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NATIONAL PRIORITIES IN EDUCATION PERFORMANCE REPORT 2003
EDUCATION AUTHORITY INFORMATION

EAST DUNBARTONSHIRE COUNCIL

This report summarises some of the key points set out in East Dunbartonshire Council's Education and Community Service Improvement Plan (2002-2005) and the Guidance and Sector Plan derived from it and the service's Progress Report 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 Christine Sutherland (0141 578 8942;christine.sutherland@eastdunbarton.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

An authority policy on learning and teaching is under development. Staff have been trained in a number of aspects of learning and teaching likely to inform the further development of the policy.

A policy for curriculum flexibility has been produced.

Schools participating in the authority's Early Intervention Programme have exchanged practice. Their experience has been used to develop plans for the extension of the scheme into the middle years of primary school. Early reading and mathematics materials have been produced. Effective teaching is modelled by authority staff. Staff training programmes continue. A revised early intervention strategy was developed in the light of the authority's experience.

Pupils' progress is monitored and tracked.

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 East Dunbartonshire 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 Dunbartonshire 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 East Dunbartonshire 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 Dunbartonshire 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 East Dunbartonshire 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 96.9%. Nationally 92.6% did this and 94.7% of pupils did this in comparator authorities. East Dunbartonshire has set a target that 97.1% 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 East Dunbartonshire 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 East Dunbartonshire Council's secondary schools in National Qualifications (post-appeal) compared with attainment in comparator authorities and nationally.

East Dunbartonshire 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 Dunbartonshire 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 new policy on Professional Review and Development was produced. The authority delivered an enhanced range of professional development opportunities for staff.

Outcome 2 - Increased self-discipline of pupils

The authority's action plan developed in response to Better Behaviour, Better Learning has been implemented. For example, support bases have been established in almost all secondary schools.

In-service training has been provided on promoting positive behaviour.

A new anti-bullying policy has been introduced. It requires the regular and frequent reporting of incidents of bullying.

Almost all P7 and a few P6 pupils take part in buddying and mentoring schemes. Most S6 and the majority of S5 pupils participate in such schemes.

The levels of attendance and exclusions in East Dunbartonshire's schools are shown below.

Levels of attendance

The authority has set itself the targets of maintaining the average percentage attendance in primary schools at just under 96% and just over 91% 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 4 days lost through exclusions per 1000 pupils in primary schools by the end of session 2004/2005 and 200 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 developed and presented an outline business case for funding to support the establishment of a Public Private Partnership to develop the school estate. The case was accepted and the detail of the development programme is being established. All schools are networked, have computer suites and have access to the Internet, the Council's intranet and email.

The authority's quality assurance arrangements were enhanced. These arrangements include programmes of school visits by Quality Development Officers. SEEMIS' web-based system supporting the use of HGIOS in school self-evaluation is in use in the authority's schools. Target setting is supported by the improved analysis of pupil attainments.

Senior staff in schools have been briefed on the range of quality awards available to them. They were encouraged to seek relevant awards.

The Council has a Health Education Policy which relates to schools. This is implemented through a range of multi-disciplinary initiatives.

Additional clerical and administrative staff have been appointed to schools in the contexts of Time for Teaching and A Teaching Profession for the 21st Century. The implementation of the recommendations and requirements of these reports and agreements has led also to the appointment of classroom assistants, technicians and bursars.

The pupil:adult ratio in the education authority's primary schools is 15.2:1 currently. East Dunbartonshire has set itself the target of 14.3:1 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

Most of the targets set by the authority in respect of Learning with Care have been overtaken. Looked after children have been provided with enhanced access to ICT and to a range of educational resources, including SuccessMaker. Some looked after children have been able to arrange to have remote access to their schoolwork.

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 36%. Nationally, the percentage of pupils was 29%. East Dunbartonshire 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 75%.

The average tariff score of the lowest attaining 20% of pupils in the authority's secondary schools is 98. The average tariff score of the lowest attaining 20% of pupils nationally is 58 and in East Dunbartonshire's comparator authorities it is 63. East Dunbartonshire has set itself the target of raising the average tariff score of the lowest attaining 20% of its pupils to 110 by the end of the school session 2004/2005.

8.8% of primary pupils are entitled to free school meals; 77% of these pupils actually take a school meal. 9.1% of secondary pupils are entitled to a free school meal with 64.3% of these pupils actually taking up their entitlement. Nationally, the uptake percentages for primary and secondary are 79.2% and 59.1% respectively.

East Dunbartonshire's integrated services have developed and published policies on the Education of Children at Home, the Education of Children Out of School, and Pupil Behaviour, Care and Welfare.

Integrated locality teams have been established.

The roll-out of the authority's New Community Schools Programme was begun. A new joint Children's Services Plan was produced; its implementation led to full day care services being provided in a primary school, the expansion of out of school care services in Lennoxtown and the establishment of a Child Care Information Service.

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

The implementation of a revised authority policy on provision for special educational needs was begun. Training has been provided for staff. Initially this has focused on raising their awareness of the range and nature of specific learning difficulties.

Policies and procedures for support for learning have been reviewed. Support for learning staff was enhanced. 26 teachers completed certificates or diplomas in support for learning; teaching and non-teaching staff had access to other training opportunities.

East Dunbartonshire 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.

Of mainstream primary pupils with special educational needs in East Dunbartonshire, 91.0% receive all of their education in a mainstream class. 0% of primary mainstream pupils with special educational needs in East Dunbartonshire receive all of their education in a special unit attached to a mainstream school. For secondary, the figures are 100.0% and 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 77.1% and 3.5%; for secondary they are 65.4% and 0.6% East Dunbartonshire has 2 special schools which accommodated 185 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 East Dunbartonshire 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

The Gaelic medium unit has a primary roll of 35 pupils and a nursery roll of 14. All requests for Gaelic medium education, 8 during session 2001/2002, were met.

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). Existing PSE provision in schools was the subject of a review.

Learning and Teaching Scotland's citizenship audit materials have been used to assess the degree to which schools can be judged to be promoting citizenship. Staff development has been provided in the use of the materials.

Materials have been produced which schools have been able to use to promote the core skill 'working with others'. Staff have received training in the use of these materials.

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

50% of the authority's schools are registered with the Eco Schools Award Scheme.

The authority operates a School Board Forum and convenes regular School Board Cluster meetings. These mechanisms are used to consult with parents on policy development and other issues.

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

Almost all schools provide opportunities for pupils to engage in sport, art and/or cultural activities outwith the core curriculum. They also provide opportunities for pupils to engage in out of hours learning activities.

The authority's schools provide a wide range of enterprise and education for work activities in both primary and secondary schools. These activities include involvement in fund-raising for charities, visits to and from local businesses, careers conferences, Challenge of Enterprise events, industrial awareness days, Young Enterprise and work experience and work shadowing programmes. Teacher placements are undertaken. Teachers have received training in the use of enterprise education materials and packages. Senior staff in schools have received training in the promotion of enterprise.

The Council's Education Committee receives regular reports on school leaver destinations as part of its arrangements for the public reporting of the performance of its service.

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

East Dunbartonshire has set itself the target that 47.6% of leavers should move on from school into Higher Education.

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

East Dunbartonshire 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:

• the majority of both primary and secondary schools judged that the 'overall quality of attainment' in their schools was good
• the majority of both primary and secondary schools judged that they were very good at promoting 'expectations and achievement'
• 'staff review and development' - in primary schools less than half thought their arrangements were very good, the majority thought they were good and a few fair. In secondary schools the majority thought their arrangements were good or very good with less than half fair
• most primary schools judged that the 'climate and relationships' in their schools were very good and less than half good; the majority of secondary schools judged this to be very good and less than half good
• the majority of primary schools thought their 'accommodation and facilities' were good, less than half very good and a few fair; most secondary schools thought this was good or fair and less than half unsatisfactory
• the majority of primary schools judged that their schools' arrangements for the promotion of 'equality and fairness' were very good and less than half good; the majority of secondary schools were good and less than half very good
• the majority of primary schools thought their arrangements for 'learning support' were good and less than half very good; the majority of secondary schools thought the arrangements were very good and less than half good
• the majority of primary and secondary schools thought they were very good at the 'implementation of SEN and disability legislation' while less than half thought they were good
• the majority of all schools thought their arrangements for the 'placement of pupils with SEN and disabilities' were very good while less than half thought they were good
• the majority of primary schools judged that their arrangements for supporting 'personal and social development' of young people were very good, less than half good; all secondary schools thought arrangements were good or very good
• the majority of all schools judged that they had very good 'partnership with parents, the School Board and the community' and less than half thought it was good
• most primary schools judged that the overall quality of their 'pupils learning experiences' was very good and all secondary schools judged it was 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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