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NATIONAL PRIORITIES IN EDUCATION PERFORMANCE REPORT 2003
EDUCATION AUTHORITY INFORMATION

COMHAIRLE NAN EILEAN SIAR

This report summarises some of the key points set out in Comhairle Nan Eilean Siar's Statement of Local Improvement Objectives 2003 and its Progress Report on Local Improvement Objectives 2002. It has set targets in respect of the National Priorities in Education separately.

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 Iain Mackinnon (01851 709 432;imackinnon@cne-siar.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

Attainment targets are set in discussion with schools. Progress in achieving these targets is monitored by the authority's link officers and its Performance Planning and Monitoring Group (PPMG). This group meets every six weeks. Its work relates to both primary and secondary schools. The analysis of SCQF and other data is used to inform the discussions of the PPMG and planning at school level. School development plans are expected to have an explicit focus on pupil attainment. In-service and curriculum support has been provided to help schools to address needs arising from these plans.

In-service training and curriculum support has been provided on the promotion of literacy and numeracy. This has been done by Development Officers appointed for these purposes.

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 Eilean Siar'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 Eilean Siar, 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 Eilean Siar 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 Eilean Siar, 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 Eilean Siar 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 87.7%. Nationally 92.6% did this and 96.2% of pupils did this in comparator authorities. Eilean Siar has set a target that 95.9% 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 Eilean Siar'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 Eilean Siar's secondary schools in National Qualifications (post-appeal) compared with attainment in comparator authorities and nationally.

Eilean Siar 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 Eilean Siar'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

Arrangements for the introduction of CPD in the context of A Teaching Profession for the 21st Century were drawn up. These arrangements include the re-launch of Professional Review and Development, the appointment of a designated CPD Development Officer and the delegation of control over in-service budgets to school.

All schools have registered with an appropriate NOF ICT training provider. The training programme was begun in autumn 2002 and it will be completed in December 2003.

Outcome 2 - Increased self-discipline of pupils

The authority produced policies on Care and Welfare. A majority of primary schools operate buddying and mentoring schemes. These involved around 35% of P7 pupils.

The levels of attendance and exclusions in Eilean Siar's schools are shown below.

Levels of attendance

The authority has set a target that the average attendance in 2004/2005 should be 95.3% in its primary schools and 93.6% in its secondary schools.

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 that the number of days lost through exclusions should be no more than 30 per 1000 pupils in its secondary schools.

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 9.7:1 currently. Eilean Siar has set itself the target of 9.0:1 by the end of school session 2004/2005. The ratio nationally is 14.2:1.

The authority develops and maintains its school estate through a planned programme of repairs and maintenance and an agreed programme of building works.

A few of the authority's schools are applying the criteria associated with quality awards with a view to seeking accreditation in due course.

New Health Education Guidelines were distributed to 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

Looked after children have been provided with enhanced access to ICT, educational software and other resources. They have had access to study support. The authority has emphasised the development of closer home-school links.

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%. Eilean Siar 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 60%.

The average tariff score of the lowest attaining 20% of pupils in the authority's secondary schools is 58. The average tariff score of the lowest attaining 20% of pupils nationally is 58 and in comparator authorities it is 77. The authority has set itself the target of raising the average tariff score of the lowest attaining 20% of its pupils to 70 by the end of the school session 2004/2005.

11.4% of primary pupils are entitled to free school meals; 85.7% of these pupils actually take a school meal. 8.0% of secondary pupils are entitled to a free school meal with 72.7% of these pupils actually taking up their entitlement. Nationally, the uptake percentages for primary and secondary are 79.2% and 59.1% respectively.

The authority's New Community Schools Initiative has been rolled out to all schools in Eilean Siar.

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

Eilean Siar, 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.

Of mainstream primary pupils with special educational needs in Eilean Siar, 61.3% receive all of their education in a mainstream class. 2.9% of primary mainstream pupils with special educational needs in Eilean Siar receive all of their education in a special unit attached to a mainstream school. For secondary, the figures are 49.0% and 1.9% 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 90.4% and 2.1%; for secondary they are 56.7% and 1.7%. Eilean Siar has no special schools.

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

Pupils in Eilean Siar 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

Gaelic medium education is provided in 25 out of 38 primary schools. 100% of parental requests for Gaelic medium education are met. Free transport is provided for pupils attending Gaelic Medium Units if Gaelic medium education is not available in their local primary school. Home visiting schemes encourage the uptake of Gaelic medium education. Information about Gaelic medium education is also provided through meetings and leaflets.

The production of Gaelic teaching and learning materials continued. Staff training programmes in Gaelic continued.

Visiting specialist teachers give classes in piping and Gaelic singing. The authority supports local and national Mods and Feisean.

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

Outcomes 1 and 2 - Increased respect for self and others and 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 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).

The authority is currently carrying out an audit of the citizenship activities which schools undertake with their pupils.

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

Peripatetic specialist teaching staff give classes in art, music and physical education in primary and secondary schools. Almost all schools provide extra-curricular sporting activities and after-school clubs.

All S4 pupils undertake work experience. Vocationally-specific work experience programmes are undertaken by S6 pupils; these programmes may be undertaken on a residential basis on the mainland or on islands other than a pupils' home island. The authority's schools run enterprise events and programmes, e.g. Young Enterprise Staff from most schools have received training in Enterprise in Education programmes including Enterprising Infants and Get into Enterprise. Gaelic versions of these materials have been translated locally and distributed nationally.

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

Eilean Siar 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 46%.

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

Eilean Siar'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 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'
• the majority judged that they had good or very good arrangements for 'staff review and development' while almost all judged that the 'climate and relationships' in their schools were good or very good and the majority judged that they had good or very good 'accommodation and facilities'
• almost all schools judged that their schools' arrangements for the promotion of 'equality and fairness' were good or very good
• almost all thought that their arrangements for 'learning support' were good or very good, and most thought that their arrangements for the 'placement of pupils with SEN and disabilities' were good or very good and 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 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.

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