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NATIONAL PRIORITIES IN EDUCATION PERFORMANCE REPORT 2003: EDUCATION AUTHORITY INFORMATION

NORTH AYRSHIRE COUNCIL

This report summarises some of the key points set out in North Ayrshire Council's Educational Services Improvement Plan May 2002 - January 2003. It is set in the context of the Standards in Scotland's Schools etc. Act and the overall corporate planning framework of North Ayrshire Council. It starts with an Introduction which explains the planning processes and contextual issues involved in drawing up the Improvement Plan. The next section is a Service Profile which is followed by a statement of the authority's Vision, Values and Aims. These are structured around the five National Priorities. The next section gives the Strategic Objectives from 2002 to 2005 and this is followed by an Audit section which details the key strengths and points for action emanating from a recently completed QMIE inspection. The final section is an Operational Plan which details the priorities, targets and implementation strategies for 2002/2003. There is an Appendix which gives the authority's National Priority Targets.

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 Noreen Connaughton (01294 324 446;Nconnaughton@north-ayrshire.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

Support materials have been produced in a variety of areas such as listening and talking, problem solving and enquiry and information handling.

Guidance has been provided on the pace of learning in language and mathematics. An Assistant Adviser has been appointed to promote the further development of literacy and numeracy. The further development of mental maths has been supported by a Staff Tutor. A Staff Tutor promotes the use of play in the infant years. A Literacy Group has been established.

The authority's Early Intervention Programme continues to have a major impact on attainment in the early years. It is supported by in-service training and conferences.

Progression from primary to secondary has been supported by staff development and support for the moderation of writing, a 'writing across the curriculum' initiative and the development of bridging units in, for example, listening and talking.

Pupil progress is tracked. The use of Cognitive Ability Tests (CATs) has been piloted in the authority's primary schools.

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

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

North Ayrshire 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 North Ayrshire 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 92.0%. Nationally 92.6% did this and 90.6% of pupils did this in comparator authorities. North Ayrshire Council has set a target that 95% of its pupils should achieve these levels of attainment by 2005. The equivalent national target is 94%.

Outcome 2 - Improved examination results

SCHOLAR materials have been introduced in respect of Advanced Higher courses, as have 'fast track' classes at local FE colleges. Learning and teaching materials have been produced to support the delivery of a range of NQ courses. Access courses have been introduced to meet the needs of the lowest performing pupils.

Guidelines on curriculum flexibility have been introduced.

Additional advisory staff have been recruited who have a remit to improve attainment.

Subject networks support the identification and sharing of good practice.

Development visits from SQA staff have taken place where subject performance has been weak.

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

North Ayrshire 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 North Ayrshire 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 wide range of in-service courses was offered to schools, 170 in total over the course of 2002. The scale of the programme has been brought into line with the availability of supply cover. The courses included ones relating to aspects of management and self-evaluation. The authority developed plans to deliver training outwith the school day.

The Scottish Qualification for Headship is well-established in the authority. Its probationer induction programme included on-going needs analysis followed by the provision of appropriate support including mentoring.

15 staff in the authority followed a Professional Enquiry in Education programme in conjunction with Stirling University. This programme leads to the award of an M.Ed.

Outcome 2 - Increased self-discipline of pupils

Breakfast clubs, award schemes and a range of other interventions have been introduced to reduce school absence.

The authority's provision for children with social, emotional and behavioural needs was reviewed. A research report was commissioned as part of this review. New provisions and pupil support bases have been established in three areas within the authority.

Exclusions have been reduced through the use of the concept of 'agreed withdrawal' from classes.

Almost all schools have buddying and mentoring schemes.

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

Levels of attendance

The authority has set itself the targets of securing an average attendance of 95% for its primary school pupils at the end of session 2004/2005 and 89% for its secondary schools 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 target of 20 days lost through exclusions per 1000 pupils in primary schools by the end of session 2004/2005 and 466 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

Senior Managers and Principal Teachers have received training in quality assurance procedures, e.g. the use of self-evaluation materials and the analysis of performance data. SEEMIS Vision has been introduced. Headteachers have been provided with laptops and have been given training in their use. A research assistant has been appointed to assist in the collection and analysis of statistical data.

Nine schools have IIP awards and a tenth is preparing for IIP assessment.

An asset management plan has been established. A property database has been established after a property survey. An outline business case was submitted in respect of a Public Private Partnership to secure new and refurbished school accommodation. School libraries have been refurbished.

Classroom assistants were appointed in the context of the implementation of the recommendations of Time for Teaching. They receive PDA-certificated training.

The pupil:adult ratio in the education authority's primary schools is 15.3:1 currently. North Ayrshire has set itself the target of 14.9:1 by the end of school session 2004/2005. The ratio nationally is 14.2:1.

A Sex Education Consultative Group was established in 1998. Schools received advice on dealing with critical incidents including drug related ones. A group has been established with local health authorities to identify a framework for working towards the establishment of Health Promoting Schools.

The authority celebrates the successes of its schools and their pupils. All quality assurance visits of Advisers to schools include discussion of school performance, attendance and exclusions.

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 welfare and educational progress of children looked after by the authority is monitored by a designated member of staff in each secondary school; the progress of looked after children in primary schools is monitored by two members of staff appointed for this purpose. New arrangements have been put in place to collect information about the progress of looked after children. They are established in all schools. Looked after children have had their access to ICT, educational resources, leisure and other experiences enhanced and extended.

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 42.9% based on the Audit Scotland Accounts Commission Performance Indicators. Nationally, the percentage of pupils was 37.5%. North Ayrshire Council aims to raise the percentage of looked after children who attain English and mathematics at SCQF level 3 or above in school session 2004/2005 to 60%.

The average tariff score of the lowest attaining 20% of pupils in the authority's secondary schools is 56. The average tariff score of the lowest attaining 20% of pupils nationally is 58 and in its comparator authorities it is 50. North Ayrshire has set itself the target of raising the average tariff score of the lowest attaining 20% of its pupils to 59 by the end of the school session 2004/2005.

The roll out of the New Community Schools programme was continued. Each project is managed by a multi-disciplinary steering group and an integrated development team. The projects offer, for example, breakfast clubs, health initiatives, access to nurses, parent's rooms, supported study programmes. The projects have a focus on vulnerable children.

15.3% of primary pupils are entitled to free school meals; 84.7% of these pupils actually take a school meal. 8.5% of secondary pupils are entitled to a free school meal with 72.1% 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

North Ayrshire 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.

An audit of the childcare needs of families with children who have special educational needs was conducted. The range of out of school provision available to children with special educational needs was extended.

Pupils in North Ayrshire 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. Overall 41 of 56 schools participating met or exceeded their target, a success rate of 71%.

A policy on mainstream/special school links has been established. It has been distributed to all secondary schools. Two inclusion forums have been established. Training on inclusion issues has been provided in the Beyond the Margins programme.

An education service Race Equality Policy has been developed in the context of the equivalent corporate policy. The policy was produced after consultation with ethnic minority groups, staff and pupils.

Of mainstream primary pupils with special educational needs in North Ayrshire, 95.5% receive all of their education in a mainstream class. 1.4% of primary mainstream pupils with special educational needs in North Ayrshire receive all of their education in a special unit attached to a mainstream school. For secondary, the figures are 95.2% 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 74.0% and 4.8%; for secondary they are 80.3% and 4.8%. North Ayrshire has four special schools which accommodated 174 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 Mod was held in North Ayrshire in 2002.

A North Ayrshire Gaelic Forum was established in 2002.

Gaelic singing is encouraged. The teaching of the language was supported through the provision of additional resources. The extensive range of opportunities to learn Gaelic was maintained.

One request was received for education through the medium of Gaelic. The Council met this request through an agreement with a neighbouring authority and the Council provided transport.

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 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).

Citizenship guidelines have been produced and distributed to schools. Education for Citizenship is a declared authority priority. A conference on citizenship was run.

All secondary schools and a majority of primaries have a pupil council. The use of Circle Time is commonplace throughout the authority's schools.

The authority has drug and sexual health education programmes.

The authority operates a range of youth forums and a Youth Council. It has appointed officers to support the realisation of its Youth Strategy and Youth Advocacy Strategy. It has published a Charter for Young People and supports young people to engage in national events designed to give them a voice nationally.

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

Two home-link teachers have been appointed to promote parents' involvement in their children's education.

Just over 50% of schools are involved in Comenius projects. Schools are involved also in Arion and Lingua projects. The authority's schools are involved in pupil and teacher exchanges and in international study visits.

Schools have been provided with an environmental projects support pack. They are involved in the Bright New Scotland initiative.

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

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

Enhanced provision has been made for science; two staff tutors have been appointed. A staff development programme in science has been developed in conjunction with Glasgow University's Faculty of Education. Guidelines and advice on a number of aspects of the 5-14 curriculum have been produced in the context of a strategic 3-year plan for the further development of 5-14.

The authority has adopted a strategic approach to education for work and enterprise. The strategy has been distributed to schools. An officer has been appointed to co-ordinate the implementation of the strategy. In-service training is provided as are supporting resources; enterprise education featured as the theme of a headteachers' conference. Almost all schools provide pupils with access to enterprise activities. These activities include visits to industry and commerce, the management of tuck shops and school shows. Primary schools are involved in Go for Enterprise and in running science and engineering clubs. Secondaries are using Make it in Scotland, they have work experience programmes, they offer work-based problem solving exercises and they run Understanding Industry courses, conferences and other initiatives including mentoring programmes.

Sports facilities have been extended in areas of social deprivation; NOF funding has been used to support such initiatives. The authority has established a talent identification and development programme. The programme is a collaboration between and amongst the authority's schools sport co-ordinators, sportscotland, governing bodies and Edinburgh University.

Arts activities are supported. They include artist in residence programmes, collaborations with Borderline Theatre, summer schools in music, rock music and art, tours by national companies and a range of after-school and vacation events.

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

North Ayrshire 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 39%.

Outcome 2 - Increased levels of creativity and ambition in young people

The initiatives referred to throughout this report contribute generally to achievement in relation to this outcome.

QUALITY INDICATORS

North Ayrshire'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:

• almost all judged that the 'overall quality of attainment' in their schools was good or very good and that they were good or very good at promoting 'expectations and achievement'
• all judged that they had good or very good arrangements for 'staff review and development', and almost all judged that the 'climate and relationships' in their schools were good or very good and that they had good or very good 'accommodation and facilities'
• all judged that their arrangements for the promotion of 'equality and fairness' were good or very good
• almost all thought that their arrangements for 'learning support' and the 'placement of pupils with SEN and disabilities' were good or very good and almost all thought that they were good or very good at the 'implementation of SEN and disability legislation'
• almost all judged that their arrangements for supporting the 'personal and social development' of young people were good or very good and that they also had good or very good 'partnership with parents, the School Board and the community'
• almost all judged that the overall quality of their '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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