The Scottish Government

« Previous | Contents | Next »

Listen

NATIONAL PRIORITIES IN EDUCATION PERFORMANCE REPORT 2003
EDUCATION AUTHORITY INFORMATION

CLACKMANNANSHIRE COUNCIL

This report summarises some of the key points set out in Clackmannanshire Council's Annual Statement of (Education) Improvement Objectives of December 2002, its Progress Report on the objectives it set in December 2001. Its baseline and targets are set out in a separate document called 'NP Performance Measures and Quality Indicators for Primary and Secondary Schools 2002'.

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 Sandy Wilson (01259 452 428;www.clacksweb.org.uk/dyna/asio/).

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 existing Early Intervention Programme continued to operate in P1, 2 and 3. The phased extension of these interventions was undertaken. The interventions are based on the use of synthetic phonics to support the development of literacy and the use of Barking and Dagenham Improving Primary Mathematics to promote numeracy. The North Lanarkshire Writing Programme is used to promote the systematic development of writing skills.

Standardised tests have been used to establish baseline levels of attainment and to support target setting at the level of the individual pupil. Personal Learning Plans were put in place for all pupils in the first two phases of the authority's New Community Schools Programme.

The charts below provide information on the attainments in reading, writing and mathematics achieved by pupils in Clackmannanshire 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 Clackmannanshire 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 Clackmannanshire 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 Clackmannanshire 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.

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 Clackmannanshire 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 91.0%. Nationally 92.6% did this and 92.3% of pupils did this in comparator authorities. Clackmannanshire has set a target that 91.5% of its pupils should achieve these levels of attainment by 2005. The equivalent national target is 94%.

Outcome 2 - Improved examination results

Each secondary school prepares an annual plan detailing how it will monitor pupils' performance and support and mentor individual pupils. The monitoring of performance has been supported by further developments of the authority's management information systems and the introduction of ELVIS. These improvements include revised procedures for recording the progress of individual pupils and gender-based analyses of performance. The authority's SCQF performance is analysed by an external consultant.

Cognitive Ability Tests (CATS) have been introduced to support target setting at an individual pupil level. A member of staff was seconded to ensure that the best use is made of the information derived from these tests.

The authority has established an English attainment plan and a mathematics attainment plan. Departmental attainment planning has been instituted.

Links between schools and the local FE college have been formalised. Access clusters and courses have been introduced to provide alternatives to Standard Grade courses for some pupils, and targeted support is provided for specific departments where performance is lower than might be expected. Targeted supported study programmes are operated. More pupils are being encouraged to take 5 Higher courses.

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

Clackmannanshire 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 Clackmannanshire'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

All headteachers have participated in the Hay Leadership Programme. The programme has been evaluated positively. All staff in schools are to be involved in Hay's Transforming Learning programme.

Over 110 of the authority's staff have passed the European Computer Driving Licence (ECDL); just over 80 are undertaking the ECDL.

A special educational needs training strategy has been established for teaching and non-teaching staff.

Outcome 2 - Increased self-discipline of pupils

Revised anti-bullying strategies were developed. Priorities for the implementation of Better Behaviour, Better Learning were agreed with headteachers.

Just under 80% of the authority's primary schools and two of its three secondary schools have buddying and mentoring schemes in place. These schemes include playground buddies, reading buddies and learning mentors.

Two attendance officers have been appointed. A third has been approved and will be appointed in January 2004.

The levels of attendance and exclusions in Clackmannanshire'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 94.0% and just over 90.0% 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, 2000/2001.

The authority has set itself a target of reducing to 11 the number of days lost per 1000 pupils in primary schools by the end of session 2004/2005 and to 93 the number of days lost per 1000 pupils in secondary schools within the same timescale.

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

The pupil:adult ratio in the education authority's primary schools is 14.1:1 currently. Clackmannanshire has set itself the target of 13.5:1 by the end of school session 2004/2005. The ratio nationally is 14.2:1. The authority's target is to maintain this ratio over time.

Curriculum frameworks for health education and drug education were produced and staff have been trained in their use.

Joint working has been undertaken with the Council's Roads Department to improve road safety arrangements at schools.

The authority's arrangements for DSM are being reviewed. A Council-wide strategy on risk management was established.

A corporate asset management group was set up. In the context of its work, an outline business case for the rebuilding and refurbishment of the school estate under the auspices of a Public Private Partnership was prepared and submitted to the Scottish Executive. The case has been approved, funding has been allocated and the detail of the full case is under development.

All of the authority's schools have broadband access to the Internet and to email; all pupils and staff have email addresses. There are PC networks in all schools. These are maintained by enhanced levels of technician support.

One of the authority's schools has IIP recognition.

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

Looked after children in foster care and in the Council's children's home were provided with enhanced access to ICT, educational software and other educational resources. In addition, a bank of resources was established from which materials can be borrowed by children irrespective of their care setting. Children looked after by the Council have had access to study support and other forms of out of hours learning. Training in addressing the needs of looked after children has been provided for teachers and for carers.

In 2001/2002, the percentage of looked after children achieving Standard Grade English and mathematics in Clackmannanshire was 80.0%, based on the Audit Scotland Accounts Commission Performance Indicators. Nationally the figure was 37.5%. Clackmannanshire has set itself the target of raising the percentage of looked after children who attain Standard Grade English and mathematics in school session 2004/2005 to 90.0%.

The average tariff score of the lowest attaining 20% of pupils in the authority's secondary schools is 33. The average tariff score of the lowest attaining 20% of pupils nationally is 58 and in Clackmannanshire's comparator authorities it is 54. Clackmannanshire has set itself the target of raising the average tariff score of the lowest attaining 20% of its pupils to 54 by the end of the school session 2004/2005.

22.1% of primary pupils are entitled to free school meals; 85.6% of these pupils actually take a school meal. 17.7% of secondary pupils are entitled to a free school meal with 56.7% of these pupils actually taking up their entitlement. Nationally, the uptake percentages for primary and secondary are 79.2% and 59.1% respectively.

The Council's Catering Service was funded to promote and market school meals; their actions have included the Food Dudes programme. Drinking water dispensers are being installed in all schools.

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

Arrangements for primary learning support have been reviewed. A review of provision for special educational needs was also carried out. This latter review included an examination of the basis of budget allocations in support of pupils with special educational needs.

Clackmannanshire 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. A multi-agency working group was responsible for this.

Of mainstream primary pupils with special educational needs in Clackmannanshire, 98.8% receive all of their education in a mainstream class. 0.4% of primary mainstream pupils with special educational needs in Clackmannanshire receive all of their education in a special unit attached to a mainstream school. For secondary, the figures are 60.3% and 3.4% 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 78.5% and 5.3%; for secondary, they are 73.9% and 5.0%. Clackmannanshire has 2 special schools which accommodated 52 pupils in 2001/2002. Outreach services have been set up to support pupils who are placed in mainstream settings.

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

Pupils in Clackmannanshire 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

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

A Gaelic development officer was appointed. Clackmannanshire Council has received no formal requests for Gaelic medium education.

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).

14 of the authority's 19 primary schools and all 3 of its secondaries have pupil councils. Funding has been allocated to support the operation of these councils.

The work undertaken by the authority's New Community Schools Programme has included the promotion of citizenship as a major focus.

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

7 of the authority's primary schools are registered with the Eco Schools Award Scheme.

Parents' consultation meetings are held regularly to inform policy development within the authority. Curriculum workshops are run for parents. The engagement of parents from areas of disadvantage in their children's learning is encouraged and supported by 4 home-school liaison officers. An authority-wide personal safety programme is supported by parents' leaflets and meetings.

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

All schools offer a range of sporting, cultural and residential activities outwith the core curriculum.

The Class Moves programme is being introduced to all primary schools on a phased basis. This is in addition to existing initiatives such as TOP Play and TOP Sport. A working group has been set up to address the implications of the final recommendations of the Physical Activity Task Force.

Just under 80% of the authority's primary and all three of its secondary schools provide enterprise and education for work activities for their pupils. These include work experience, Young Enterprise, Business Dynamics, a Tourism Treasure Trail, a Business Education Club and fund-raising and school events.

The CLiCK Learning Centre continued to promote the innovative use of ICT in learning and teaching.

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

NOTE: no figures are shown for Clackmannanshire in respect of 'entering training' and 'unknown destinations' for technical reasons, e.g. if the number of leavers in these categories was small no percentage figure would be given.

Clackmannanshire 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 29.0%.

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.

More specifically, the Cognitive Acceleration through Science Education (CASE) programme has been introduced into all of the authority's three secondary schools and is supported by the short-term appointment of science development officers. The Thinking Skills in Science programme has also been introduced.

Thinking skills are also being promoted through the Philosophy for Children initiative in the authority's primary schools.

Two of the authority's staff have been trained in the Critical Skills Programme. Virtually all staff have received training in accelerated learning techniques.

A core skills programme for ICT is being developed with the support of a development officer who also supports primary schools in delivering a 6-week lesson programme which focuses on the development of generic ICT skills.

QUALITY INDICATORS

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

« Previous | Contents | Next »