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NATIONAL PRIORITIES IN EDUCATION PERFORMANCE REPORT 2003: EDUCATION AUTHORITY INFORMATION

GLASGOW CITY COUNCIL

This report summarises some of the key points set out in Glasgow City Council's Education Service's Service Plan 2001/2004, its Standards and Quality Report 2001/2002, Improvement Plan March 2003 and an Education Committee Report called Measures of Performance (March 2003).

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 McFarlane (0141 287 6763; iain.mcfarlane@education.glasgow.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.

At various points in this report information about the attainments of pupils in Glasgow schools, their attendance and other matters is compared with national positions and also with its comparator authorities. With one exception, however, Glasgow City's comparator authorities are not considered to be closely or very closely matched to it. Therefore comparisons between Glasgow and its comparator authorities need to be treated with caution.

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

Literacy and numeracy tutors have been appointed to work in schools. Literacy support packs have been produced for use in S1/S2. The authority has instituted a programme of action research into the promotion of literacy and numeracy.

The authority has been investigating the feasibility of introducing standardised tests to provide information to inform target setting and to support the tracking of pupil progress on the basis of a clearly defined baseline.

An S1/S2 Monitoring Group was established. It is composed of S1/S2 co-ordinators from secondary schools and P7 teachers.

The authority provides extensive out of school hours and extra-curricular activities in the arts, drama, music and sport. The fundamental purpose of these activities is to raise achievement.

Glasgow has developed a programme on gender and attainment which emphasises gender issues in relation to attainment for both boys and girls. It is based on, and encourages, the use of up to date research on, and approaches to, learning and teaching. The programme includes both staff development materials and curricular materials, and has been widely welcomed in all sectors.

The charts below provide information on the attainments in reading, writing and mathematics achieved by pupils in Glasgow City'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 Glasgow City 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 Glasgow City 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 Glasgow City 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 Glasgow City 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 84.0%. Nationally 92.6% did this and 90.7% of pupils did this in comparator authorities. Glasgow City has set a target that 89.7% of its pupils should achieve these levels of attainment by 2005. The equivalent national target is 94%.

Outcome 2 - Improved examination results

Higher Still has been implemented fully, leading to extensive use of Intermediate 1 and Access units, courses and clusters. These courses etc. are being used in S3 and S4 as well as S5 and S6. Their use in these latter circumstances is part of the authority's introduction of programmes of learning marked by curriculum flexibility and alternative approaches to the design of the curriculum. These alternative approaches include corporate vocational training programmes in construction and hospitality. Half of the city's secondary schools have pupils involved in these programmes.

The charts below provide information on the attainments in National Qualifications achieved by pupils in Glasgow City 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 Glasgow City 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 Glasgow City 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 Professional Review and Development programme is in place for all staff. The authority operates an extensive professional development programme. In addition, it ran programmes on 'gender influences on learning', 'teaching for effective learning' (a workshop-based staff development programme) and specialist postgraduate programmes in mathematics, science and modern languages.

Staff development has included the use of ICT, behaviour management and support. 52 members of staff have graduated from the SQH programme, and all schools are fully involved in the NOF ICT programme.

The authority established an 'improvement file'; this is a mechanism through which information about effective practice in and outwith the city is disseminated.

33 establishments have completed 'Investors in People' accreditation.

Outcome 2 - Increased self-discipline of pupils

The status of Attendance Officers was enhanced to that of Education Liaison Officers. Their new role emphasises the promotion of integrated service provision at a local level.

Outreach and parental partnership approaches have been developed to find resolutions to disciplinary issues without recourse to exclusion. Staff development programmes have been provided to promote positive behaviour, the authority's anti-bullying policy, produced after an extensive review of current and effective practice, and the use of peer support arrangements to help retain pupils at risk of exclusion in schools. Conferences and other events were used in these contexts.

Revised guidelines were produced on child protection and racial harassment.

The levels of attendance and exclusions in Glasgow City'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 93.1% per pupil in its primary schools and 86.5% per pupil in 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 not set itself a specific target for the reduction of exclusions, but is indicating strongly to schools that they should continue to work to reduce exclusions. The reduction in exclusions has been significant not only for the authority but for national figures.

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

During the period 1999-2002, days lost through exclusions were substantially reduced - by 11% in primary schools and by 43% in secondary schools.

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

Quality assurance arrangements were enhanced. They adopt approaches and criteria derived from QMIE arrangements and include also Best Value Reviews and PMP audits. The use of HGIOS in schools was supported by a web-based self-evaluation tool which was made available through SEEMIS. Enhanced systems for measuring, monitoring and evaluating the performance of schools were introduced. The analysis of performance was established as a key priority for all establishments.

85% to 87% of the budget associated with each school is devolved to school management. School bursars have been appointed. Learning Communities were established in a further 4 clusters.

The authority's building and refurbishment programmes have continued. Their progress is completely and publicly documented. All classrooms in the authority's schools have access to ICT through a managed service.

The authority's management development programme continued.

The pupil:adult ratio in the education authority's primary schools is 15.2:1 currently. Glasgow City has set itself the target of 15:1 by the end of school session 2004/2005. The ratio nationally is 14.2:1.

The authority operates a number of health initiatives. Water is made available in all schools. There is a breakfast service in every primary school. Fruit is available to pupils in all primary schools and pre-5 establishments. Health Development Officers have been appointed to New Learning Communities. Glasgow's Health, a health education programme developed in collaboration with NHS Greater Glasgow, was implemented.

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

Children looked after by the authority have had their access to ICT enhanced. They have enhanced access to outdoor education and other challenging leisure and recreation activities. Additional educational resources have been provided. Resources have been made available to support the further development of the support available through agencies and projects with an interest in addressing the needs of looked after children in collaboration with the authority. Provision for looked after children is co-ordinated locally by designated staff. A liaison officer has been appointed.

The percentage of children looked after by Glasgow City 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%. Nationally, the percentage of pupils was 29%. Glasgow 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 47.6%.

The average tariff score of the lowest attaining 20% of pupils in the authority's secondary schools is 29. The average tariff score of the lowest attaining 20% of pupils nationally is 58 and in comparator authorities it is 48. Glasgow's target is to raise this tariff score to 56 by the end of 2005.

42.5% of primary pupils are entitled to free school meals; 80.4% of these pupils actually take a school meal. 37.8% of secondary pupils are entitled to a free school meal with 56.2% of these pupils actually taking up their entitlement. Nationally, the uptake percentages for primary and secondary are 79.2% and 59.1% respectively.

The roll-out of the New Community Schools Initiative continued. A further 10 clusters became involved beyond the 2 original pilots. The authority's Learning Communities project is relevant in this connection.

Children from the authority's SIP areas are provided with free transport to and from museums, galleries and other such facilities. The authority also provides pupils with a free Transcard and Young Scot Card as well as free access to swimming.

The Starting Again report provided a basis for the further development of the authority's provision for the 1500 children of asylum seekers who are enrolled in its schools.

The authority operates bilingual bases which cater for children with English as an additional language. It operates specialist schools in dance, sport and modern languages. The authority has well established and effective Bilingual Support Units for primary and secondary pupils coming to the city's schools with little or no knowledge of English. This approach has been used as the basis for the development of EAL bases in schools which have enrolled significant numbers of asylum seeker pupils. This approach allows intensive tuition in English alongside gradual integration into the life and curriculum of mainstream schools.

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

Every primary and secondary school has a designated member of staff with responsibility for support for learning. In-house supports are complemented by peripatetic support from learning services managed at local cluster level. Psychological Services are managed at quadrant level. SEN Development Officers will offer staff development and monitor the deployment of SEN auxiliaries. Provision for children with social, emotional and behavioural difficulties has been reviewed and service level agreements are being developed with a range of providers. The authority manages a wide range of specialist units and schools for children with severe low incidence disabilities. It is also a significant provider for children from other authorities. Inclusion practices in mainstream are also being consistently developed and supported by input from the Education Development Service, Psychological Services and SEN Development Officers.

Pupils in Glasgow 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.

Glasgow City 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.

The authority operates an extensive range of specialist provision for children with severe and low incidence disabilities. It also operates a range of inclusion initiatives.

Of mainstream primary pupils with special educational needs in Glasgow City, 88.0% receive all of their education in a mainstream class. 4.0% of primary mainstream pupils with special educational needs in Glasgow City receive all of their education in a special unit attached to a mainstream school. For secondary, the figures are 94.0% and 0% respectively. Nationally the percentages for the primary sector are 83% and 3%; for secondary, they are 73% and 4%. For its comparator authorities the percentages for the primary sector are 75.6% and 3.3%; for secondary, they are 77.1% and 3.7%. Glasgow City has 32 special schools (including hospital schools and classes) which accommodated 2228 pupils in 2001/2002. In addition, it has 6 secondary integrated SEN units and 10 co-located primary SEN units.

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

32 new written requests for Gaelic medium teaching were made for 2001/2002: all were granted. Glasgow has the only dedicated Gaelic medium teaching school in the country. It is now approaching capacity. Secondary provision is offered at Hillpark Secondary School. Pre-5 provision was extended and is available now to children under the age of three.

There is extensive support to speakers of other languages: overall 160 teachers of EAL (including 80 in relation to the asylum seeker programme); Urdu is taught in several secondary schools, and Chinese and Punjabi are taught in one secondary school; an annual EAL summer school is held for over 100 pupils: the authority gives financial support to voluntary organisations which teach community languages.

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). In-service programmes were provided on guidance and personal and social education. There are PSE programmes in all schools. Advice and guidelines on guidance procedures was produced. This included advice on the conduct of self-evaluation in relation to guidance and the care and welfare of children. Work in this area is supported by a guidance network.

All secondary schools and most primary schools have pupil/student councils. There is a city-wide student council.

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

Service and other planning procedures involve parents and pupils.

Parent support materials have been produced in science and social subjects; materials relating to literacy and numeracy exist already. Programmes are run for and with parents to help them work more effectively in support of their children's progress as learners. Thirteen family learning centres were established based on the principle of joint work between Social Work Services and the Health agencies; these provide parenting, child development, play and literacy classes.

The authority engages in a wide range of international study programmes, exchanges and visits.

45 schools gained awards in the Eco Schools Programme designed to encourage whole school action for the environment.

A programme for School Board training is operated by the authority, and there are regular meetings of School Board chairs.

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 further development of teaching and learning materials in science, PE, social subjects, modern languages, literacy and numeracy was taken forward. Further preparations were made for the establishment of the Glasgow Education Network. All primary and secondary schools are networked. ICT tutors support schools in their use of ICT. Flexible learning and teaching approaches are supported through the use of ICT. Modern languages materials are accessed in this way.

Engagement in sport, arts and culture is secured through very close working relationships with the city's Cultural and Leisure Services. Out of hours and out of school opportunities for learning, e.g. study support programmes, are available in almost all schools.

Curricular and vocational guidance is provided through partnerships between and among the authority and its schools, Careers Scotland, employers, FE and HE and the Continuing Education Gateway. 17 schools clusters are involved in the GOALS wider access programme.

The authority makes extensive provision in relation to Education for Work and Enterprise, including work and experience and the schools vocational programme.

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

Glasgow City 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 22%.

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.

QUALITY INDICATORS

Glasgow City's Council's schools and the authority have used HGIOS in their regular, moderated self-evaluations to reach informed judgements on where they stand currently in relation to these indicators. These judgements are summarised below:

• some schools judged that the 'overall quality of attainment' was good or very good but most thought that it was fair; most thought that they were good or very good at promoting 'expectations and achievement'
• almost all judged that they had good or very good arrangements for 'staff review and development' and most thought that the 'climate and relationships' in their schools were good or very good; a majority thought that they had good or very good 'accommodation and resources'
• most thought that their arrangements for promoting 'equality and fairness' were good or very good
• almost all thought that they had good or very good arrangements in place for 'learning support', 'the implementation of SEN and disability legislation' and 'the placement of pupils with special educational needs and disabilities'
• most judged that they were good or very good at supporting the 'personal and social development' of their pupils and a majority 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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