Eilean Siar National Improvement Framework Item 13B... · 10. Eilean Siar NIF Improvement Plan 2017-18 Consultation Schedule . ... grow in confidence and develop wide ranging abilities

Appendix 1:

Achieving Excellence and Equity

Eilean Siar

National Improvement Framework

Improvement Plan & Attainment Report – August 2017

AMR20701 - Eilean Siar NIF Report 2017

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INDEX

Introduction

Context

Priority 1 – Improvement in attainment, particularly in literacy and numeracy

Early Years

Broad General Education

Senior Phase

Priority 2 – Closing the attainment gap between the most and least disadvantaged

Early Years


Senior Phase

Priority 3 – Improvement in children and young people’s health and wellbeing

Early Years

Broad General Education and Senior Phase

Priority 4 – Improvement in employability skills and sustained, positive school -leaver destinations for

all young people.


Senior Phase

Conclusion

APPENDICES

1. Eilean Siar PTE and PTM Standardised Assessment data 2017 2. Practitioner-led Quality Assurance report – June 2017

3. Insight National Measures 2017 4. SQA Results 2017 Overview 5. PEF Funding – Individual School Allocations

6. 2017 CAPSS Data 7. 2016-17 Organised Physical Activity infographic 8. Active Schools infographic

9. Summary of key improvement priorities 10. Eilean Siar NIF Improvement Plan 2017-18 Consultation Schedule


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Comhairle nan Eilean Siar shares the vision for education in Scotland, which seeks:

Excellence through raising attainment: ensuring that every child achieves the highest standards in

literacy and numeracy, set out within Curriculum for Excellence levels, and the right range of skills,

qualifications and achievements to allow them to succeed; and

Achieving equity: ensuring every child has the same opportunity to succeed, with a particular focus on

closing the poverty-related attainment gap.

These aims are embodied in the four key priorities of the National Improvement Framework:

Improvement in attainment, particularly in literacy and numeracy

Closing the attainment gap between the most and least disadvantaged children

Improvement in children and young people’s health and wellbeing

Improvement in employability sk ills and sustained, positive school-leaver destinations for all young people

Introduction

The Eilean Siar NIF Improvement Plan and Attainment Report outlines a strategy-based narrative in relation

to the four priorities, describing: measures which have been taken thus far in the authority to address the

priorities; needs arising from analysis of a range of data and the key measures which will be taken in 2017-18,

to secure improved outcomes. Appendices provide: more detailed information in relation to the narrative,

including full reports on attainment in the Broad General Education and Senior Phase; a summary of key

actions and the plan for consultation across the authority .

Context

Planned improvements align with the Corporate Strategy and the Single Outcome Agreement (SOA).

Strategic Objectives provide the overarching framework, specifically: 3.1.1 Provide greater links between

education and training and employment providers ; 3.1.2 Ensure that children and young people continue to

grow in confidence and develop wide ranging abilities that prepare them for study, training or employment;

3.1.3 Promote a renewed focus on vocational training and joint work ing with partners to deliver courses and

training that meet local demand from students and employers and 3.1.7 Continue to deliver Gaelic Medium

Education. Similarly, SOA Local Outcome 3: The people of the Outer Hebrides are well educated, well trained

and well sk illed, provides the context for development.

In addition, this plan aligns with the Outer Hebrides Children and Young People’s Services Plan 2015-2018,

produced by the Outer Hebrides Children and Young People’s Planning Partnership and based on the

Wellbeing Indicators.

Recent evaluations from HMIE inspections and local quality assurance activities, including ASE (Assisted

Self-evaluations) also inform the narrative. Two inspections carried out in 2015-16 rated both primary schools

as Good in all Quality Indicators, except QI 5.1 The Curriculum, which was judged to be Satisfactory, with

their associated nurseries rated as Satisfactory in all key indicators except QI 5.9 Improvement through Self-

evaluation, which was judged to be Good. The one inspection carried out in 2016-17, in one of the smaller

primary schools, under the new HGIOS?4 model, rated all indicators as Good, apart from Leadership of

Change, which was rated Satisfactory: the associated nursery was evaluated as Good for two indicators

(Securing children’s progress and Ensuring wellbeing, equality and inclusion) and Satisfactory for two

indicators (Leadership of change and Learning, teaching and assessment). Local authority quality assurance,

specifically Assisted Self-evaluation, rated the primary school involved as Satisfactory in the selected Quality

Indicators. Other local authority quality assurance activities in 2016-17 related to HMIE follow-through or

update reports.


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Priority 1 – Improvement in attainment, particularly in literacy and numeracy

Early Years

Improvement work in Early Years has focused on Early Years Collaborative Workstreams, which are part of

the Scottish Government Children and Young people’s Improvement Collaborative (CYPIC). These include

Play, Talk , Explore, Rhyme Time and Teaching Children to Listen. Early Talk Boost was trialled in one

nursery from February 2017, indicating that almost all children made notable progress.

Analysis of the June 2017 CAPSS (Child’s Assessment Prior to Starting School , specifically identifies speech

and language sk ills development as an area for improvement (66.8% of children assessed had fully achieved

their expected milestones, 30.5% were satisfactorily progressing towards these milestones, whilst 2.7% had

not achieved satisfactory progress in at least one area).

Planned strategies to address deficiencies will include:

full implementation in 2017-18 of the Emerging Literacy programme in all nurseries to address

phonological barriers. This approach, delivered in partnership with Northern Alliance colleagues who have

delivered training to all Eilean Siar Early Years staff in 2016-17, is expected to achieve an increase of at

least 10% in the number of pre-school children fully achieving speech and language milestones prior to

starting school by June 2018.

roll-out of the Early Years Talk Boost from the pilot in one nursery to 6 nurseries by June 2018. Early

Talk Boost tests are implemented by nursery staff, supported by Speech & Language colleagues, through

the CYPIC employing the PDSA (Plan – Do – Study – Act) improvement methodology and is expected to

achieve a six-month improvement in the speech and language skills of the target group, during the nine-

week programme.


Strategies such as the Emerging Literacy and RAFA programmes have had a positive impact on learning.

Emerging Literacy staff training in three pilot primary schools has led to clear, structured assessment and

intervention cycles, with notable improvement in phonological development.

Following initial staff training, almost all primary and three of the four secondary schools in Eilean Siar have

adopted the RAFA (Raising Attainment for All) methodology, in one or more classes, to improve aspects of

literacy, numeracy or health and wellbeing, for individuals or small groups. Almost all projects have shown

improvement in aspects such as spelling, phonological awareness or mental maths.

Number Talks training for all primary and secondary Maths staff, by the Eilean Siar Numeracy Champion has

led to the introduction of this approach in a number of primary schools, building confidence, clarifying

understanding of mental strategies and promoting pupil-led learning. Approaches used to promote reading

and to develop pupil-led learning include Reciprocal Reading and Literature Circles. Buddy reading schemes

are also used in many primary and secondary schools to support and develop the confidence of those who

may experience difficulties.

Ensuring all staff clearly understand and consistently apply standards is central to improvement. To this end,

Local Quality Assurance Groups (LQAGs) involving all primary teachers and secondary English, Gaelic and

Mathematics teachers, collaboratively plan at cluster level, with follow-up moderation of planners and related

pupil evidence. In addition, schools undertake in-house collaborative planning and moderation activities.

Curriculum for Excellence ‘Achievement of a Level’ data, quality assured at authority level and at cluster level

by practitioner-led quality assurance teams in eight of the twenty-four schools in June 2017, indicates that,

although percentages of learners achieving Third level at the end of S3 are well above the CYPIC national

stretch aim of 85% in all aspects of English and Gaidhlig literacy, percentages at P1, P4 and P7 are currently

below the national target. Percentages of learners achieving the anticipated milestones in numeracy are

below the 85% aim at all stages. See Appendix 2 for full report.


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Analysis of 2017 standardised assessments, Progress Tests English (PTE) and Progress Tests Mathematics

(PTM) indicates that the percentage achieving the Mean SAS score or above is significantly higher for PTE

than PTM at the S2 stage. In addition, analysis by gender shows that the percentage of girls achieving Mean

SAS or above is significantly higher at all stages of PTE whereas boys perform significantly better than girls in

PTM at S2. See Appendix 3 for full report.

Key strategies to improve attainment in literacy and numeracy in 2017-18, across the Broad General

Education include:

Roll-out of the Emerging Literacy programme from the initial three pilot schools to an additional six

schools. Training is provided by the Northern Alliance representative and three Emerging Literacy

‘Champions’ (one per Improvement Hub) across the authority, whose role will be to support colleagues in

planning, implementation of strategies and improvement-data gathering.

Training of all primary and secondary staff in the RAFA (Raising Attainment for All) improvement

methodology, during August 2017 in-service, with whole-school and individual class projects to run

thereafter, focusing, in primary, on the specific aspects of literacy and/or numeracy which require

improvement and in secondary, on the Education Endowment Foundation strategies which research has

shown make the most impact on learning and attainment i.e. provision of quality feedback and meta-

cognition and self-regulation (learners regularly reflecting on their learning, setting their improvement

targets and measuring their progress towards those targets). Part of the Scottish Government’s CYPIC,

RAFA also uses the PDSA approach, with regular data-gathering and rapid review/revision of strategies

to secure improvement.

Assessment and moderation processes, to ensure all staff have a clear understanding of standards and

that these are consistently applied. The LQAG (Local Quality Assurance Group) approach of collaborative

planning of aspects of literacy and numeracy, within ‘clusters’ and across sectors, enables practitioners to

plan together and to share standards, with follow-up moderation of planners and related pupil evidence,

using the national templates. This replicates the national moderation model.

Practitioner-led quality assurance activities in May/June, to support greater understanding and more

consistent application of standards. Teams of three practitioners visit each other’s schools for a day, to

sample a small number of learners, at P1, P4, P7 and S3, who have recently achieved a level, to

administer literacy and numeracy tasks, activities and discussion, with feedback provided to the teacher

and Headteacher identifying areas of strength and improvement and whether the level was confirmed.

See Appendix 4 for 2017 report.

Senior Phase

A number of measures have been taken to improve standards and attainment in the Senior Phase. Subject

Networks provide opportunities for professional dialogue, across the authority, in relation to the standards and

expectations for National Qualifications. Provision of mentor support for coursework guidance and cross-

marking of assessments, along with more robust quality assurance by Principal Teachers, including more

frequent observations, pupil focus groups and work sampling, has led to improvements in the pace of course

coverage and clearer understanding of assessment levels, where issues of underperformance have been

identified.

Analysis of SQA (Scottish Qualifications Authority) Insight National Measures, published in February 2017

indicates a number of key strengths. Higher percentages of leavers in Eilean Siar achieved SCQF 4 (National

4) and SCQF 5 (National 5) in both literacy and numeracy, than the virtual comparator; percentages at SCQF

5 were significantly higher, with a clear trend of improvement. Measures indicate a marked improvement trend

in the performance of ASN pupils in literacy and numeracy at SCQF level 5. Similarly, analysis shows a very

clear improvement trend in literacy at SCQF level 6 (Higher).

SQA external examinations data, released in August 2017, indicates that, in two schools, percentage passes

in Mathematics at both S4 National 5 and S5/6 Higher, are below the national pass rate.

Further analysis of literacy and numeracy attainment will be possible on release of the Insight Local Measures

in September 2017.


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Measures to improve attainment in the Senior Phase include:

closer tracking and monitoring of LAC across the BGE and through the Senior Phase, in relation to

their attendance, attainment and wider achievements. Schools work closely with Senior Education

Officers and Children’s Services staff to maintain a traffic-lighting system which will enable earlier

intervention to identify and address risk of underperformance.

improvement in numeracy at individual school level, by ensuring high quality learning and teaching,

closer tracking and monitoring of individual learners and engagement with families.

Priority 2 – Closing the attainment gap between the most and least disadvantaged

Context: Child Poverty data (End Child Poverty in Scotland, published in November 2016) indicates that,

after Housing costs, the rate of child poverty in Eilean Siar is 17.63%. Eilean Siar 2016 Additional Support

Needs data shows that 29.3% of children in primary were deemed to have additional needs, with 40.3% in

secondary classified as having ASN. Numbers of looked-after children (LAC) are relatively small, with most

being looked after at home or in kinship care. Exclusion rates in Eilean Siar have declined steadily from

twenty-one pupils in 2013, to nine in 2016. Supports provided in relation the social, emotional, behavioural or

mental health are detailed under Priority 3 - Improvement in health and wellbeing.

Early Years

Partnership working is central to improvement. As part of the Children & Young People’s Improvement

Collaborative, projects are ongoing with Health colleagues to improve processes for referring vulnerable

families to income maximisation advice services.

The Early Years Family Support service is currently in place to provide support for any families identified by

Midwives, Health Visitors, Social Workers or nursery staff as requiring support due to financial difficulties.

Support with transporting children to and from nursery, funded early nursery attendance where required to

support children’s development and assistance to access benefits or grants are all offered, in addition to

parenting support and Triple P programme delivery. This service currently supports around 50 families and

will continue to develop.

Child Poverty rates by area will lead the phasing of the upcoming Early Learning & Childcare Expansion over

the next 3 years. In addition, an ESF project has been established to specifically support low-income families

in 2 identified areas of high child poverty during 2017-18 through the provision of extended and subsidised

nursery provision and assistance to gain employment or training opportunities.

Collection and analysis of data for improvement planning in relation to attendance, including uptake of funded

places for two-year olds and effectiveness of family support is a priority. Although some nurseries do record

and monitor attendance, this is inconsistent. Consequently, key priorities for 2017-18 include:

gathering and analysing data for improvement planning, by October 2017, including a survey of parents

who have used funded placements for two-year olds;

supporting vulnerable families by ensuring they have information, by October 2017, in relation to the

range of financial and other assistance available;

improving the attendance of children from the most vulnerable families, by establishing consistent

attendance recording systems by August 2017 and attendance promotion thereafter.


The Integrated Children’s Services Strategic Needs Assessment, provides data and trends in relation to a

range of key measures. Data provided on census day in September 2016, indicates that Eilean Siar, at

39.4%, has the lowest percentage of pupils in Scotland in receipt of free school meals.

A number of measures are in place to support vulnerable families, including those affected by poverty. School

staff, Extended Learning, Additional Support Needs, Psychological Services and other local authority officers

support children/young people and families and work in partnership with Third Sector organisations, for

example Action for Children and the mentoring service Who Cares? Scotland, to support vulnerable young


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people. The Children and Young People’s Participation Plan, which forms part of the Integrated Children’s

Services Plan, supports delivery of the Wellbeing Indicators, through co-ordinated approaches by a range of

organisations, including youth clubs and churches.

Comhairle Nan Eilean Siar have been been working in partnership with Triangle Consulting to establish

‘Outcomes Star’ as a tool to measure the impact of the work of Education and Children’s Services and the

resulting outcomes for children, young people and families. Seven managers from Children’s Services have

been trained as ‘Outcomes Star’ trainers and are now in the process of undertaking a training programme

with front-line staff. As a result of this programme, use of the ‘Outcomes Star’ has been initiated in both the

Children and Families team and in Extended Learning.

More rigorous monitoring of all looked-after children is now in place, at authority level, including: health

assessments; attendance, attainment and achievement; offences; homelessness and whether the young

person is in employment or training. This enables officers to identify and address issues timeously , to improve

the life-chances of this vulnerable group.

Information is regularly issued to schools and families, outlining the range of supports available. Annual mail-

shots of free school meals and clothing grant applications have led to a significant increase in payments of

clothing grants. In addition, all headteachers have received guidance and are actively working to ‘poverty-

proof’ their establishment through measures such as: reducing in-school fund-raising, in favour of activities

such as bag-packing; providing longer payment periods for school trips or reduced rates for larger families.

Training and professional development has included Tack ling Poverty and the Toxic Three and Family

Learning at the annual Headteachers’ Conference in February 2017.

The Scottish Government’s PEF (Pupil Equity Funding), based on those in receipt of free school meals, from

P1-S3, aims specifically to ‘close the gap’ for the most vulnerable. See Appendix 7 for details of school

allocations. Data analysis (including analysis of CfE levels, cognitive measures, standardised assessment

data, those affected by poverty or other barriers to learning) by all schools has identified those vulnerable and

underperforming children who will be the focus of Pupil Equity Funding (PEF) improvement planning. Twenty -

two of the twenty-four schools in Eilean Siar have elected to work collaboratively through Headteacher Hubs,

sharing resources/approaches to address the key barriers to learning identified by data analysis, specifically

social, emotional, behavioural issues and aspects of literacy and numeracy. Agreed st rategies include:

curriculum re-design to ensure a nurturing and positive start to each day and enrichment of literacy and numeracy learning (HT, staff, pupils);

using RAFA methodology (PDSA) to plan, implement and measure targeted approaches to improving identified aspects of attainment (literacy and numeracy), attendance and achievement, including

increased engagement of parents as integral (staff, parents, pupils);

providing daily support for attainment, attendance and wider achievements e.g. after-school and/or community activities (Social Pedagogue, liaising with teachers, pupils, parents and partners);

improving language development at the early stages through initial assessment, followed by planned, structured daily enrichment and follow-up measures of impact – through Emerging Literacy approaches and Gaelic Language Assistant input. (Emerging Literacy Champions and Gaelic Language Assistants);

breaking the cycle of deprivation through: curriculum re-design; poverty-proofing schools; Employability

Strategy; DYW; increased positive and sustained destinations; early intervention to support vulnerable

families; targeting single mothers for employability.

The two schools which have opted to progress PEF work independently have identified key improvement

targets.

School 1:

Improve the attainment of targeted group in Literacy and Numeracy by 10% by May 2018;

Improve the attendance of targeted group by 20% by March 2018;

Improve the engagement in wider achievement of targeted group by 10% by March 2018.


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School 2:

Improve the attainment of primary and secondary target individuals/groups in literacy, numeracy and

health and wellbeing by March-May 2018.

All PEF improvement projects will be monitored and evaluated on a regular basis, both at school and

departmental levels, to ensure that timelines and strategies are ‘on track’ and that revisions are made if

required.

Senior Phase

Initiatives to support vulnerable young people in the Senior Phase include the Opportunities for All

programme and Penumbra. Early intervention through Opportunities for All, engages the most vulnerable

young people in Activity Agreements, through the 16+ Core Groups. Penumbra provides support, particularly

for those most vulnerable in terms of mental health.

Analysis of 2017 SQA Insight National Measures, shows that, although numbers are small, Eilean Siar

leavers in SIMD (Scottish Index of Multiple Deprivation) deciles 3, 4 and 7 performed significantly better, in

terms of total tariff points, than their national counterparts. The performance of the lowest 20% in SIMD 6 is

below the national rate, but above for all other deciles. Females in decile 3 perform in line with or better than

their national counterparts in all deciles except decile 3. Those in receipt of ASN perform better than national

counterparts in all SIMD deciles.

SQA (Scottish Qualifications Authority) 2017 data indicates a marginal improvement in the number of looked-

after young people (LAC) achieving passes. At S4 National 4, all four LAC who were presented achieved at

least one pass; at S4 National 5, three of the five who were presented, achieved at least one pass and at

S5/6, the one LAC who was presented, achieved one Higher pass.

Priorities for improvement include:

Improving the attainment of all LAC by tracking, monitoring and supporting individuals to achieve to

their potential, ensuring they have the relevant courses and qualifications to equip them for positive

destinations.

Priority 3 – Improvement in children and young people’s health and wellbeing

Early Years

Improvement in children’s health and well-being has been a particular focus in the Early Years, through the

promotion of physical activity, healthy snacks and social interaction. Interventions, including an increase in

structured physical activity (aiming for at least 15 x minutes per session), which was introduced in 2015, has

led to 89% of children accessing on average 40 minutes of activity at every session they attend. This was

achieved through staff training from Sport & Health colleagues re: the use of structured activity cards to give

ideas for a variety of activities. Early Years Support Officers will now ensure this practice is embedded for the

coming session.

Analysis of 2017 CAPSS (See Appendix 8) and Triple P data indicates that addressing social, emotional and

behavioural issues should be a priority. (71.4% of children assessed had fully achieved their expected

milestones, 26.3% were satisfactorily progressing towards these milestones, whilst 2.3% had not achieved

satisfactory progress in at least one area). Although heading in the right direction from previous years there is

still work to be done to address challenging behaviour and to promote confidence.

National BMI (Body Mass Index) data for children at the P1 stage, (NHS Body Mass Index of Primary 1

Children in Scotland: School year 2015/16) released in December 2016 indicates that Eilean Siar has highest

percentage at a healthy weight. Inconsistency with 2014/15 P1 data, indicating that children in Eilean Siar had

the highest obesity levels, may be due to the relatively small sample size. See Appendix 9 for Organised

Physical Activity infographic and Appendix 10 for Active Schools infographics.


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Strategies for improvement in 2017-18 include:

increasing family engagement with Group Triple P as a means of reducing social, emotional and

behavioural issues, through implementation of the POPP (Psychology of Parenting Project) programme;

increasing physical activity by achieving at least 95% of children experiencing at least fifteen minutes

of structured physical play (including an increase in the range and variety pf activities) per session;

increasing and improving outdoor learning - baseline data to be established and strategies required

to improve frequency, range and quality of outdoor learning activities to be decided

Broad General Education and Senior Phase

The Integrated Children’s Services Strategic Needs Assessment document provides data and trends in key

health-related measures. Youth Mental Wellbeing data, where the higher the score the more positive the

young person, indicates that the average score for S2 boys (50.80) is below the national average of 51.09.

Scores for S4 boys in Eilean Siar, at 50.72, are marginally above the average across Scotland, which is

50.51.

S2 girls in Eilean Siar have the second highest average scores in Scotland, at 51.21. S4 girls, whose average

score was 48.34, have the highest average scores in Scotland.

Data also shows that in Eilean Siar, from September 2016 and March 2017, there was a marked increase in

youth referrals to Counselling and Family Mediation, with 51% of referrals from Social Work and 36% being

self-referrals.

Dental health figures from 2014 show that 71.7% of P1 children in Eilean Siar showed no obvious sign of

dental decay, while the Scottish average was 68.2%

Although there has been a year-on-year reduction in teenage pregnancies in Eilean Siar since 2008, the

figure remains higher than for 2002-2004.

A number of initiatives across Eilean Siar support improvement in health and wellbeing in relation to social,

emotional, mental and physical health. Securing social, emotional and mental wellbeing is a key priority. Staff

training has focused on proven strategies including: Seasons for Growth to support those affected by

bereavement and loss; Cool Connections and Social Sk ills Groups to improve peer relationships and Nurture

Rooms for those who require temporary respite from class-based learning. Training of school managers and

staff by CAMHS (Children and Adolescent Mental Health Service) has provided significant support in the

management of behavioural issues. Pupil Support Team (PST) meetings in secondary schools provide

regular opportunities for the ‘team around the child’ to monitor and plan supports.

Improvement in physical health is also a priority. Active Schools Co-ordinators provide key supports to

schools in relation to improvement in physical activity, specifically: liaising with local volunteers to provide

extra-curricular activities in all primary and secondary schools; arranging Sports Leaders programmes,

including representatives from each year group in secondary schools, through Pupil Sports Councils;

promoting the School Sports Awards, the aims of which include establishing Pupil Sports Councils; recording

levels of activity; organising inter-schools competitions and promoting an ethos of health and wellbeing.

Data indicates an improved focus on physical activity. Two schools have achieved the School Sports Gold

Award and a further three are currently processing applications. ASMO (Active Schools Monitoring) data

indicates that the level of female participation in physical activity is an area for improvement. Two of the four

secondary schools currently have a Pupil Sports Council.

Provision of healthy school lunches is also key to improving health and wellbeing. The nutritional content of

school meals in Eilean Siar currently exceeds government guidelines. Primary provision is to be further

improved by the removal of fruit juices in primary, with water and skimmed milk available daily. In addition,

fruit-based alternatives to cake will be available on three days each week: secondary schools will offer two ‘no


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cake’ days each week. School meals data shows that 78% of pupils in Eilean Siar take school meals, which is

significantly higher than the national figure of 58%.

Surveying children/young people across Eilean Siar, as a follow-up to the audit carried out in 2015-16, is a

priority. Results, across the authority, indicated that children felt safe, nurtured, active, responsible and

included, but that areas for development should be respected and healthy. Individual schools have planned

for improvement in relation to their specific data. 2017-18 surveys will be progressed through Headteacher

Hub C, liaising with the MIS (Management Information Systems) team.

Strategies to improve aspects of health and wellbeing will include:

carrying out a survey of P1-S3 pupils’ self-evaluation of the Wellbeing Indicators to provide data, for

improvement at school and authority levels;

increasing levels of female participation in physical activity, particularly at S1-S3 stages, through a

Pupil Council pupil-led approach;

improving the provision and uptake of school meals, with a target of 80%.

Priority 4 – Improvement in employability skills and sustained, positive school-leaver destinations for

all young people.


Under the current national Youth Employment Strategy – Developing the Young Workforce, Comhairle nan

Eilean Siar secured national in-service training for all secondary and a subset of teachers from all primaries.

In the context of BGE, this focused on implementing the Career Education Standard.

Development of a BGE DYW Strategy for Eilean Siar schools is currently underway in one primary. Reflecting

Labour-Market-Intelligence-led economic sectors, staff and pupils engage with a range of employers in DYW

employability skills events. The pilot has benefited from the active support of Education Scotland DYW

National Development Officers.

Although there are many examples of good practice in relation to the development of employability skills and

DYW (Developing the Young Workforce) from P1-S3, data is not currently gathered to measure the extent

and effectiveness of this work. Collection and analysis of data in relation to the development of employability

skills should be undertaken at school and authority levels, based on the Career Education Standard (CES)

entitlements and expectations, to inform improvement planning.

Strategies, to ensure that at least 85% of all learners, including vulnerable groups, achieve their entitlements,

should include:

CES audit training of head teachers at February 2018 conference;

follow-up audit of Career Education Standard entitlements and expectations by individual schools;

SIP (School Improvement Plan) planning, based on analysis of audit data and in consultation with

partners including parents, community groups, local businesses and organisations;

implementation of SIP, using the RAFA approach, in session 2018-19.

Senior Phase

As part of its Vocational Education Strategy, Eilean Siar is pro-active in seeking the views of all young people,

annually in S3 and S5, in relation to curriculum provision and vocational education. Informed by Labour-

Market-Intelligence, young people’s ‘Personalisation and Choice’ data are mapped against local socio-

economic priorities, for the purpose of senior phase curriculum redesign. For example, feedback from S3 and

S5 pupils, along with analysis of local economic needs, has led to provision of SQA certificated vocational

courses in Travel and Tourism, Engineering and Health and Social Care. Where no economic/skills-relevant

qualifications exist, Eilean Siar works in partnership with SQA, employers, Sector Skills Councils to produc e

new industry-standard qualifications such as SQA Harris Tweed NPA (National Progression Award), Maritime

Skills Skills for Work, NPA Local Food Production (SCQF6), NPA Crofting Skills (SCQF5). Currently, to meet

the succession-planning/common skills requirements of maritime industries (merchant navy, aqua-culture,

fishing, port authorities and the marine leisure sector), a new national Maritime Studies qualification is being


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developed. The introduction of all new DYW-recognised courses complies with the strategic principles of

economic relevance, equitable provision, demand from young people, partnership working and associated

professional development.

Statistical data from the Scottish Government in relation to the percentages achieving one or more vocational

qualifications at SCQF 2,3,4 and 5, shows that Eilean Siar has the highest rates in Scotland at each level.

The Scottish Government’s Initial Destinations of Senior Phase School Leavers report, published in March

2017 shows that 97.6% of leavers in Eilean Siar achieved a positive destination, which represented the

highest level in Scotland. Insight National Measures data, published in February 2017, indicates that Leaver

Initial Destinations figures for Eilean Siar remain significantly higher than both the virtual comparator (an

electronically-generated measure which compares each pupil with ten from across Scotland with the same

socio-economic profile) and the national percentages. However, the Eilean Siar figure for looked-after children

(LAC) is below the virtual comparator, although numbers are very small.

Routine analysis of the data by group including: gender; ASN (Additional Support Needs); looked after

children; those for whom English is an additional language (EAL) and those in receipt of free school meals

(FSM) would provide important information for improvement planning.

Strategies for improvement include:

analysis of the leavers’ data by group i.e. gender, ASN, FSM, LAC, EAL as a basis for targeted

improvement, to ensure equity for all and that 100% of the most vulnerable have positive destinations

use of the 16+Data Hub reports to support all young people to achieve positive destinations

Conclusion

In line with advice set out in Statutory Guidance; Standards in Scotland’s Schools etc. Act 2000, published in

March 2017, the Eilean Siar National Improvement Framework Improvement Plan and Attainment Report is

based on analysis of data from a range of sources, with planned strategies focusing on national, research-

based interventions such as Early Talk Boost, Triple P, Emerging Literacy and RAFA.

Planned actions are fully in accord with Eilean Siar key priorities, specifically: deliver high quality learning and

teaching in all educational settings; ensure effective, accountable leadership for all; improve the use of data to

secure excellent outcomes in all Children’s Services and for all learners in the outer Hebrides; improve

curriculum, learning and wellbeing transition planning at all key stages for children and young people.

The plan provides a clear framework, to ensure that, at all stages, improvement is centred on the four NIF

priorities and that all achieve excellence and equity.

Appendix 1 AMD27264

Department of Education and Children’s Services

EILEAN SIAR LITERACY & NUMERACY LEVELS IN THE BROAD GENERAL EDUCATION (BGE) – SUMMARY - AUGUST 2017

The following summary outlines attainment, based on teachers’ judgements, in literacy and numeracy across the Broad General Education (BGE) in Eilean Siar schools in session 2016-17 at the milestone stages: P1 (Early Level); P4 (First Level); P7 (Second Level); S3 (Third or Fourth Level). English literacy data relates, in P1 and P4, to those in English Medium classes, with all learners included thereafter. Numeracy data includes only English Medium learners at the P1 stage and all learners at P4, P7 and S3. Gaidhlig literacy figures for S3 are included for the first time. Literacy and numeracy attainment data has been collated across the authority since 2012. The Scottish Government’s requirement, in 2016, to submit literacy data, sub-divided into reading, writing, listening and talking, makes it difficult to identify trends at this stage. However, numeracy attainment trends are included in this report. 1. English Literacy

English Reading

English Reading 2016 2017

% P1 achieving Early Level English Reading 84 74.15

% P4 achieving First Level English Reading 73 71.5

% P7 achieving Second Level English Reading 80 69.29

% S3 achieving Third Level English Reading 70 95.82

% S3 achieving Fourth Level English Reading 19 57.49

2017 English reading data indicates that the percentages achieving the anticipated levels have decreased at P1 and P7, remained relatively constant in P4 and have significantly increased at S3, most notably in relation to percentages achieving Fourth level.

0

50

100

150

2016 2017

English Reading

% P1 achieving Early Level English Reading

% P4 achieving First Level English Reading

% P7 achieving Second Level English Reading

% S3 achieving Third Level English Reading

% S3 achieving Fourth Level English Reading

English Writing

English Writing 2016 2017

% P1 achieving Early Level English Writing 82 74.15

% P4 achieving First Level English Writing 69 65.28

% P7 achieving Second Level English Writing 74 62.92

% S3 achieving Third Level English Writing 68 95.12

% S3 achieving Fourth Level English Writing 16 51.22

Attainment in English writing also shows a decrease in the percentages achieving the milestone levels at P1 and P7. Performance remains constant at P4 and there are notable increases at the S3 stage, most significantly in relation to those achieving Fourth level. English Listening and Talking

English Listening and Talking 2016 2017

% P1 achieving Early Level English Listening and Talking 82 75.51

% P4 achieving First Level English Listening and Talking 77 74.9

% P7 achieving Second Level English Listening and Talking 81 73.03

% S3 achieving Third Level English Listening and Talking 73 94.07

% S3 achieving Fourth Level English Listening and Talking 19 52.96

0

50

100

2016 2017

English Writing

% P1 achieving Early Level English Writing

% P4 achieving First Level English Writing

% P7 achieving Second Level English Writing

% S3 achieving Third Level English Writing

% S3 achieving Fourth Level English Writing

0

50

100

2016 2017

English Listening and Talking

% P1 achieving Early Level English Listening and Talking

% P4 achieving First Level English Listening and Talking

% P7 achieving Second Level English Listening and Talking

% S3 achieving Third Level English Listening and Talking

% S3 achieving Fourth Level English Listening and Talking

2017 English listening and talking data indicates that percentages achieving the appropriate level have declined at P1 and P7, remained relatively constant at P4 and have increased significantly at the S3 stage, most notably in relation to those achieving Fourth level.

2. Gaidhlig Literacy

Gaidhlig Reading

Gaidhlig Reading 2016 2017

% P1 achieving Early Level Gaidhlig Reading 78 81.9

% P4 achieving First Level Gaidhlig Reading 63 68.42

% P7 achieving Second Level Gaidhlig Reading 83 67.95

% S3 achieving Third Level Gaidhlig Reading 98.41

%S3 achieving Fourth Level Gaidhlig Reading 52.38

Gaidhlig reading data shows that percentages have remained relatively stable at P1 and P4, with a decrease at the P7 stage.

Gaidhlig Writing

Gaidhlig Writing 2016 2017

% P1 achieving Early Level Gaidhlig Writing 77 77.14

% P4 achieving First Level Gaidhlig Writing 56 55.79

% P7 achieving Second Level Gaidhlig Writing 74 60.26

% S3 achieving Third Level Gaidhlig Writing 93.65

% S3 achieving Fourth Level Gaidhlig Writing 46.03

0

50

100

150

2016 2017

Gaidhlig Reading

% P1 achieving Early Level Gaidhlig Reading

% P4 achieving First Level Gaidhlig Reading

% P7 achieving Second Level Gaidhlig Reading

% S3 achieving Third Level Gaidhlig Reading

%S3 achieving Fourth Level Gaidhlig Reading

0

50

100

2016 2017

Gaidhlig Writing

% P1 achieving Early Level Gaidhlig Writing

% P4 achieving First Level Gaidhlig Writing

% P7 achieving Second Level Gaidhlig Writing

% S3 achieving Third Level Gaidhlig Writing

% S3 achieving Fourth Level Gaidhlig Writing

2017 data indicates that the percentages achieving the appropriate level at P1 and P4 remain constant, with a decrease at P7.

Gaidhlig Listening and talking

Gaidhlig Listening and Talking 2016 2017

% P1 achieving Early Level Gaidhlig Listening and Talking 80 80.95

% P4 achieving First Level Gaidhlig Listening and Talking 71 72.63

% P7 achieving Second Level Gaidhlig Listening and Talking 83 66.67

% S3 achieving Third Level Gaidhlig Listening and Talking 98.41

% S3 achieving Fourth Level Listening and Talking 52.38

Although percentages achieving the milestone levels at P1 and P4 remain relatively constant, data for P7

shows a significant decrease.

3. Numeracy

0

50

100

150

2016 2017

Gaidhlig Listening and Talking

% P1 achieving Early Level Gaidhlig Listening and Talking

% P4 achieving First Level Gaidhlig Listening and Talking

% P7 achieving Second Level Gaidhlig Listening and Talking

% S3 achieving Third Level Gaidhlig Listening and Talking

% S3 achieving Fourth Level Listening and Talking

Numeracy 2012 2013 2014 2015 2016 2017

Analysis of trends over time shows clear improvement in the percentages achieving Third and Fourth levels at the end of S3. Percentages remain relatively constant at P4 and although 2017 figures show a decrease at the P7 stage, the overall trend is one of improvement. There is no discernible trend at the P1 stage.

Conclusion 2017 ‘achievement of a level’ data indicates clear and significant increases in the percentages achieving the milestone levels at the end of S3 in English literacy and numeracy. Analysis also shows that performance remains stable at P4, with a decline in reading, writing and listening and talking at P1 and P7 in English literacy and in P7 Gaidhlig literacy. However, it is important to note that literacy data, showing only figures for two consecutive years, cannot indicate a specific trend, which requires data over time. In relation to English and Gaidhlig literacy, 2017 data shows that, at P1, percentages for reading were higher for Gaidhlig, but comparable for Gaidhlig and English at P4, P7 and S3. Percentages for writing and listening and talking indicate that, at P7, performance in English was better than for Gaidhlig, but similar at all other stages. Percentages attaining the appropriate levels in English literacy and numeracy are similar at the P1 and stages, but at P7 and S3, apart from Third level reading, percentages are significantly higher for English literacy. At authority and school levels, this ‘achievement of a level’ data, is used as the basis for improvement planning, with a clear focus on raising attainment in literacy and numeracy, so that ‘excellence and equity’ is achieved for all learners. Agnes Macdonald Senior Education Officer August 2017

% P1 achieving Early Level Numeracy 75 68 71 79 89 74.83

% P4 achieving First Level Numeracy 57 66 60 62 69 65.28 % P7 achieving Second Level Numeracy 41 43 44 60 69 58.43 % S3 achieving Third Level Numeracy 11 13 82 68 79.44 % S3 achieving Fourth Level Numeracy 1 3 34 39 43.9

Appendix 2 AMD37661

Department of Education and Children’s Services

EILEAN SIAR – PTE & PTM DATA – REPORT JULY 2017 – AGNES MACDONALD The following report describes the performance of pupils in Eilean Siar in standardised assessments, Progress Tests English (PTE) and Progress Tests Maths (PTM), which are administered annually in all schools at the end of P3, P7 and S2. * Pupils in P3 Gaelic Medium classes are exempt from these assessments. Tests are digital and electronically scored, apart from the S2 PTE, which is paper-based and marked centrally by the test provider, GL Assessments. Schools are advised to exclude from the tests, any ASN pupils for whom the assessments would not be appropriate or who may be unduly stressed by the assessments. *PTE and PTM assessments, formerly known as PiE and PiM, were introduced in 2016. The Mean Standard Age Score (SAS) for all tests is 100. 1. % Learners in Eilean Siar achieving Mean SAS (Band 97+) or above

0%

20%

40%

60%

80%

2013 2014 2015 2016 2017

% achieving Mean SAS or above - (Band 97+) at each stage - PiE

P3 PiE

P7 PiE

S2 PiE

0%

20%

40%

60%

80%

2013 2014 2015 2016 2017

% achieving Mean SAS or above - (Band 97+) at each stage - PiM

P3 PiM

P7 PiM

S2 PiM

2017 data indicates that learners continue to perform marginally better in literacy assessments than in numeracy, at P3 and P7, with a significant variance at the S2 stage. Data shows a trend of improvement in PTE at P3 and S2 and in PTM at P3. Percentages in PTE and PTM at the P7 stage are in line with pre-2016 data. Most significant is the differential at S2 between the percentages achieving Mean SAS or above in literacy and numeracy.

2. % Learners in Eilean Siar achieving Mean SAS (Band 97+) or above – by gender

% achieving Mean SAS or above - (Band 97+) at each stage

2013 2014 2015 2016 2017

P3 PiE 49 63 59 61 60

P7 PiE 44 54 53 75 56

S2 PiE 73 71 68 79 78

2013 2014 2015 2016 2017

P3 PiM 29 43 41 61 59

P7 PiM 38 57 52 65 52

S2 PiM 68 53 67 50 43

0.0%

20.0%

40.0%

60.0%

80.0%

100.0%

20

13

M2

01

3 F

20

14

M2

01

4 F

20

15

M2

01

5 F

20

16

M2

01

6 F

20

17

M2

01

7F

% achieving Mean SAS or above - by gender - PiE

P3 PIE

P7 PIE

S2 PIE

0.0%

20.0%

40.0%

60.0%

80.0%

100.0%

20

13

M2

01

3 F

20

14

M2

01

4 F

20

15

M2

01

5 F

20

16

M2

01

6 F

20

17

M2

01

7F

% achieving Mean SAS or above - by gender - PiM

P3 PIM

P7 PIM

S2 PIM

Performance by gender indicates that, in PTE, females perform significantly better than males at all stages, with the ‘gap’ most notable at the S2 stage. PTM data shows that males perform significantly better than females at the S2 stage. PTE trends indicate that at the P3 and P7 stages, percentages are lower than for 2016, but in line with pre-2016 data, with S2 data showing a clear improvement trend for females. PTM percentages suggest a clear improvement trend for females at P3, with the percentage of males also increasing since the introduction of the assessments in 2013. P7 data indicates that percentages for both males and females, although lower than for 2016, are in line with pre-2016 data. S2 PTM data indicates a marginal decline in the percentages of males and females achieving Mean SAS or above. Most significant is the disparity between the percentages achieving in literacy and numeracy.

3. % Learners in Eilean Siar achieving Mean SAS (Band 97+) or above – by FSM (free school

meals)

% achieving Mean SAS or above - by gender

2013 M 2013 F 2014 M 2014 F 2015 M 2015 F 2016 M 2016 F 2017M 2017F

P3 PIE 42.2 54.2 54.1 73.1 52.3 68.1 72 69 55 64

P7 PIE 34.2 52.1 47.2 59.7 41.1 63.7 70 80 49 63

S2 PIE 65 82 60 81 59 82 78 84 71 86

2013 M 2013 F 2014 M 2014 F 2015 M 2015 F 2016 M 2016 F 2017M 2017F

P3 PIM 27.9 31.4 39.4 46.8 23.8 40.4 66 55 59 60

P7 PIM 35.8 37.1 62.4 52.6 51.9 49.1 64 67 54 49

S2 PIM 66.5 69 81.5 83.3 66.4 67.7 59 43 52 39

0.0%10.0%20.0%30.0%40.0%50.0%60.0%70.0%80.0%

% achieving mean SAS or above - by FSM - PiE

P3 PIE

P7 PIE

S2 PIE

Analysis of 2017 data by FSM indicates that at the P3 stage in both PTE and PTM, those in receipt of free school meals perform marginally better than the rest of the cohort. P3 data also indicates a clear improvement trend in both PTE and PTM for those in receipt of free school meals. At the S2 stage, PTE data shows that those in receipt of free school meals perform marginally less well than their counterparts. Most notable is the P7 data for both literacy and numeracy, which indicates that those in receipt of free school meals perform significantly less well than their peers.

4. % Learners in Eilean Siar achieving Mean SAS (Band 97+) or above – by ASN (Additional

Support Needs)

0.0%

20.0%

40.0%

60.0%

80.0%

100.0%

% achieving mean SAS or above - by FSM - PiM

P3 PIM

P7 PIM

S2 PIM

% achieving mean SAS or above - by FSM

2013 - FSM2013 Other 2014 FSM2014 Other 2015 FSM2015 Other 2016 FSM2016 Other 2017FSM 2017Other

P3 PIE 50 66 58.8 58.7 53 74 67 60

P7 PIE 37.5 56.8 45.9 53.3 59 77 34 58

S2 PIE 65 70 61 70 75 79 73 80

2013 - FSM2013 Other 2014 FSM2014 Other 2015 FSM2015 Other 2016 FSM2016 Other 2017FSM 2017Other

P3 PIM 28.1 46 29.5 41.9 45 65 66 59

P7 PIM 36.8 60.3 41.8 52.5 54 65 15 55

S2 PIM 80.7 82.9 52.7 68.5 15 53 43 44

0.0%

20.0%

40.0%

60.0%

80.0%

100.0%

% achieving Mean SAS or above - by ASN - PiE

P3 PiE

P7 PiE

S2 PiE

2017 data shows that in PTE, the performance of ASN pupils is broadly in line with 2016 data at P3 and S2, but below percentages for 2016 at the P7 stage. PTM percentages indicate a decline at all stages, although at P3 and P7, figures are broadly in line with pre-2016 data.

Most notable is the disparity between the percentages of ASN pupils achieving Mean SAS in both PTE and PTM at S2.

5. % Learners in Eilean Siar achieving Mean SAS (Band 97+) or above – by EM/GM (English Medium/Gaelic Medium)

0.0%20.0%40.0%60.0%80.0%

100.0%

% achieving Mean SAS or above - by ASN - PiM

P3 PIM

P7 PIM

S2 PIM

% achieving Mean SAS or above - by ASN

2013 - ASN2013 Other 2014 ASN2014 Other 2015 ASN2015 Other 2016 ASN2016 Other 2017ASN 2017Other

P3 PiE 40 74.1 25.6 68.5 33 83 30 70

P7 PiE 31.4 63.8 15.8 62.3 46 85 21 71

S2 PiE 57 78 42 83 52 85 54 86

2013 - ASN2013 Other 2014 ASN2014 Other 2015 ASN2015 Other 2016 ASN2016 Other 2017ASN 2017Other

P3 PIM 27.5 50.4 10.3 39.7 31 72 21 60

P7 PIM 39.5 64.3 25.5 58.9 55 68 25 64

S2 PIM 72.9 88 29.5 76.2 20 59 15 52

0.0%

20.0%

40.0%

60.0%

80.0%

100.0%

% achieving Mean SAS or above - by EM/GM - PiE

P7 PIE

S2 PIE

2017 data indicates that GM learners perform significantly better than their EM peers in PTM at P7 and marginally better at S2. There is no statistically significant difference between the performance of EM and GM in PTE at either P7 or S2. Trend analysis indicates a clear improvement in the performance of EM in PTE at S2, with P7 figures lower than 2016, but in line with pre-2016 data. GM PTE data indicates that, at P7, although figures are below 2016, they are in line with pre-2016 data. Analysis of PTM data also shows that at P7, although percentages are below those for 2016, they are broadly in line with pre-2016 data for both EM and GM. Percentages indicate a marginal decline in S2 PTM for both EM and GM. Most significant is the disparity between the percentages of EM and GM achieving Mean SAS or above in literacy and numeracy, particularly at the S2 stage.

6. % Learners in Eilean Siar achieving Mean SAS (Band 97+) or above – by LAC (Looked after children)

0.0%

50.0%

100.0%

% achieving Mean SAS or above - by EM/GM - PiM

P7 PIM

S2 PIM

2013 EM 2013 GM 2014 EM 2014 GM 2015 EM 2015 GM 2016 EM 2016 GM 2017EM 2017GM

P3 PIE

P7 PIE 53.5 55.7 51.5 55.8 72 83 56 55

S2 PIE 68 83 58 73 78 84 77 80

2013 EM 2013 GM 2014 EM 2014 GM 2015 EM 2015 GM 2016 EM 2016 GM 2017EM 2017GM

P3 PIM

P7 PIM 52.6 68.3 49.3 55.9 60 80 46 65

S2 PIM 81.8 87.2 64.8 75.1 49 56 42 49

0%

20%

40%

60%

80%

100%

LAC % achieving Mean (Band 97+) or above

P3 PiE

P3 PiM

P7 PiE

P7 PiM

S2 PiE

S2 PiM

It is important to note that numbers of LAC are very small, making trend analysis difficult. The number of LAC presented for assessments in 2017 was as follows: P3 – 2 pupils; P7 – 3 pupils; S2 – 3 – pupils. Data indicates that neither of the two LAC in P3 achieved Mean SAS or above in PTE or PTM. At P7, one of three achieved Mean SAS or above in PTE, but none achieved in PTM. Two out of three at S2 achieved Mean or above in PTE and one of three achieved Mean SAS or above in PTM.

Conclusion 2017 data indicates a number of key strengths and areas for improvement. The percentage of learners achieving Mean SAS or above in S2 PTE shows a clear improvement trend. Equally, percentages in P3 PTM confirm a positive trend. However, there is a significant difference between percentages achieving in PTE and PTM, with overall figures and analysis by group, confirming that substantially fewer learners, most notably at S2, are achieving in PTM. Analysis by gender indicates that girls perform better than boys at all stages of PTE, whereas boys outperform girls by a significant margin in PTM at the S2 stage. It is acknowledged that PTE and PTM assessments are not fully aligned with Curriculum for Excellence Experiences and Outcomes and feedback from Principal Teachers of Mathematics indicates that elements of the PTM assessments, which are administered to S2, are not taught until S3. Analysis of the skills which were areas of strength and improvement in both PTE and PTM, across the authority, is provided in the appendices. This, combined with individual schools’ data, will provide managers and teachers with evidence, in addition to the core Curriculum for Excellence attainment data, to plan for improvement. Appendix 1 – Feedback to schools – PTE Appendix 2 – Feedback to schools - PTM

LAC % achieving Mean (Band 97+) or above

2014 PiE 2014 PiM 2015 PiE 2015 PiM 2016PTE 2016PTM 2017PTE 2017PTM

P3 PiE 100% 0% 0%

P3 PiM 0% 0% 0%

P7 PiE 67% 0% 33%

P7 PiM 33% 50% 0%

S2 PiE 0% 100% 100% 66%

S2 PiM 33% 67% 67% 33%

Appendix 1 – Feedback to schools – PTE 2017 Raising Attainment – Standardised Assessments - PTEs - June 2017 This summary provides an overview of the key areas for development, identified across the authority at each stage and will hopefully be useful as schools plan to address the issues arising. Management and staff should, of course, refer primarily to the key areas for development identified by their own school results.

Eilean Siar PTE Attainment 2017

Stage ES performance above or equal to the national group in …

ES performance below the national group in …

Important information - See SSLN Professional Learning Resources: https://education.gov.scot/improvement/searchresults?k=ssln

PTE7 (P3)

Spelling

Grammar & Punctuation

Reading Comprehension: Narrative

Authorial techniques

Simple inference

Retrieval

Phonic

knowledge and

skills

National Improvement Hub resources relating to literacy development at the early stages can be found here: https://education.gov.scot/improvement/searchresults?k=phonics Highland Literacy materials relating to the phonological developmental continuum, and the Emerging Literacy programme, for both English and Gaelic are located here and include assessment tools and strategies for tackling delays at each stage of the continuum: https://highlandliteracy.com/emerging-literacy/phonological-awareness/ See also, for all stages, Improving Practice in Gaelic Education: https://education.gov.scot/improvement/Documents/gael6-improving-practice-in-gaelic-education.pdf

PTE11 (P7)

Spelling

Reading comprehension: Narrative

Grammar and punctuation

Retrieval

Simple inference

Complex inference

Authorial techniques

The Education Scotland Improvement Hub and the Highland Literacy sites provide guidance in relation to reading strategies: https://education.gov.scot/improvement/lit19-ssln-reading https://highlandliteracy.com/

https://education.gov.scot/improvement/searchresults?k=sslnhttps://education.gov.scot/improvement/searchresults?k=phonicshttps://highlandliteracy.com/emerging-literacy/phonological-awareness/https://education.gov.scot/improvement/Documents/gael6-improving-practice-in-gaelic-education.pdfhttps://education.gov.scot/improvement/lit19-ssln-readinghttps://highlandliteracy.com/

Eilean Siar PTE Attainment 2017

PTE13 (S2)

Spelling

Grammar & Punctuation

Reading Comprehension: Narrative and Non-narrative

SSLN reading strategies overview and sample texts and questions can be found at: https://education.gov.scot/improvement/lit19-ssln-reading This resource provides guidance for the development of literacy across learning in secondary schools: https://education.gov.scot/improvement/Documents/lit15-reading.pdf

https://education.gov.scot/improvement/lit19-ssln-readinghttps://education.gov.scot/improvement/Documents/lit15-reading.pdf

Appendix 2 – Feedback to schools – PTM 2017 Raising Attainment – Standardised Assessments Overview – PTMs - June 2017 This summary provides an overview of the key areas for development, identified across the authority, at each stage and will hopefully be useful as schools plan to address the issues arising. Management and staff should, of course, refer to the key areas for development identified by their own school results.

Eilean Siar PTM Attainment 2017

Stage ES performance above or equal to the national group in …

ES performance below the national group in …

Important information - see Eilean Siar Numeracy Hub – on Glow: https://glowscotland.sharepoint.com/sites/EileananSiar/school/maths/winumeracyhub/SitePages/Home.aspx * Eilean Siar Numeracy Champion – Bethany Spence (Stornoway Primary)

PTM7 (P3)

Number, money and measure

Shape, position and movement

Information handling

Fluency in facts and procedures

Fluency in conceptual understanding

Mathematical reasoning

Problem solving

See bottom of sheet for sample questions to use/avoid. Link to SSLN Professional Learning Resources: https://education.gov.scot/improvement/Pages/num5sslnnumeracynumberandnumberprocess.aspx https://education.gov.scot/improvement/ssln-2011-numeracy-support-pack https://education.gov.scot/improvement/Pages/num3sslnplrnumeracy.aspx For Higher Order Thinking Skills in maths, see: https://education.gov.scot/improvement/Pages/num2higherordermaths.aspx

PTM 11 (P7)







Problem solving

See below, National Improvement Hub, links to maths support materials: https://education.gov.scot/improvement/Pages/num5sslnnumeracynumberandnumberprocess.aspx https://education.gov.scot/improvement/ssln-2011-numeracy-support-pack https://education.gov.scot/improvement/Pages/num3sslnplrnumeracy.aspx For Higher Order Thinking Skills in maths, see: https://education.gov.scot/improvement/Pages/num2higherordermaths.aspx

https://glowscotland.sharepoint.com/sites/EileananSiar/school/maths/winumeracyhub/SitePages/Home.aspxhttps://glowscotland.sharepoint.com/sites/EileananSiar/school/maths/winumeracyhub/SitePages/Home.aspxhttps://glowscotland.sharepoint.com/sites/EileananSiar/school/maths/winumeracyhub/SitePages/Home.aspxhttps://education.gov.scot/improvement/Pages/num5sslnnumeracynumberandnumberprocess.aspxhttps://education.gov.scot/improvement/ssln-2011-numeracy-support-packhttps://education.gov.scot/improvement/Pages/num3sslnplrnumeracy.aspxhttps://education.gov.scot/improvement/Pages/num2higherordermaths.aspxhttps://education.gov.scot/improvement/Pages/num5sslnnumeracynumberandnumberprocess.aspxhttps://education.gov.scot/improvement/ssln-2011-numeracy-support-packhttps://education.gov.scot/improvement/Pages/num3sslnplrnumeracy.aspxhttps://education.gov.scot/improvement/Pages/num2higherordermaths.aspx

Eilean Siar PTM Attainment 2017

PTM 13 (S2)







Problem solving

National Improvement Hub, links to support materials: https://education.gov.scot/improvement/Pages/num5sslnnumeracynumberandnumberprocess.aspx https://education.gov.scot/improvement/ssln-2011-numeracy-support-pack https://education.gov.scot/improvement/Pages/num3sslnplrnumeracy.aspx For Higher Order Thinking Skills in Maths, see: https://education.gov.scot/improvement/Pages/num2higherordermaths.aspx See also: http://www.tes.co.uk/teaching-resource/Maths-Starters-Building-yard-6049185 http://www.tes.co.uk/teaching-resource/Percentages-VAT-on-Suitcase-6085219

Avoid closed questions: 1. Count these cubes. 2. A chew costs 3p. A lolly costs 7p. What do they cost altogether? 3. What is 6-4? 4. What is 2+6-3? 5. Is 16 an even number? 6. What are four threes? 7. What is 7 x 6? 8. How many centimetres are there in a metre? 9. Continue this sequence: 1,2,4 … 10. What is one-fifth add four-fifths?

Use open questions: 1. How could we count these cubes? 2. A chew and a lolly cost 10p altogether. What could each sweet cost? 3. Tell me two numbers with a difference of 2. 4. What numbers can you make with 2,3, and 6? 5. How do you know whether 16 is even? 6. Tell me two numbers with a product of 12. 7. If 7x6=42, what else can you work out? 8. Tell me two lengths that together make 1 metre. 9. Find different ways of completing this sequence? 10. Write eight different ways of adding two numbers to make 1.

https://education.gov.scot/improvement/Pages/num5sslnnumeracynumberandnumberprocess.aspxhttps://education.gov.scot/improvement/ssln-2011-numeracy-support-packhttps://education.gov.scot/improvement/Pages/num3sslnplrnumeracy.aspxhttps://education.gov.scot/improvement/Pages/num2higherordermaths.aspxhttp://www.tes.co.uk/teaching-resource/Maths-Starters-Building-yard-6049185http://www.tes.co.uk/teaching-resource/Percentages-VAT-on-Suitcase-6085219

Appendix 3 AMD27263

Eilean Siar Quality Assurance of ‘Achievement of a Level’ Data – Summary Report July 2017

Introduction The purpose of this summary report is to provide feedback in relation to quality assurance of BGE (Broad General Education) literacy and numeracy attainment data, which is based on teachers’ judgements, at the key milestone stages of P1, P4, P7 and S3. Following a successful pilot in 2016, practitioner-led quality assurance activities have been extended across eight schools in Eilean Siar in 2017, with the key aim of improving teachers’ understanding and application of standards and making ‘achievement of a level’ data more robust. By participating in and receiving feedback from the quality assurance activities, teachers will have a better understanding of standards. Working in teams of three, practitioners visited each of their schools for a day, to sample small numbers of learners at each level, by engaging them in literacy and numeracy tasks, activities and discussion. Feedback was provided, in each school, to the teacher and Headteacher, in relation to strengths, areas for development and whether the levels had been confirmed. Team leader reports form the basis of this summary. Participating schools included: Stornoway Primary; Laxdale Primary; The Nicolson Institute; Sgoil Uibhist a Tuath; Balivanich Primary; Sgoil Lionacleit; Daliburgh Primary and Castlebay Primary, with teachers from Sgoil an Taobh Siar and Tong Primary also involved. Planned visits to other schools were not possible due to shortage of supply cover. Results

Early First Second Third Fourth

English Literacy

Total Number

Total Confirmed

Total Number

Total Confirmed

Total Number

Total Confirmed

Total Number

Total Confirmed

Total Number

Total Confirmed

Listening and talking

10 10 9 8 9 9 5 4 4 4

Reading 10 10 9 8 9 9 5 5 4 4

Writing 10 8 9 7 9 8 5 5 4 4

Gaidhlig Literacy

Total Number

Total Confirmed

Total Number

Total Confirmed

Total Number

Total Confirmed

Listening and talking

6 6 6 5 6 6

Reading 6 6 6 5 6 6

Writing 6 6 6 6 6 6

Numeracy Total Number

Total Confirmed

Total Number

Total Confirmed

Total Number

Total Confirmed

Total Number

Total Confirmed

Total Number

Total Confirmed

10 10 11 10 6 4 7 7 9 9

Data shows that almost all learners who were sampled demonstrated the knowledge and skills required for the specific level. Key strengths Quality assurance activities highlighted a number of important strengths. Listening and talking, in both Gaidhlig and English was a key strength across the primary stages, in almost all schools. Areas of strength at Third and Fourth levels included reading and fractions, decimal fractions and percentages. Aspects for improvement Feedback from primary teams suggests that extended writing is an area for development at P4 and P7, along with using scale and converting measurements. At Third and Fourth levels, talking and pupils’ understanding of money are aspects for improvement. Issues relating to methodology/tasks Team feedback suggests that a number of issues should be resolved to ensure smooth running of the quality assurance activities next session. These include: planning dates for quality assurance well in advance to secure

Appendix 4 AMD27263

supply cover; reducing the number of tasks, particularly the written elements, to allow more time for completion; checking level of difficulty of Gaidhlig reading tasks; including Gaidhlig video clips; providing more interactive/oral tasks for Second level numeracy; Recommendations for learning and teaching Primary:

provide more opportunities to discuss features of fiction and non-fiction (Early);

provide more opportunities to write at length for a variety of purposes;

provide more opportunities for oral questioning;

revise division (First level) and scale/measurement;

provide more word problems at middle stages;

provide more holistic assessments to check independent application of learning Secondary:

revise teaching plans to strengthen Money and revise Hire Purchase;

teach the language of communication questions e.g. ‘Justify your answer’;

revise teaching plans to include Tolerance, including real-life contexts;

promote talk across all curricular areas, to develop pupil confidence;

revise teaching plans to include holistic assessments to check independent application of learning. Conclusion Teachers engaged enthusiastically in the quality assurance visits, which they found to be a valuable opportunity to share good practice/resources and participate in professional dialogue. Practitioner-led quality assurance activities provide an important platform for clarifying and sharing standards and for improving key aspects of learning and teaching. Agnes Macdonald July 2017

APPENDIX 4

Insight National Measures Report - Eilean Siar – February 2017

The following data relates to National Benchmarking Measures i.e. performance of leavers in 2016, for all students in S4, S5 and S6 unless

otherwise stated. The four National Benchmark Measures are:

Increasing post-school participation - Leaver Initial Destinations

Improving Attainment for All

Tackling disadvantage by improving the attainment of lower attainers relative to higher attainers - Attainment versus Deprivation

Improving attainment in Literacy and Numeracy

National Benchmarking Measures data is provided in graphs/charts and tabular form for:

all candidates

the lowest attaining 20%

males and females

young people who are looked after at home (LAC)

young people who have additional support needs (ASN).

APPENDIX 4

1.1 National Benchmarking Measure: Leaver Initial Destinations – All

Establishment Year % of Schools Leavers in a Positive Destination Number in Cohort

Na h-Eileanan Siar 2013/14 96.55 290

Virtual Comparator 2013/14 91.21 2900

National 2013/14 92.52 51335



National 2014/15 93.02 52433



National 2015/16 93.33 52249

The percentage of leavers in Eilean Siar in a positive destination continues to be much greater than the virtual comparator and national levels.

APPENDIX 4

1.2 National Benchmarking Measure: Leaver Initial Destinations – Lowest 20%




National 2013/14 79.81 10150



National 2014/15 81.07 10293



National 2015/16 80.49 10262

The lowest performing 20% in Eilean Siar continue to perform better than virtual comparators and national counterparts in terms of positive

destinations. However, the percentage has decreased from 90.24% in 2013/14, to 83.33% in 2015/16.

APPENDIX 4

1.3 National Benchmarking Measure: Leaver Initial Destinations – Male




National 2013/14 91.41 25954



National 2014/15 91.88 26650



National 2015/16 92.39 26567

The percentage of males in Eilean Siar in a positive destination continues to be much greater than the virtual comparator and national levels.

APPENDIX 4

1.4 National Benchmarking Measure: Leaver Initial Destinations – Females




National 2013/14 93.65 25381



National 2014/15 94.20 25783



National 2015/16 94.30 25682

The percentage of females in Eilean Siar in a positive destination shows a trend of improvement with figures remaining consistently above the

virtual comparator and national levels.

APPENDIX 4

1.5 National Benchmarking Measure: Leaver Initial Destinations – Looked after – at home


National 2013/14 70.66 484



National 2014/15 72.14 420

National 2015/16 67.65 442

LAC census data for 2016 leavers is not available due to the small size of the cohort.

APPENDIX 4

1.6 National Benchmarking Measure: Leaver Initial Destinations – Additional Support Needs




National 2013/14 87.40 9523



National 2014/15 88.19 10535



National 2015/16 88.60 11853

Eilean Siar leavers identified as having additional support needs, continue to perform well above the virtual comparator and national levels in terms of

achieving positive destinations.

APPENDIX 4

2.1 National Benchmark Measure: Improving Attainment for All – All Leavers

Lowest 20% Middle 60% Highest 20% Number in Cohort

Na h-Eileanan Siar 260 1028 1789 248

Virtual Comparator 180 824 1770 2480

National 170 838 1822 52249

Average tariff points for the lowest performing 20% and the middle 60% of leavers in Eilean Siar are higher and significantly higher than the virtual

comparator and national averages. The highest performing 20% of leavers in Eilean Siar perform marginally above the virtual comparator, but marginally

below the national average.

APPENDIX 4

2.2 National Benchmark Measure: Improving Attainment for All – Males




National 153 731 1740 26567

The average tariff points of the lowest performing 20% and middle 60% of male leavers in Eilean Siar is higher than the virtual and national averages. The

performance of the highest 20% of males is well above the virtual comparator and in line with national level.

APPENDIX 4

2.3 National Benchmark Measure: Improving Attainment for All – Females




National 192 955 1881 25682

The lowest performing 20% and middle 60% of female leavers in Eilean Siar perform significantly better than the virtual comparator and national

counterparts. However, performance of the highest 20% of female leavers in Eilean Siar is below the virtual comparator and national levels.

APPENDIX 4

2.4 National Benchmark Measure: Improving Attainment for All – Looked after – at home


APPENDIX 4

2.5 National Benchmark Measure: Improving Attainment for All – Additional Support Needs




National 65 446 1431 11853

Average tariff scores for the lowest performing 20%, the middle 60% and the highest 20% of leavers in Eilean Siar identified as having additional support

needs, are significantly higher than the virtual comparator and national levels.

APPENDIX 4

2.6 National Benchmark Measure: Improving Attainment for All – Total tariff points by stage: S4, S5, S6

S4 Leavers




National 23 179 384 5786

Average tariff points for the lowest performing 20% of S4 leavers in Eilean Siar are above the virtual comparator and national levels , well above for the

middle 60% and in line with virtual comparator and national levels for the highest performing 20%.

APPENDIX 4

S5 Leavers




National 124 412 908 13170

The average tariff scores of the highest performing 20% of S5 leavers in Eilean Siar are higher than the virtual comparator and national levels and

significantly higher for the lowest performing 20% and middle 60%.

APPENDIX 4

S6 Leavers




National 495 1188 1953 33293

The average tariff scores of the lowest performing 20% and middle 60% of S6 leavers in Eilean Siar are significantly higher than the virtual comparator

and national levels. However, average tariff scores for the highest 20% are lower than the virtual comparator and national levels.

APPENDIX 4

3.1 National Benchmark Measure: Attainment versus Deprivation – All

Establishment Number in Cohort

SIMD 1 Average

SIMD 2 Average

SIMD 3 Average

SIMD 4 Average

SIMD 5 Average

SIMD 6 Average

SIMD 7 Average

SIMD 8 Average

SIMD 9 Average

SIMD 10 Average

Unknown Decile Number

Na h-Eileanan Siar

248 0 0 1069 1198 936 1008 1193 0 0 0 0

National 52249 589 661 719 796 854 935 987 1062 1149 1301 0

The performance of Eilean Siar leavers in deciles 3 (10), 4 (67) and 7 (5) is significantly better than the national level. Leavers in deciles 5 (123) and 6 (43)

also perform better than national levels, although the difference is less marked. *Figures in brackets denote number of leavers in each decile.

APPENDIX 4

3.2 National Benchmark Measure: Attainment versus Deprivation – Lowest 20%


SIMD 1 Average

SIMD 2 Average

SIMD 3 Average

SIMD 4 Average

SIMD 5 Average

SIMD 6 Average

SIMD 7 Average

SIMD 8 Average

SIMD 9 Average

SIMD 10 Average


Na h-Eileanan Siar

30 0 0 193 188 192 137 0 0 0 0 0

National 10262 157 159 165 165 172 176 176 176 185 183 0

The performance of the lowest 20% in Eilean Siar is above the national levels in deciles 3 (2), 4 (6) and 5 (17), but notably below the national average for

decile 6 (5).

APPENDIX 4

3.3 National Benchmark Measure: Attainment versus Deprivation – Males

Establishment Number

in

Cohort

SIMD 1

Average

SIMD 2

Average

SIMD 3

Average

SIMD 4

Average

SIMD 5

Average

SIMD 6

Average

SIMD 7

Average

SIMD 8

Average

SIMD 9

Average

SIMD 10

Average

Unknown

Decile

Number

Na h-Eileanan

Siar

116 0 0 1329 1053 791 783 1364 0 0 0 0

National 26567 524 590 631 711 755 854 889 961 1069 1204 0

The performance of male leavers in Eilean Siar is significantly above national levels for deciles 3 (6), 4 (34) and 7 (2), marginally above for decile 5 and

marginally below for decile 6 (22).

APPENDIX 4

3.4 National Benchmark Measure: Attainment versus Deprivation – Females


SIMD 1 Average

SIMD 2 Average

SIMD 3 Average

SIMD 4 Average

SIMD 5 Average

SIMD 6 Average

SIMD 7 Average

SIMD 8 Average

SIMD 9 Average

SIMD 10 Average


Na h-Eileanan Siar

132 0 0 680 1347 1042 1242 1078 0 0 0 0

National 25682 651 734 806 885 956 1021 1089 1166 1239 1401 0

The performance of female leavers in Eilean Siar is notably above national levels for deciles 4 (33) and 6 (21), broadly in line with national performance in

deciles 5 (71) and 7 (3) and marginally below for decile 3 (4).

APPENDIX 4

3.5 National Benchmark Measure: Attainment versus Deprivation – Looked after – at home


APPENDIX 4

3.6 National Benchmark Measure: Attainment versus Deprivation – Additional Support Needs


SIMD 1 Average

SIMD 2 Average

SIMD 3 Average

SIMD 4 Average

SIMD 5 Average

SIMD 6 Average

SIMD 7 Average

SIMD 8 Average

SIMD 9 Average

SIMD 10 Average


Na h-Eileanan Siar

99 0 0 999 1034 682 883 910 0 0 0 0

National 11853 434 434 432 528 536 561 634 713 764 941 0

The performance of leavers in Eilean Siar identified as having additional support needs is above and significantly above national levels in decile 3 (6), decile

4 (29), decile 5 (45), decile 6 (18) and decile 7 (1).

APPENDIX 4

4.1 National Benchmark Measure: Literacy and Numeracy – All

DisplayName Year % Level 4 Literacy and Numeracy % Level 5 Literacy and Numeracy Number in Cohort

Na h-Eileanan Siar 2014 86.21 59.66 290

Virtual Comparator 2014 78.07 51.62 2900

National 2014 81.24 55.29 51335



National 2015 85.76 58.62 52433



National 2016 88.06 64.21 52249

The performance of leavers in Eilean Siar in literacy and numeracy continues to exceed that of their virtual comparator and national counterparts.