NIF Plan 2019-2020 - Clackmannanshire · 2020. 8. 30. · Our Plan also links to the integrated Children’s Services Plan and Local Outcomes Improvement Plan that ... CLACKMANNANSHIRE

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Education Service National Improvement Framework Plan 2019-20

Towards an empowered, connected, self-improving system to achieve excellence and equity for all.

August 2019

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Clackmannanshire’s Education Service provides a wide range of services for children, young people,

families and communities. Our mission is to educate, protect, support and promote the achievements,

health and wellbeing of every child, with a particular focus on the most vulnerable children within the

Clackmannanshire Council area. Clackmannanshire is one of nine Scottish Attainment Challenge

authorities. Much of our work is undertaken in partnership with other services, agencies, communities and

families. Continuous improvement is supported by collaboration across educational establishments,

services and with other local, regional, national and international partners.

Our priorities and activities to achieve equity and excellence contained in this plan align with those set in

the National Improvement Framework. They reflect the areas where we believe we can make the biggest

difference to improving the outcomes for the children of Clackmannanshire. Detailed analysis of the full

range of available evidence, including School Improvement Plans and information from stakeholder

engagement informed the development of this plan. It is underpinned by a comprehensive Research and

Evaluation Strategy. We are committed to ensuring that the views of our children, families, staff,

communities and partners are taken into account when planning and delivering our services. We pride

ourselves on being responsive to the needs of the people who use our services.

This plan is structured around the 4 key priorities of the National Improvement Framework, focussing on

delivering improvements under the 6 key drivers; School leadership, Teacher Professionalism, Parental

Engagement, Assessment of Children’s Progress, School Improvement and Performance Information.

The activities - organised by driver - are inter-connected and all relate to the 4 key priorities. Success in

one contributes to success in others. Our improvement is closely monitored against a comprehensive set

of performance measures. Our actions are informed by the best research nationally and internationally, as

well as our local context and consultation. Our clear goal is to always put children first.

Improvement in education requires a holistic, coherent, comprehensive and integrated approach, which

places the learner firmly at the centre. The key priorities and drivers apply to all children and parents and

all educators and teams within Education - Community Learning and Development, Educational

Psychology, Sport, Estates, Early Learning and Childcare, Additional Support Needs, Scottish Attainment

Challenge and Improving Outcomes (Broad General Education and Senior Phase).

We will continue to respond to national policy developments, strategies, plans and priorities, and we will

also aim to meet the challenges of new national initiatives. We fully adhere to national directives such as

Getting It Right for Every Child (GIRFEC), Curriculum for Excellence, the implementation of the Children

and Young People (Scotland) Act 2014 and Developing the Young Workforce. In addition, we are

implementing change through the Scottish Attainment Challenge as a Challenge Authority.

Our Plan also links to the integrated Children’s Services Plan and Local Outcomes Improvement Plan that

have been developed by Clackmannanshire Council and our Community Planning Partners.

This action plan sets out the rationale, strategies, actions and performance measures which will ensure

that ongoing improvement is the norm in Clackmannanshire.

EDUCATION SERVICE OVERVIEW

SERVICE MISSION and EXPECTED EDUCATIONAL BENEFITS

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We will deliver improvement activity in relation to the 4 strategic priorities of the National Improvement

framework. This activity is clearly focused on aims and outcomes for all children and young people, with a

specific focus on reducing inequalities of outcome.

Priorities Aims

Improvement in attainment, particularly in literacy and numeracy

All children achieving appropriate levels for age and stage in Early Years and Broad General Education (BGE), and for relevant Senior Phase Qualifications in line with virtual comparators

Closing the attainment gap between the most and least disadvantaged children

No pattern of lower attainment and achievement for children in lower Scottish Index Multiple Deprivation (SIMD) bands, and for Looked After Children, in line with national and virtual comparators

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

Improvement in attendance, engagement in learning, and in children’s health and well being, in line with national levels

Improvement in employability skills and sustained, positive school leaver destinations

All young people develop employability skills and move into a positive and sustained destination post-school

EXPECTED EDUCATIONAL BENEFITS

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OUR VISION, OBSESSIONS, PRIORITY OUTCOMES, ACTIONS & INDICATORS

Our vision for children in Clackmannanshire is that they leave education skilled and well prepared for life,

work and future learning, with a bright, positive future ahead of them. As part of this vision we will work to

minimise the effects of child poverty and raise attainment for all children.

Our theory of change and improvement in Clackmannanshire is based on working as a family,

collaborating at cluster and local level and with partners, and by always putting children first, at the centre

of everything we do.

We have a relentless focus on improving outcomes and of studying and evaluating what difference our

actions are making to children’s lives.

We have a robust planning methodology, used by all educational establishments and teams at the centre

- based on RACI project management. This ensures that there is a clear rationale for each action with

defined outcomes and a measurement plan for evidencing impact.

DELIVERY PLAN AND MEASUREMENT

4 Priorities What we will do to achieve these Priorities

Improvement in attainment, particularly in literacy and numeracy

Support children to be ready for learning

Increase opportunities for teachers to collaborate and increase their professional capacity

Empower and support school leaders

Increase innovative and nurturing approaches to improve behaviour, attendance and achievement

Closing the attainment gap between the most and least disadvantaged children

Ensure barriers to learning are identified and addressed

Help families and children who most need it

Increase partnership working and support for most vulnerable/at risk children

Improve planning and interventions for those with specific additional support needs

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

Provide access to wellbeing support and advice in schools for those at risk and who most need it

Provide easy access to sport and leisure activities, addressing any barriers to participation related to poverty or family circumstances

Promote sexual health

Minimise the misuse of drugs, alcohol & tobacco

Improvement in employability skills and sustained, positive school leaver destinations for all young people

Increase numbers in employment, education or training

Improve partnership working with employers, families and communities

Reduce youth offending behaviour

Increase young people’s participation, voice and influence

% Children achieving Early Years milestones

% Children achieving expected levels of CfE

% Young people achieving at SCQF Levels in

English and Maths

No. of Awards achieved by young people by end of

Senior Phase (inc. volunteering & sport leadership)

Attendance figures

Exclusions figures

Positive Destinations

Staying on rates

Inspection / Validated Self Evaluation ratings for Early

Years establishments, Schools and Services

% of children achieving expected levels in sport (CfE

levels)

[3 x indicators from new H&W census to include

substance misuse, sexual activity and mental

wellbeing]*

C&YP referred to Children’s Reporter

14 Key obsessions indicators (tracked by SIMD 1 & 2 and overall)

* Awaiting confirmation of survey questions

Obsessions indicators in bold will be tracked more rigorously with Looked After Children information included where relevant

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Reporting In line with the Statutory Guidance, Standards in Scotland’s Schools Act 2000, we will take a strategy-based approach to reporting on this plan, drawing on evidence from each of the six drivers and reporting progress against - The four key priorities: 1. Improving attainment, particularly literacy and numeracy

2. Closing the attainment gap

3. Improving the health and wellbeing of children and young people

4. Improving employability skills and post-school destinations The six drivers:

• School Leadership

• Teacher Professionalism

• Parental Engagement

• Assessment of Children’s Progress

• School Improvement

• Performance Information

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Population: Clackmannanshire is Scotland's smallest local authority with a population of around 51,400.

Children aged 0 to 15 years account for 17% of our overall population; the same as the national average1.

Deprivation: Clackmannanshire is one of the most deprived areas of Scotland with four of our datazones

featuring in the 5% most deprived areas across the country (all located in Alloa)2. More than a quarter of

our children (26%) live in poverty3 with almost 3 in 10 of our school pupils (29%) living in our most

deprived areas (compared to the Scottish average of 22.6%)4.

Health & Wellbeing: In 2017, NHS data reveals that the rate of teenage pregnancies in two of the age

groups (under 16, under 18) across Scotland is similar to the Scottish average, with the rate amongst

those under 20, 35.9 per 1,000 women (compared to the Scottish average rate of 30.2). Seven (7) young

women were pregnant before the age of 16 years, lower than the previous year where it was 13 young

women, a rate of 2.9 per 1000 women (Scottish average 2.8 per 1000 women).

Pupil surveys were carried out in the 2017/18 academic term as part of the school review process. More

than three quarters (77%) reported they felt safe at school with 7 in 10 pupils enjoying learning at school.

Almost 8 in 10 pupils reported they were enjoying life which is a happier picture compared to the survey in

2016 where more than 4 in 10 secondary school pupils from Clackmannanshire felt unhappy.

Pupils living in the most deprived areas are more likely to have poor mental health; the 2016 survey5

identified pupils on Free School Meals (FSM) as having greater difficulties in managing their social

behaviours. Mental wellbeing decreases with age6.

Substance Misuse: Data from the Scottish Schools Adolescent Lifestyle and Substance Use Survey

(SALSUS) show that the proportion of 15 year olds who smoke has fallen from almost 30% in the 1980s

to 7% in 2015. The 2016 survey on pupils in Clackmannanshire highlighted smoking behaviour for S2 and

S4 pupils as being higher than across Scotland and especially so among girls.

Schools: Clackmannanshire has 18 publicly funded primary schools, 3 publicly funded secondary

schools, 2 specialist provision schools and 1 special school.

At September 2018, there were 6634 pupils in our schools (4067 primary school pupils, 2485 secondary

school pupils & 82 pupils at special schools) with pupil projections indicating an increase to 6800 pupils

(4200 primary & 2600 secondary) by the year 20207.

In September 2018, there were 512 Full Time Equivalent (FTE) teachers (similar to the 2017 figure of 513

FTE teachers); the ‘pupil:teacher’ ratio increased slightly to 13.0 (from 12.9)8.

CLACKMANNANSHIRE PROFILE

1 Mid 2018 Population Estimates – National Records of Scotland (NRS) 2 SIMD2016, Scottish Government 3 Centre for Research in Social Policy, Loughborough University, 2014 4 Pupil Census 2018, Scottish Government 5 ScotCen – Health & Wellbeing among children and young people in Clackmannanshire, 2016

6 ScotCen – Health & Wellbeing among children and young people in Clackmannanshire, 2016

7 Pupil Projections 2014, Scottish Government 8 Summary Statistics for Schools in Scotland, No8-2017, Scottish Government

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Looked After Children (LAC): Clackmannanshire has a higher ratio of Looked After Children (LAC)

than the Scottish average, with 211 LAC recorded in Clackmannanshire in 2017/1810. This equates to

2.1% of the 0-17 population in Clackmannanshire; third highest across Scotland. Just over a third (34.1%)

of LAC are looked after at home with parents.

Additional Support Needs (ASN): Across our schools, 25.1% of our primary school pupils and 31.2% of

our secondary school pupils have been identified as having Additional Support Needs (ASN). In previous

years, the proportion of pupils with an ASN in Clackmannanshire was higher than the Scottish average,

but this year it is slightly lower than the Scottish average (25.4% & 31.7% respectively). Social, emotional

& behavioural difficulty was given as the main reason for requiring additional support for all pupils; almost

a quarter (23.9%) of our ASN pupils in primary school rising to 3 in 10 (30.5%) among our secondary

school ASN pupils11.

Free School Meals (FSM): Most recent published data on FSM comes from the Healthy Living Survey

which was carried out across Clackmannanshire in March 2017. This survey identified 57.5% of primary

school pupils and 15.9% of secondary school pupils as registered for FSM. Higher than the Scottish aver-

ages of 52.7% and 14.4%, respesctively12. Banchory, Coalsnaughton and Park Primary Schools all have

more than two-thirds of their pupils entitled to FSM.

Physical Education (PE): All schools across Clackmannanshire (both primary & secondary) continue to

meet the Scottish Government PE target of 2 hours per week (the Scottish average for primary schools

and secondary schools was 99.4% and 93.9%, respectively)13.

Attendance & Exclusions: Average attendance across both our primary & secondary schools in Clack-

mannanshire in 2017/18 was 92.8% (June 2019); attendance across our primary schools was 94.1% (a

slight fall on 2017/18 – 94.2%) and 90.7% across our secondary schools (a slight increase on 20167/18 –

90.7%). The average attendance for pupils from SIMD deciles 1 & 2 was 90.8% the same as the previous

year. For pupils in receipt of free school meals it was 88.6%, slightly lower than the previous year and

both attendance figures lower than the overall average.

At the end of 2017/18 there were 8 exclusion incidents across Clackmannanshire Schools involving 8 pu-

pils: 3 across our Primary Schools and 5 across our Secondary Schools. No pupils attending our School

Support Service (both primary & secondary) were excluded in 2018/19. This continues the falling trend

being reported across our schools.

Due to the low number of pupils excluded in 2018/19 there was no causal trend identified. The only com-

mon factor was each pupil excluded had some level of Additional Support Need reported including ‘Social,

emotional and behavioural difficulites14.

Attainment: 2017/18 SQA results indicate improvement in the percentage of school leavers achieving

SCQF Level 4 in Literacy with 92.1% achieving this level. The proportion achieving SCQF Level 4 in Nu-

meracy remains similar to previous years at 84.7%. There was also improvement in the percentage of

school leavers achieving Level 5 Literacy with 80.2% achieving this level. However, the percentage of

school leavers achieving SCQF Level 5 Numeracy has fallen to 59.9% (down 3.2 percentage points from

2016/17).


10 Children’s Social Work Statistics 2017-18, Scottish Government 11 Pupil Census 2018, Scottish Government 12 School Meals Data Set 2018, Scottish Government 13 Healthy Living Survey 2018, Scottish Government 14 Provisional figures for 2018/19 exclusion data, extracted from SEEMiS on 01/07/19 15 Insight data, 2018

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In 2017/18, a quarter (25.9%) of school leavers achieved an award at SCQF Level 5, higher than the

Scottish average (24.9%)16.

Of our school leavers who live in the 20% most deprived areas, a higher percentage achieved Level 5 Lit-

eracy than our Virtual Comparator (71.2% compared with 66.7%). The proportion achieving Level 5 Nu-

meracy was 41.6%17.

Curriculum for Excellence: [Unpublished 2019 data] At the end of each academic year, pupils from P1,

P4, P7, & S3 are assessed in four curricular areas: Literacy Reading, Literacy Writing, Literacy Listening &

Talking and Numeracy.

Pupils in P1 are expected to achieve ‘Early Level’ in all four areas before moving to P2. In 2019, 85% of

our P1 pupils achieved Early Level in Reading; 84% achieved this level in Writing, 92% achieved this level

in Listening & Talking, and 88% achieved this level in Numeracy. This represented improvements in all

four curricular areas compared to 2018.

For P4 pupils, they are expected to achieve ‘First Level’ before moving into P5. In 2018, 76% achieved

this level in Reading, 85% achieved this level in Listening & Talking, and 75% achieved this level in Nu-

meracy. These figures were all 1 percentage point lower than in 2018. However, 72% achieved this level

in Writing which was similar to 2018.

In P7, pupils are expected to achieve ‘Second Level’ before moving onto Secondary School. In 2019, pu-

pils improved in Numeracy and Listening & Talking where 69% and 82% achieved this level respectively.

In Reading and Writing, 75% and 67% of pupils achieved this level respectively, lower than in 2018.

In S3 pupils are expected to achieve ‘Third Level or Above’ (also assessed for ‘Fourth Level’) in all four

curricular areas. Across Clackmannanshire 87% of pupils achieved Third Level or Above’ in Reading (the

same as last year); 84% in Writing (slight fall on last year where is was 83%), 88% in Listening & Talking

(same as last year) and 77% in Numeracy (a fall on last year of 3 percentage points).

Positive Destinations: In 2018, there were 469 school leavers with 93% leaving school into a positive

destination. This was higher than in 2017 where 87% of school leavers left into a positive destination, but

slightly lower than the Scottish national average (94%).

More school leavers entered Further Education than last year with almost 3 in 10 (28%) leaving school

to attend Further Education. This was also higher than the Scottish average (27%). More school leavers

also entered Higher Education than last year at 30%, although this remains lower then both our Virtual

Comparator at 36% and the Scottish average at 41%.

Pupils from Clackmannanshire are less likely to stay on at school compared to the Scottish average, with

85% of pupils staying on to S5 and 67% staying on to S6 in 201818.

Employment: Adults are less likely to be in work in Clackmannanshire with new experimental data pro-

duced by the Scottish Government on Scotland’s Labour Market detailing Clackmannanshire as having a

higher claimant rate than the Scottish national average with 1399 claimants living in the area as of May

201919. Just over 23.7% of these claimants are young people aged 16 to 24 years, resulting in a claimant

rate of 6.4, almost double the Scottish average (3.5)19. Across Scotland, youth unemployment between

March and May 2019 has fallen, compared the same period in 2018, to 6.8%.


16 Summary Statistics for attainment, leaver destinations and healthy living, No 8: 2018 Edition – Attainment and

Leaver Destinations, Scottish Government

17 Insight data, 2018

18 Insight data, 2018

19 Scotland’s Labour Market – Tables & Charts – July 2019, Scottish Government

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Attainment

Broad General Education

Based on June 2019 unpublished data; figures in [ ] relate to 2018 results

Pupils from P1, P4, P7 & S3 are assessed in four curricular areas; Literacy Reading, Literacy Writing, Lit-eracy Listening and Talking and Numeracy.

National Qualifications and Senior Phase

Based on last year’s (2017/18) data (INSIGHT data):

82.5% of school leavers achieved Level 4 Literacy and Numeracy in 2017/18, a slight decrease (0.5%)

compared to last year. However, there has been an increase detectable from 2013/14 to 2016/17, with

results stabilising thereafter. Despite the increase in previous years, the percentage is still lower than the

Virtual Comparator (VC) (85.4%) and the National average (89.1%).

59.5% of school leavers achieved Level 5 Literacy and Numeracy on 2016/17, a decrease of 2.3 points

compared to last year, after an improving trend over the previous 3 years. This figure is slightly lower than

the VC by 1 percentage point (60.5%) and also lower than the National average (67.1%).

The attainment of school leavers with ASN remains stable with 61.6% achieving Level 4 Literacy and

Numeracy (the same as last years figure), but this is lower than that of the VC and National. More than a

third (33.8%) of school leavers with ASN achieved Level 5 Literacy and Numeracy; a slight decrease of

1.9 percentage points on last year, and lower than that of the VC (38.1%) and National (43.5%).

Over 7 in 10 (72%) of school leavers from the 20% most deprived areas of the authority achieved Level 4

Literacy and Numeracy, an increase of 0.7 percentage points compared to last year, but lower than both

the VC (77.8%) and National (80.8%). There was also an improving trend among school leavers from the

same area achieving Level 5 Literacy and Numeracy: 41.6% an increase of 2.1 percentage points and

continuing the improving trend over the last four years. However, this percentage of school leavers was

both lower than that of the VC (47.5%) and National (50.6%).

2018/2019 Literacy and Numeracy data will be published on INSIGHT later in 2019.

Based on Aug 2019 SQA Results:

• 985 pupils were presented for 4718 awards from National 2 to Advanced Higher, with 3551 passes

awarded.

• The overall pass rate has improved within the S4 cohort (4th Year) reflecting the wider achievement

of results from National 2’s to Highers, including some pupils across all three secondary schools

achieving a Higher level qualification/s at this earlier stage.

• Across the S6 cohort (6th Year) there is improvement in the overall pass rate including an increase in

the percentage of pupils achieving Advanced Highers.

• 1519 National 5 qualifications were awarded across the authority with 30% achieving an ‘A’ pass.

• 839 Highers were awarded a grade A-C. This was spread across a range of subjects to provide

young people with the skills and knowledge to pursue their individual chosen pathway.

• 129 Advanced Highers were awarded with a grade A-C; 28% more than 2018.

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Virtual Comparator (VC) - This relates to a cohort / group of pupils across Scotland who have a similar demographic profile.


93% of school leavers were in a Positive Destination in 2017/18; an increase of 4.4 percentage points

compared to 2016/17 (86.9%) and only 0.2 percentage points lower than the VC. 4.7% of school leavers

became unemployed upon leaving school; lower than last year (10.5%).

Greater numbers of school leavers entered Further Education than last year (28.1% compared to 23% in

2016.17). This is higher than the National average (26.5%). Increasing numbers of school leavers are

also moving in to Higher Education (29.6%), an increasing trend over the past three years. However, this

is lower than the VC (36.3%) and National average (41.2%). Over a quarter (27.9%) of school leavers

secured employment upon leaving school; a decline after a period of increase over the last three years.

However, this remains higher than the VC (22.8%) and National average (22.7%).

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SERVICE STRUCTURE

Clackmannanshire’s Education Service is made up of Community Learning and Development, Educational Psychology, Sport, Estates, Early Learning and Childcare, Additional Support Needs, Scottish Attainment Challenge and Improving Outcomes (Broad General Education and Senior Phase) Teams.

School education is provided for more than 6,700 pupils in 18 publicly funded primary schools, 3 publicly funded secondary schools, 2 special schools*, 4 specialist provisions, 3 stand alone nurseries.

The service also provides over 1,000 places for children in their pre-school years, in 3 nursery schools and 18 nursery classes. It co-operates with local private sector providers to ensure a comprehensive, high quality early education service across the whole council area.

The service works as a family, in collaboration with other partners and local authorities, and with national government and agencies. We currently have 541 FTE staff. Schools and Early Learning establishments work in clusters - Hillfoots Cluster, Alloa Cluster and Lornshill Cluster.

Our education estate is in good condition, with 96% of our establishments being graded A or B for condition, and 80% for suitability. A two year capital programme is in place to remedy any suitability issues and maintain our establishments in an A or B condition and, where possible, redevelop the estate to enable 21st century learning environments to be created. Council will be deciding on our Education Management Plan as part of the Corporate Assessment Plan this year.

Our secondary estate is comprised of three Academies which were opened in 2009 and are operated through a PFI scheme initiated in 2007. In August 2019 we opened the state-of-the-art Tullibody South Campus comprising the new Tulach Nursery and a joint campus for pupils from St Bernadette’s RC and Abercromby Primary Schools.

We are working towards our targets set out in the Council's Carbon Management Plan to ensure a sustainable and efficient estate.

* - 2 Special Schools: Secondary School Support Service & Lochies; 4 Specialist Provisions: Alloa

Academy (EASN), Alva Academy (ASD), Alva PS (ASD) & Primary School Support Service

IO Team

Improving Out-

comes Manager

IO Team Leader

IO Team Leader

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BUDGET

Education Service

Revenue Budget £,000

Service Management 683

Early Years 4,733

Primary Education 15,203

Secondary Education 14,110

ASN Education 6,803

Educational Psychology 331

School Crossing Patrols 44

Sports Development 137

Education CLD 382

Total Education Service

Revenue Budget 2019/20

42,427

External Funding £,000

SAC 1,576

SAC / PEF 1,629

SAC / LAC 114

Total Education Service

External Funding 2019/20

5,817

Early Learning and Childcare

Expansion

2,497

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RESEARCH AND EVALUATION STRATEGY

This strategy sets out the broad range of evidence and activity that should be readily available to support all levels of the system, with a clear purpose and alignment to the 4 strategic priorities set out in our NIF Plan. The overriding purpose of this approach is to support the delivery of the improvement activity set out in this Plan, the Clackmannanshire Programme for the Scottish Attainment Challenge (including Pupil Equity Funding), and it informs all service improvement activity. It sets out our rationale for actions, what the actions will be and what we are doing with what we learn from the data we gather.

It is currently supported by:

• University of Strathclyde

• University of Stirling

• Speech and Language Therapy Service, NHS Forth Valley

• David Istance, former senior analyst in the OECD’s Education and Skills Directorate

Self Evaluation Framework

Our self-evaluation is built on a “spiral of enquiry” - a change process where all educators are scanning for evidence of improvement, which builds the capacity of those involved to collaborate, and achieve lasting and meaningful improvement.

We have a clear vision, 6 Big Goals, 4 overarching NIF priorities, improvement plans based on the 6 NIF Drivers, a measurement and data gathering approach based on a set of Key Performance Indicators. We align our improvement cycle and planning with local, regional and national improvement methodologies including the PDSA - Plan, Do, Study, Act improvement model.

Business

Plan

Self Evaluation

Framework

Research and

Evaluation

Strategy

Team Plans

NIF Plan

April

August

December

February

Self Evaluation on

all plans

Six monthly update

Report & NIF Plan

submitted to

Scottish

Government

CMT Reviews

The Education Service has developed its Strategy for Research and Evaluation, which sits alongside the Self Evaluation Framework and Communications Plan. These three key documents are inter connected and support the service improvement cycle.

October

Mid-year Business report

Business Plan submitted

to Council

April

V

V V

V

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In collaboration we -

Look Inwards - using self evaluation, project management tools, data gathering and consultation and engagement with our stakeholder groups

Look Outwards - seeing what we can learn from research and best practice locally, nationally and internationally and

Look Forwards - continually seeking improvement and using recognised change programmes to implement new and innovative practice.

Communications Plan

Good communication is part of the core business of the Education Service. Internally it helps all educators to be aware of current issues and good practice so they can make an informed contribution to improving performance. Externally it helps build relationships based on honesty, transparency and fosters a sense of partnership where we all work together for a common aim.

Communication is essential during periods of rapid change like the one that this service has undergone in the past year and continues to experience as staff teams expand and focus in on areas which require transformational change against a backdrop of the way the Council will be structured and managed in future. During this period of change we must continue to deliver our core business which is the education of children and young people against a backdrop of financial efficiencies and uncertainty.

The communications priorities set out in the Communications Plan are designed to provide strategic direction for all staff – all staff have a role in promoting good communication – to enable clear and timely communication to inform all our stakeholders about our plans and performance. These priorities are also designed to guide our partnership working with external stakeholders and other services within Clackmannanshire Council.

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Improvement activity by driver - School Leadership

School leadership plays a vital part in achieving equity

and excellence in education across

Clackmannanshire. Leadership programmes ensure

educators make a real difference to improving

attainment outcomes for children and young people,

leading to greater achievement and attainment.

We want to see a culture of strong leadership at all

levels and in a range of contexts, where educators are

empowered to lead in schools, nurseries, teams at

centre and across a wide range of educational

settings.

Educators lead learning for, and with, all learners.

They also collaborate and support the professional

development of colleagues and other partners. We work in partnership with national agencies

and universities to deliver high quality training and leadership development. Leaders also ensure

the best use of resources to ensure the greatest impact on closing the attainment gap.

Young people are encouraged to lead their own learning and pupil voice is important in schools

and in the local community where they are encouraged to become responsible citizens and

effective contributors.

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Actions - School Leadership What evidence will

we gather?

Timescale Accountable Team

A Workforce Plan is developed to ensure that resources are managed and deployed to minimise risk to the Education Service

Staffing levels June 20 Senior Management Team (SMT)

The Clackmannanshire Way - an empowered, connected and self improving model of education delivery is developed to achieve excellence and equity for all children and young people

Attainment data

School Improvement Plans

Standards and Quality Reports

School / Authority Partnership

June 20 SMT

The quality of Child Protection systems in educational establishments are reviewed and evaluated by planning and implementing a timetable of quality assurance visits

Staff awareness of CP procedures

June 20 Education (Senior Phase) Team

Practice in Restraint and Seclusion across all schools is reviewed

Staff awareness of appropriate restraint and seclusion procedures


Absence Management procedures in schools are rigorously implemented and monitored

iTrent Records

Staff absence figures

June 20 SMT

Deliver (PEPASS) PE, Physical Activity and School Sport across all Clackmannanshire establishments focussing on; Leadership, links from primary to secondary school, and sports competitions including pupils with Additional Support Needs

Amount of PE across all schools

Gold School Sports Awards

% of schools participating in Active Schools programme

Pupils participating in sports competitions and festivals

Pupils achieving leadership qualifications

June 20 Sports Development and PEPASS Team

Poverty Plan / Strategy for all schools is in place which reflects outcomes of Poverty Summit


Standards and Quality Reports

June 20 SMT

Schools / parents are adapting their travel plans to minimise costs, improve health and wellbeing and environmental targets

Active Travel records

No. of pre-school children who can pedal a bike by P1

Bikeability awards

No. of participants in ‘Walk Once a Week’ programme

‘Cycle Friendly School’ Awards

‘Hands-up Survey’ Results

June 20 SMT

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Improvement activity by driver - Teacher Professionalism

Teacher professionalism is a key driver in achieving improvement in attainment and

achievement. In Clackmannanshire we extend this

driver to include all staff working in education - all

staff are educators.

The General Teaching Council for Scotland (GTCS)

professional standards for teachers also includes

standards for career long professional learning

(CLPL) and leadership and management. Once

registered, throughout their career, teachers will

continue to develop their expertise and experience

through CLPL and professional practice.

Early Years Practitioners are registered with the

Scottish Social Services Council (SSSC) and are

expected to maintain this registration and adhere to the SSSC Code of Conduct.

Educational Psychologists also participate in a range of development and training opportunities

and maintain their registration with Health Care and Professionals Council (HCPC).

Educators working in Community Learning and Development (CLD) also have a set of standards

for their professional practice.

We have a high quality education workforce in Clackmannanshire, where all educators have a

commitment to shared educational values and professional standards. Educators take ownership

of their own professional learning and recognise its importance, impacting on children’s progress

and achievement, closing the attainment gap and ensuring sustained, positive school leaver

destinations.

18

Action - Teacher Professionalism What evidence will

we gather?


A Numeracy Plan is further developed and implemented in liaison with RIC numeracy officers to enhance Clackmannanshire CLPL and direct school support. A targeted approach to 2nd Level Attainment in Numeracy in BGE is implemented (covering BGE and Senior Phase)

Teachers who undertake this CLPL

Numeracy attainment improves

June 20 Scottish Attainment Challenge (SAC) Team

Additional graduates will continue to develop literacy and numeracy

Literacy attainment improves

June 20 Early Learning and Childcare Team

CLPL is delivered on Assessment and Moderation to all practitioners in line with Assessment and Moderation Strategy

Feedback from Practitioners who undertake this CLPL

June 20 Principal Teacher (PT) Team

The wider programme of CLPL opportunities for education staff in R4L (Readiness for Learning) is integrated

Teachers more confident in using R4L approaches

Children are ready to learn

June 20 Educational Psychology Team

R4L Level Two and Three e-learning modules are developed and R4L podcast series continues to support educators to develop their practice in relation to wider SAC effective learning approaches

Teachers more confident in using R4L approaches



Regional Improvement Collaborative provides effective and appropriate CLPL which compliments our own Clackmannanshire programme

Uptake of RIC CLPL

Reduction in cost of Authority CLPL

Feedback from practitioners

June 20 Senior Management Team (SMT)

The Equitable Literacy programme is further developed and is led by Headteachers in partnership with Professor Sue Ellis and the Improving Outcomes Literacy Principal Teachers. Literacy is further developed in reading to support transition from P7 to S1

Literacy attainment improves

June 20 PT Team

19

Improvement activity by driver - Parental Engagement

Parents, carers and families are by far the most important

influences in a child's life. Their support plays a vital role at

all stages of education. Family engagement in school and in

early learning has a bigger influence on a pupil's

achievement than socio-economic background, parents

education level, family structure and ethnicity.

Parents who take on a supportive role in their children's

learning make a difference in improving achievement and

behaviour. The active involvement of parents can help

promote a learning community in which children and young

people can engage positively with educators and their peers.

Parental involvement relates to the involvement of parents

and carers in the life and work of the early learning and

childcare setting or school. This can include, but is not limited to, parent representation on Parent

Councils or associations, involvement in self-evaluation and improvement, and volunteering with

fundraising activities or by sharing skills and knowledge to enrich the curriculum.

We want to see parents and carers actively and meaningfully engaged in their child’s learning

and life at school, because when schools and families work together, the outcomes for children

are much improved.

The legislation underpinning Parental Involvement - the Parental Involvement (Scotland) Act

2006 - has recently undergone a review which generated a set of recommendations. Actions to

address these recommendations have been published in the Government’s “Learning Together -

Scotland’s national action plan on parental involvement, parental engagement, family learning

and learning at home 2018 - 2021”. This work is led by the Scottish Government and key

partners such as Education Scotland, local authorities and national parental representation

groups.

Parental engagement is one of the key drivers in achieving excellence and equity in Scottish

education. The actions under this driver include actions to support improvement in parental

engagement, involvement and family learning as well as activities to provide wider support for

children and families in the wider local community.

20

Action - Parental Engagement What evidence will

we gather?


The plan for increase to 1140 hours by 2020 will be communicated robustly with staff and parents / carers

Parents / carers will be clear about the options from 2020

Uptake in 1140 hours from August 2020

June 20 Early Learning and

Childcare Team

Food, Families and Futures is rolled out further to provide after-school and holiday family engagement clubs, with support from partners and outside agencies to close the poverty related attainment gap and tackle holiday hunger

Social networks for parents / carers are developed

Community engagement improves


In partnership with Columba 1400, Family Learning programmes are implemented that will identify and address the needs of parents / carers, children and young people

The number of Family Learning programmes increases

Participation by families in SIMD 1 & 2 increases

June 20 Education Community Learning and Development (CLD) Team

Plans to support Syrian Refugee Families and children when funding ceases, and a plan for newly arrived families is in place

Feedback from families / educators

June 20 Education Refugee Team

Develop the Parent Council Chairs Forum to play a more effective role in strategic development of the Education Service

Feedback from Parent Council chairs

June 20 SMT

The Children and Youth Engagement Plan is developed, building on the CYP Standards for Participation and Engagement

Increase in percentage of CYP who say their views and opinions are listened to and are effective

Dec 19 Education CLD Team

The 2018-21 Community Learning and Development Plan is implemented

CLD Data Gathering Plan

April 20 Education CLD Team

Schools and Early learning settings are supported and challenged to implement improvement actions from the “Learning Together National Action Plan for Parental Involvement and Engagement”

Parent Survey responses

Attainment improves


Reporting to parents is reviewed to ensure that parents are given information on their child’s progress which allows them to support learning at home

Parent Survey results

Attainment improves


21

Improvement activity by driver - Assessment of

Children’s Progress

Children and young people progress through a coherent 3-

18 curriculum, with strong foundations in literacy and

numeracy, health and wellbeing, skills and personal

development.

We want all children in Clackmannanshire to enjoy high

quality learning experiences, supported by value adding and

efficient practices, which provide useful information on the

progress of children and young people. Assessment of

progress provides rich data which is triangulated with other

data sources to ensure that learning and teaching practice is

closing the attainment gap. This gives children and young

people the best educational start in life with the support they

need and follows through to a positive and sustained

destination after school.

Teachers’ professional judgement is the foundation for quality and improvement and we make

effective use of assessment and moderation by educators and learners to maximise the

successes and achievements of our children and young people.

Assessing children’s progress from the earliest stages of learning is important to ensure we

identify those children who may need additional support as early as possible.

Assessment of children’s needs is particularly important for children with Additional Support

Needs who need specific input, including specialist support, in Clackmannanshire schools

through to out of authority provision. Looked After Children’s attainment and well being is tracked

very frequently to ensure the best possible educational outcomes.

A range of professionals, with the support of the Educational Psychology Team, will work with

educators in schools and nurseries to assist with assessment of children and young people’s

additional needs.

22

Actions - Assessment of Children’s

Progress

What evidence will

we gather?


All early learning and childcare establishments are effectively using e-learning journals to track and monitor children’s learning

Attainment improves at Early Level


Childcare Team

Training around Early Level Numeracy Trajectories is developed and delivered

Attainment improves at Early Level


Childcare Team

The ASN Strategy is implemented to achieve Excellence and Equity for all

Outcomes and achievements improve for children with ASN

June 20 Senior Management

Team (SMT)

The Foundation Apprenticeship programme is supported to improve employability skills of young people

Uptake of FAs

Council and Partnership Placements available

Success in completion of FAs

June 20 SMT

The transition period for Activity Agreements through ‘No One Left Behind’ employability framework is managed

Activity Agreements June 20 Education

Community

Learning and

Development (CLD)

Team

The Developing the Young Workforce and ‘No one Left Behind’ Plans are developed to improve employability skills

Activity Agreement figures

Initial and Sustained Positive Destinations figures

June 20 SMT

A programme for senior phase experience of work and volunteer opportunities is developed across the Community Learning and Development sector

Young people develop employability skills

April 20 Education CLD

Team

A strategy is developed for identifying, tracking and monitoring of ELC progression from pre-school through to end of Early Level

Early Level Attainment

Vocabulary gap

ELC milestones


Childcare Team

A long term STEM Plan is developed to meet the needs of the City Deal and improve employability in Clackmannanshire

Uptake of CLPL in STEM

Confidence of primary teachers

Partnerships with industry / business

June 20 SMT

MCR Pathways are introduced in all Secondary Schools for care experienced and vulnerable young people

LAC Attainment, Attendance and Positive destinations improve

June 20 SMT

1 + 2 Languages are available in line with Scottish Government policy


Uptake of Languages

June 20 Scottish Attainment

Challenge (SAC)

Team

23

Actions - Assessment of Children’s

Progress

What evidence will

we gather?


Strategic Partnerships with SFRS, Police Scotland and other Alliance Partners are developed to improve partnership working and outcomes for children, young people and families

Attendance


Feedback from community

June 20 Senior Management

Team (SMT)

Updated Autism / ASD Action Plan is developed with Children’s Services and Adult Services

Feedback from parents / staff / children and young people / Scottish Government

June 20 Additional Support

Needs (ASN) Team

Speech and Language Therapy is reviewed across Forth Valley

Cost

Feedback from staff / parents / children and young people

June 20 SMT

FLIP (Flexible Learning, Individual Pathways) programmes are developed and promoted to address barriers to learning

Literacy and Numeracy attainment improves

Dec 19 Education (Senior Phase) Team

A range of assessments, interventions and strategies are developed to minimise ‘Concrete Concept Gaps’ within children’s development which impact on their ability to engage in effective learning approaches

Teachers are confident in using R4L strategies



Community Learning and Development digital resources for learners in school and the wider community are developed and implemented

Literacy and Numeracy attainment improves


24

Improvement activity by driver - School Improvement

Within our learning communities, we plan for regular engagement in effective quality

improvement and moderation activities related to

agreed standards and expectations.

Schools work together in clusters to develop, promote

and improve a quality curriculum which meets the

needs of all learners reflecting local and national good

practice.

The curriculum is regularly reviewed and refreshed

with the support of partners to ensure it continues to

meet the needs of learners. Coherent learning

pathways are in place to ensure progression,

appropriate challenge, personalisation and choice

and develop skills for life and work.

Educators, partners and other stakeholders have a good understanding of the purpose of the

school curriculum and how it promotes improvement in attainment and equity for all. All

educators, parents and partners should be fully involved in the improving the life and wok of the

school, with a range of stakeholders taking the lead in aspects of school improvement. Educators

will be supported by professional learning activities, clearly linked to self-evaluation and identified

areas of improvement.

Our school estate is in good condition and well maintained ready to deliver learning and teaching

fit for the 21st century.

25

Actions - School Improvement What evidence will

we gather?


A Digital Learning Strategy is developed and implemented to increase the offer of flexible and individualised online pathways for children and young people

A digital culture is embedded across all establishments


The S1 - S3 Curriculum is further reviewed in all secondary schools to ensure a broader range of pathways available

Progress from S1-S3 improves and progress to Senior Phase

June 20 Principal Teacher (PT) Team

Early Learning and Childcare Reviews are carried out, including funded providers, to ensure quality provision

Children have high quality early learning experiences

June 20 Early Learning and Childcare Team

An Exit Strategy for the Scottish Attainment Challenge is developed, reflecting research from University of Strathclyde and internal evaluation

Feedback from Scottish Government

June 20 SMT

Actions from Staged Intervention reviews are taken forward to ensure Equality and Inclusion

Audit of Staged Intervention records and Quality Assurance reviews

June 20 Additional Support Needs (ASN) Team

ASN Reviews are carried out in all secondary schools and action plans developed

Quality Assurance Reviews

June 20 ASN Team

The Health and Wellbeing Strategy is implemented across ELC and schools with priority actions identified during HWB audit

Health and Wellbeing survey indicators improve

June 20 Scottish Attainment Challenge (SAC) Team

The LGBTi Charter, Gold Standard, is achieved across the Education Service

Young people from LGBTi community are ready to learn


The Estate Management Plan (as part of the Corporate Assessment Plan) is finalised

School and nursery estate is well managed

June 20 Property Team

26

Improvement activity by driver - Performance Information

Performance information is used to inform and drive

improvement at all levels.

As part of our continuous cycle of improvement,

educators analyse progress and performance across

a range of data and evidence to identify where the

gaps remain and action is required.

Our service is data rich, gathering appropriate and

accurate performance information which is reported

nationally as well as data which applies to a single

school, class or child. This information, appropriately

triangulated and analysed, helps educators to take

early action to improve outcomes for children and

young people and meet their particular learning

needs.

Peer support and challenge helps educators analyse data and ongoing reflective practice leads

to improvements. Schools and Early Learning and Childcare establishments are supported by

colleagues at centre to analyse data.

Pupils, parents and other stakeholders have an essential role in helping school leaders identify

areas for improvement and also to contribute to and celebrate their school’s identified strengths

and learners’ successes. Stakeholder views play a key role in school self evaluation and shaping

and delivering school improvement plans.

Teams at centre work in partnership with academia and peer local authorities to improve their

self evaluation processes and benchmark their data leading to improvements in service design

and delivery.

27

Actions - Performance Information What evidence will

we gather?


All establishments are supported to use data

tools to effectively target pupils with the

appropriate intervention

Attainment improves

- in BGE, an increase

in CfE achievement

- in Senior Phase, an

increase in SCQF

qualifications

June 20 Education (Senior

Phase) Team

A targeted action plan is developed to collaborate with school staff to identify children and young people who are living in poverty to ensure they are being supported in their learning

Outcomes and

achievements

improve for Children

living in SIMD 1 & 2

June 20 Education (Senior

Phase) Team

A Business Case is developed for a Transformation Project to improve collaborative approaches for effective Family Support

Baseline of current

costs and proposed

savings

December

20

Senior Management

Team (SMT)

A Business Case is developed for a Transformation Project to improve Mental Health for Children and Families

Baseline of current

services and delivery

December

20

SMT

A pilot of the MASH Project is carried out to consider how services for children and families can be improved as a result of partnership working

Baseline of current


December

20

SMT

A Transformation Project is carried out on the approach to reshaping services on Alcohol and Drugs for children and young people

Baseline of current


December

20

SMT

Documents

NIF Plan 2019-2020 - Clackmannanshire · 2020. 8. 30. · Our Plan also links to the integrated Children’s Services Plan and Local Outcomes Improvement Plan that ... CLACKMANNANSHIRE