headings which are based on the evaluative questions:

What key outcomes have we achieved?

How well do we meet the needs of stakeholder?

How good is our delivery of education processes?

How good is our management and leadership?

What is our capacity for improvement?

7. The information in the report is based on four main sources, from which

evaluations have been made. These are

performance data;

relevant documentation;

stakeholders’ views and feedback;

and direct observation of practice.

8. Key highlights within the report include:

The consistent improvement in attainment in the senior phase of secondary education.

The continued increase in the number of young people leaving school and entering a positive destination.

The significant increase in young people taking part in leadership programmes within our communities.

The national recognition of excellence for our Music Service specifically in special needs provision, partnerships and continued professional development.

The high level commitment of teachers, early learning and childcare practitioners and support staff to engage in profession learning to support our children and young people.

COMMUNITY PLANNING /POLICY IMPLICATIONS

9. This Education Standards and Quality Report (2014 – 15) aligns with, and supports, strategic priorities and local outcomes as set out in the East Ayrshire Community Plan and the Children and Young People’s Service Plan. It provides a summary that includes reference to key stakeholders including Community Planning Partners.

LEGAL AND POLICY IMPLICATIONS

10. There are no legal or policy implications. HUMAN RESOURCE IMPLICATIONS

11. There are no Human Resource implications EQUALITIES

12. The publication of the Education Department Standards and Quality Report 2014 – 15 does not in itself require EQIA. However, specific reference to equalities is contained within the report. FINANCIAL IMPLICATIONS

13. There are no financial implications arising from the publication of the Education Standards and Quality Report (2014 – 15). RECOMMENDATIONS

14. It is recommended that Cabinet

(i) Approves the publication of the Education Department Standards and Quality Report (2014 – 15); and

(ii) Notes the broader reporting framework for Education Services; and

(iii) Otherwise notes the contents of the report. Alex McPhee Depute Chief Executive Strategic Lead: Economy and Skills 13 January 2016 LIST OF BACKGROUND PAPERS Education Department Standard and Quality Report (2013-14) Any person wishing further information should contact Alan Ward, Head of Education (Tel 01563 576126) Implementation Officer: Calum Maxwell, Senior Education Manager

Appendix 1

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Our Vision

Every day in every infant’s home, “on

the floor” in every early childhood

centre, in every lesson, in every

classroom, all of our children and young

people encounter thought provoking

and stimulating learning experiences

from caring, confident parents, from a

range of highly trained and motivated

professional staff with the necessary

support and encouragement, at the

time it is needed, for success in life

learning and work.

A Guiding Set of Principles

Access, inclusion, equality and

quality:

1. A range of high quality services should

be available to children, young people

and their families at the time they need

them and in the places that make sense

to them. Children and young people

should be supported in the context of

their own families and local

communities / services, unless it is not

safe or appropriate to do so.

Prevention and early intervention:

2. Intervening early, particularly in the

early stages of a child’s life, where

appropriate.

Listening, active participation and

partnership:

3. Children, young people and their

families should be active participants in

designing, planning and reviewing the

services they receive. Agencies will

work in partnership with them and each

other to promote self-reliance.

Child Protection:

4. Agencies will work with each other and

with families to ensure that children and

young people are kept safe.

Rights and Responsibilities:

5. Agencies will work with children, young

people and their families in a way which

ensures that their rights and

responsibilities are clearly recognised

and promoted.

Source: Children and Young People’s

Service Plan 2011-2015

6. The principles relate directly to the East

Ayrshire Community Plan 2003 – 2015.

Our Key Priorities

Raising Attainment

Equipping children and young

people for the world of work

Wider Achievement

Lifelong Learning

7. These priorities reflect our vision to give

children the best start to life. This has

been developed through the Curriculum

for Excellence (CFE) Development

Plan, the Early Years Priorities locally

and nationally and signpost the areas of

priority reflected in the

recommendations from the Wood

Commission in Education Working for

All.

What does this report tell you?

8. This Standards and Quality report

provides an overview of the progress to

date of the priorities set for 2014 –

2015.

9. This report is structured under the

following headings which are based on

the evaluative questions contained

Appendix 1

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within the self-evaluation document

Quality Management in Education 2:

What key outcomes have we

achieved?

How well do we meet the needs

of stakeholders?

How good is our delivery of

education processes?

How good is our management

and leadership?

What is our capacity for

improvement?

What did we set out to achieve?

10. Our summary of priorities 2014 – 2015

are:

Children and Young People’s

(Scotland) Act 2014

Further development of key

processes and practice across all

aspects of education to ensure full

implementation of the Act.

Raising Attainment

Benchmark National 4 and 5 exam

data against virtual comparator

schools

Implement Literacy and Numeracy

Strategies

Establishment of Literacy and

Numeracy Hub

Continuation of the STEM

Programme – Year 2 in all

establishments

Development of School Review

Programme for School Improvement

We will set our priorities for 2014-2018 to further develop integrated service delivery though partnership working

East Ayrshire Early Years Collaborative will continue to raise awareness about the Model for

Improvement and support colleagues to plan and undertake small tests of change

The implementation of 600 hours of

early learning and childcare for

eligible 2 year olds and 3 and 4 year

olds will commence in August 2014.

Improve the educational outcomes

for looked after children and young

people in terms of their educational

attainment, post school destinations,

increased school attendance and

reduced exclusion.

Equipping Children and Young

People for the World of Work

Develop virtual work experience

in collaboration with Ayrshire

Chamber of Commerce

Extend the East Ayrshire

Council Activity Agreement

Programme

Wider Achievement

Implement electronic pupil

profiles using Learner Journey

and GLOW.

Further development of the

reach of the Creative Minds

Learning Network in partnership

with Creative Scotland

Lifelong Learning

Development of Connected

Children and Young People’s

Communities with partner

agencies

Implementation of General

Teaching Council of Scotland

(GTCS) revised Professional

Review and Development

process and introduction of

Professional Update.

Post Registration Training and

Learning for early learning and

childcare practitioners.

Appendix 1

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WHAT KEY OUTCOMES HAVE WE

ACHIEVED?

Children and Young People’s

(Scotland) Act 2014

11. The entitlement to 600 hours of early

learning and childcare for all 3 and 4

year old children was introduced in

August 2014. This entitlement was also

extended to 2 year olds who are, or

have been at any time since their 2nd

birthday; Looked After; subject of a

Kinship Care Order or have a parent

appointed guardian.

12. As of 1 October 2014, a further

entitlement was introduced for 2 year

old children of parents in receipt of

certain qualifying out of work benefits.

13. In academic year 2014-15; 2,684

children aged 3 and 4 years and 143

children aged 2 years, accessed early

learning and childcare (April 2015).

Raising Attainment

14. National 4 and National 5 courses

have been fully implemented. National

6 (Higher) courses have been

implemented successfully in most

subjects. The remaining subjects and

all National 7 (Advanced Higher)

courses will be implemented in

academic session 2015/6.

15. Head Teachers and their management

teams continue to use the Insight

Senior Phase Bench Marking Tool to

assist with self-evaluation and

improvement.

16. In keeping with the principles of the

Curriculum for Excellence INSIGHT

focusses on achievement at the point of

exit from school, rather than at the end

of each stage, although it still allows

users to drill down to cohort, level,

subject or socio-demographic

characteristics of pupils. The main

analysis of 2015 attainment and

achievement for secondary schools will

be published at the end of February

2016 following the publication of school

leaver statistics from Skills

Development Scotland.

17. 2014 - 15 S6 Results at Higher and

Advanced Higher

3+Highers@A-C = 40%: +1% against previous year, 5 year highest, 6% rise over 5 year trend. 5+Highers@A-C = 28%: +1% against previous year, 5 year highest, 6% rise over 5 year trend 1+Advanced Highers@A-C = 14%: 1% decrease against previous year, +3% rise over 5 year trend

18. All three measures indicate an encouraging and continuing upward trend over a 5-year period. The trend indicates that progress is being made overall but measures from individual schools indicate a mixture of results from previous sessions rather than a consistent, even increase. 2014-15 S5 Higher Results

19.1+Highers@A-C = 56%: +6% against

previous year, 5 year highest, 16% rise against 5 year trend. 3+Highers@A-C = 35%: +5% against previous year, 5 year highest, 13% rise over 5 year trend 5+Highers@A-C = 14%: +2% against previous year, 6% rise over 5 year trend

Appendix 1

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20. All three measures indicate a

continuing upward trend over a 5-year

period. All measures indicate a

significant increase from last session

with this year’s results representing a 5

year high in all measures. Measures

from individual schools indicate greater

consistency in most measures but

further analysis will be completed.

“From S4 to S6, the school is making

very good progress in improving young

people’s attainment. By S4, increasing

numbers of young people are attaining

a literacy and numeracy award at

National 4 and National 5 level or

equivalent. By S6, young people build

well on their prior attainment, including

those who attain to the highest level in

the Scottish Baccalaureate. Almost all

young people are successful in moving

on to employment, training or further

learning on leaving school. Almost all

young people with additional support

needs are making good progress in

their learning.”

Stewarton Academy, Education

Scotland, November 2014

Literacy and Numeracy

21. Through the establishment of

Numeracy Hubs, our Numeracy

Leaders supported establishments in

engaging with the Scottish Survey of

Literacy and Numeracy (SSLN)

Reports and Professional Learning

Resources. Colleagues attended

National Forums and disseminated

information and guidance on national

developments. Resources to support

targeted intervention were provided.

22. Following the successful pilot in

2013/14 of the Literacy and Numeracy

Assessment Toolkits, these

assessments were used effectively in

2014/15 in almost all primary schools

and some secondary schools to provide

evidence of children’s progress and

achievement and to support valid and

reliable professional judgements.

Practitioners who used them reported

that this was a more robust way of

assessing, combining elements,

making it easier to assess progress.

Young people also commented that the

assessment tools helped them in

identifying things they were doing well

and areas that they needed to improve.

23. A practitioner from every early

childhood centre was trained in the

Bookbug Session Leader training. As a

result, the Bookbug programme has

created stronger links between home,

centres and libraries which in turn has

increased children’s engagement in

literacy activities.

24. East Ayrshire Support Team (EAST)

demonstrated their commitment to

early intervention by providing blocks of

targeted input in the Primary 1-3

stages. In Primary 1, there were 103

pupils across 18 establishments who

accessed targeted literacy support from

the team; the Early Level Literacy

Assessment Tool (ELLAT) diagnostic

assessment was the main tool used to

identify the focus. In Primary 2, the

team supplemented EAST’s allocation

of ‘Closing the Literacy Gap’ (CLG)

input to identified pupils. In total, 66

pupils received an average of 32

lessons delivered on a 1-1 basis. The

Quest screener assessment tool,

administered across all East Ayrshire

establishments, identified twenty

primary establishments who would

benefit from additional targeted support

for their Primary 3 cohort of pupils. In a

bid to build capacity, EAST delivered a

model where some of the pupils with

Appendix 1

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the greatest literacy difficulties were

directly supported by their class

teacher. In total, 43 pupils received this

support and an additional 91 were

supported by the Raising Attainment

teacher from EAST.

25. In all of these targeted interventions pre

and post assessment information is

collated to measure impact and shared

with stakeholders through EAST’s

summary report.

Science, Technology, Engineering and Mathematics (STEM)

26. The Primary Engineering STEM

Programme is in its second year of the

three year development plan. The

industry links have been a success with

the young people clearly connecting

their work in school to future careers.

The training courses that have been

delivered to staff are supporting the

Digital Technologies outcomes along

with providing meaningful learning.

27. The Primary Engineer Programme has

had a significant impact on supporting

the STEM learning experience in

primary schools and early childhood

centres. In secondary schools, the

STEM curricular areas have also been

further enhanced through the ongoing

development of strong engineering

career links supported by Science

Connect, The Institute of Physics and

The Society of Chemistry. A number of

Learning Communities have

successfully developed STEM as a

transition focus.

28. The number of associated engineers

has grown from 22 to 39, reflecting an

increased contribution from parents

and carers. The ‘link’ engineers in each

establishment have greatly supported

the pupils’ educational experiences by

highlighting how the skills learned in

class link with the everyday

environment of work. Qualified

engineers also work with primary

schools to follow the Scottish

Engineering Leaders

Awards programme, which involves a

broad, innovative range of experiences

for pupils. Links with the Morphy

Richards Science Centre at Dumfries

House also continue to flourish.

29. A significant range of training has

taken place to support the programme,

with all primary schools having at least

2 members of staff trained in Basic

Structures and Mechanisms (SME1)

and over 50 members of staff trained in

SME 2. 89 Early Years staff have been

trained and 4 secondary schools have

received significant support.

30. A key event in the Primary Engineer

calendar is the Celebration Event. This

year, establishment participation

increased from 9 to 43, with all entries

being of an exceptionally high standard.

East Ayrshire once again made a

strong showing at this year’s Scottish

Engineers Leaders Award National

Finals with 6 winners in the P1 – P7

category and a first time winner from

Park School secondary department.

31. The Scottish Leaders Award once

again has brought National success to

our schools this year. This year 6 young

people won an award within their age

group. This work links all STEM

subjects with Literacy providing the

young people knowledge and

experience of what is required for the

world of work.

Health and Wellbeing

Appendix 1

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32. In 2014/15, children and young people

continued to take part in awareness

raising roadshows such as:

Substance Misuse (SPICE)

Relationships, Sexual Health and

Parenting (RSHP)

No Knives Better Lives

33. Initiatives including, Jenny the Bear,

SPICE, multiagency road shows and peer mentoring have continued and given children and young people information on substance misuse and its effects. 93% of the 1,214 young people who attended the SPICE Road Show would recommend it to others.

34. To support children and young people

in each of our secondary schools,

Positive Wellbeing Road Shows

were delivered in each of our

academies and evaluated. 1,214 young

people stated that they were more

aware of positive mental health

techniques and services available to

support them.

35. Embracing the Arts programme in St Joseph's Academy was featured in Times Education Supplement and at the Scottish Learning Festival. Training was also provided for parents, carers and staff.

36. Supported by Police Scotland, the roll out of the Mentors in Violence Prevention (MVP) gender based violence programme was extended. In session 2014/2015, five secondary schools delivered the programme.

Looked After Children

37. Improving outcomes for looked after children and young people remains a

high priority. Work continues to reduce out-with authority placements and improve outcomes for our looked after young children. A pupil practice document was created as a result of the pupil support review. This is increasing the knowledge and expertise of staff in supporting looked after children and young people.

38. East Ayrshire Support Team (EAST)

places the needs of our looked after

children (LAC) at the heart of its

provision. Using information accessed

from EAST’s database, the number of

LAC children and young people

supported by EAST in Session 2014/15

increased from 111 to 132; support

focused on Primary 3, Primary 5 and

Secondary 5. In additional to the core

support allocation, schools can also

access targeted support for LAC

learners who require a block of targeted

input for literacy, numeracy, health and

wellbeing or homework support. Over

the session, 21 children and young

people accessed this support.

Equipping children and young

people for the world of work

Develop a Range of Initiatives

39. Increasing the number of young people in positive and sustained destinations remains a priority for both national and local government. The publication of the follow-up survey of leaver destinations published in June 2015 showed the proportion of leavers who were in a positive destination in October 2014 was 93.1% and, by the follow up survey in March 2015, this had risen by 0.5 percentage points (pp) to 93.6%. In comparison, nationally, the proportion of leavers who were in a positive destination in October 2014 was 92.3% and by the follow up survey

Appendix 1

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this had fallen to 91.5%, a decrease of 0.8pp. The percentage of leavers from East Ayrshire Council reported in a positive destination in March 2015 was 2.1pp, higher than the national average.

40. Figures from Youthlink Scotland, the national coordinating organisation for Activity Agreements, showed that the East Ayrshire programme delivered through the Council’s education services supported 142 participants in 2014/15 and the percentage of young people progressing into further learning, training or employment exceeded national figures in all 4 quarters of the year. In quarters 1 and 2, 100% of young people completing their Activity Agreement progressed into positive destinations; the quarter 3 percentage of 94% of completers moving into positive destinations was 22% above the national average while in quarter 4, the 82% East Ayrshire percentage of positive progressions was 18% above the national percentage.

41. The annual Sir Tom Hunter Challenge event took place in Doon Academy on in June 2015 where the nine East Ayrshire Academies and, for the first time, Park School, took part in the entrepreneurial challenge to come up with a new product or innovation. East Ayrshire schools also took part in the Young Enterprise Ayrshire final in April 2015 with young entrepreneurs from Stewarton Academy winning the top prize on the evening. The inter-school design competition Interaction 2 was launched in Ayrshire College in November 2014. The competition is led by David Ross (Keppie Design) and schools were asked to design a ‘learning space’ for the new Kilmarnock Campus of Ayrshire College. The final took place at Council Headquarters in

February 2015 with Cumnock Academy the eventual winner.

42. The continuing partnership between education and the Ayrshire Chamber of Commerce and Industry gives young people the opportunity to engage regularly with a range of business people and we look to extend and enhance this offer during session 2015/16.

43. In 2014/15, the Chamber of Commerce made 1842 placements available to East Ayrshire learners as part of the school work experience programme. In the coming year, the publication of a new National Standard for Work Experience and the implementation of Developing the Young Workforce will necessitate a renewed focus on the impact and quality of work experience for our young people as they prepare to progress into the world of work.

Wider Achievement 44. Further work on the development of

electronic pupil profile has been carried

out in 2014/15 to facilitate the recording

of children and young people’s

achievements both at school and in the

community.

Creative Minds

45.In 2014/15 the Creative Minds

Learning Network (CMLN) has

successfully established a much

improved understanding and

awareness of creativity across all areas

of the curriculum, far beyond the

expressive arts, which include contexts

to develop skills for learning, life and

work as well as key areas of Literacy,

Appendix 1

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Numeracy, Health and Well-being.

Particular focus has been placed on the

acquisition of creative skills and the

impact this may have on attainment. In

response these events and training,

strong mechanisms have been trailed

facilitating the measurement of impact

providing evidence to shape future

projects and strategic planning.

Instrumental Music Service

46. In 2014, East Ayrshire Music Service

was recognised by the National Music

Council of Great Britain and was once

again been awarded the prestigious

Major Trophy. The record covering the

past ten years of 4 Major Trophies, 6

Diplomas of Merit and 3 PRS

(Performing Rights Society) Awards is

unprecedented UK-wide.

47. A National Music Council

spokesperson has previously said: “For many years now, East Ayrshire has been operating at the top of its game, excelling in areas such as special educational needs provision, partnerships and continuing professional development (CPD) and this is reflected in the incredible provision East Ayrshire makes on an ongoing basis” Wider Achievement Awards

48. Wider Achievement continues to be

recognised as an important contributor

to improved attainment, particularly for

those young people who have become

disengaged and who subsequently

experience success through outdoor

learning, or perhaps participation in a

team-building activity, which signposts

a new direction or a change of attitude.

Wider achievement is open to all and all

can benefit from participation in this

type of activity where learning is not

confined to the classroom.

49. Schools continue to develop and refine

wider achievement programmes. As a

result of the new Insight benchmarking

tool being implemented secondary level

pupils will have wider achievement

activities which carry SCQF tariff points

formally recognised along with group

award qualifications which previously

did not feature in formal publication of

statistics.

50. Reflecting the revised senior phase

curricular structures and the support

from the Business Enterprise Fund

coupled with strong partnerships with

colleges and local businesses, pupils

have access to an extensive range of

non-SQA courses, including: Caritas,

Duke of Edinburgh, John Muir, Activity

Leadership, Caledonian Awards, RYA

Sailing Award, Dynamic Youth Awards,

ASDAN Awards, New Horizon,

Transition Challenge, Towards

Independence, Health & Wellbeing

Awards (Level 3, 4 & 5), Employability

Awards, SFW, Saltire, People in

Society, Sports Ambassadors,

Personal Development, CREST

(Science Award), National Navigation

Award, HeartStart, Junior Sports

Leader Award (JSLA), Community

Sports Leader Award (CSLA), Young

Enterprise, Mark Scott Leadership for

Life Award.

51. Over the last year we have continued

to work with a range of partners

including the Council’s Vibrant

Communities Service. The Duke of

Edinburgh Award is now undertaken at

Bronze, Silver and Gold levels. The

award is being offered in all 9

academies, 2 special schools and two

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community based open groups

providing additional avenues to

participate within the Award. This work

has resulted in the achievement of over

52 Duke of Edinburgh Awards being

achieved in 2014/15 across bronze and

silver levels.

“I have really enjoyed helping at

Brownies. I have loved getting to know

the girls and assisting them each week.

I also feel my confidence has grown”

Bronze Duke of Edinburgh participant,

Loudoun Academy, 2014-15

Lifelong Learning

Equalities

52. Access to quality services is an entitlement for all learners irrespective of where they live in East Ayrshire, or their gender, race, ethnicity, disability, sexual orientation, learning difficulty or disadvantage.

53. The Council is committed to meeting the Public Sector Equality Duty and ensuring equality of opportunity and social inclusion for our pupils and employees and as such has produced and Equality Mainstreaming and Equality Outcomes report which sets out how we will mainstream and progress equalities throughout education.

54. Through further mainstreaming equality into what we do, we will build on our work to date and:

embed the culture across all educational establishments which fosters respect, choice and understanding and values diversity;

continue to ensure that unlawful discrimination, harassment or bullying is not tolerated;

better understand and address

the needs of different groups;

continue to ensure that our strategies, policies, services and plans are assessed in relation to their impact, particularly on groups and individuals who share protected characteristics; and

importantly, improve outcomes for all of the people who live and work in East Ayrshire.

55. Best practice activities in relation to

equalities are showcased across the

Council. Educational establishments

engage fully with these events to keep

equalities at heart of what we do.

56. The range of events noted below

support the promotion of diversity:

Holocaust Memorial Day;

LGBT History Month, including the annual flag raising;

International Women’s Day;

Gypsy Roma Traveller Month;

Learning Disability Week;

International Day for Older People;

Anti-bullying Week; and

International Men’s Day.

57. Early Childhood Centres have

supported the Violence Against Woman

Partnership by taking part in the 16

days of Action Against Violence during

the months of November and

December. The focus for early years

during the 16 Days of Action over the

last 2 years has been promoting

positive relationships in the early years.

58. Examples of activities that have taken

place in centres to support the 16 days

of action are:

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open days

inviting parents into centres and providing workshops to inform parents how staff work with the children to promote positive relationships.

inviting parents to take part in play activities with the children

Rights Respecting Schools

59. Supporting the embedding of children’s rights across the curriculum the department has been working in partnership with UNICEF. The initial course provided an introduction to the UN Convention on the Rights of the Child and UNICEF UK's Rights Respecting School Award (RRSA). Leaders from all newly registered schools attended this course and provided strategies to involve and inform all members of their school community explaining how to work towards the Recognition of Commitment Stage.

Leadership and Communities of

Practice

60. Secondary Head Teachers’ Communities of Practice have worked on research into specific aspects of curricular design, support for pupils and wider achievement. This has provided a strong foundation for the further development of curricular models.

61. Subject Communities of Practice for class teachers and curriculum leaders are fully established with the use of SQA trained Nominees central to their success. Good practice is shared and levels of approval in SQA verification has been very high.

Tapestry Programme - Deep Learning

62. In its final year, this programme, which includes teachers from Kilmarnock, Loudoun and Cumnock Learning Communities, continues to have a direct impact on classroom practice through the opportunity to understand the nature of deep learning. Many schools now have Teacher Learning Communities which will continue to promote and embed the work across establishments.

Community Leadership

63. Leadership opportunities are provided for young people through various programmes including Sports Leaders, Dance Leaders and Young Ambassadors. In 2014-15, 211 young people took part - an increase of 111 young people from the previous year.

Inspection Reports

Care Inspectorate Reports 2013-

2014

64. There were 5 early childhood centres and 3 partner centres inspected during 2014 – 2015. All centres were graded good or very good across the themes inspected. One centre was graded excellent across 2 themes.

Excellent Very good

Good

Quality of care and support

6 2

Quality of environment

6 2

Quality of staffing

1 5 2

Quality of management & leadership

1 5 2

Quality of Management and Leadership “We found that the Head of Centre's pro-active approach to inclusion and

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involvement had resulted in many opportunities for families to actively participate in service developments. The innovative and user friendly pictorial improvement plan had proved to be particularly effective. We could clearly see that this was a responsive and continually evolving working document.” Quality of Staffing “We observed well-judged and supportive interaction between staff and parents. Staff offered reassurance and support to parent/carers through daily discussions and through their group work. They did this in a caring and respectful manner, giving parent/carers the confidence to accept offers of assistance” Hillbank Early Childhood Centre Care Inspectorate Report February 2015

School Inspection Reports 2014-15

65. Of the three inspections across

establishments in 2014-15 all achieved

very good in the themes listed below

and at least good in curriculum:

Improvements in performance

Children’s experiences

Meeting learning needs

Improvement through self-

evaluation

“The school is highly supportive of children who are most at risk of missing out. Staff act promptly and sensitively if they see difficulties emerging and introduce different ways for children to learn and achieve success.” Bellfield Primary School, Education Scotland, March 2015

“The school is working very effectively with a range of partners, including local

schools, to provide challenging experiences that help young people develop their self-esteem, confidence and skills for learning, life and work.” Willowbank School Education Scotland, April 2015 “Young people learn and achieve very well at Stewarton Academy.” (Stewarton Academy, Education Scotland, November 2014 )

Looked After Children

66. There has been an ongoing support

from the Education Psychological

Service with the Children’s Houses

following on from the successful

implementation of tailored nurture

training for all staff, and an evaluation of

the impact of the training undertaken.

67. This evaluation has informed the service now being delivered, which includes consultation and advice through attendance at House Team Meetings on a monthly basis; the introduction of a case study model to develop peer support, assessment and intervention approaches; and supporting implementation of nurture principles on similar basis to nurture networks with education.

68. Lead Education Psychologists have participated in the Childrens’ Houses Board on a regular basis, and now sit on the Violent Incident Review Group.

69. An audit of service delivery for the looked after population was undertaken, analysing the level of involvement and perceived impact. Data highlights greatest impact when involved at an early stage, with a high quantity of time being spent on placements out-with the authority. This is informing service delivery decision-making, progressing collaborative

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working around best approaches to reduce out-with placements and support more young people to return to East Ayrshire via the Alternatives Care and Education Board.

Exclusion

70. Overall exclusions have decreased

since 2010/11. We have maintained a

lower level of exclusions in general

terms, however there has been an

increase in exclusions in primary and

secondary schools. There has been a

further 50% reduction in exclusion in

the special school sector from the

previous year.

All sectors 2010/2011

2011/2012

2012/2013

2013/2014

2014/2015

East Ayrshire Incidents

718 768 733 534 650

- +7.0%

-4.6% -27.1 %

+21.7%

Attendance

71. Attendance in primary, secondary and

Special Schools has been maintained.

Attendance in SEN schools can be

affected by medical conditions of some

children and young people.

2010/11

2011/12

2012/13

2013/14

2014/15

Primary Schools

94.9%

95.2% 94.9% 95.3% 95.1%

Secondary Schools

90.6%

91.3% 91.4% 92% 91.2%

SEN Schools

94.0%

94.8% 95.4% 95.5% 94.9%

HOW WELL DO WE MEET THE

NEEDS OF OUR STAKE HOLDERS?

72. We continue to have a positive impact

on our service users. Our work in this

area is outlined below.

Continue Lifelong Professional

Learning

73. The revised model for Professional

Review and Development, linked to the

General Teaching Council Scotland’s

Standards, for teachers was fully

implemented.

74. All (211) eligible teachers successfully

completed the General Teaching

Council Scotland Professional Update

Process. The remaining teachers will

complete this over a five year rolling

programme.

75. Four Depute Managers and two Senior Early Learning and Childcare (ELCC) Practitioners completed the BA Childhood Practice in June 2015. Eleven Senior ELCC Practitioners continued their studies and 10 ELCC Practitioners began their studies towards the BA at the Universities of the West of Scotland and Strathclyde.

76. The BA Childhood Practice (SCQF level 9) is supporting early learning and childcare practitioners to gain a degree qualification, so it is likely there will be an increasing mix of graduate-level early years staff alongside those qualified to HNC (SCQF level 7) working in our early childhood centres and partner providers in East Ayrshire.

Nurture

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77.The East Ayrshire Nurture Framework

provides both a preventative and

proactive approach to supporting

children and young people

experiencing, or at risk of developing

social, emotional and behavioural

difficulties.

78. Education Psychological Service continues to lead on the delivery and development of nurture across East Ayrshire. Over session 14-15 this included the continued delivery and ongoing development of a four day nurture training programme across all sectors. This has led to the following developments:

All secondary schools have a nurture-based intervention in place, with the majority also developing whole-establishment nurture-based approaches within their relationships and behaviour policies.

The service has worked to ensure the ongoing implementation of the nurture based learning across all sectors following staff accessing the formal training. This has been done via the introduction of nurture networks – practitioner based practice sharing forums operating on Improvement Science model. This was initiated within early years, and has now been introduced in the primary and secondary sectors. The work with early years colleagues has been presented at a national conference for Educational Psychologists and also at the national Early Years Collaborative Learning Session as an example of innovative practice in sustaining improvement and change.

79. The Education Psychological Service has been undertaking an evaluation of the targeted nurture classes with a view to relaunching the East Ayrshire Nurture Class policy, developing a

Shared Service Level Agreement between the Local Authority and each establishment, and beginning to develop quality assurance and impact measures, including clarity on the role of community practitioners.

80. Nurture was originally introduced via some of our specialist provision and continues to evolve in our special schools and centres on a whole establishment basis.

Physical Education

81. Physical Education focused on high quality teaching and learning in core lessons. Over 200 early learning and childcare practitioners, primary and secondary teachers in East Ayrshire attended continuing lifelong professional learning sessions, including the Better Movers and Thinkers programme which has been developed by Education Scotland.

“This CLPL session has allowed me to

gain confidence when teaching fitness through skipping. A lot of ideas for warm ups and super ideas for differentiation, allowing every pupil to achieve. Fun activities and games with lots of red faces. Pupils loved the sessions”. “Pupils looking forward to PE more than before. They are keen to demonstrate and share what they are learning and achieving”.

82. Teachers can now access an Early Years and Primary PE Glow page, where they will find regular updates on CLPL opportunities, content support and can participate in professional dialogue regarding PE.

83. The direct teacher support during curriculum time and the CLPL calendar

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continues to offer excellent development opportunities that are increasingly raising the confidence of teachers in delivering high quality physical education across East Ayrshire.

Educational Visits

84. Learning in the world beyond the

classroom has given young people an

experience that is both engaging and

stimulating. It has helped learners

understand the relevance of classroom

lessons to other settings and makes the

link between school life and the rest of

life.

85. The following table shows the total annual number of out of school visits by sector; Early Childhood, Primary schools, Secondary schools and Special schools/service in session 2014-15.

86. Children and young people have a wide range of opportunities for learning outdoors including day and residential educational excursions.

“I saw parts of Kilmarnock I’d not been

aware of before – it really made me

appreciate the town more.” Emma,

Crosshouse Primary School

87. As multi day residential excursions can vary from either large whole school to very small participant numbers, it is important to understand the actual volume of opportunity of experiences to children and young people.

88.The data suggests that Early

Childhood Centres increased the

overall number of visits with fewer

participants per visit; primary schools

increased number of visits with an

equivalent corresponding slight

increase in participants; secondary

school visit number and participant

days more than doubled, both

recovering from the 2013-14 drop

caused by the implement of National

exams and reflecting the impact of the

secondary lead outdoor teacher

programme ; and Special Schools visit

opportunities increased in 2014-15,

recovering from the previous impact of

school merger and again benefiting

from the drive of the special lead

outdoor teacher programme. Very

significantly establishment led

adventure visits have increased by

300% in 2014-15 reflecting both the

leadership value of these experiences

and the increase in schools Duke of

Edinburgh Award expeditions as a

result of the Outdoor Learning Service

Basic Expedition Leader capacity

building programme, more schools

became self-sufficient offering Bronze

expeditions and the Outdoor Learning

Service were able to meet demand for

Gold expeditions across the

department.

Outdoor Learning

Sector Total visit

Participant/days

2014-15

% change

on 2013-

14

Education total 340900

Early Childhood 64117 +39

Primary schools 206212 +3

Secondary

schools 88626

+120

Special

schools/service 11946

+28

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89. Establishments continued to develop

improvement planning for outdoor

learning. 15 teachers achieved General

Teaching Council Scotland

Professional Recognition for Outdoor

Learning with the establishment of the

professional network; Learning

Outdoors Support Team.

90. A Strategic partnership was

established to better support schools,

with the national charity, Grounds for

Learning. The impact of the Lead

Outdoor Teacher programme is

reflected in the secondary and special

visit data. £100,000 investment. As

result 5 primary school grounds for

natural play projects were undertaken.

91. The Outdoor Excellence Awards and

sharing practice event was well

attended this year especially by

secondary and special establishments

with primary and early childhood

centres expressing the desire for it to be

held earlier in the term next year. The

two awards for Excellent Outdoor

Teacher and Excellent Outdoor

Practitioner went to Park School and

Onthank Early Childhood Centre.

Global Citizenship

92. Young people and children have had

the opportunity to experience and learn

about other cultures and countries.

93. Many East Ayrshire establishments

have developed international links. 10

schools (secondary, primary, special)

have an established partner school in

Sri Lanka. In 2014 a number of

reciprocal teacher visits to support joint

curricular projects took place. Many

other schools have established partner

schools either in Europe or beyond.

Learning for Sustainability

93. Work around learning for sustainability

has continued through Eco schools,

Fairtrade, Biodiversity, Food Waste,

Recycling, Soil to Plate and Energy

programmes. The Eco-School

Programme has remained well

supported across establishments

despite national restructuring of award

scheme. 30 establishments have

retained their green flag status

How good is the delivery of our

education processes?

Curriculum for Excellence

94. The targets outlined in the Curriculum

for Excellence Development Plan (3-

18) 2011- 2015 have been met.

92. The following sections outline the

achievements in relation to the above

plan.

Learning and Teaching

95. Establishments continue to utilise the

Learning and Teaching (Pedagogy)

Policy to improve practice and ensure a

consistent approach across the

Council. Development officers support

specific areas of development including

Literacy, Numeracy, Health and

Wellbeing, ICT and Learning Outdoors.

Assessment and Moderation

96. Moderation of assessment at all levels

has been put in place and is impacting

positively on improving learning,

teaching and assessment across the

sectors. All Learning Communities

regularly engage in professional

dialogue and this is supporting

colleagues developing a common

understanding of standards.

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97. Secondary schools have focussed on

the assessment of the new National

Qualifications. Baseline data on

literacy and numeracy was published in

2015. Staff continue to work to improve

confidence, accuracy and application of

assessment data.

Recording and Reporting

98. Schools have successfully

implemented revised reporting systems

and all reports to parents using the

Curriculum for Excellence levels.

Trialling and planning of an e-portfolio

system continues although many

establishments have developed

internal alternatives which enable

learners to log and celebrate their

attainment and wider achievement.

Further development of the use of the

electronic e-portfolio, Learner Journey,

will continue.

Experiences and Outcomes

99. Staff are very familiar with the

Experiences and Outcomes outlined

within Curriculum for Excellence

including those that are the

responsibility of all. Staff have worked

collaboratively across the sectors to

ensure that information shared around

key transition points is improved.

Learning Communities include this in

their planning and it is discussed

regularly.

Literacy, Numeracy and Health and

Wellbeing

100. Throughout the course of the

Curriculum for Excellence

Development Plan, separate teams

have been established to overtake the

priorities relating to the 3 following

areas.

Building your Curriculum

101. Establishments have reviewed their

curriculum structures to ensure that

entitlements of Curriculum for

Excellence are being met for all

learners.

102. Secondary schools have continued to

focus on the development of a Broad

General Education (S1-S3) and Senior

Phase (S4-S6) curriculum including a

increased focus on Developing

Scotland’s Young Workforce.

103. Secondary schools have developed

curricular models which are planned to

meet the needs of their learners and are

unique to their own context. This is

done in consultation with the education

manager.

104. Ensuring that post 16 learners secure

a positive destination remains a focus

which involves continuing to review the

Senior Phase curriculum to ensure it

balances academic qualifications with

vocational learning for all pupils.

105. New National Qualifications have

been developed and embedded from

National 3 to National 6 (new Higher).

National 7 (new Advanced Higher) is

being developed and will be delivered

in session 2015-2016.

Monitoring and Evaluation

106. Improvement through self-evaluation

has been a central focus throughout the

implementation of Curriculum for

Excellence Plan.

107. All establishments have continued to

develop systems to evaluate their own

performance. This has been supported

by the introduction of Learning Reviews

in the primary sector. This will be

developed further to include secondary

schools in academic session 2015-16.

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108. The Planning for Learning Policy will

be launched in session 2015-2016

which will support schools in achieving

the increased expectations as set out in

in the Education Scotland Advice Notes

on increased expectations.

Embedding Early Level Practice

109. Embedding Early Level Practice (EELP) was extended to 9 early childhood centres with their associated primary schools. An evaluation of the impact of EELP was conducted and the following key findings noted:

EELP was positively impacting on

its intended outcomes and children

were found to be highly engaged

in sessions.

EELP was found to be improving

children’s transition between Early

Childhood Centres and Primary 1.

This was due to the children

becoming more familiar with the

P1 teacher and the P1children still

having regular contact with early

learning and childcare practitioners

when they begin school. Activities

within the school environment

were also preparing the pre-school

children for school.

Staff in the early childhood centre

and primary schools met regularly

to plan together, share resources

and information.

Many teachers reported that EELP

had increased their knowledge of

active learning approaches with

some commenting that this had led

to making changes to the

classroom environment and

teaching practice.

HOW GOOD IS OUR MANAGEMENT

AND LEADERSHIP?

110. There has been continued

improvement in key areas such as,

attainment and positive post-school

destinations. This has been a result of

successful partnership between the

Directorate, Senior Education

Managers and Heads of Schools and

Early Childhood Centres.

111. Head Teachers and Heads of Early

Childhood Centres continue to work

collaboratively across and within

learning communities. Work continues

to progress Early Childhood Networks

to be the vehicle for greater

collaboration between public, private

and voluntary sectors to give parents

and families the support and services

they need and help children, families

and communities secure outcomes for

themselves

112. In Session 2014- 2015 (Year 1 of 3

year cycle) 17 primary schools and

Early Childhood Centres had a

Learning Review. Twelve peer head

teachers and officers were involved in

the Reviews. Education Scotland

provided initial training for these

officers. Of the group, 4 of these officers

are already Associate Assessors with

Education Scotland so have relevant

experience in classroom/playroom

observations.

113. In the pilot Learning Review

programme the areas of the curriculum

covered were:

Literacy

Numeracy

Health and Wellbeing

Meeting children’s needs

Global citizenship

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The response to the programme has

been overwhelmingly positive from both

head teachers of the establishments

and those involved as peer reviewers.

The fact the process is driven by

observation and dialogue rather than

paperwork has been welcomed by all.

Head teachers have enjoyed the

opportunity to discuss and share

expertise and ideas. Many have

followed up the reviews by visiting other

establishments or sending their own

staff to other schools. This opportunity

to build networks and to share practice

can only help to strengthen a shared

vision of what excellent learning,

teaching and assessment looks like.

WHAT IS OUR CAPACITY FOR

IMPROVEMENT?

114. Our summary of priorities 2015 –

2016 are:

Children and Young People’s

(Scotland) Act 2014

Increase the cohort of 2 year old

children entitled to early learning

and childcare in line with eligibility

for free school meals, commencing

August 2015

Preparatory work for the

implementation of the Named

Person Service

Raising Attainment

Benchmark National 4 and 5 exam

data against virtual comparator

schools

Refresh the Learning and teaching

Policy to reflect the priorities in

Literacy and Numeracy within the

National Improvement Framework.

Reduce the gap between our most

and least social advantaged groups

as part of the National Attainment

Challenge.

Continuation of the STEM

Programme in all establishments

Continue to develop and assess the

impact of the Creative Learning

Network with particular relation to

supporting creativity across the

curriculum.

We will set our priorities for 2014-2018 to further develop integrated service delivery though partnership working

We will establish an Early Years (EYC) and Raising Attainment for All (RAFA) Collaborative Leadership Group to provide leadership for colleagues across the Community Planning Partnership involved in using the improvement science methodology to support projects involving children, young people and their families as part of the EYC and RAFA.

We will consult with a representative group of parents, who have children under school age, about models and flexibility of early learning and childcare. The aim is to develop a high quality system of early learning and childcare that meet a range of needs and is manageable and affordable within the resources available.

We will deliver training to early years staff on the use of the new early learning and childcare national practice guidance Building the Ambition. This guidance builds upon Pre-Birth to Three and Curriculum for Excellence early level from 3 years to 6 years and sets out the experiences and interactions necessary to deliver the learning journey at the most

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important developmental stage for babies, toddlers and young children to promote wellbeing, communication, curiosity, inquiry and creativity.

Continue to improve the

educational outcomes for looked

after children and young people in

terms their educational attainment,

post school destinations,

increased school attendance and

reduced exclusion.

Alternative solutions are required

to support children who are

identified as being at risk of

low/non-attendance. Plans include

a review of Standard Circular 76a

within the context of the

implementation of the Children and

young People’s Act, and

corresponding review of Standard

Circular 76: GIRFEC. A working

group will be convened to progress

approaches to improve attendance

rates further.

Further work is required in

addressing the challenges relating

to children who are at risk of

exclusion or disengaging with

education. Work is underway

within and across establishments,

and on a strategic basis, focusing

on practical alternatives to

exclusion that lead to better

outcomes for children and young

people. This will include the

continued implementation of

targeted and whole-establishment

nurture approaches, and the

development and implementation

of a Relationships Framework for

Children and Young People’s

Services. Approaches will take

guidance from forthcoming

revisions to Included, Engaged

and Involved Part 2: A Positive

Approach to Managing School

Exclusions: Education Scotland.

Equipping Children and Young

People for the World of Work

Increase proportion of school

leavers in sustained positive

destinations.

Continue to ensure that every

young person in the

Opportunities for All cohort

receives an appropriate offer of

further learning or training.

Wider Achievement

Implement the certificate of

achievement as part of the

ongoing development of

electronic pupil profiles using

Learner Journey and GLOW.

Introduction of the Institute for

Engineering for children and

young people as part of our

STEM initiatives.

Build stronger connections between the Creative Minds Learning Network (CLMN) and young people through engagement with the Ayrshire Youth Arts Network.

Promote creative approaches to learning, teaching and assessment by offering a variety of training opportunities and resources, which clearly exemplify the application of creative skills in a variety of contexts.

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Lifelong Learning

Development of Connected

Children and Young People’s

Communities with partner agencies

Implementation of General

Teaching Council of Scotland

(GTCS) revised Professional

Review and Development process

and introduction of Professional

Recognition.

Reports

115. The following reports are referenced

within the Standards and Quality

Report (2014-15)

Curriculum For Excellence

Improvement Plan (2011-15)

East Ayrshire Council Learning,

Teaching and Assessment policy for

(2013)

East Ayrshire Council Strategic

Priorities Report (September 2014)

East Ayrshire Council Children and

Young People’s Service Plan (2011-

15)

East Ayrshire Education Service

Plan (2014/15)

East Ayrshire Council Nurture

Framework

East Ayrshire Respectful

Relationships Policy (2014)

East Ayrshire Council’s 3-18

Substance Misuse Programme

GTCS Draft guidance for Continuing

Lifelong Professional Learning

HMIE/Care Inspectorate Reports

(2014-15)

National Improvement Framework Draft

(2015)

National Practice Guidance on Early

Learning and Childcare: Building the

Ambition (August 2014)

School Leavers Destination Return

(SLDR, 2014)

Stakeholder Views

116.Stakeholder views – further

responses are available in relation to

the key priorities.