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NATIONAL PRIORITIES IN EDUCATION PERFORMANCE REPORT 2003
EDUCATION AUTHORITY INFORMATION

DUMFRIES & GALLOWAY COUNCIL

This report summarises some of the key points set out in Dumfries & Galloway's Education and Community Service's Statement of Education and Improvement Objectives for 2002-2005 which incorporates its report on the progress it made in overtaking the improvement objectives which were set in December 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 Colin Brett (01387260 435;colinb@dumgal.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

Dumfries & Galloway Council's Education and Community Service has promoted a range of initiatives to further improve its pupils' literacy and numeracy. Information and advice deriving from its Early Intervention Programmes have been disseminated to schools through training events, easily accessible leaflets such as Towards a Learning Culture, Harmony in the Classroom and Early Intervention in Action and language and mathematics practice folders. The Early Intervention Programme has been extended into middle primary school using materials such as Numero and Good Talk about Teaching. Pupil entry into primary schools is supported by the use of transfer documents produced in nursery schools and classes.

The education authority has produced a policy, Promoting Effective Learning and Teaching, which embraces the latest ideas about learning and addresses their implications for teaching. It has produced leaflets for parents on similar themes. The authority has run training events on, for example, brain gym and mind mapping.

Primary schools in Dumfries & Galloway track the progress of their pupils. They use PIPS in P1, P3 and P5 to establish baselines and to plan more individualised programmes for pupils. Personal Learning Plans are used in the authority's New Community Schools.

All schools have overall attainment targets which they have agreed with the education authority.

The authority has implemented a range of initiatives deriving from Time for Teaching and a range of enhanced quality assurance arrangements ( see National Priority 2, Outcome 3).

Dumfries & Galloway has published draft guidelines on curriculum flexibility. It is working closely with one of its local colleges to provide vocational options for S5/S6 pupils.

The charts below provide information on the attainments in reading, writing and mathematics achieved by pupils in Dumfries & Galloway'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 Dumfries and Galloway 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 Dumfries and Galloway 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 Dumfries and Galloway 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 Dumfries and Galloway 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 94.4%. Nationally 92.6% did this and 93.6% of pupils did this in comparator authorities. Dumfries & Galloway Council has set a target that 95.7% of its pupils should achieve these levels of attainment by 2005.The equivalent national target is 94%.

Outcome 2 - Improved examination results

Schools in Dumfries & Galloway track the progress of their pupils in overtaking targets agreed with them. They use an information management system to help them do this. It uses Cognitive Ability Tests (CATS) tests in S1 to provide pupils, parents and teachers with information to help them to set targets. The SCHOLAR Programme is available to pupils in all of its secondary schools.

All schools have overall targets which they have agreed with the education authority.

The authority operates a range of initiatives which are directed towards improving learning and teaching. These include the introduction of the Thinking Science programme in all secondary schools, the use of SuccessMaker software in most schools, the establishment of improved transition arrangements between primary and secondary schools, the implementation of initiatives deriving from Time for Teaching, enhanced ICT provision and a range of quality assurance arrangements ( see National Priority 2, Outcome 3); draft guidelines on curriculum flexibility and vocational options for S5/S6 pupils delivered by one of its local colleges.

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

The education authority 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 Dumfries and Galloway 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

The authority supports the engagement of its staff in programmes such as Masterclass, the SQH and Heads Together. Almost all of its teaching staff have been or are engaged in the NOF ICT training programme. The authority uses the ECDL as part of its programmes for ICT training. It runs a wide range of in-service events to support the implementation of core policies such as Promoting Effective Learning and Teaching and the establishment of pupil councils. It uses survey and other devices to assess the extent to which such events are seen as beneficial.

It completed training programmes in interviewing for newly-appointed headteachers and probationer teachers as part of its overall programme of support for Professional Review and Development.

All headteachers received training in the use of ELVIS, a software package which supports the development planning process in schools, as part of the enhancement of the authority's quality assurance arrangements ( see National Priority 2, Outcome 3).

The authority provides PDA-certificated training for its classroom assistants as well as training programmes for all categories of non-teaching staff in schools.

Induction arrangements are in place for probationer teachers.

Outcome 2 - Increased self-discipline of pupils

The authority has a working party supporting the implementation of Better Behaviour, Better Learning. In this connection, the authority has reviewed and up-dated its guidance to schools on exclusion, and produced practical guidance for school staff on handling disciplinary issues. It has established pupil support bases in schools and it is reviewing its pupil support arrangements. The authority is reviewing its anti-bullying policy. The authority runs family learning programmes and parenting classes as well.

The authority has carried out care and welfare audits in all of its schools.

The authority is encouraging schools to adopt more flexible approaches to the curriculum in order to better meet the needs of individual pupils; the Ravenstone Initiative, an ESF-funded initiative operated in partnership with Scottish Borders Council, which is designed to re-engage disaffected young people, is an example of this. The Council has a partnership with the Aberlour Trust to provide services for young people who are at risk of being excluded from school and becoming looked after and accommodated. The Council received a national award in respect of this service.

Buddying and mentoring schemes are in place in many primary and secondary schools. These schemes include paired reading, monitor and house systems. They also include arrangements for supporting children who are experiencing bullying and for providing study support programmes for S4 pupils. The emphases of these schemes is paired learning as well as personal support. Similar schemes are in place in many primary schools.

The levels of attendance and exclusions in Dumfries & Galloway's schools are shown in the tables below.

Levels of attendance

The authority has set itself the targets of securing an average level of attendance of 362 half-days per pupil, the equivalent of 95.2%, in its primary schools by the end of session 2004/2005 and an average level of attendance of 343 half-days per pupil, 90.5%, in secondary schools 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, 2000/2001.

The authority has set itself the targets of reducing the number of days lost per 1000 pupils through exclusion in primary schools to 44 by the end of session 2004/2005 and reducing the number of days lost per 1000 pupils through exclusion in secondary schools to 366 within the same timescale.

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

The authority has undertaken reviews and reorganisations of many of its school support services in order to increase their effectiveness and efficiency. It has invested in the appointment of support staff in schools and in ICT systems to support school administration in the context of an overall school support management scheme, e.g. it has established a supply teachers' database and it is extending access to the Phoenix Management Information System. Headteachers review formally the work of school support staff.

The authority has a DSM Review Group. Schools have direct access to the corporate financial ledger.

The development of the use of ICT in schools has been promoted more generally through the appointment of an ICT staff tutor and ICT technicians. An ICT 5-14 Programme of Study has been produced, as has a Code of Practice for the Responsible Use of ICT. National targets for numbers of modern computers per pupil in primary and secondary schools have been met. Schools have access to a managed service in terms of their use of the Internet.

The authority has conducted condition surveys of its properties and has a PPP project in progress. It is also undertaking a programme of school rationalisation.

The authority has enhanced its arrangements for quality assurance. It uses QMIE-based questionnaires to gather intelligence to inform the continuing development of services. Revised formats for the production of school development plans and Standards and Quality Reports have been produced. All of the authority's schools produce Standards and Quality Reports - annually in the case of secondary and triennially in the case of primary, although in this case updates are done on an annual basis.

School Nutrition Action Groups have been established in 5 secondary and 15 primary schools. The authority operates or participates as a partner in a number of health promotion projects including the Annan Health Promotion Project which has a focus on promoting sexual health; the authority has been developing the role of youth workers in providing drug and other health education messages to young people.

All schools will be supported in having the opportunity to secure IIP status.

The pupil:adult ratio in the education authority's primary schools is 14.1:1 currently. Dumfries & Galloway has set itself the target of 10.9:1 by the end of school session 2004/2005. The ratio nationally is 14.2:1.

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

Secondary schools across Dumfries & Galloway have adopted a wide range of Intermediate and Access courses.

The education authority has appointed a member of staff to co-ordinate the educational provision it makes for looked after children. It tracks and monitors the progress of these children. Targets in respect of provision for these looked after children have been developed in the context of the Children's Services Plan. The authority supports individual children through the provision of 'grants' to their carers to provide extended and enhanced opportunities for learning. The Council has introduced a policy to promote the optimal educational experiences of 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 38%. This figure was reported by the authority after the Children Looked After Survey (CLAS) had been conducted and did not form part of the national figure. Nationally, the percentage of pupils was 29%. The authority's target is that almost all pupils leaving care aged 16 or 17 should do so with these qualifications. The Psychological Service has conducted research into the educational experiences of looked after children which confirms the above.

The authority's New Community Schools Programme is being rolled out. As part of that programme all schools not already involved formally in the programme have been engaged in auditing their provision in relation to the principles set out in the original New Community Schools Prospectus.

The average tariff score of the lowest attaining 20% of pupils in the authority's secondary schools is 63. The average tariff score of the lowest attaining 20% of pupils nationally is 58 and in the authority's comparator authorities it is 56. Dumfries & Galloway has set itself the target of raising the average tariff score of the lowest attaining 20% of its pupils to 80 by the end of the school session 2004/2005.

12.3% of primary pupils are entitled to free school meals; 86.1% of these pupils actually take a school meal. 7.5% of secondary pupils are entitled to a free school meal with 73.9% 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

Dumfries & Galloway 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. It operates an Accessibility Strategy Group which is in the process of carrying out an accessibility audit which informed the development of this plan. Initiatives are underway to improve physical access to a number of schools. Access to the curriculum is being increased through the provision of specialist equipment including computer hardware and software. This same group is addressing racial discrimination legislation issues.

The authority operates a home education programme.

The authority's Education other than at School (EOTAS) programme has been refocused to make it clear that the responsibility for supporting pupils lies primarily with schools.

The arrangements made for providing more generally for the needs of pupils with special educational needs, as defined currently, are set out in the Council's Children's Services Plan.

The Changing Children's Services fund has been used to establish a multi-agency Substance Misuse Support Service for Young People in the west of the region based in Stranraer Academy. The authority has also appointed a co-ordinator to oversee substance misuse programmes in schools.

The education authority has a long tradition of integrating pupils with special educational needs into mainstream settings. A policy of integration of SEN pupils in mainstream schools was adopted by the Council in 1983.

Of mainstream primary pupils with special educational needs in Dumfries & Galloway, 86.6% receive all of their education in a mainstream class. 0.8% of primary mainstream pupils with special educational needs in Dumfries & Galloway receive all of their education in a special unit attached to a mainstream school. For secondary, the figures are 58.3% and 5.3% respectively; however, the authority is convinced that these figures do not represent an accurate picture of inclusion in its secondary school sector. The authority's policy is to include almost all pupils in mainstream secondary schooling. 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 80.6% and 4.9%; for secondary, they are 69.3% and 9.4%. Dumfries & Galloway has 2 special schools which accommodated 34 pupils in 2001/2002.

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

Pupils in Dumfries & Galloway 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 proportion of pupils achieving their targets is increasing.

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

The Council received no written or other requests for Gaelic medium education in the school session 2001/2002.

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).

The authority has produced a draft policy on citizenship which has been issued for consultation. It is intended to finalise this policy early in session 2003/2004.

All secondary schools have a pupil council and almost all primary schools either have a pupil council or make use of Circle Time for similar purposes. The authority has produced guidelines on setting up pupil councils and provides training in setting up and running a pupil council. The authority operates an embryonic Schools Forum which is consulted on policy matters.

The authority has integrated Care and Welfare Guidelines, which cover Child Protection. The Council also has in place Standing Groups addressing Domestic Abuse, Substance Misuse, Special Educational Needs and a particularly effective Parents' SEN Forum.

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

Dumfries & Galloway has produced materials which are designed to help parents play an active role in supporting their children to read and count. It employs 6 family learning co-ordinators who work across 16 of its primary schools; these staff produce good practice guidelines, teaching and learning resources and materials which parents can use to support their own children's learning. The authority also provides classes on parenting skills and runs adult literacy programmes.

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 has taken a number of actions to support the development of environmental studies in its schools; it has produced environmental studies topic outlines and an overall programme of study. In that context, the authority has placed a special emphasis on promoting science. It has done this through, for example, the appointment of three science development officers, the provision of in-service training for staff and promoting the establishment of after-school science clubs. The authority has been involved in the use of the Cognitive Acceleration through Science Education (CASE) programme for a number of years.

The authority has produced programmes of study for ICT in 5-14.

Support for the study of modern languages in the primary school includes a local steering group and a development officer.

Children's learning is supported further through the provision of study support programmes in all secondary schools and Easter revision schools in all but one secondary school in the authority.

The education authority has agreed to appoint a Music Service Manager; a review of the music curriculum is in progress. In partnership with the Arts Association and the Scottish Arts Council two temporary music development officers have been appointed, a computer-equipped bus is used to promote and give pupils experience in using ICT in the creation of music, and schools have been encouraged to develop music clubs. Six cultural co-ordinators have been appointed.

National orchestra and drama companies tour the authority's schools.

There are Sports Co-ordinators in some secondary schools. The authority intends to provide all of its secondary schools with this facility by the start of session 2003/2004. Funding has been secured to support the development of physical activity and to provide additional opportunities for sporting activity.

All primary schools participate in projects such as Enterprising Infants and Go for Enterprise. The activities undertaken by schools include 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.

The authority is developing close links with the Crichton Campus. Its schools participate in initiatives intended to increase participation rates in university courses. One secondary school is involved in the GOALS initiative.

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

Dumfries & Galloway 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

The initiatives referred to immediately above contribute not just to National Priority 5, Outcome 1 but also Outcome 2.

The authority has adopted learning and teaching policies which embraces the latest ideas about learning and teaching and it has produced guidance on how these ideas can be applied in practice in classrooms.

QUALITY INDICATORS

Dumfries & Galloway'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 almost all judged that they were good or very good at promoting 'expectations and achievement'
• most judged that they had good or very good arrangements for 'staff review and development', almost all thought that the 'climate and relationships' in their schools were good or very good and most thought that they had good or very good 'accommodation and facilities'
• almost all thought that they were good or very good at promoting 'equality and fairness' and that they had good or very good arrangements for 'learning support', most thought that they were good or very good at the 'implementation of SEN and disability legislation' and almost all thought that they were good or very good at the 'placement of pupils with SEN and disabilities'
• almost all judged that the arrangements they made to promote the 'personal and social development' of their pupils were good or very good and that they had good or very good 'partnership with parents, the School Board and the community'
• almost all judged that the provision which they made overall to promote '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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