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NATIONAL PRIORITIES IN EDUCATION PERFORMANCE REPORT 2003
EDUCATION AUTHORITY INFORMATION

PERTH & KINROSS COUNCIL

This report summarises some of the key points set out in Perth & Kinross Council's Education and Children's Services' Service Plan 2002-2004, Part 1 of which is its Service Overview, Service Profile, Summary of Resources and Contextual Analysis. Part 2 is the Service's action plan containing its specific educational objectives and actions which are cross-referenced to their Corporate Plan Strategic Priorities and the National Priorities. This report also summarises the information contained within the Service's documents called Progress Report to 31/3/2003 and Targets for 2005.

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 Barbara Renton (01738 476 215;brenton@pkc.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

Nursery nurses work in the early stage classes of all primaries to promote early literacy and numeracy and raise achievement as part of the Council's Early Intervention Strategy.

A literacy policy and guidelines for the promotion of literacy 3-14 have been produced. The PELT and ALAN initiatives have been extended into more schools as major developments in promoting literacy and numeracy in the early years. The PELT development has been extended into the upper stages of some primary schools and one secondary school.

Learning Resources Centres and associated initiatives have been established in primaries to further promote literacy.

The progress of pupils with learning and/or behavioural difficulties has been supported through the use of ICT including SuccessMaker.

The development of literacy and numeracy has been given greater emphasis in S1/S2 and an explicit focus on the progress and attainments of vulnerable and disadvantaged pupils has been adopted.

There has been a greater emphasis on using the analysis of SQA exam performance to make improvements in secondary schools' performance reinforced by attainment visits to schools by Senior Education Management.

The charts below provide information on the attainments in reading, writing and mathematics achieved by pupils in the authority'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 Perth & Kinross 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 Perth & Kinross 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 Perth & Kinross 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 Perth & Kinross 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 94.8%. Nationally 92.6% did this and 95.3% of pupils did this in comparator authorities. Perth & Kinross Council has set a target that 98% of its pupils should achieve these levels of attainment by 2005. The equivalent national target is 94%.

Outcome 2 - Improved examination results

The authority has a Raising Achievement Strategy which stresses the development of relationships, trust and respect. The authority's policy on curriculum flexibility emphasises the need to match the curriculum to the needs of low achievers, the disaffected and other vulnerable groups as well as the very able. This theme of addressing the needs of targeted groups is supported further by the use of STACS and other performance management systems. School responses to the needs of their pupils are discussed during school visits from Quality Development Officers. The authority has placed particular emphasis on the need for schools to support the development of looked after children and pupils from ethnic minorities.

The charts below provide information on the attainments in National Qualifications achieved by pupils in Perth & Kinross 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 Perth & Kinross 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 Perth & Kinross 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

Revised arrangements for Professional Review and Development have been introduced. A CPD/training strategy has been developed relating to all of Education and Children's Services' employees. A CPD portfolio for teaching staff has been developed and implemented.

A wide range of CPD opportunities has been provided for staff. These opportunities included: NOF ICT training, a support programme for probationer teachers, a support programme for supply and returning teachers and an early years support programme.

A comprehensive directory of staff development opportunities has been made available to staff and budgets devolved to headteachers for staff review and development activities.

As well as continuing to support the Scottish Qualification for Headship, the authority has run a management development programme to develop the skills of existing and aspiring headteachers. Some of this work has been carried out in collaboration with neighbouring authorities.

Outcome 2 - Increased self-discipline of pupils

A new policy and set of procedures, Pupil Absence from Learning, have been introduced into all schools. The introduction of electronic communications and attendance monitoring systems is being considered.

Schools have been reviewing policy and practice and as a result using SEED funding to make improvements in the light of the 'Better Behaviour, Better Learning' action plan.

Diversionary recreation and training programmes have been introduced to improve behaviour and attendance, reduce exclusions and reduce youth crime.

Policies and sets of guidelines have been produced on promoting and supporting inclusion and on the promotion of positive behaviour in classrooms and playgrounds. All schools have buddying schemes in operation.

The levels of attendance and exclusions in Perth & Kinross schools are shown in the tables below.

Levels of attendance

The authority has set itself the targets of having an average percentage attendance in primary schools of 95.2% and 91.6% 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.

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

The ICT capacity of the authority's schools has been further enhanced through investments in infrastructure and equipment.

The establishment of Learning Resource Centres in secondary and primary schools has been a major development in enhancing teaching and learning opportunities.

The building of Abernethy Primary School was completed, as were the first three phases of the new all through Community School of Auchterarder. The Council's bid for funding under the PPP scheme was successful and as a result it plans to build four new secondary schools, five new nursery/primary schools and one SEN centre.

The authority has continued to recruit support and other staff, e.g. classroom assistants, in the context of the implications of A Teaching Profession for the 21st Century. The pupil:adult ratio in the education authority's primary schools is 13:1 currently. Perth & Kinross has set itself the target of 12.4:1 by the end of school session 2004/2005. The ratio nationally is 14.2:1 currently.

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 authority's strategy for raising achievement encourages schools to pay close attention to the needs of the lowest performing pupils. It requires schools to address the needs of looked after children and children from ethnic minorities. In this latter connection, the authority has produced a Race Equality Policy. The authority has continued to implement the recommendations of Learning with Care; it has established a project to support the re-integration of pupils returning to mainstream school from residential schools. It has established arrangements to support schools in evaluating their arrangements for addressing the needs of looked after and other vulnerable children. Looked after children have enhanced access to ICT, educational resources and leisure activities.

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 67%. Nationally, the percentage of pupils was 29%. The authority has set itself the target that all looked after children should leave care with these qualifications.

The average tariff score of the lowest attaining 20% of pupils in the authority's secondary schools is 54. The average tariff score of the lowest attaining 20% of pupils nationally is 58 and in its comparator authorities it is 68. It 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 authority has continued implementing its New Community School Pilot in Goodlyburn. The programme is now being rolled out to all clusters and schools on a phased basis with a particular emphasis on the Community School of Auchterarder which will pilot developments in the context of a new school which will inform the PPP school developments.

8.4% of primary pupils are entitled to free school meals; 85.0% of these pupils actually take a school meal. 5.9% of secondary pupils are entitled to a free school meal with 80.7% 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

The authority has established two Support for Pupils Co-ordinators to provide support to all of its primary and secondary schools. It has appointed Care Co-ordinators whose remit extends to pre-school provision. These staff are responsible for ensuring that effective care plans are in place for pupils for whom such plans are appropriate.

Arrangements have been established in eight secondary schools to secure more integrated approaches to addressing the needs of pupils with special educational needs. Interventions are managed in the context of a framework for staged or tiered intervention. Decisions about placements in residential settings are made by an authority level decision-making forum.

A NOF-funded project has been established to promote the inclusion of children with disabilities in a variety of settings.

Perth & Kinross 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.

Of mainstream primary pupils with special educational needs in Perth & Kinross, 88.8% receive all of their education in a mainstream class. 0% of primary mainstream pupils with special educational needs in Perth & Kinross receive all of their education in a special unit attached to a mainstream school. For secondary, the figures are 41.1% and 1.4% 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 81.5% and 4.1%; for secondary, they are 48.0% and 2.8%. Perth & Kinross has two special schools which accommodated 58 pupils in 2001/2002.

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

Pupils in Perth & Kinross 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.

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

The authority continues to make provision for Gaelic in Highland Perthshire. Difficulties in recruiting staff have led to interruptions in provision in one primary school.

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).

The development of pupils' self-esteem has been the central thrust of the authority's work in this area. It has used sports, arts and supported study programmes to do this. These programmes include Class Moves and the use of playground games in primary schools. Active Primary School Co-ordinators support this work. Drama and dance have been used to effect with pupils in primary and secondary schools. Improvements in attainment arising from the use, for example, of SuccessMaker have had a positive impact on pupils' self-esteem.

All secondary schools and most primaries have pupil councils. Policy guidelines on setting up and running pupil councils have been produced and implemented.

Support has been provided to schools in setting up parents' groups and improving school/community links. A research project has been carried out with parents to ascertain their views and how they can become more effectively involved in 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

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

A new consultation and communications strategy has been introduced to strengthen partnerships between education and social work services, School Boards, local communities and parents, and to support the development of the parent's role in the education of children. Specific school-based initiatives are looking into ways in which the role of parents can be enhanced.

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

Authority policies and guidelines have been produced in respect of 5-14 expressive arts, environmental studies and technology. The authority appointed an Expressive Arts Co-ordinator. Pupils' access to music, dance and drama has been enhanced in both primary and secondary schools. The authority has established a policy on Personal Learning Plans.

School Sports Co-ordinators have increased the range of in-school and after-school activities available to pupils.

Supported study programmes operate in both primary and secondary schools. The authority runs summer schools.

The authority has appointed a Primary Enterprise Co-ordinator. The range of enterprise activity undertaken in primary schools was extended.

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

Perth & Kinross 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 41%.

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

The authority celebrates the success of its young people in music, sports and the arts through its annual Young Achievers' award ceremony.

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

QUALITY INDICATORS

The schools in Perth & Kinross 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'
• most judged that they had good or very good arrangements for 'staff review and development', almost all judged that the 'climate and relationships' in their schools were good or very good and most judged that they had good or very good 'accommodation and facilities'
• almost all schools judged that their schools' arrangements for the promotion of 'equality and fairness' were good or very good
• almost all thought that their arrangements for 'learning support' were good or very good, most thought that their arrangements for 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'
• most judged that the overall quality of their 'pupils' learning experiences' 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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