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NATIONAL PRIORITIES IN EDUCATION PERFORMANCE REPORT 2003: EDUCATION AUTHORITY INFORMATION

MIDLOTHIAN COUNCIL

This report summarises some of the key points set out in Midlothian Council's Education Service's Service Plan 2001/2004, A Framework for Improvement, and its Performance Report 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 Forbes Mitchell (01312 713 719;www.midlothian.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

Midlothian Council's Education Service has promoted a range of initiatives to further improve its pupils' literacy and numeracy. The authority's Early Intervention Programme has been embedded in all of its primary schools. 20 primary schools have additional staffing as part of the programme. A reading programme has been developed and published. Nearly all schools use the North Lanarkshire Writing Programme to improve attainment in this aspect of literacy.

The recommendations of the HMIE report Improving Mathematics 5-14 are being implemented.

PIPS is used in Primary 1 to provide baseline assessments. These assessments are used to help schools set targets and plan interventions for and with pupils and their parents. Other standardised tests are used by the authority for similar purposes at Primary 5 and S1 and S2.

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

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

Midlothian 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 Midlothian 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 94.1%. Nationally 92.6% did this and 94.3% of pupils did this in comparator authorities. Midlothian Council has set a target that 96% 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 used in all secondary schools. The range of courses available to pupils has also been extended by the introduction of Intermediate 1 and Access level courses. The authority and local Further Education colleges have collaborated in delivering new Higher courses.

All secondary schools operate supported study programmes including Easter revision and examination preparation 'schools.'

The authority operates a winter leavers' programme in conjunction with local Further Education colleges.

Support for developments within subjects is delivered through networks organised by subject leaders.

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

Midlothian 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 Midlothian 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 put in place for all education officers, support staff and all headteachers. A Professional Development Portfolio has been produced and staff are being supported in its use. The authority participates in a teacher development partnership with Edinburgh University.

All school staff have been offered the opportunity to participate in the Investment in Excellence Programme.

The authority's staff development programme includes courses relating to the critical skills programme, thinking skills, the use of the North Lanarkshire Writing Programme, child protection and positive behaviour management. 900 of the authority's teachers have experienced the NOF ICT training.

Staff from the authority continue to participate in the Scottish Qualification for Headship. The authority runs a management development programme.

Schools have designated CPD co-ordinators. Staff development budgets are partly devolved to schools.

The professional development of probationer teachers is co-ordinated by a development officer; the development programme includes twilight events, conferences, visits and a peer support network.

The authority's pool of permanent supply teachers has access to a full range of CPD activities.

The authority's classroom assistants have been trained in the use of PIPS. They receive PDA-accredited training.

Outcome 2 - Increased self-discipline of pupils

The levels of attendance and exclusions in Midlothian 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 96% by the end of session 2004/2005 and in secondary schools to 90% 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 itself the targets of reducing the number of days lost per 1000 pupils through exclusion in primary schools to 52 by the end of session 2004/2005 and reducing the number of days lost per 1000 pupils through exclusion in secondary schools to 368 within the same timescale.

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

The authority has added 'quality development' as a sixth priority to those described already in the National Priorities for Education. In developing this the authority monitors the attainments of pupils in its schools, has link officers who visit schools regularly and conduct reviews using peer evaluation techniques, the outcomes of which are disseminated. All schools produce Development Plans and Standards and Quality Reports.

The Phoenix Gold management information system has been developed to secure a better match with the ScotXed initiative.

The authority produced a business case for a further PPP project.

A wide range of initiatives was undertaken to promote health and welfare in schools. These included the establishment of breakfast clubs, the provision of healthy eating options menus and substance abuse and sexual health initiatives. The authority ran a conference on Health Promoting Schools.

The pupil:adult ratio in the education authority's primary schools is 13.3:1 currently. Midlothian has set itself the target of 12.1:1 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 Council's Children's Services Planning Group is responsible for securing integrated service delivery through, for example, overseeing the extension of the authority's New Community School Programme and the implementation of the recommendations of Better Behaviour, Better Learning.

The authority's provision for looked after children has been enhanced in a number of ways including the provision of ICT hardware and software, enhanced access to sporting, artistic and study activities and access to tutors. Residential centres have had their provision enhanced in similar ways.

The percentage of children looked after by Midlothian 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 25%. Nationally, the percentage of pupils was 29%. Midlothian 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 50%.

The average tariff score of the lowest attaining 20% of pupils in the authority's secondary schools is 52. The average tariff score of the lowest attaining 20% of pupils nationally is 58 and in its comparator authorities it is 62. Midlothian Council has set itself the target of raising the average tariff score of the lowest attaining 20% locally to 55 by 2005.

15.8% of primary pupils are entitled to free school meals; 77.9% of these pupils actually take a school meal. 11.5% of secondary pupils are entitled to a free school meal with 52.5% 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

Midlothian 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 Midlothian Council 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.

The authority produced guidelines for schools on the promotion of inclusion. It appointed a development officer for inclusion. The Dalkeith School Community Campus is being developed as a model for inclusion.

Of mainstream primary pupils with special educational needs in Midlothian, 87.6% receive all of their education in a mainstream class. 2.3% of primary mainstream pupils with special educational needs in Midlothian receive all of their education in a special unit attached to a mainstream school. For secondary, the figures are 74.9% and 1.6% 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 81.6% and 5.6%; for secondary they are 68.9% and 1.0%.

Midlothian has one special school which accommodated 182 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 received no request 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

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).

Almost all schools have pupil councils. Pupils are involved in authority and Council-level consultation groups contributing to, for example, community planning. The authority made arrangements for pupils to be involved in consultations on the National Debate on Education.

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

Almost all schools have School Boards and parent or parent/teacher associations.

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

Programmes of study have been produced for environmental studies 5-14. The Let's Think Science Programme has been introduced. Strategies for the implementation of 5-14 ICT were developed, e.g. materials to promote the integrated use of ICT in mathematics were produced, in-school support for teachers and an online portal for teachers to use to access research and other articles. Internet filtering and caching technologies have been introduced. School use of ICT is supported by school-based technicians.

Three expressive arts co-ordinators were appointed. The authority has produced guidelines for visiting specialist teachers in primary schools.

Children across the authority have access to a wide range of arts activities such as instrumental instruction, an annual Festival of Music, the Midlothian Schools Orchestra, an annual art exhibition and special projects such as film-making. Arts companies tour the authority's schools.

Supported study programmes are available in all schools including Easter revision 'schools'. The authority runs summer 'schools' and sports, arts and enterprise 'colleges'. These activities are co-ordinated by a development officer and by integration teams.

The authority's approaches to and provision for outdoor education activities were audited.

All of the authority's primary schools participate in enterprise activities. All secondary schools have work and enterprise activities including a work experience programme in S4 and Young Enterprise, 'Business Experience', an enterprise course organised by the local Chamber of Commerce, as well as having pupils involved in charity and community work. Pupils have been engaged in an e-mentoring initiative. The authority runs a 'Preparing for Employment' programme.

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

Midlothian 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 26.9%.

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 Outcome 5.1 but also 5.2.

QUALITY INDICATORS

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