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NATIONAL PRIORITIES IN EDUCATION PERFORMANCE REPORT 2003
EDUCATION AUTHORITY INFORMATION

ARGYLL & BUTE COUNCIL

This report summarises some of the key points set out in Argyll & Bute Council's Education Service's Statement of Education Improvement Objectives (December 2002) and its Report on Education Improvement Objectives 2002 (March 2003).

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 Chris Shirley (01369 708 528;www.argyll-bute.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 charts below provide information on the attainments in reading, writing and mathematics achieved by pupils in Argyll & Bute 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 Argyll & Bute Council, its comparator authorities and nationally at end June 2002.

The authority 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 Argyll & Bute 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 Argyll & Bute Council, its comparator authorities and nationally at end June 2002.

Targets have been set with secondary schools to raise these levels of attainment between now and the end of school session 2004/2005.

Improving mathematics and improving writing are local authority priorities for primary and secondary schools.

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 Argyll & Bute 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 96.8%. Nationally 92.6% did this and 93.0% of pupils did this in comparator authorities. Argyll & Bute has set a target that 98.0% 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 Argyll & Bute Council's secondary schools. They also provide information on the targets which the education 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 Argyll & Bute Council's secondary schools in National Qualifications (post-appeal) compared with attainment in comparator authorities and nationally.

Argyll & Bute 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 Argyll & Bute 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

A local CPD Framework has been produced. It incorporates policies on probationer induction, the Chartered Teacher Scheme, management training, the professional development of all teachers and the Scottish Qualification for Headship. Thirteen of the authority's staff have the SQH and a further eight are studying for it currently. The authority has a contract with Paisley University for the delivery of certain CPD activities. The authority offers management and leadership courses in conjunction with the University of Strathclyde. The authority has an NOF Training Officer. NOF training has taken place in all schools.

Outcome 2 - Increased self-discipline of pupils

A majority of primary schools and all secondary schools have buddying and mentoring schemes in place. These schemes include Friends against Bullying and paired reading schemes. There is an increased use of senior pupils (P6 and P7) to assist in self-discipline initiatives. Pupil councils are now in place in most schools. Many schools have Circle Time and Golden Time to resolve conflict. The Learning Game is in use across the authority to develop inter-personal skills which have an effect on positive discipline.

The authority has staged behavioural intervention pilot programmes in operation in a few of its schools. Area Network Support Team staff are participating in the pilots. The pilots are based on the Framework for Intervention programme which was publicised at a conference in East Ayrshire in 2002 as part of the national response to Better Behaviour, Better Learning. All headteachers have accessed training on Positive Behaviour, Positive Learning.

The levels of attendance and exclusions in Argyll & Bute's schools are shown below.

Levels of attendance

The authority has set itself the targets of having an average percentage attendance in primary schools of 96.0% and just over 93.0% 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, 2001/2002.

The authority has set itself a target of 18 for the number of days lost through exclusions per 1000 pupils in primary schools by the end of session 2004/2005 and 200 for the number of days lost through exclusions per 1000 pupils in secondary schools within the same timescale.

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

The authority's quality assurance arrangements include a programme of school reviews focusing on those schools where there has been no recent HMIE inspection and school development plan monitoring visits. The authority is engaged fully in the ScotXEd programme.

The Education Office has a Charter Mark Award. Schools have shown a significant level of interest in the award. A member of the authority's directorate sits on a SEED working group which is preparing guidance on Charter Mark for schools. Three primary schools have the Investors in People Award. Five primaries and two secondary schools have School Curriculum Awards.

All schools have ICT networks and a low pupil to computer ratio. There is Internet and email access for all pupils and staff. All secondary schools and over half of primary schools have video-conferencing facilities.

The pupil:adult ratio in the education authority's primary schools is 14.0:1 currently. Argyll & Bute has set itself the target of maintaining this ratio up to the end of school session 2004/2005. The ratio nationally is 14.2:1.

Most primaries and all secondaries are engaged in Health Promoting School initiatives in collaboration with national and local organisations. Aspects of the Health Improvement Plan produced by Argyll & Clyde Health Board have been incorporated into the education service's service plan.

The authority produced an outline business case for the development of its school estate. The case was accepted by the Scottish Executive and it is being developed into a full business case. The case is based on a non-profit distribution model and involves the rebuilding or refurbishment of 7 secondary and 21 primary schools.

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

Community support teams, foster carers and care homes were provided with ICT hardware and software and other educational resources including arts and craft materials. The ICT resources included digital camera equipment. Systems have been introduced which allow data transfers between education and social work staff; these transfers facilitate the tracking of the educational progress of looked after children. A pilot programme using ICT to support a small number of gypsy/ traveller secondary pupils is taking place.

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 74%. Nationally, the percentage of pupils was 29%. Argyll & Bute has set itself the target of increasing the percentage of looked after children who attain English and mathematics at SCQF level 3 or above in school session 2004/2005 to 75%.

The average tariff score of the lowest attaining 20% of pupils in the authority's secondary schools is 84. The average tariff score of the lowest attaining 20% of pupils nationally is 58 and in Argyll & Bute's comparator authorities it is 64. Its target for 2005 is that the average tariff score of its lowest attaining 20% of pupils will be 105.

12.9% of primary pupils are entitled to free school meals; 86.1% of these pupils actually take a school meal. 11.1% of secondary pupils are entitled to a free school meal with 61.1% 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

Argyll & Bute 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.

All pupils in Argyll & Bute who have recorded special educational needs, as defined currently, have an Individualised Educational Programme (IEP). IEPs are used more generally to support pupils' learning where appropriate. In these programmes targets are set with and for individual pupils; these targets help to structure and focus the pupils' learning.

The authority's Area Network Support Teams support schools in planning for and putting into effect plans for the inclusion of pupils with special educational needs into mainstream settings.

Of mainstream primary pupils with special educational needs in Argyll & Bute, 95.3% receive all of their education in a mainstream class. 0.2% of primary mainstream pupils with special educational needs in Argyll & Bute receive all of their education in a special unit attached to a mainstream school. For secondary, the figures are 64.3% and 1.1% 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 80.9% and 2.6%; for secondary they are 55.0% and 2.0%. Argyll & Bute has 3 special schools which accommodated 55 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

Gaelic medium education is offered in schools throughout the authority. It operates 5 Gaelic medium primary units; it provides Gaelic medium pre-five education in 6 locations across the authority. It has Gaelic medium provision in 4 of its secondary schools. Just under 600 primary pupils in 32 primary schools learn Gaelic as an additional language. The authority makes extensive use of ICT and video-conferencing in its Gaelic medium and Gaelic teaching programmes.

As a result of 9 parental requests, in the Strath of Appin area, for the establishment of a new Gaelic medium provision, Argyll & Bute Council has conducted a consultation with a view to meeting this request. The authority's community education service provides Gaelic classes for adults. The authority mounts a range of cultural events to promote Gaelic; these include Mods and Feisean. Eight local Gaelic partnerships have been established.

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 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).

All secondary schools and the majority of primaries have pupil councils. The authority has a senior pupils' forum which is also attended by elected members and education officials.

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

Oban High School is the first secondary school in Scotland to have been awarded the Eco School's Green Flag. Inverary Primary School also has the Green Flag, and Park Primary School in Oban has a Silver Award. A quarter of the authority's primary schools have registered with the Eco Schools Award Scheme; 60% of its secondaries are registered. Three schools were awarded grants by Scottish Natural Heritage to undertake ground improvement projects.

All schools have School Boards. The authority operates a citizen's panel to provide information to support policy development.

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 authority has produced a policy on Teaching for Effective Learning and a series of related curriculum papers. All schools are required to produce action plans to implement the policy.

Most primaries and all secondaries organise sporting and cultural activities, including dance, drama and musical activities, outwith the core curriculum. A majority of primaries and all secondaries provide supported study and other out of hours learning activities. ICT is very popular in this latter context.

Children from primary and secondary schools participate regularly in local festivals.

Some schools provide residential experiences for their pupils.

A wide range of education for work and enterprise activities takes place in the authority's schools.

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

Argyll & Bute 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 38%.

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

Initiatives referred to in National Priority 5, Outcome 1 and, indeed, throughout this report have a bearing on this outcome.

QUALITY INDICATORS

Argyll & Bute 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:

• almost all primary schools and most secondary schools judged that the 'overall quality of attainment' in their schools was good or very good and almost all schools that they were good or very good at promoting 'expectations and achievement'
• most primary schools judged that they had good or very good arrangements for 'staff review and development' while less than half the secondary schools thought they were good and the majority fair. Almost all judged that the 'climate and relationships' in their schools were good or very good while the majority of primary schools judged that they had good or very good 'accommodation and facilities' and the majority of secondary schools thought this was good or fair
• almost all schools judged that their schools' arrangements for the promotion of 'equality and fairness' were good or very good
• almost all primary schools and most secondary schools thought that their arrangements for 'learning support' were good or very good, most schools thought that their arrangements for the 'placement of pupils with SEN and disabilities' were good or very good and most primary schools and almost
  all secondary schools 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 almost all primary schools and most secondary schools that they had good or very good 'partnership with parents, the School Board and the community'
• almost all primary schools and most secondary schools 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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