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NATIONAL PRIORITIES IN EDUCATION PERFORMANCE REPORT 2003
EDUCATION AUTHORITY INFORMATION

EAST AYRSHIRE COUNCIL

This report summarises some of the key points set out in East Ayrshire Council's Department of Education and Social Services' Service Plan 2002/2003, its Annual Statement of Improvement Objectives in Education 2002 and its report on the progress made in achieving these objectives.

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 Graham Short (01563 576 089;www.east-ayrshire.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

Staff from all primary schools have participated in training courses in reading, writing, interactive maths and problem solving and enquiry. Primary 4 and 5 staff have attended courses in literacy and numeracy; these courses are intended to support these staff in building on the work done in the authority's Early Intervention Programme. Direct, interactive teaching is modelled and promoted through this training. Language development packs are available for Primary 1.

Classroom assistants are used to support initiatives which have raising attainment as their focus. The assistants receive PDA-certificated training.

School improvement plans are all expected to include priorities relating to teaching and learning.

Pupil progress is tracked. The East Ayrshire Profile of Skills supports the transfer of children from nursery schools and classes into Primary 1. Children who are at risk educationally are identified before leaving nursery and receive targeted interventions to support them in making progress.

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

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

East Ayrshire 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 East Ayrshire 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 91.9% Nationally 92.6% did this and 92.3% of pupils did this in comparator authorities. East Ayrshire Council has set a target that 94.3% of its pupils should achieve these levels of attainment by 2005. The equivalent national target is 94%.

Outcome 2 - Improved examination results

The SCHOLAR Programme is in use in all secondary schools. All special and almost all secondary schools have introduced Access units and clusters. More able pupils are supported. The Greater Opportunity of Access and Learning for Schools (GOALS) project is an initiative which is used to raise pupils' expectations of what they can achieve and to improve their perceptions of themselves as learners. The authority has mounted initiatives to address differences in the attainments of boys and girls.

School improvement plans must all contain priorities relating to learning and teaching.

The progress of individual pupils is tracked.

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

East Ayrshire 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 East Ayrshire 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

Senior promoted staff in schools have had access to a training needs analysis. The authority has run a leadership and management programme for senior promoted staff in schools. Training has been provided in monitoring and evaluation techniques. Headteachers have been encouraged to become involved in the Heads Together programme.

The authority provides a wide range of professional development opportunities for its teaching and non-teaching staff.

Staff have participated in LTScotland's Masterclass Programme and the NOF ICT training programme included nursery teachers. Peripatetic staff have access to a CPD programme. The authority operates a probationer induction group. It has produced an early intervention training pack.

Outcome 2 - Increased self-discipline of pupils

The use of Circle Time is widespread in the authority's primary schools. It is in place in almost all primary schools and some secondaries. The authority has 30 accredited Circle Time trainers.

Peer support and buddying schemes are established in almost all of the authority's schools. The Framework for Intervention initiative is in use in many of the authority's schools. This initiative is directed towards securing improvement in the management of pupils' behaviour.

The levels of attendance and exclusions in East Ayrshire Council's schools are shown in the tables below.

Levels of attendance

The authority has set itself the targets of raising percentage attendance in its primary schools to 95.2% by the end of session 2004/2005 and in secondary schools to 90.7%. 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 exclusions per 1000 pupils in primary schools to 5 by the end of session 2004/2005 and reducing the number of exclusions per 1000 pupils in secondary schools to 104 within the same timescale. The Performance Measure is expressed in terms of 'days lost per 1000 pupils'. East Ayrshire has set a target in terms of 'number of exclusions per 1000 pupils'.

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

All schools have Internet access and all are connected to the Council's intranet. Schools are being supported in integrating the use of ICT into everyday teaching.

A supported learning centre was established in Patna and a facility for children with severe communications disorders was provided in Crosshouse. Woodstock School was extended.

As part of the authority's quality assurance arrangements schools use a Management Information System (SEEMIS) to track the progress pupils make in their learning. Four schools have quality awards; two have registered their interest in obtaining awards.

A wide range of initiatives was undertaken to promote health and welfare in schools. Training in dealing with anaphylaxis has been provided. All schools have a drug education programme, a pupil-produced drug education magazine was distributed to all secondary schools, a peer education drug awareness video was produced and distributed, and arrangements for the management of drug-related incidents have been introduced in all schools.

The pupil:adult ratio in the education authority's primary schools is 16.1:1 currently. East Ayrshire has set itself the target of 15.1:1 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

The attainments and achievements of vulnerable children and children looked after by East Ayrshire Council are monitored and tracked. SEEMIS plays a key role in this process. The range and scale of educational resources available in children's units have been extended; the provision of enriching experiences has been supported as has the acquisition of ICT hardware and software and the establishment of study support rooms. ICT hardware and software have been made available to foster carers along with other resources. Looked after children have had access to additional tuition in preparation for examinations.

The percentage of children looked after by East Ayrshire 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 10%. Nationally, the percentage of pupils was 29%. East Ayrshire's target for 2004/2005 would be to attain a 50% achievement of pupils leaving with level 3 or above in English and mathematics.

Learning Partnerships have been established which bring together the former clusters of associated schools to include pre-school establishments, social work, health and other services. This is aimed at supporting children in raising attainment through better integrated services.

Projects directed towards 'closing the gap' have been established in Primary 1 in 4 schools.

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 East Ayrshire's comparator authorities it is 55. East Ayrshire has set itself the target of reducing the numbers of pupils, 70 currently, who have achieved no Standard Grade or equivalent qualifications by the end of S4.

22.5% of primary pupils are entitled to free school meals; 82.3% of these pupils actually take a school meal. 17.5% of secondary pupils are entitled to a free school meal with 65.3% 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

East Ayrshire 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.

Pupils in East Ayrshire 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. Pupils' progress in achieving their targets is monitored and the targets are the subject of regular review. There is a multi-disciplinary input to IEPs.

All special schools are registered as presenting centres with the SQA. There have been increased levels of National Qualification presentations from special schools.

Authority focus groups and parent forums are used to inform the development of authority policy on special educational needs. A Special Educational Needs Policy was reviewed leading to the production of a policy on inclusion called Pathways to Inclusion.

Of mainstream primary pupils with special educational needs in East Ayrshire, 93.2% receive all of their education in a mainstream class. 0.9% of primary mainstream pupils with special educational needs in East Ayrshire receive all of their education in a special unit attached to a mainstream school. For secondary, the figures are 89.2% and 0.0% 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 81.0% and 3.7%; for secondary, they are 85.8% and 1.4%. East Ayrshire has 4 special schools which accommodated 160 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

The authority conducted a major consultation exercise with parents to inform the development of Gaelic provision in the secondary sector. It advertises annually in local newspapers advising of enrolment procedures in the Primary Gaelic Medium Unit. Sradagan was established to further support pupils' experience of Gaelic medium education. The authority received one written request relating to Gaelic medium education in 2001-2002, a consolidated submission on behalf of parents with children enrolled in the primary provision.

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 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 this connection, the authority operates Personal Horizons, an outdoor education programme. This programme is organised and delivered by East Ayrshire Outdoor Learning which holds SQA awarding centre status.

All schools have pupil councils.

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

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

Authority-supported websites facilitate schools' international contacts, exchanges and other such activities.

The authority provides training for childminders and young parents to help them play a full role in supporting their children's learning. The authority has home-link projects directed to the same purpose.

Most schools in the authority gather information about parents' perceptions of the quality of their provision. They use this information to inform their planning for improvement.

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 MIICE project has been used to support the further development of the use of ICT in the authority's schools. The authority has issued guidelines on the assessment of Environmental Studies 5-14. It is providing training to support the implementation of provision in modern languages which have been influenced by the report Citizens of a Multilingual World.

Physical education and sports development initiatives are being undertaken in all schools. There is a School Sports Co-ordinator in every secondary school. The Active Primary School Programme has been expanded to include more schools; primary schools are also involved in the TOP Sport programme. A bid for NOF funding to support further the development of sporting activity was prepared.

An Arts Link Officer was appointed.

The authority and its schools run supported study programmes including Easter and summer schools.

Half of the authority's primary schools participate in the Primary Enterprise Programme. All secondary schools have work and enterprise activities including a work experience programme and Young Enterprise as well as charity and community work. Many young people are involved successfully in the Duke of Edinburgh Award Scheme.

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

East Ayrshire 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 31%.

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

The initiatives referred to immediately above and, indeed, throughout this report contribute not just to National Priority, Outcome 1 but also Outcome 2.

QUALITY INDICATORS

East Ayrshire Council's schools have used HGIOS in their regular, moderated self-evaluations to reach informed judgements on where they stand currently in relation to the criteria set out in HGIOS. East Ayrshire has reported on the data it has gathered from its schools during 2001/2002 and from school inspections. The criteria used were those set out in the first edition of HGIOS.

East Ayrshire's conclusions from the data available to it are that the following areas represented key strengths in its schools:

• Communication with parents
• Partnership with parents and the School Board
• Pastoral care
• School ethos
• Effectiveness of deployment of staff
• Effectiveness of leadership.

East Ayrshire also identified areas for improvement on the basis of the data available to it. These were:

• Quality of teachers' planning
• Meeting pupils' needs
• Assessment as part of teaching
• PSD
• Links with Other Agencies, Employers and the Community
• Provision of accommodation and facilities
• Self-evaluation.

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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