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NATIONAL PRIORITIES IN EDUCATION PERFORMANCE REPORT 2003
EDUCATION AUTHORITY INFORMATION

WEST LOTHIAN COUNCIL

This report summarises some of the key points set out in West Lothian Council Education Services' Local Improvement Plan 2002-5 and the Services' Standards and Quality Report 2002 - Update on Progress with National Priorities.

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 Pam Slater (01506 776 130;www.westlothian.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

A 5-14 Attainment Steering Group has been set up; its job is to review and analyse performance and determine strategies for improvement. Primary headteachers have received a pack of materials to support their work in performance review and target setting.

Visits are made to peer authorities and schools to view effective practice. FME Decile Support Groups have been set up for headteachers to share effective strategies to improve attainment.

Cognitive Ability Tests (CATs) are used to establish baselines and to inform target setting at the level of the individual pupil. Pupil progress is tracked using the Phoenix Tracking and Monitoring System.

Teachers have been seconded as full-time development officers to promote literacy and numeracy. They demonstrate effective practice, advise on programmes of study and pace of learning, coach their colleagues and deliver in-service training for staff.

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

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

West Lothian 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 West Lothian 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 93.2%. Nationally 92.6% did this and 93.1% of pupils did this in comparator authorities. West Lothian Council has set a target that 96% of its pupils should achieve these levels of attainment by 2005. The equivalent national target is 94%.

Outcome 2 - Improved examination results

The SCHOLAR Programme is in widespread use across the authority. A wider range of Intermediate courses and units and Access units and clusters has been introduced.

School examination performance is analysed at a number of levels, e.g. STACS allows the analysis to proceed to the level of the subject department while other analyses allow the performance of groups of pupils to be analysed. These analyses have been used to plan targeted interventions to address areas of under-performance. Examination performance is discussed with headteachers and their colleagues during school visits. The further development of reporting systems has been undertaken to facilitate these processes.

Good practice has been audited in a number of subject areas; a report illustrating such practice was sent to all schools.

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

West Lothian 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 Lothian 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

The authority offers a wide range of CPD courses and activities which can be accessed through an online directory. In addition the authority runs induction training programmes for probationer teachers, headteachers, business managers and others. Classroom assistants are provided with SVQ accredited training programmes. The authority runs training programmes in specific matters such as risk management, recruitment and selection and child protection.

Over 80% of teaching and librarian staff have participated in NOF ICT training. The authority's 'graduates' from LTScotland's Masterclass Programme have been organised to support the integration of ICT into teaching and learning. An ICT Learning and Teaching Bulletin is distributed twice monthly.

Seven of the authority's staff have completed the Scottish Qualification for Headship. West Lothian participates in the Central Scotland Partnership for Management Development. Courses on the use of HGIOS have been delivered to headteachers.

A Professional Enquiry Course has been set up in association with the University of Stirling. The course leads to the award of an M.Sc. The authority has set up a West Lothian Certificate in Positive Learning which is grounded in the recommendations of Better Behaviour, Better Learning; the certificate articulates with the Professional Enquiry Course.

A professional library has been established in partnership with Library Services. A 'Teaching' website has been set up.

Outcome 2 - Increased self-discipline of pupils

Pupil support teams have been established in each of the authority's secondary schools as have Pupil Support Managers. Integration Officers have been appointed to the 11 school clusters (primary/secondary) to secure the co-ordinated provision of services to pupils.

The authority's Managing Challenging Behaviour Team has set up a weekly surgery and has been encouraging schools to make use of a CD-ROM on 'Challenging Behaviour'.

Most of the authority's schools have buddying and mentoring schemes in place.

Excellent attendance at school is publicly rewarded.

The levels of attendance and exclusions in West Lothian 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 95.6% and just over 90.2% 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 30 days lost through exclusions per 1000 pupils in primary schools by the end of session 2004/2005 and 412 days lost per 1000 pupils in secondary schools within the same timescale.

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

Arrangements have been made for the implementation of the provisions set out in A Teaching Profession for the 21st Century. These include arrangements for revised complements of promoted posts in secondary schools. Business managers have been appointed to all secondary schools and nursery, primary and special school areas. The administrative and clerical support available to schools has been significantly enhanced.

The pupil:adult ratio in the education authority's primary schools is 15.0:1 currently. West Lothian has set itself the target of maintaining this ratio up to the end of school session 2004/2005. The ratio nationally is 14.2:1.

On the basis of current criteria, over 70% of the authority's schools would consider themselves to be Health Promoting Schools.

All of the authority's schools have achieved IIP status.

The EROS software has been introduced into all schools. This software facilitates the recording of progress in implementing school development plans.

West Lothian Council is delivering a major school investment programme supported through the PPP1 project (cost 28m), extending and refurbishing three secondary schools and two primary schools, and building a new primary in Linlithgow, with further refurbishment of secondary schools and primaries in a PPP2 project.

An extensive refurbishment of West Lothian schools is being progressed through the Council's capital programme including the completion of an Early Years Centre with a further two Early Years Centres planned.

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

Looked after children have been given enhanced access to ICT, educational software and other resources. The settings in which the children are looked after have been enhanced through the establishment of research facilities and improved access to sport and the arts. A behaviour support teacher has been appointed to assist staff and carers in addressing the needs of the children. Materials have been distributed to carers to support them in developing their role in the education of the children they are looking after. There is a designated person with responsibility for looked after children in each school.

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 11%. Nationally, the percentage of pupils was 29%. West Lothian has set itself the target of raising the percentage of looked after children who attain English and mathematics at SCQF level 3 or above in school session 2004/2005 to 50%.

The average tariff score of the lowest attaining 20% of pupils in the authority's secondary schools is 50. The average tariff score of the lowest attaining 20% of pupils nationally is 58 and in its comparator authorities it is 56. West Lothian has set itself the target of raising the average tariff score of the lowest attaining 20% of its pupils to 57 by the end of the school session 2004/2005.

16.2% of primary pupils are entitled to free school meals; 87.0% of these pupils actually take a school meal. 12.6% of secondary pupils are entitled to a free school meal with 63.0% of these pupils actually taking up their entitlement. Nationally, the uptake percentages for primary and secondary are 79.2% and 59.1% respectively.

The authority's New Community Schools Programme continues. In this context, resources have been made available to Social Policy colleagues to support them in addressing systematically the impact of social, family and community issues on learning. All West Lothian schools are New Community Schools.

West Lothian Council has established and published a Racial Equality Policy for schools. A seminar for headteachers was organised and led by a representative from the Commission for Racial Equality.

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

West Lothian 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.

A conference to raise awareness of the implications of the Disability Discrimination Act was held for headteachers. A conference was also held to raise their awareness of the implications of the Racial Equality Amendment Act for the operation of schools. All schools have been required to produce an equality action plan.

Pupils in West Lothian 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.

A development officer was appointed to take forward the Passport to Learning initiative. A number of initiatives were undertaken to support the inclusion of pupils with learning difficulties and disabilities in mainstream settings. These included the provision of training for staff on the physical care of pupils with disabilities, the provision of accredited training for support assistants, the establishment of enhanced outreach services in respect of pupils with autism, language disorders and dyslexia, the establishment of mainstream based provision for children with autistic spectrum disorders and the inclusion of pupils with mild to moderate learning difficulties into mainstream settings.

Provision for children with social, emotional and behavioural difficulties was extended through a joint venture with Social Policy colleagues which involves a socially-constructed alternative to mainstream schooling which is supported by key workers.

West Lothian Council has produced revised Child Protection Guidelines in conjunction with other services.

Of mainstream primary pupils with special educational needs in West Lothian, 83.4% receive all of their education in a mainstream class. 6.9% of primary mainstream pupils with special educational needs in West Lothian receive all of their education in a special unit attached to a mainstream school. For secondary, the figures are 38.5% and 27.8% respectively. Nationally the percentages for the primary sector are 83% and 3%; for secondary they are 73% and 4%. For comparator authorities the percentages for the primary sector are 77.3% and 4.7%; for secondary they are 83.2% and 3.4%. West Lothian has four special schools which accommodated 192 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

Arrangements have been made for families who wish their children to be taught in the Gaelic medium to attend a Gaelic Unit in Edinburgh as part of a service level agreement with City of Edinburgh Council. West Lothian Council provides transport where required. The Council received no written or other requests for Gaelic medium education in the school session 2001/2002.

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 authority has produced a policy on pupil voice which has been distributed to all schools with a view to reviewing practice and establishing pupil councils on a school or a cluster basis.

All of the authority's schools run personal and social development programmes with and for their pupils. Circle Time is used widely. Positive learning strategies are in common use; they employ praise as a key reward in the promotion of the development of young people.

Resource materials for health education and training in their use have been provided to all schools. The materials and training include components relating to drug and sex education. In this latter connection, five secondary schools have been involved in the Healthy Respect sex education programme. Drug and alcohol awareness road shows have visited secondary schools and FE colleges. These road shows have been mounted in partnership with West Lothian Drugs and Alcohol Unit and Scotland Against Drugs.

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

One of West Lothian's primary schools has a Green Flag.

Most schools in West Lothian have School Boards.

The authority has appointed two Citizenship Development Officers; their remit extends also to Eco Schools.

Crucial Crew events have been run to raise awareness of community services and the possible consequence of the abuse of the services.

West Lothian Council consults and communicates with parents through an annual programme of School Board cluster meetings and School Board and PTA representative meetings (3 per year). Ethos surveys of pupils, parents and teachers are carried out in conjunction with Council Reviews of schools. The Council also communicates with parents and staff through the regular publication of a service newsletter, the Council Bulletin, and through the Council's website.

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 variety of initiatives have been undertaken to enhance the provision made in 5-14. A Lead Officer has been appointed, all secondary schools have staff trained to deliver the Cognitive Acceleration through Science Education (CASE) programme, 5-14 science packs developed in association with the former Northern College have been distributed to all schools, all primary schools were provided with a Primary French pack and a further 21 teachers were trained to teach modern languages in the primary school.

Half of the authority's primary schools are involved in the TOP Play and/or TOP Sport initiatives. The Active Primary School Initiative was introduced into nine clusters. School Sports Co-ordinators were appointed in each secondary school.

The work of the authority's Arts Team was extended through the appointment of an Arts Development Officer.

The range of study support initiatives was extended and their scale enhanced in all secondary schools. Increasingly, they were targeted at vulnerable young people, young people from disadvantaged backgrounds and young people at risk of not performing to their full potential. The range of initiatives included homework clubs, Easter and summer schools, weekend Masterclass programmes in the run up to examinations, a study support website and the use of undergraduates as tutors.

The following has been achieved in terms of outcomes:

• The 11 secondary schools and 55 primary schools delivered Study Support Programmes. The programmes ranged from primary, S1 and S2 after school homework clubs to SQA revision classes in S4-S6. Some schools made use of Study Skills materials such as The Learning Game. It is estimated that an average of 2300 pupils attended Study Support opportunities in 2001-2002.
• The West Lothian Primary Schools not in receipt of NOF funding were given Excellence Fund Study Support monies on a bidding basis. The criterion was to undertake a Study Support initiative that had the targeted aim of improving attainment of pupils. Schools were required to demonstrate in their bid the nature of the project, how it would improve attainment of the targeted pupil and also what tools the school would use to measure the improvements. A wide range of activities were undertaken, thus achieving the aim of engaging more primary pupils in more general Study Support activities.
• Every secondary school is using the West Lothian's whole school development planning system (ELVIS), which includes Study Support within its planning process.
• 58 pupils attended two Standard Grade Mathematics residential weekends which were designed to enhance examination performance.
• 56 pupils attended a Higher Chemistry one day programme at the University of Edinburgh during Easter 2002.
• 730 pupils attended Easter revision programmes which took place in all 11 secondary schools.
• 4016 hits have been made on the West Lothian Study Support website.
• The Summer School 2002 programme expanded to include the Napier University Business Matters programme, 'Master Classes in Creativity'. A total of 34 pupils attended these programmes.
• 30 S6 pupils undertook the Lothian Equal Access Provision Summer School (LEAPS).
• 32 pupils attended the Art Portfolio Summer School in 2002 at the Edinburgh College of Art. Secondary schools report successful applications to Art College.
• 58 pupils attended the S3-4 Summer School at Inveralmond Community High School. The programme is designed to increase the motivation and examination performance of those pupils about to start S4.
• 33 pupils attended the 2002 P3/P4 Writing and Language Programme for those pupils who have not yet attained level A in Language. Of the 29 who attended the 2001 Summer Programme, 27 attained level A during the session 2001-2002.
• 17 pupils attended the P7 into S1 Summer Enterprise Programme.

Nine 'NET' youth cafes have been set up across the authority. These are targeted at young people who are judged to be at risk. Young Scot information packs are distributed to all S1, 2, 3 and 4 pupils. Seven new out of school care facilities have been set up. Together they provide 200 new places.

An Enterprise Development Officer has been appointed. 140 teachers, from 60% of the authority's primary schools, have received training in enterprise education. 'The Works' has been established as a preferred approach to preparing young people for the world of work. The development of partnerships between schools and their local business communities has been progressed. A council/schools/ business forum has been set up.

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

West Lothian 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.

QUALITY INDICATORS

West Lothian 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 majority judged that the 'overall quality of attainment' in their schools was good or very good and almost all felt that they were good or very good at promoting 'expectations and achievement'
• almost all judged that they had good or very good arrangements for 'staff review and development', and that the 'climate and relationships' in their schools were good or very good, while 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, almost all 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'
• all judged that their arrangements for supporting the 'personal and social development' of young people were good or very good and almost all felt 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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