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NATIONAL PRIORITIES IN EDUCATION PERFORMANCE REPORT 2003
EDUCATION AUTHORITY INFORMATION

ABERDEENSHIRE COUNCIL

This report summarises some of the key points set out in Aberdeenshire Council's Education and Recreation Service publications including The Inclusive School in the Community, a Report on Standards and Quality in Aberdeenshire Schools 2001-2002, Local Improvement Objectives 2002-2005 and the E & R Service Plan 2002-2005. The authority has published its targets for 2005 separately from these documents.

For a full understanding of the position in this education authority and its plans for improvement you should refer directly to these documents or contact Mick Gordon (01224 664 283;mick.gordon@aberdeenshire.gov.uk).

The summary is presented here under individual National Priority in Education outcomes for simplicity but the actions and programmes referred to may often relate to more than one National Priority.

NATIONAL PRIORITY 1 - ACHIEVEMENT AND ATTAINMENT

To raise standards of educational attainment for all in schools, especially in the core skills of literacy and numeracy, and to achieve better levels in national measures of achievement including examination results

Outcome 1 - Increased levels of numeracy and literacy

The authority's Early Intervention Programme includes staff development workshops, peer coaching, literacy packs and parents' workshops. Parental involvement schemes have been extended.

A literacy framework has been produced and distributed. A staff development programme in literacy has been implemented. Just under 500 staff participated in the programme. Just under 500 staff also participated in a staff development programme in numeracy.

Secondary schools have been provided with guidance on the provision of a more flexible curriculum designed to match the needs of individual pupils. The authority has run a conference on curriculum flexibility.

The charts below provide information on the attainments in reading, writing and mathematics achieved by pupils in Aberdeenshire's primary schools and in the first two years of secondary school. They also provide information on the targets which the education authority has set in respect of these aspects of pupils' learning.

Chart 1. Percentage of pupils in P3, 4, 6 and 7 meeting or exceeding age appropriate 5-14 levels in reading, writing and mathematics in Aberdeenshire, its comparator authorities and nationally at end June 2002.

Aberdeenshire has set targets with its primary schools to raise levels of attainment between now and the end of school session 2004/2005.

Chart 2. Levels of attainment at end June 2002 compared with anticipated percentage of pupils in P3, 4, 6 and 7 who will meet or exceed age appropriate 5-14 levels in reading, writing and mathematics in Aberdeenshire and nationally by the end of school session 2004/2005.

Chart 3. Percentage of pupils in S2 meeting or exceeding their age appropriate 5-14 level, level E, in reading, writing and mathematics in Aberdeenshire, its comparator authorities and nationally at end June 2002.

Aberdeenshire has set targets with secondary schools to raise these levels of attainment between now and the end of school session 2004/2005.

Chart 4. Levels of attainment at end June 2002 compared with anticipated percentage of pupils in S2 who will meet or exceed their age appropriate 5-14 level, level E, in reading, writing and mathematics in Aberdeenshire and nationally by the end of school session 2004/2005.

The percentage (averaged over 3 years from 1999/2000 to 2001/2002) of the original S4 cohort who by the end of S6 had attained SCQF level 3 or better in English and mathematics was 96.6%. Nationally 92.6% did this and 95.0% of pupils did this in comparator authorities. Aberdeenshire has set a target that 97.5% of its pupils should achieve these levels of attainment by 2005. The equivalent national target is 94%.

Outcome 2 - Improved examination results

The charts below provide information on the attainments in National Qualifications achieved by pupils in Aberdeenshire's secondary schools. They also provide information on the targets which the authority has set in respect of these aspects of pupils' learning.

Chart 5. Levels of attainment (a three-year average for 1999/2000 to 2001/2002) of pupils in Aberdeenshire's secondary schools in National Qualifications (post-appeal) compared with attainment in comparator authorities and nationally.

Aberdeenshire has set targets with its secondary schools to raise levels of attainment in National Qualifications by the end of school session 2004/2005.

Chart 6. Levels of attainment (a three-year average for 1999/2000 to 2001/2002) of pupils in Aberdeenshire's secondary schools in National Qualifications (post-appeal) compared with anticipated levels of attainment (a three-year average for 2002/2003 to 2004/2005) locally and nationally by the end of school session 2004/2005.

NATIONAL PRIORITY 2 - FRAMEWORK FOR LEARNING

To support and develop the skills of teachers, the self-discipline of pupils and to enhance school environments so that they are conducive to teaching and learning

Outcome 1 - Continuing professional development of teachers' skills

Over 100 headteachers have participated in the authority's programme for Professional Review and Development. More than 20 of the authority's staff have achieved the Scottish Qualification for Headship.

The authority has prepared for the introduction of the Chartered Teacher Programme.

The authority operates curriculum support groups as a key mechanism for promoting the professional development of its staff.

Outcome 2 - Increased self-discipline of pupils

Schools have been engaged in reviewing their discipline policies. Off-site behaviour support services have been established at three locations within the authority. Additional support staff, both teaching and non-teaching staff, have been appointed throughout the authority's schools. Staff have received training in discipline and behaviour support techniques. A framework for intervention for managing behaviour support has been piloted in approximately one-third of schools. 40% of the authority's pupils are involved in buddying and mentoring schemes.

The levels of attendance and exclusions in Aberdeenshire Council's schools are shown below.

Levels of attendance

The authority has set itself the targets of reducing the average absence in primary schools to 14 half-days per pupil (96.3 % attendance) and to 30 half-days per pupil (92.1% attendance) in secondary schools by the end of session 2004/2005.
The national target for attendance by the end of session 2004/2005 is 95% for primary and 90% for secondary. These figures have been rounded to the nearest whole number.

Exclusions from schools

The figures in the above table are drawn from the Scottish Executive National Statistics Publication Exclusions from Schools, 2000/2001.

Outcome 3 - Enhanced school environments which are more conducive to teaching and learning

Pupil support bases have been established in all secondary and in one-third of all primary schools.

The authority has established an Asset Management Plan for its 12 primary and 4 special schools. It has piloted novel asset management arrangements in one of its secondary schools. Fifty-seven fitness for purpose reports have been produced. An outline business case was submitted in respect of the proposed development of new school buildings at Rosehearty and Netherley.

The authority opened a new secondary school at Meldrum Academy. It has established new management arrangements designed to promote coherence and flexibility in the curriculum.

An authority quality assurance framework has been put in place. This framework includes an improved provision for the analysis of data on pupil performance. The quality assurance framework extends to nursery classes and Pre-5 centres.

A third of the authority's schools qualify as Health Promoting Schools on the basis of current criteria. The authority participates fully in an inter-agency Alcohol and Drug Action Team. Schools have been provided with a policy on the management of drug incidents. The Aberdeenshire Life Education Centre has continued to play an important role in promoting healthy living to young people across the authority.

The pupil:adult ratio in the education authority's primary schools is 13.3:1 currently. Aberdeenshire has set itself the target of 13.1:1 by the end of school session 2004/2005. The ratio nationally is 14.2:1. The number of auxiliaries and classroom assistants has been increased specifically to meet the needs of additional pupils.

NATIONAL PRIORITY 3 - INCLUSION AND EQUALITY

To promote equality and help every pupil benefit from education with particular regard paid to pupils with disabilities and special educational needs, and to Gaelic and lesser used languages.

Outcome 1 - Every pupil benefits from education

The authority has fully operational New Community Schools in Turriff and Peterhead. It has recently extended its programme to include Banff, Fraserburgh, Portlethen and Meldrum. Further roll-out arrangements are well advanced.

Local Education and Recreation Networks are being refocused to support the authority's New Community Schools.

In the context of the Changing Children's Services Fund the establishment of an integrated services network and the reconfiguration of services teams are being addressed.

The authority has continued to implement the recommendations of Learning with Care. Funding available to the authority has been spent on providing looked after children with enhanced access to ICT, books and other educational resources and on enriching their experience.

The percentage of looked after children aged 16 or 17 who left care with qualifications in English and Mathematics at SCQF level 3 or above in school session 2001/2002 was 74%. Nationally, the percentage of pupils was 29%. Aberdeenshire has set itself the target of raising the percentage of looked after children who attain English and mathematics at SCQF level 3 or above in school session 2004/2005 to 100%.

The average tariff score of the lowest attaining 20% of pupils in the authority's secondary schools is 82. The average tariff score of the lowest attaining 20% of pupils nationally is 58 and in Aberdeenshire's comparator authorities it is 63. The authority has set itself the target of raising the average tariff score locally to 85 by 2005.

7.5% of primary pupils are entitled to free school meals; 88.7% of these pupils actually take a school meal. 4.6 % of secondary pupils are entitled to a free school meal with 61.2% of these pupils actually taking up their entitlement. Nationally, the uptake percentages for primary and secondary are 79.2% and 59.1% respectively.

Outcome 2 - Every pupil benefits from education, with particular regard paid to pupils with disabilities and special educational needs

Policies and procedures for support for learning have been reviewed. Support for learning staffing was enhanced. 26 teachers completed certificates or diplomas in support for learning; teaching and non-teaching staff had access to other training opportunities.

Pupils in Aberdeenshire who have recorded special educational needs, as defined currently, have an Individualised Educational programme (IEP). In these programmes targets are set with and for individual pupils; these targets help to structure and focus the pupils' learning. Just over 90% of Aberdeenshire's schools have met all the IEP targets of their pupils.

The authority, along with all other education authorities, has prepared and published an action plan setting out how it will improve access to school buildings and the formal and informal curriculum for people with disabilities over the next few years. The implementation of the action plan has begun.

Special educational needs bases were established in a number of mainstream schools. Developmental nurseries for pre-school children with additional support needs were established.

Of mainstream primary pupils with special educational needs in Aberdeenshire, 78.3% receive all of their education in a mainstream class and 4.8% receive all of their education in a special unit attached to a mainstream school. For secondary, the figures are 37.6% and 12.6% respectively. Nationally the percentages for
the primary sector are 83% and 3%; for secondary they are 73% and 4%. For comparator authorities the percentages for the primary sector are 73.9% and 4.3%; for secondary they are 45.4% and 7.5%. Aberdeenshire has 4 special schools which accommodated 317 pupils in 2001/2002.

It should be recognised that the collection of this SEN data in 2000/2001 may not have been universally robust.

Outcome 3 - Every pupil benefits from education, with particular regard paid to Gaelic and lesser used languages

The authority received no requests for Gaelic medium education.

It supports 100 children who have English as an additional language.

The authority has produced a framework for the promotion of racial equality in schools.

NATIONAL PRIORITY 4 - VALUES AND CITIZENSHIP

To work with parents to teach pupils respect for self and one another and their interdependence with other members of their neighbourhood and society and teach them the duties and responsibilities of citizenship in a democratic society

Outcome 1 - Increased respect for self and others

The pupils in the authority's schools are involved in a wide range of activities which encourage them to work with others and which are designed to promote their personal and social development ( see section on Quality Indicators).

A Framework for Guidance was developed by the authority's Guidance Support Group.

There are pupil councils in all schools and there is an Aberdeenshire Secondary Schools Pupil Forum.

Schools are expected to operate as models for the encouragement of active citizenship. Citizenship has been placed at the core of schools' work on personal and social education. Audit materials were distributed to schools to support them in promoting active citizenship.

Outcome 2 - Increased awareness of interdependence with other members of their neighbourhood and society and teach them the duties and responsibilities of citizenship in a democratic society

The authority's schools are required to set and report on targets in respect of the arrangements which they make to promote the involvement of parents in their children's education.

Many Aberdeenshire schools are registered with the Eco Schools Award Scheme.

NATIONAL PRIORITY 5 - LEARNING FOR LIFE

To equip pupils with the foundation skills, attitudes and expectations necessary to prosper in a changing society and to encourage creativity and ambition

Outcome 1 - Pupils are equipped with the necessary foundation skills, attitudes and expectations to prosper in a changing society

School and public libraries have been integrated.

All secondary schools have Sports Co-ordinators; primary schools are involved in the Active Primary School pilot initiative run by sportscotland and they are involved also in the TOP Play and TOP Sport initiatives.

Five cultural co-ordinators have been appointed.

The authority's community learning and development service has been restructured and strengthened. Its remit includes the promotion of lifelong learning focused on the development of appropriate skills. It implements the authority's Youth Strategy in consultation with young people.

The Council runs artist in residence programmes and operates orchestras, bands and residential music courses for senior pupils.

All primary schools participate in projects such as Enterprising Infants and Go for Enterprise. Staff have received training in these projects. The activities undertaken by schools include outside visits, guest speakers, fund-raising events and running tuck shops. All secondary schools participate in work and enterprise projects including work experience and Young Enterprise.

Chart 7. School leaver destinations; percentage of pupils leaving Aberdeenshire's secondary schools in 2002 and going on to Higher Education and other destinations compared with comparator authorities and the national position.

Aberdeenshire has set itself the target of raising the percentage of school leavers who go on to Higher Education after leaving school in June 2005 to 41.6%.

Outcome 2 - Increased levels of creativity and ambition in young people

Approaches to the development of core skills have been piloted in Peterhead in the context of the authority's Integrated Community Schools Programme. Similar work has been undertaken in Fraserburgh. Work of this type across the authority has been supported by its Learning Skills Team.

QUALITY INDICATORS

Aberdeenshire schools have used HGIOS in their regular, moderated self-evaluations to reach informed judgements on where they stand currently in relation to quality processes. These judgements are summarised below:

• almost all judged that the 'overall quality of attainment' in their schools was good or very good and that they were good or very good at promoting 'expectations and achievement'
• a majority judged that they had good or very good arrangements for 'staff review and development'
• all judged that the 'climate and relationships' in their schools were good or
  very good and most judged that they had good or very good 'accommodation and facilities'
• almost all schools judged that their arrangements for the promotion of 'equality and fairness' were good or very good
• almost all thought that their arrangements for 'learning support' and the 'placement of pupils with SEN and disabilities' were good or very good and almost all thought that they were good or very good at the 'implementation of SEN and disability legislation'
• almost all judged that their arrangements for supporting the 'personal and social development' of young people were good or very good and all thought that they also had good or very good 'partnership with parents, the School Board and the community'
• almost all judged that the overall quality of their 'pupils' learning experiences' was good or very good.

Authorities and schools will be continuing to build up their expertise in self-evaluation and moderation of progress with the National Priorities over the period to the end of school session 2004/2005. Some self-evaluation in this report is therefore provisional at this stage. HMIE are undertaking independent and robust external evaluation of how well Scottish schools and education authorities are delivering the National Priorities in Education and their report will be published after the end of school session 2004/2005.

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