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NATIONAL PRIORITIES IN EDUCATION PERFORMANCE REPORT 2003: EDUCATION AUTHORITY INFORMATION

INVERCLYDE COUNCIL

This report summarises some of the key points set out in Inverclyde Council's Education Service's Service Improvement Plan which contains a number of sections including ones relating to progress towards 2001/2002 aims and local improvement targets. Targets for 2005 in respect of the National Priorities have been given in an appendix to the Service Improvement Plan; the appendix was up-dated in 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 Angus MacDonald (01475 712 828;angus.macdonald@inverclyde.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

A full report on the authority's Early Intervention project was published in 2001. All primary schools have a project teacher who supports the provision of work to promote early literacy and numeracy. Home-link staff support parents in promoting literacy and numeracy in domestic settings through, for example, the use of play.

Clear attainment targets were set with all schools. The performance of pupils across the authority is the subject of detailed analysis. Feedback is given to schools on their performance.

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

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

Inverclyde 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 Inverclyde 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 93.6%. Nationally 92.6% did this and 90.9% of pupils did this in comparator authorities. Inverclyde Council has set a target that 95.5% of its pupils should achieve these levels of attainment by 2005. The equivalent national target is 94%.

Outcome 2 - Improved examination results

The further implementation of Higher Still was effected across all secondary schools. A full range of courses is available to all pupils. In this connection, a statement of entitlement to Guidance in S5 and S6 was developed and issued to all secondary schools.

Clear attainment targets were set with all schools. The performance of pupils across the authority is the subject of detailed analysis. Feedback is given to schools on their performance.

The raising of attainment in S5 was a clear focus for action within the authority. Actions taken to secure improved attainment included provision of study support, mentoring and personal target setting. Staff received training in teaching and learning strategies to address gender differences in attainment.

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

Inverclyde 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 Inverclyde 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

Professional Review and Development arrangements have been implemented in all schools.

Networks of subject teachers supported the exchange of information about effective practice in teaching and learning. Strategies for teaching and learning which are grounded in new understandings about how people learn have been introduced to and discussed with teachers at seminars and workshops.

The authority has an annual programme of in-service training events.

NOF ICT training was begun in all secondary schools.

The Scottish Qualification for Headship has been implemented in the authority. Headteachers received training appropriate to their roles including an event dealing with the Standards in Scotland's Schools etc. Act.

Outcome 2 - Increased self-discipline of pupils

The levels of attendance and exclusions in Inverclyde Council's schools are shown below.

Levels of attendance

The authority has set itself the targets of having an average percentage attendance in primary schools of 95.1% and 89.5% 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.

In relation to information about schools' participation in buddying or mentoring schemes, Inverclyde's guidance to schools was to interpret this quite widely, to cover not only buddying and mentoring, but to include initiatives and projects which are designed to offer pupils peer support. These would include schemes such as paired reading, peer education and the Peaceful School Initiative.

Returns from schools indicate that all Inverclyde schools are involving at least some pupils in schemes of this kind as givers or recipients of some form of peer support. 48% of Inverclyde Council schools report that they have 50% or more of their pupils involved in this way, while 32% report that up to 20% of their pupils are similarly involved. A further 20% of schools involve 20-50% of their pupils in pupil peer support activities.

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

The authority's quality assurance arrangements include a school profiling system. The advice given to schools on development planning has been amended to take account of the National Priorities in Education. The authority's Quality Development Service was the subject of a Best Value Review. The authority uses QMIE criteria to assess its effectiveness.

Improved systems have been put into place in respect of the strategic and operational control of the education budget. The authority has introduced improved devolved school management arrangements. It has also introduced improved personnel management systems in the context of A Teaching Profession for the 21st Century. Improved risk management systems have been introduced.

The pupil:adult ratio in the education authority's primary schools is 14.6:1 currently. Inverclyde Council has set itself the target of 15:1 by the end of school session 2004/2005. The ratio nationally is 14.2:1.

Health Education Guidelines have been developed and distributed to schools.

In 2002, the authority submitted an outline business case for the development of its school estate under the auspices of a Public Private Partnership. The case was accepted by the Scottish Executive.

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

Looked after children have been given enhanced access to ICT, educational software and other resources. Staff in residential care homes and foster parents have been trained in the use of ICT so that they can help the children they look after to use it to maximum effect. Children with foster parents have laptop computers which they can use in school or at home. They are supported in their use of ICT by authority staff. The provision of the laptops and the support in their use are part of a project called Lap Library. A member of staff in each school is responsible for monitoring the progress of looked after children enrolled in the school.

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 63%. Nationally, the percentage of pupils was 29%. Inverclyde Council 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 100%.

The average tariff score of the lowest attaining 20% of pupils in the authority's secondary schools is 65. The average tariff score of the lowest attaining 20% of pupils nationally is 58 and in Inverclyde's comparator authorities it is 50. It has set itself the target of raising the average tariff score of the lowest attaining 20% of its pupils to 77 by the end of the school session 2004/2005.

Parents have been provided with information about their entitlements to clothing grants and free school meals. The authority has established 'customer friendly' arrangements for conducting interviews with parents.

24.6% of primary pupils are entitled to free school meals; 81.1% of these pupils actually take a school meal. 20.0% of secondary pupils are entitled to a free school meal with 63.1% 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 authority's New Community School Programme was continued.

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

Inverclyde 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 Inverclyde who have recorded special educational needs, as defined currently, have an Individualised Educational Programme (IEP), the format of which was designed for Inverclyde by Northern College. In these programmes targets which focus on raising attainment through the delivery of an appropriate curriculum are set with and for individual pupils.

A Review Group has been developing policy on Special Educational Needs and Inclusion. The group's work was informed by a series of Best Value and other reviews; these related to all aspects of the role of special educational needs auxiliaries, provision for hearing impaired pupils, provision for children with social, emotional and behavioural difficulties and moderate learning difficulties, and reviews of aspects of the operation of the authority's Psychological Service.

Staff development needs implied by the presumption of mainstreaming have been assessed. Training programmes addressing these needs have begun to be delivered. The authority's Area Network Support Team (ANST) staff have received training in how best to support the inclusion of pupils with special educational needs in mainstream settings. An additional behaviour support specialist was appointed to the ANST.

An additional educational psychologist has been recruited. The Psychological Service has been active in providing training for teaching staff on special educational needs provision and related matters and it has adopted procedures for securing the active participation of young people in decisions about their learning. A protocol has been prepared on the assessment and support of young people with dyslexia.

Joint working with Social Work Services has continued to develop.

Of mainstream primary pupils with special educational needs in Inverclyde, 92.4% receive all of their education in a mainstream class. 2.7% of primary mainstream pupils with special educational needs in Inverclyde receive all of their education in a special unit attached to a mainstream school. For secondary, the figures are 96.9% 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 73.5% and 7.3%; for secondary they are 74.6% and 8.7%.

Inverclyde has three special schools which accommodated 161 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

There is a Gaelic medium unit in Highlander's Academy. Currently it accommodates pupils from Primary 1 to Primary 3. A second teacher is being sought to allow an expansion of the provision into Primary 4 and beyond. This provision allows the authority to meet all the requests which it receives for Gaelic medium education. During 2001/2002 four such requests were received.

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.

A Human Rights Charter was developed for schools and pupils. It was launched by the Deputy First Minister. Guidelines on dealing with racial incidents in schools were reviewed. There are pupil councils in almost all schools.

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

The authority supports the Eco Schools and the Peaceful School initiatives. One of its primary schools has a Green Flag. Pupils from all of the authority's primary schools participated in field studies at an outdoor education centre.

There are regular meetings between authority officials and School Boards. The authority provides training for board members.

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 ran curriculum working groups on science, ICT, social subjects and modern languages; these groups produced programmes of study and teaching and learning materials which have been distributed to schools. The piloting of a primary software package was completed.

Pilots in the use of PLATO and SuccessMaker were completed.

The authority collaborated with IBM in a project directed towards improving the uptake of modern languages courses in S5 and S6.

There are sport co-ordinators in four of the authority's secondary schools, and Active Primary School Co-ordinators in eleven primary schools and two special schools. The authority operates a wide range of events and activities relating to the expressive and the performing arts. The authority's Concert Band won a gold medal at a national competition.

The authority operates a Higher Education Bursary Scheme. It was subject to a Best Value Review. A Careers Adviser was appointed to the authority's New Community School Programme.

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

Inverclyde 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 33.3%.

It is noted that all primary and secondary schools are involved in Enterprise Education, and all have extensive programmes of activities for pupils, including the arts and sport, outwith the formal curriculum. Authority sponsored groups such as those involved in choirs, concert band orchestras and drama are flourishing - both in terms of numbers of pupils involved, and standards of performance.

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

Inverclyde schools have used HGIOS in their regular, moderated self-evaluation to reach informed judgements on where they stand currently in relation to these processes. These judgements are summarised below:

• the 'overall quality of attainment' was good or very good in almost all schools
• the promotion of 'expectations and achievement' was good or very good in all schools
• the quality of 'staff review and development' is good or very good in almost all schools
• the quality of 'climate and relationships' is very good in the majority of schools and good in all schools
• the quality of 'equality and fairness' is very good or good in almost all schools
• the quality of 'learning support' is good or very good in almost all schools
• the 'implementation of legislation relating to SEN and disabilities' is good or very good in almost all schools
• the 'placement of pupils with SEN and disabilities' is good or very good in almost all schools
• the quality of 'personal and social development' is very good or good in almost all schools
• the quality of 'partnership with parents, the School Board, and the community' is good or very good in almost all schools
• the quality of 'pupils' learning experiences' is good or very good in almost all schools.

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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