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NATIONAL PRIORITIES IN EDUCATION PERFORMANCE REPORT 2003
EDUCATION AUTHORITY INFORMATION

WEST DUNBARTONSHIRE COUNCIL

This report summarises some of the key points set out in West Dunbartonshire Council Education and Cultural Service's Report on Education Improvement Objectives 2002, its paper called 'National Priorities Targets 2002-2005' and its Statement of Education Improvement Objectives (for 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 Neil McKechnie (01389 737 306;www.west-dunbarton.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

The Toe by Toe initiative was used to promote functional reading. Collaborations were undertaken with Speech and Language Therapy Services to enhance teachers' understandings of ways in which the language development of vulnerable pupils can be promoted and supported. Writing has been a major focus of the authority's work with its schools; a support package was produced and disseminated through associated staff development activities. Greater use was made of mental maths programmes; this greater use was supported by staff development activities.

The authority's Early Intervention Programme continued; its approaches were extended into the middle years of primary school. Schools take part with their link psychologist, speech and language therapist and network learning support teacher in screening all P3 pupils to ensure that any specific difficulties are identified at this stage and appropriate interventions put in place. An external evaluation of the authority's early intervention strategies described them as 'the best in the world'.

West Dunbartonshire Council conforms to the Race Relations Amendment Act 2000 by discussing the attainment of pupils from different ethnic backgrounds at the target setting meetings with schools and monitors this accordingly.

The charts below provide information on the attainments in reading, writing and mathematics achieved by pupils in West Dunbartonshire 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 West Dunbartonshire 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 West Dunbartonshire 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 West Dunbartonshire 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 West Dunbartonshire 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 91.8%. Nationally 92.6% did this and 90.7% of pupils did this in comparator authorities. West Dunbartonshire has set a target that 92% of its pupils should achieve these levels of attainment by 2005. The equivalent national target is 94%.

Outcome 2 - Improved examination results

Higher Still has been implemented in full. This implementation includes Access, Intermediate and Advanced Higher courses. Subject development plans have been co-ordinated, the use of video-conferencing and open learning systems has been investigated, the SCHOLAR Programme has been introduced and an ICT support package has been developed to assist schools in securing the progressive development of pupils' core skills.

The substitution of Standard Grade courses by Intermediate and other courses, including vocational qualifications, is being considered in the context of the authority's interest in promoting curriculum flexibility.

Pupils' performance in SQA examinations is analysed by an external consultant. The analysis is reported openly. Gender issues have been recognised.

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

West Dunbartonshire 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 West Dunbartonshire'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 CPD Co-ordinator has been appointed to oversee the development and delivery of a CPD Framework in the context of A Teaching Profession for the 21st Century. A Probationer Induction Co-ordinator has been appointed. The authority operates an extensive probationer induction programme.

The number of subject co-ordinators playing a role in the development and delivery of CPD for secondary subject staff has been increased to provide wider subject coverage.

An annual manual of CPD opportunities is produced. The NOF ICT programme is ongoing.

Four of the authority's staff have completed the Scottish Qualification for Headship. A further five are in the course of completing it. Leadership courses have been delivered based on Improving Leadership in Scottish Schools. Staff development has been delivered on the use of HGIOS.

Initial awareness training for all staff of the Disability Discrimination Act and West Dunbartonshire Council's Accessibility Strategy and its implications has already been undertaken. Further training of all staff is planned which will focus on the delivery of the curriculum to children and young people with a range of SEN including those with Developmental Disorders.

Outcome 2 - Increased self-discipline of pupils

The Truancy Watch Scheme was re-launched in collaboration with Community Police and local communities. The authority certificates and rewards good attendance. Attendance officers and attendance committees play a role in securing pupils' attendance at school. They have noted the significance of pupils being withdrawn from school by their parents to go on holidays with their families.

There is a Joint Assessment Team (JAT) in each secondary school with representation from Psychological Service, Social Work and Pupil and Family Support. Plans are underway to develop these in the primary sector. They liaise directly with a Forum of Senior Education and Social Work Managers.

Outreach support from the Spark of Genius project offers support to staff and pupils in S1 and S2 who are at risk of exclusion. Groupwork and support for parents are key elements in supporting young people at risk at the transition from primary to secondary. These have been in operation for 3 years and are evaluated each year.

The PATHS Programme (Promoting Alternative Thinking Strategies), which promotes the development of emotional literacy, has been piloted in a dozen primary schools and is being evaluated for effectiveness. The authority conducted a Best Value Review of its guidance systems; it has begun implementing the recommendations of that review.

The levels of attendance and exclusions in West Dunbartonshire's schools are shown below.

Levels of attendance

The authority has set itself the target of having an average overall percentage attendance of 92.9% in its 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 authority has set itself a target of 21 days lost through exclusions per 1000 pupils in primary schools by the end of session 2004/2005 and 620 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 use of HGIOS has been embedded in the authority's schools. The authority has used the criteria set out in the QMIE arrangements to audit the authority's education service. Best Value Reviews support and extend this process, as does the use of PMP audits.

All schools are fully networked; they have 4 data points per classroom and at least one computer laboratory with 20 data points. They all have access to the Internet and email. All schools have low computer per pupil ratios and there is enhanced provision in respect of pupils with special educational needs.

The pupil:adult ratio in the education authority's primary schools is 15.3:1 currently. West Dunbartonshire has set itself the target of 15.1 by the end of school session 2004/2005. The ratio nationally is 14.2:1.

The authority has updated its Drug Education Policy and has produced support materials relating to all stages in primary and secondary schools. The provision made for drug education includes the use of drama workshops for parents, pupils and staff.

The education authority will establish guidelines for the consideration of disability access as an essential element in all refurbishment and building plans, with enhanced disabled access planned by December 2005 in 25% of education 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

In all settings children looked after by the Council have been provided with enhanced access to ICT including digital camera equipment. Educational software and other resources have been made available. Access to books has been increased. Study facilities have been improved. Looked after children have access to a web-based library of teaching materials and lessons through the Spark of Genius project. Individual children have received tutoring as appropriate. Looked after children have been given enhanced access to sport and the arts, to activities which will develop their self-esteem. There is a designated person in each school who is responsible for monitoring and supporting the learning of looked after children.

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 91.3%. Nationally, the percentage of pupils was 29%. West Dunbartonshire 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 100%.

The authority runs an alternative education programme called Choices. It appointed an additional teacher to the programme last year. In addition a BNSF-funded project provides the services of the Spark of Genius project for ten youngsters in S1 or S2 who are at risk of exclusion. An additional five S3 or S4 pupils are also supported full-time by the Spark of Genius initiative with its focus on ICT and personal and social development in addition to maths and English.

The average tariff score of the lowest attaining 20% of pupils in the authority's secondary schools is 44. The average tariff score of the lowest attaining 20% of pupils nationally is 58 and in West Dunbartonshire's comparator authorities it is 52. The authority has set itself the target of raising the average tariff score of the lowest attaining 20% of its pupils to 54 by the end of the school session 2004/2005.

27.1% of primary pupils are entitled to free school meals; 84.2% of these pupils actually take a school meal. 23.1% of secondary pupils are entitled to a free school meal with 64.1% of these pupils actually taking up their entitlement. Nationally, the uptake percentages for primary and secondary are 79.2% and 59.1% respectively.

The schools in all of West Dunbartonshire's school clusters are New Community Schools. Their work is expected to be grounded in the following principles: the support of early education, the promotion of active citizenship, health, well-being and fitness, the empowerment of families and the community, the need to build community capacity, the promotion of literacy and numeracy, the development of links with the business community to promote enterprise, the promotion of lifelong learning and the dismantling of barriers to learning. Better Neighbourhood Services funding has been used to enhance pupil and family support services in two school clusters.

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

West Dunbartonshire 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.

Pupil support staff work in each secondary school.

Of mainstream primary pupils with special educational needs in West Dunbartonshire, 75.6% receive all of their education in a mainstream class. 4.7% of primary mainstream pupils with special educational needs in West Dunbartonshire receive all of their education in a special unit attached to a mainstream school. For secondary, the figures are 100% 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 77.9% and 4.2%; for secondary they are 80.4% and 4.6%. West Dunbartonshire has two special schools which accommodated 128 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 West Dunbartonshire 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

All parental requests for Gaelic medium education for their children during session 2001/2002 were met. There were 7 such reqests.

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 innovative PSE programmes with Learning and Teaching Scotland as part of the Digital Communities Project was begun.

The authority's approach to the promotion of citizenship was reviewed. The development of new approaches has begun. This includes the establishment of pupil councils and an authority-wide pupil council.

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

Some schools are involved in the Eco Schools Award Scheme which is being extended across the authority and most schools are contributing to the Council's sustainable development agenda.

Parents work with schools to improve road safety and in many other collaborations with schools.

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

Support packages, including programmes of study, have been produced for the social subjects and science components of environmental studies. Programmes of study and teaching materials have been produced to support cluster-based approaches to the teaching of modern languages. These packages have been supported by in-service training.

A wide range of out of school hours learning activities includes Easter revision schools for SQA candidates, mentored study support groups, homework clubs, healthy living clubs, breakfast clubs and drama clubs. Community education staff have organised learning activities for their clients in collaboration with local FE colleges.

The authority operates an education maintenance allowance scheme which helps young people to stay on at school in S5 and S6. 2000 of the authority's pupils were involved in the GOALS Project which included a summer academy, a Saturday 'university' and campus visits.

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

West Dunbartonshire 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 31%.

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. In addition, the authority has been considering the introduction of programmes like the Cognitive Acceleration through Science Education (CASE) programme to promote further the development of pupils' 'thinking skills'.

QUALITY INDICATORS

West Dunbartonshire 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:

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