The Scottish Government

« Previous | Contents | Next »

Listen

NATIONAL PRIORITIES IN EDUCATION PERFORMANCE REPORT 2003
EDUCATION AUTHORITY INFORMATION

ANGUS COUNCIL

This report summarises some of the key points set out in Angus Council's first National Priorities Progress Report and in The Education Service Plan Update for 2002/2003, which includes a Statement of Education Improvement Objectives for 2003/2004 and a Standards and Quality Report 2002/03.

For a full understanding of the position in this education authority and its plans for improvement you should refer directly to these documents. These can be obtained electronically or in hard copy from Peter McBride (01307 473 240;McbridePB@angus.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

Angus Council has promoted a range of initiatives to further improve its pupils' literacy and numeracy. It has produced literacy and numeracy materials which have been designed for parents to use with their pre-school-age children. It uses paired reading and writing programmes in which older pupils help younger ones and it has also introduced a paired reading programme to support parents in helping their own children to read better. It encourages older pupils to read, through its Book Award scheme in which pupils vote for their favourite books; it celebrates the achievements of its pupils through its Young Angus Writers scheme. It runs staff training programmes to support the effective use of its teaching and learning materials on imaginative, personal and functional writing. It has promoted the use of mental mathematics programmes of study, has appointed a mathematics staff tutor and has introduced the Cognitive Acceleration through Mathematics Education (CAME) programme to its schools.

It has introduced a number of programmes which complement its approaches to the promotion of literacy and numeracy by promoting the development of thinking and problem solving skills more generally. These programmes include Let's Think, the Cognitive Acceleration through Science Education (CASE) programme and paired thinking and problem solving activities. Angus is also promoting the use of formative assessment in line with the developmental work being undertaken in the Assessment is for Learning Programme.

Schools in Angus track the progress of their pupils. The locally-developed Pupil Information Management System, or PIMS, helps schools to do this.

The charts below provide information on the attainments in reading, writing and mathematics achieved by pupils in Angus Council'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 Angus Council, its comparator authorities and nationally at end June 2002.

Angus Council 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 Angus Council 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 Angus Council, its comparator authorities and nationally at end June 2002.

Angus Council 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 Angus Council 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 92.5%. Nationally 92.6% did this and 93.9% of pupils did this in comparator authorities. Angus Council has set a target that 93.5% of its pupils should achieve these levels of attainment by 2005. The equivalent national target is 94%.

Outcome 2 - Improved examination results

The authority tracks the progress made by its secondary school pupils in overtaking the targets agreed with them. It uses its Pupil Performance Management System (PPMS) to do this. It uses standardised tests, CATS and MidYIS, to provide pupils, parents and teachers with information to help them to set targets. It is providing headteachers with training on how they can make the best use of the information that is held about the attainments of pupils. The authority's Management Information Team has a key role in this.

The authority operates a range of initiatives which are directed towards improving teaching and learning. These include the production of mind-mapped textbooks, supported study and study skills programmes, examination revision programmes and the introduction of CASE and CAME. It is supporting the introduction of the Critical Skills Programme into its schools.

The charts below provide information on the attainments in National Qualifications achieved by pupils in Angus Council'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 Angus Council's secondary schools in National Qualifications (post-appeal) compared with attainment in comparator authorities and nationally.

Angus Council 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 Angus Council'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

There are staff development co-ordinators in all schools. There are school and authority training plans. A teacher has been seconded to support the development of the authority's CPD arrangements. The authority has been heavily involved in preparing for the implementation of those parts of A Teaching Profession for the 21st Century which relate to the provision of professional development programmes for teaching staff. For example, it is revising its Staff Development and Review Guidelines in light of the agreement on teachers' conditions of service ( see section on Quality Indicators).

Teachers have individual CPD portfolios. There are induction programmes for teachers and for promoted staff in schools. There is a probationer teacher support and mentoring programme. These programmes are subject to explicit evaluation.

Accreditation in the context of the Chartered Teacher Programme is being sought for a number of the authority's CPD activities.

Outcome 2 - Increased self-discipline of pupils

The authority has produced Positive Behaviour Management Guidelines for its schools. The implementation of these is supported by staff development activities and monitored through locally-devised quality indicators. The guidelines give examples of effective practice operating in Angus' schools.

A team of teachers has been established to support children with social, emotional and behavioural difficulties to maintain their places in mainstream schools. The ASPIRE Project supports schools in the development of their behaviour management strategies. The ERGO Project supports the engagement of vulnerable young people in vocational training programmes. The SSS Project, run in conjunction with Community Education, supports young people in the middle years of secondary school who remain in full-time mainstream education. Positive interventions, e.g. MAP and COMPASS, are run in conjunction with Social Work Services for pupils in the early and middle years of secondary.

The authority supports a range of peer-assisted behaviour management programmes, e.g. Checking Chums and Circles of Friends.

The authority encourages schools and takes steps itself to celebrate the successes of young people to support the development of a positive climate and good relationships ( see section on Quality Indicators).

The authority is promoting the further development of positive school ethos through the development of pupil, parent and staff consultation procedures.

46.6% of pupils in primary schools are involved in formal buddying and mentoring schemes. These schemes include paired reading, monitor and house systems. 17.8% of secondary pupils are involved in similar schemes.

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

Levels of attendance

The authority has set itself the targets of raising percentage attendance in its primary schools to 97.0% by the end of session 2004/2005 and in secondary schools to 93.3% within the same timescale. 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, 2001/2002.

The authority has set itself the targets of reducing the number of days lost through exclusion per 1000 pupils in primary schools to 17 by the end of session 2004/2005 and reducing the number of days lost through exclusion per 1000 pupils in secondary schools to 201 within the same timescale.

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

Pupil support bases have been established in secondary and primary schools. The authority has established an Asset Management Plan.

Staff tutors have been appointed to support the further development of the authority's commitment to the concept of Health Promoting Schools and the implementation of the authority's guidelines on Health Education 5-14. Healthy tuck shops are encouraged. The School Catering Service has won a Scottish Healthy Choice Award.

One school has received the Charter Mark Award and one a Citizenship and Curriculum 2000 Award. Another primary school has a Business Excellence award. Six schools have achieved Motorola Awards. All schools will be seeking IIP status by December 2003.

The pupil:adult ratio in the education authority's primary schools is 14:1 currently. Angus has set itself the target of maintaining this ratio up to the end of school session 2004/2005. The current ratio is the product of a programme of appointing early intervention and primary school assistants. Nationally the pupil:adult ratio is 14.2:1.

There has been significant investment in the development of the school estate.

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 undertaken the systematic refurbishment of its school dining halls and is introducing cashless payment systems to encourage more pupils, particularly those who receive free school meals, to take a lunch in school.

The New Community School Programme was extended in 2002 to include the school clusters centred on Brechin High School and Montrose Academy. This means that 4 out of 8 clusters are now involved in the programme.

The education authority tracks and monitors the progress of individual pupils, including children who are looked after by the Council. It supports their educational progress by making computers and other resources available to children in foster care and by making enhanced education and care arrangements for them in, for example, social work centres. It has established a tuition fund for looked after children. A link teacher has been appointed to co-ordinate the educational provision for looked after children.

The percentage of children looked after by the Council 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 50%. Nationally, the percentage of pupils was 29%.The education authority is currently conducting a review of the provision which it makes for looked after children. It will set a target, or targets, in respect of the attainments of looked after children when this review has been completed.

It has established a new Race Equality Policy. It has reviewed existing school anti-bullying policies and practices.

The average tariff score of the lowest attaining 20% of pupils in the authority's secondary schools is 56. The average tariff score of the lowest attaining 20% of pupils nationally is 58 and in comparator authorities it is 58 also. Angus has set itself the target of raising the average tariff score of the lowest attaining 20% of its pupils to 68 by the end of the school session 2004/2005.

11.7% of primary pupils are entitled to free school meals; 79.2% of these pupils actually take a school meal. 7.8% of secondary pupils are entitled to a free school meal with 68.3% 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

Angus Council, 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 authority has a policy and guidelines on educational provision for pupils with special educational needs and it has reviewed its allocations and deployments of specialist staff.

Pupils in Angus 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.

The authority has produced revised Child Protection Guidelines in conjunction with other services.

All secondary schools provide a range of Access courses including courses at Access 2. These help the schools to provide courses appropriate to the needs of pupils with special educational needs. The courses support the inclusion of these pupils in mainstream education settings.

Of mainstream primary pupils with special educational needs in Angus, 72.4% receive all of their education in a mainstream class. 6.4% of primary mainstream pupils with special educational needs in Angus receive all of their education in a special unit attached to a mainstream school. For secondary, the figures are 54.9% and 6.6% respectively. Angus Council has no special schools. 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 75.2% and 6.0%; for secondary they are 67.7% and 3.3%.

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 Council makes provision for Gaelic medium education and for young people to learn Gaelic. Over the last five sessions ten requests have been received for Gaelic medium education and all have been granted. Gaelic medium provision is delivered in Kirkriggs Primary School.

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

Through the Duke of Edinburgh Award Scheme, National Citizenship Awards Scheme, work for charities including fund-raising events, Our School Award Scheme, increasing engagement of pupils in learning activities based on challenges ( see earlier reference to the Critical Skills Programme), the pupils in the education 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).

In the above context, but relevant also in the context of health education, all schools have written procedures on the Management of Drug Incidents; all schools deliver drug education programmes and have learning and teaching materials to support them in doing this. Road shows on drug education are run for parents in collaboration with the Police Liaison Officers associated with each of the authority's schools.

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 surveys parental opinions regularly. It meets regularly with representatives of School Boards and provides training for new members of Boards. It has produced and distributed leaflets on the Rights and Responsibilities of Pupils and Parents.

It has produced materials which are designed to help parents play an active role in supporting their children to read and count. These materials are called Taking Off to Literacy and Taking Off to Numeracy. There are home-school link initiatives in all primary schools.

In 2002, 10% of primary schools and 12.5% of secondary schools were registered with the Eco Schools Award Scheme. A member of the authority's staff was trained as an Eco School Award assessor. In addition 14 schools have been involved in school ground development projects with Scottish Natural Heritage; a further 24 were involved in 2002. A secondary school received a Millennium Forest Award.

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

The education authority is supporting the introduction of CASE and CAME ( see earlier sections on National Priority 1) and the Critical Skills Programme (CSP) as part of its commitment to improve the thinking and problem solving skills of its schools' pupils. It provides training for its staff in these initiatives and it is supporting the production of materials derived from them, e.g. CSP challenges are being prepared in a number of areas of the curriculum.

ICT has been promoted in a variety of ways including the continuing provision of staff training and the continued extension of hardware installations. Alan November, an internationally renowned champion of the use of ICT to support learning, led a conference in Angus.

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. The authority's Daily Physical Activity Pack for P4-7 is in use in all of its primary schools.

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

Almost all primary schools offer sporting, educational or cultural activities outwith the core curriculum of their schools. Just under 70% of their pupils participate in them. The majority of secondary schools offer similar activities with high degrees of participation, up to 90% on the part of pupils.

All primary schools participate in projects such as Enterprising Infants and Go for Enterprise. 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, Make it in Scotland, Young Enterprise and Insight into Business.

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

Angus Council 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 34.5%.

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

The initiatives referred to immediately above contribute not just to National Priority 5, Outcome 1 but also Outcome 2. For example, the Critical Skills Programme is concerned with the promotion and the development of the skills and personal qualities which associate most strongly with creativity, problem solving, thinking skills and ambition. The authority has set up a Creativity Working Group to help schools focus on how to promote creativity.

QUALITY INDICATORS

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

• most judged that the 'overall quality of attainment' was good or very good
• all judged that they were good or very good at promoting 'expectations
  and achievement'
• almost all judged that they had good or very good arrangements for 'staff review and development' and that the 'climate and relationships' in their schools were also good or very good
• almost all judged that they had good or very good 'accommodation and facilities' although a few concluded that their accommodation was unsatisfactory
• almost all judged that the provision which they made overall to promote 'pupils' learning experiences' was good or very good; they reached the same conclusion in respect of the six other indicators ('equality and fairness', 'learning support', 'implementation of SEN and disability legislation', 'placement of pupils with SEN and disabilities', 'personal and social development' and 'partnership with parents, the School Board and the community') which have been adopted over into the National Priorities framework.

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.

« Previous | Contents | Next »