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NATIONAL PRIORITIES IN EDUCATION PERFORMANCE REPORT 2003: EDUCATION AUTHORITY INFORMATION

NORTH LANARKSHIRE COUNCIL

This report summarises some of the key points set out in North Lanarkshire Council's Department of Education Service Improvement Plan 2001-2004, its statement of Priority Tasks 2003/2004, a Statement of Local Improvement Plan Objectives - Your Guide to 2003/2004, and the department's Standards and Quality 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 Joe Bancewicz (01236 812 246;BancewiczJ@northlan.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

Raising Achievement for All, the authority's overarching policy to counter the effects of economic deprivation and social exclusion, was reviewed and preparation is underway for its second phase. It stresses the importance of the development of the whole person and is targeted at everyone, of every level of ability.

Literacy and Numeracy Strategies (3-18) have been produced and disseminated to schools.

A Primary Literacy Base has been established, enhancing the Early Intervention strategy. Family literacy continues to be promoted.

The authority's writing programme supports the development of pupils' writing. 'Write First Time', support materials and other resources for teachers and pupils, was produced for use in S1/S2. 'Writing Across the Curriculum' was promoted at a series of meetings of Principal Teachers of English.

The authority ran an 'Enterprising Maths' event for primary schools involving P7 pupils from 110 primaries. It provided updates on mathematics for staff in the special educational needs sector.

In-service provision was provided for schools to support authority-wide implementation of SuccessMaker, the independent learning system for pupils.

Target setting is established across the authority with each establishment setting its own targets and these contributing to the authority's target. Each secondary school meets with a member of the Senior Management Team to discuss progress based on targets and evaluate the overall performance of pupils. Primary schools are grouped into 'families' based on free meal entitlement and meet for discussion with the SMT in these groupings. Use is made of school performance profiles during these annual discussions. The SMT follow guidelines prepared in advance containing circulars, SQA analysis, training materials, measures of performance and other information.

The charts below provide information on the attainments in reading, writing and

mathematics achieved by pupils in North Lanarkshire 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 Lanarkshire Council, its comparator authorities and nationally at end June 2002.

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

North Lanarkshire 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 Lanarkshire 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 92.1%. Nationally 92.6% did this and 89.9% of pupils did this in comparator authorities. North Lanarkshire has set a target that 94.8% of its pupils should achieve these levels of attainment by 2005. The equivalent national target is 94%.

Outcome 2 - Improved examination results

Amongst a number of initiatives supporting the promotion of achievement and attainment, the authority has established a fiction database for pupils studying Higher English, has continued to support the introduction of an increasingly wide range of Higher, Intermediate and Access units, courses and clusters, has run a pupil conference on aspects of higher geography in collaboration with the Scottish Association of Geography Teachers and has continued to use video-conferencing to teach Latin as part of a distance learning project.

The authority produced guidelines on the curriculum in the secondary school which included its design and flexibility.

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

North Lanarkshire 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 Lanarkshire 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 Best Value Service Review was undertaken for the Quality Development Service, which established a mandate for improvements to services including a restructure to establish a core group of Quality Improvement Officers (formerly Advisers) to enhance the breadth and consistency of approach across all curricular areas.

There is a full menu of staff development opportunities provided by the department, both for teaching and non-teaching staff through the QDS catalogue, Management Education and Development catalogue and Corporate Training Opportunities. In light of the report on A Teaching Profession for the 21st Century, draft proposals and advice have been put in place to support staff in identifying continuous professional development opportunities. It is the intention to merge these proposals into the PRD policy upon completion of national guidelines in 2003. The department is keenly aware of the key role of the monitoring process and the need to support establishments in terms of pastoral support, strategic planning and, in particular, the curriculum. The Quality Development Service provides an extensive support programme of staff development and training comprising in-school in-service, one to one tuition and training courses. The authority's annual in-service catalogue is available online through the schools wide area network.

Over 60 staff attended a residential, training academy on co-operative learning. This is one of a series of academies which will be running over the next few years. It is the authority's intention that all of its staff will experience this training. All of the authority's Quality Development Service Advisers have experienced the training.

A further eight teachers were trained in the use of 'Reading Recovery'.

Professional Review and Development for all teaching staff and the Interim Framework for Staff Development and Training for centrally-based single status staff were both well established.

Ten staff successfully completed the Scottish Qualification for Headship.

Outcome 2 - Increased self-discipline of pupils

Four staff have been seconded to support schools in planning and implementing at a strategic level interventions to address the behavioural difficulties presented by some pupils. These staff have a remit which includes the training of school staff in the use of appropriate behaviour management strategies and supporting individual schools.

Schools have been provided with advice, materials and other resources to support pupils identified as being at risk of exclusion.

The levels of attendance and exclusions in North Lanarkshire 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% and 90% 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.

The authority has set itself a target of 65 days lost through exclusions per 1000 pupils in primary schools by the end of session 2004/2005 and 800 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

The authority appointed 167 classroom assistants, bringing the total to 354. This included one post for each of the 26 secondary schools.

The pupil:adult ratio in the education authority's primary schools is 14.9:1 currently. North Lanarkshire has set itself the target of 14.6:1 by the end of school session 2004/2005. The ratio nationally is 14.2:1.

45 of the authority's schools are involved in the Focus on Food project. Breakfast clubs were opened in four schools. Enhancements to the authority's drug education programmes were developed in collaboration with Fablevision, and were presented to 1500 S3 pupils.

The authority continued its programme of Child Protection Training and a Child Protection Co-ordinator has been designated in every school.

Another five of the authority's schools were awarded the Schools Curriculum Award, bringing the total to ten. Ten of its establishments now have the Charter Mark Award.

There has been a major investment in ICT from Council resources and the Excellence Fund. The ICT infrastructure supports curricular, administrative and management functions at school, department and corporate levels. The authority's Schools Wide Area Network (SWAN) was extended. Server support for SEEMIS was centralised and 'Click & Go' was introduced on a pilot basis. 99.5% of the authority's teaching and librarian staff have undertaken NOF ICT training. Four ICT Support Officers work with schools to support the use of ICT in learning. The authority's programme of home Internet access for staff was continued. Government targets for pupil:computer ratios have been met.

The Devolved School Management procedures were reviewed and followed by a programme of formal training for responsible staff in establishments.

Capital priorities are identified on the basis of rigorous technical and educational evaluations. Five-year capital programmes are prepared to the indicative budget limits. The authority prepared an outline business case for the development of its school estate under the auspices of a Public Private Partnership. An allocation of 150 million was announced in June, and an extensive programme of consultation was undertaken.

In addition to the Quality Development Service Best Value Review, a further 12 Best Value Service Reviews were completed, ending with reviews of the Psychological Service, Network Support Services for Special Educational Needs and Early Years.

The 19 action points from the three 'B' level awards of the PMP audit were undertaken and the PMP follow-up report stated that the four remaining were 'substantially completed'.

A 'Critical Incidents' procedures and protocols document was produced, and training provided for senior staff in all establishments.

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 'educational capacity', as it were, of residential care homes was developed through the establishment of enhanced ICT provision, the acquisition of educational resources and the creation of study areas. A resource centre was set up for looked after children; they can borrow resources from the centre. Schools and joint Education and Social Work establishments were funded to purchase resources to support looked after children's learning. Arrangements were put in place to secure improved inter-departmental collaboration in respect of looked after children through the use of ICT. Social work and other support have been targeted to young people in care.

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 0%. Nationally, the percentage of pupils was 29%. North Lanarkshire 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 40%.

The authority received the National 'Closing the Gap' Award for its work on literacy.

The average tariff score of the lowest attaining 20% of pupils in the authority's secondary schools is 58. The average tariff score of the lowest attaining 20% of pupils nationally is 58 and in its comparator authorities it is 46. North Lanarkshire has set itself two targets. These are (i) to raise the cut off (tariff) score for a pupil to be part of its lowest performing 20% from 105 to 116 and (ii) to reduce from 8% to 5% the percentage of pupils who do NOT achieve a tariff score of 64 (the equivalent of eight SCQF level 3 awards at the lowest band).

24.8% of primary pupils are entitled to free school meals; 72.4% of these pupils actually take a school meal. 20.5% of secondary pupils are entitled to a free school meal with 56.6% of these pupils actually taking up their entitlement on the 29th of January 2002. This figure does not take into account absence on that day. Nationally, the uptake percentages for primary and secondary are 79.2% and 59.1% respectively.

The authority's New Community Schools pilot continued with a view to rolling out the programme to all establishments in 2003/4. Alternative learning and other programmes have been developed to address the needs of vulnerable young people. Five secondary schools have been piloting new ways of supporting pupils with learning difficulties.

Smart card technology has been introduced and piloted in a number of secondary schools and two of the pilot New Community Schools in the primary sector. Pupils use swipe cards for school dining facilities and other services throughout the Council.

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

North Lanarkshire 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 North Lanarkshire 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.

The authority held a conference on 'The Inclusive Classroom'.

Of mainstream primary pupils with special educational needs in North Lanarkshire, 73.6% receive all of their education in a mainstream class. 6.2% of primary mainstream pupils with special educational needs in North Lanarkshire receive all of their education in a special unit attached to a mainstream school. For secondary, the figures are 94.8% and 1.9% 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 80.3% and 2.9%; for secondary they are 74.6% and 5.4%. North Lanarkshire has 11 special schools which accommodated 809 pupils in 2001/2002.

It should be recognised that the collection of this SEN data in 2000/2001 may not have been universally robust.

The authority has a number of specialist units within mainstream establishments. For example, outreach support services have been established so that the needs of children with autistic spectrum disorders can be better addressed in mainstream settings.

Outcome 3 - Every pupil benefits from education, with particular regard paid to Gaelic and lesser used languages

Gaelic medium education is well-established in the authority. It was able to meet all requests for Gaelic medium education. Its intention is to extend Gaelic medium education to all stages in primary and to a wider range of subjects in secondary.

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.

As part of the regular conference programme, conferences were held to engage pupils, parents and teachers in the National Debate on Education. A Youth Conference was held to investigate how best they could be engaged in decision-making within the authority. Each year a European Conference is held for senior pupils.

The authority has a well-established work experience programme for S4 pupils. Programmes have been developed to support school leavers to prepare for leaving home.

The issue of domestic abuse was addressed through the use of a production toured by the Baldy Bane Theatre Company.

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 has continued to assist schools in developing the 'Education for Sustainability' agenda. The Eco School philosophy has been extended to include energy management, grounds maintenance and a greater degree of recycling. One school was awarded a second Green Flag, while a further three received their first award, bringing the total number of awards to 11.

The authority has established links with Pistoia in Tuscany. Through SCIAF it has also established links with Kampala in Uganda. International study visits have been undertaken under the auspices of the Lingua Programme.

Family literacy programmes were developed further, e.g. through the use of 'family fun bags' in the Early Years sector. Parents' Conferences are held annually. For example, one was held on Literacy and one was also held on Learning Together.

A database for recording parent enquiries and complaints was set up.

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

A further 18 staff were trained to teach Modern Languages in the Primary School.

Several additional packs of teaching and learning materials were produced to support the delivery of the social subjects.

All primary schools and secondary schools provide out of hours learning programmes.

Secondaries have diversified their programmes. Out of hours learning programmes were set up in special schools. A summer literacy school was run for Primary 7 pupils in eight schools; Easter revision schools were run in three schools and in three FE colleges for over 500 senior pupils in preparation for national examinations.

The authority's music and sports 'colleges' continued, attended by 2486 pupils, and an arts 'college' was piloted. A Sports and Arts Unit was set up at Rosehall High School.

The authority continued to provide an Outward Bound Programme for 916 mainstream pupils and 42 pupils with special educational needs. The authority celebrated a total of 5000 pupils in 5 years. The research programme associated with this continued. The authority's pupils continued to be involved in a wide range of sport, arts and cultural activities including a public speaking competition, SFA summer academies and regional football festivals as part of the authority's Football Development Plan, choral and orchestral groups and the TOP Play and TOP Sport initiatives.

220 S3 pupils were involved in the Summer Academy at Strathclyde University as part of the GOALS Programme.

1322 pupils from 42 North Lanarkshire schools visited Kilbowie Residential Outdoor Education Centre, this year participating in activities such as orienteering and gorge walking.

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

North Lanarkshire 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 30%.

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.

The authority opened its Bellshill Learning Centre. This centre pioneers work using ICT to promote learning. The use of music technologies in special educational needs settings is being developed in collaboration with Drake Scotland.

The authority ran a major event on mind mapping led by Tony Buzan. The authority's training programme on co-operative learning has been referred to earlier.

The authority published a package of materials on the Assessment of Practical Investigations in Science. It ran a pilot project on Thinking Skills. 16 of its schools were involved in the TECHCAP Challenge.

One school won an 'Education for Ambition' award at the Scottish Education Awards and a further five schools were finalists across the ten categories.

The annual 'Spotlight on Success' catalogue showcased good practice in North Lanarkshire educational establishments. The second awards ceremony for staff was held.

QUALITY INDICATORS

North Lanarkshire Council's schools have used HGIOS in their regular, moderated self-evaluations to reach informed judgements on where they stand in relation to these processes. There was an 82% response rate from establishments. These judgements are summarised below:

• most schools judged that the 'overall quality of attainment' was good or very good
• almost all schools judged that 'pupils' learning experiences' were good or very good
• almost all schools judged that 'personal and social development' was good or very good
• almost all schools judged that 'learning support' was good or very good
• almost all schools judged that they were good or very good at the 'implementation of disability legislation'
• almost all schools judged that 'placement of pupils with SEN and disabilities' was good or very good
• almost all schools judged that 'climate and relationships' within their schools were good or very good
• almost all schools judged that they were good or very good at promoting 'expectations and achievement'
• almost all schools judged that the arrangements which they employed to promote 'equality and fairness' were good or very good
• almost all schools judged that 'partnership with parents, the School Board and the community' was good or very good
• most schools judged that 'accommodation and facilities' were good or very good
• almost all schools judged that arrangements for 'staff review and development' were 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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