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NATIONAL PRIORITIES IN EDUCATION PERFORMANCE REPORT 2003
EDUCATION AUTHORITY INFORMATION

FALKIRK COUNCIL

This report summarises some of the key points set out in Falkirk Council's Education Service Performance Plan 2002/2005, its 2002 Baseline Report and its Standards and Quality Report for 2001/2002.

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 Doug MacGregor (01324 506 673;doug.macgregor@falkirk.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

The education authority has an overarching strategy for raising achievement and attainment. This is called Learning to Achieve. Its provisions apply to both primary and secondary schools.

Falkirk Council sets attainment targets with its schools using its improved capacity to analyse and interpret performance, attainment and related data to inform this activity. Schools are supported in analysing data through appropriate staff development. The authority holds regular performance review meetings with its schools.

Outcome 1 - Increased levels of numeracy and literacy

The Early Intervention Programme in primary schools has proved to be successful and similar techniques and strategies are now being introduced into the middle years. Particular emphasis has been placed on the development of pupils' skills in writing in both primary and secondary schools.

Schools are further developing systems to track individual pupils' 5-14 progress through greater use of the Phoenix computer system. A detailed analysis of 5-14 attainment across all schools is undertaken and the results are shared in August each year with all primary and secondary headteachers to support performance review and target setting procedures.

The charts below provide information on the attainments in reading, writing and mathematics achieved by pupils in Falkirk 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 Falkirk 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 Falkirk 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 Falkirk 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 Falkirk 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 92.4%. Nationally 92.6% did this and 93.3% of pupils did this in comparator authorities. Falkirk Council has set a target that 93.0% of its pupils should achieve these levels of attainment by 2005. The equivalent national target is 94%.

Outcome 2 - Improved examination results

The authority's policy document Maintaining the Challenge sets the framework for pupils' transition from primary to secondary schools. In S3/4 in particular, greater curriculum flexibility is being encouraged through earlier or more appropriate certification with greater use being made of new National Qualifications.

The authority's secondary schools have very well-developed links with each other and with Falkirk College of Further and Higher Education; these links allow a wider range of courses to be made available to pupils than might be possible otherwise. In addition, the flexible learning approaches of the SCHOLAR Programme are used with senior pupils.

Secondary schools are introducing more effective pupil tracking systems and making use of targeted study support. In addition to the analysis of examination data provided by the STACS disk, additional comparative data for each subject area is provided to schools to assist in benchmarking and performance review procedures.

The charts below provide information on the attainments in National Qualifications achieved by pupils in Falkirk 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 Falkirk 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 Falkirk 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's programme of staff development offers an extensive set of opportunities for teaching and support staff to engage in continuing professional development. It includes an induction training programme for probationary teachers and SVQ accredited programmes for classroom assistants. The programme also offers enhanced opportunities for professional development in ICT via NOF training and courses leading to the ECDL. The introduction of all key policies such as Learning to Achieve is supported through the staff development programme. A number of senior staff have successfully completed the Scottish Qualification for Headship with other staff currently working towards the qualification.

Arrangements are in place for the Professional Review and Development of all teachers.

Outcome 2 - Increased self-discipline of pupils

One of the focuses of the authority's work in this aspect of the National Priorities has been on the implementation of the Better Behaviour, Better Learning recommendations and on the provision of programmes of professional development to support the authority's Positive Behaviour statement and a staged intervention approach to the management of pupils with behavioural difficulties. The authority has established pupil support bases in all secondary schools and is reviewing its pupil support arrangements. Secondary schools are encouraged to develop more flexible approaches to the curriculum to meet the needs of individual pupils better and so minimise the number of disaffected young people.

All of the authority's schools have anti-bullying policies.

All primary and secondary schools have a range of buddying or similar schemes in operation. These schemes include paired reading and other programmes, friendship squads and peer mediation schemes. A large majority of senior primary pupils are involved in delivering these schemes to younger pupils. Similarly, senior secondary pupils participate in personal and social development programmes for younger pupils in secondary schools and in peer mediation and other schemes.

The authority operates adult befriending and mentoring programmes for school pupils.

The authority is working with parents to reduce absence from school.

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

Levels of attendance

The authority has set the targets of raising the percentage attendance in primary schools to 96.0% by the end of session 2004/2005 and in secondary schools to 90.0% 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 the targets of reducing the number of exclusions per 1000 pupils in primary schools to 6 by the end of session 2004/2005 and reducing the number of exclusions per 1000 pupils in secondary schools to 80 within the same timescale.

The Performance Measure is expressed in terms of 'days lost per 1000 pupils'. The authority 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

The authority has a number of new schools funded through a previous PFI Scheme. It has a 'not for profit' PPP Scheme in development. In addition, the authority funds a planned programme of improvement in its school estate from its annual capital budget.

Resource managers are currently being appointed to all school clusters and enhanced clerical support is being provided to schools as part of the implementation of the provisions set out in A Teaching Profession for the 21st Century.

Good progress has been made in improving access to, and use of, ICT in schools for both curricular and administrative purposes. All schools are networked and have both email and Internet access.

As part of the authority's quality assurance system, all schools produce an annual Standards and Quality Report. School development plans are scrutinised by the authority. One school has the Investors in People award. All of the authority's schools are involved in the Scottish Schools Ethos Network.

A wide range of initiatives are ongoing to promote health and welfare in schools. These include the promotion of healthy eating and healthy living initiatives and the publication of guidelines on the management of incidents of substance abuse in schools. Health Promotion activities will continue to be enhanced as school clusters further develop into New Community Schools.

The pupil:adult ratio in the education authority's primary schools is 15.9:1 currently. Falkirk has set a pupil:adult ratio target of 15:1 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

Each school has a member of staff who is responsible for co-ordinating the school's provision for children looked after by the Council. These staff are responsible for securing within the school the implementation of the recommendations of Learning with Care which relate to schools. The progress of looked after children is monitored by an officer within Education Services who also has responsibility for implementing the wider implications of the report at authority level.

Provision for children looked after by the Council has been extended and enhanced by, for example, providing foster carers with access to computer hardware and software and designing lessons closely matched to children's needs. Funding has been made available to address the particular needs of the children, e.g. through enhanced access to speech therapy services.

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 22%. 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 has set a target that 35% of looked after children will achieve these qualifications in the future.

The authority has extended its New Community Schools Programme through the development of Integrated Learning Communities. Integrated Learning Communities have now been established in all eight school clusters. Through the development of ILCs, existing links with Social Work Services have been significantly enhanced.

The average tariff score of the lowest attaining 20% of pupils in the authority's secondary schools is 51. The average tariff score of the lowest attaining 20% of pupils nationally is 58 and in Falkirk's comparator authorities it is 54. Falkirk has set the target of raising the average tariff score of the lowest attaining 20% of its pupils to 60 by the end of the school session 2004/2005.

19.5% of primary pupils are entitled to free school meals; 85.7% of these pupils actually take a school meal. 15.9% of secondary pupils are entitled to a free school meal with 69.4% 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

Falkirk 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 young people with disabilities over the next few years. In addition, it has produced an inclusion policy.

Pupils in Falkirk schools 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.

Of mainstream primary pupils with special educational needs in Falkirk, 75.5% receive all of their education in a mainstream class. 1.1% of primary mainstream pupils with special educational needs in Falkirk receive all of their education in a special unit attached to a mainstream school. For secondary, the figures are 55.6% and 1.3% 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 78.6% and 6.8%; for secondary they are 72.2% and 7.4%. Currently, Falkirk Council has 3 special schools and 3 day units which accommodated 283 pupils in 2001/2002. In addition, the authority has partnership projects with the voluntary sector to support vulnerable young people.

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 received no written or other 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

All of the authority's schools deliver personal and social development programmes covering a range of topics including health issues such as drug and alcohol misuse. The pupils 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).

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

Initiatives undertaken within each Integrated Learning Community will contribute to the development of the citizenship agenda through closer links with the local community. All the authority's schools have pupil councils, and representatives drawn from all eight secondary school councils form a Schools Council which meets regularly in the Council chambers.

50% of the authority's schools are registered with the Eco Schools Awards Scheme. Six schools have the Bronze Award and one has the Green Flag. The authority's schools are also involved in school grounds improvement projects in association with Scottish Natural Heritage and they are playing a central role in the Council's anti-litter and recycling initiatives. The authority has an Environmental Education Support Teacher.

The authority operates a family literacy scheme through which parents are supported in finding ways to help their children to become good readers and good at using language.

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 authority's schools provide opportunities for out of hours learning. There are after-school clubs and a wide range of study support schemes which deal with study skills, homework, story telling and paired learning. They also provide a wide range of visual and performing art and craft activities and sporting activities for young people, the latter being enhanced by the Sports Co-ordinator scheme. A team of music tutors provides instrumental tuition to pupils in primary and secondary schools and prepares the young people to perform in the annual Schools' Concert. The authority runs summer schools and its secondary schools run revision and examination preparation schools at Easter.

The authority has worked in partnership with the University of Stirling on the pilot Ladders of Learning project which aims to widen access to Higher Education.

NOF ICT training has been taken up by most of the authority's teachers.

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 a work experience programme, Business Dynamics and Young Enterprise as well as charity and community work. There is a World of Work programme which operates in S1 and S2. Teacher placements in industry and commerce are taken up by staff. In addition, aspects of curricular delivery, enterprise and industrial link activities are enhanced considerably through the long standing partnership with BP Grangemouth. These activities are underpinned by the authority's Education for Work and Enterprise Policy.

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

Falkirk has set the target of raising the percentage of school leavers who go on to Higher Education after leaving school in June 2005 to 33%.

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 5, Outcome 1 but also Outcome 2.

The authority has established a Creativity Team to enhance children's development and learning through expressive arts. This was established initially in pre-school settings but has now been extended to early years in primary and has been successful in supporting early years staff in developing a creative approach promoting children's communication, representation and social and thinking skills.

QUALITY INDICATORS

Falkirk 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 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' and that the 'climate and relationships' in their schools were good or very good and a majority 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', had good or very good arrangements for 'learning support', thought that they were good or very good at the 'implementation of SEN and disability legislation' and almost all thought that the arrangements they made for the 'placement of pupils with SEN and disabilities' were good or very good
• almost all judged that the arrangements they made to promote the 'personal and social development' of their pupils were good or very good and all thought that they had good or very good 'partnership with parents, the School Board and the community'
• most 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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