strategic priority - raising educational attainmentdocs.east-ayrshire.gov.uk/crpadmmin/2012...

EAST AYRSHIRE COUNCIL

GOVERNANCE & SCRUTINY COMMITTEE – 16 DECEMBER 2016

RAISING EDUCATIONAL ATTAINMENT AND EQUIPPING YOUNG PEOPLE FOR THE WORLD OF WORK

STRATEGIC PRIORITIES 2013-17

ANNUAL REPORT

Report by Depute Chief Executive & Chief Financial Officer

Economy and Skills

1. PURPOSE 2. The purpose of this report is to provide an update of progress with the priorities

enshrined in the Strategic Priorities Plan and to provide details of progress against the specific targets formulated to ensure that we continue to:

Raise educational attainment and improve standards of skills for life learning and work

Improve engagement of children and young people in their learning

Foster and grow the partnerships between local schools and businesses to ensure our young people are work ready

Support young people into approved apprenticeships

Continue to improve the quality and effectiveness of support and challenge provided to schools and centres by the education team

3. BACKGROUND 4. Cabinet on 19 December 2012 approved a performance framework which pointed

the way forward for East Ayrshire schools and centres and which anticipated changes in practice and structure at a national level.

5. This report is constructed around the approved areas set out in the report, namely:

raising educational attainment for all children and young people

formally recognising wider achievement; and

equipping young people for the world of work

6. This structure accurately reflects the issues addressed in the Curriculum for Excellence (CFE) Development Plan, locally and nationally and signposts the areas of priority reflected in the recommendations from the Wood Commission in Education Working for All. A number of initiatives have been implemented and signalled since 2012 and some data is no longer collected. It is clear that there will be a need to review the framework in light of the proposed National Improvement Framework being rolled out by Scottish Government but progress against the original targets are recorded wherever possible.

7. This paper, and the subsequent appendices, contain references to a number of acronyms and terms which are identified and explained in the glossary at Appendix 1:

8. Appendix 2 sets out progress against targets in tabular form. 9. The focus for this strategic priorities plan for the education service is to prepare young

people for the next destination in their own learning journey. Regardless of where they are on that journey we aspire to provide the right support for all young people at the time it is needed. There are a number of high profile initiatives being launched in the immediate future which will link directly to some aspects of the strategic priorities plan.

10. RAISING EDUCATIONAL ATTAINMENT FOR ALL CHILDREN AND YOUNG

PEOPLE

11. CFE Attainment: 2015-16 12. East Ayrshire Council was one of the first local authorities to gather CFE data around

levels with an important link being established to national standards through the annual Scottish Survey of Literacy and Numeracy (SSLN) process. The arrangements for what became known as the teacher judgement survey differed from our own process in that East Ayrshire’s information-gathering focused on P4, P7 and S2 whereas the Scottish Government required local authorities to gather and submit data from P1, P4, P7 and S3. In order to best support the broader data- gathering exercise the Sharing the Standard process has been re-launched to support greater consistency in teacher judgements of CfE levels. Levels quoted in the Appendices for the cabinet paper represent a new benchmark.

13. SQA Attainment 2015-16 14. In session 2015-16 East Ayrshire Council implemented the new Advanced Higher

Qualifications and performance in that element of the 2016 diet was generally strong at authority level but with some aspects of performance requiring further investigation. The long-term trends are still very positive at level 6.

15. Data comparison for S4 qualification results through SEEMIS in 2016 remains

anomalous to the previous system of Standard Grades and Intermediate qualifications. Additionally not all academies offer the same number of qualifications in S4 meaning that inter-school comparisons are not like for like. No direct comparison on S4 data is possible therefore. In future a new measure, the Complementary Tariff, can be used to analyse S4 performance where a different number of qualifications are offered in S4 by schools.

16. The first of the School Review visits to each academy (as part of the annual

monitoring process undertaken by the Head of Education), now includes specific discussion regarding progress for S4 pupils since it is not included in the main reporting process. Individual academies are now providing separate evidence and analysis of S4 performance, using Insight, which identifies pathways for pupils and an indication of SQA presentation policy. In particular the issue of timing for registering completion of course components can affect when pupils are credited with achievements. A working group of Head Teachers is reviewing current practice

against the approaches necessary to achieve best possible outcomes for East Ayrshire pupils.

17. Performance of looked after pupils improved in 2016 in relation to tariff points

achieved. However there is still a significant gap between average tariff points for the whole East Ayrshire cohort and for our LAAC pupils.

18. Appendices 3 to 6 include detailed performance and comparison data and show;

An upward trend in attainment of young people in S5 who achieved SCQF Level 5 in Literacy and Numeracy in East Ayrshire. In each year from 2012 to 2016, East Ayrshire’s performance at SCQF Level 5 has been above the Virtual Comparator. Since 2013, East Ayrshire’s performance in this measure has been above the National performance.

An upward trend in attainment of young people in S5 who achieved SCQF Level 6 in Literacy and Numeracy in East Ayrshire. In each year from 2012 to 2016, East Ayrshire’s performance at SCQF Level 6 has been above the Virtual Comparator. Since 2012, East Ayrshire’s performance in this measure has been broadly in line with National performance.

An upward trend in attainment of young people in S6 who achieved SCQF Level 5 in Literacy and Numeracy in East Ayrshire. In each year from 2012 to 2016, East Ayrshire’s performance at SCQF Level 5 has been above the Virtual Comparator. Since 2012, East Ayrshire’s performance in this measure has been above the National performance.

An increase in attainment of young people in S6 who achieved SCQF Level 6 in Literacy and Numeracy in East Ayrshire. In each year from 2014 to 2016, East Ayrshire’s performance at SCQF Level 6 has been above the Virtual Comparator. Since 2012, East Ayrshire’s performance in this measure has been in line with or above National performance.

19. STEM 20. The Primary Engineer Programme has maintained its positive delivery of STEM

subjects to Practitioners from Early Childhood Centres to Secondary schools. Schools are developing the curriculum with the introduction of STEM weeks with Educational visits supported from the skills and Knowledge gained from training. The Institute of Physics and The Society of Chemistry have delivered bespoke training to staff supporting the new Curriculum and course development. Early childhood centres have implemented Primary Engineering training with children gaining further exposure and experiences daily. SSERC have provided training for a further Learning Community (Cumnock) with primary staff receiving training and resources for all age groups within the Primary sector.

21. E-Portfolio 22. The pilot for e-portfolio and the use of mobile technology to support learning has

made some progress but there continue to be problems accessing the internet and the variety of sites/apps available to pupils and teachers to take e-learning forward at the desired pace. A digital strategy for Education will be presented to the Cabinet

in the new year which will take account of the Scottish Government’s recently announced the Scottish Government’s recently announced Digital Learning and Teaching Strategy.

23. FORMALLY RECOGNISING WIDER ACHIEVEMENT

24. Wider Achievement continues to be recognised as an important contributor to

improved attainment , particularly for those young people who have become disengaged and who subsequently experience success through outdoor learning, or perhaps participation in a team-building activity, which signposts a new direction or a change of attitude. Wider achievement is open to all and all can benefit from participation in this type of activity where learning is not confined to the classroom. The benefit for those young people is evident at the many awards ceremonies attended by elected members and officers and the relevant summary section demonstrates East Ayrshire’s commitment to this development. In particular the growth of Duke of Edinburgh’s Award has increased at an exceptional rate but will need further infra-structure to cope with expected further expansion. A re-launch of the East Ayrshire Certificate of Achievement will be undertaken this session to look at future direction to link with DYWF and vocational qualifications. The importance of the East Ayrshire Certificate of Achievement has been demonstrated through the year on year improvements since 2013. At present there is no formal research evidence around this issue. However the anecdotal evidence from the pilot year of the Flexible Pathways Initiative has compelling information showing:-

Reduced exclusions

Excellent attendance and timekeeping

Returns to full time education at the end of the pilot year. 25. As part of the revised careers Education programme officers have initiated a detailed

survey to establish collection of annual data on wider achievement to support decision making at school level.

26. EQUIPPING YOUNG PEOPLE FOR THE WORLD OF WORK 27. Business Enterprise 28. A number of key activities and events demonstrate progress in aspects of Business

Enterprise. East Ayrshire Council’s partnerships with business leaders provides a unique support to schools and a real inspiration for young people to excel.

29. Business leaders in East Ayrshire have provided outstanding support and

encouragement to schools. Every school has a range of partnership arrangements with business and these links have become the norm.

30. The Sir Tom Hunter Challenge was again an outstanding success with three teams

progressing from the East Ayrshire semi-final to the pan-Ayrshire final in June 2016. St Joseph’s Academy were winners with Doon Academy taking second place.

31. Interaction 3

32. The third Interaction project led by David Ross of Keppie Design began in November

2015 when the nine East Ayrshire secondary schools and Park School were each

allocated council funding of £10,000 to enable pupils to develop learning spaces within their own establishments.

33. Learn4work

34. The Learn4work initiative is unique to East Ayrshire and was recognised nationally. Five high profile local employers worked with S3 pupils at Cumnock Academy for a full week to simulate work experience in preparation for moving into the senior phase. The employers, teaching staff and pupils embraced the initiative with enthusiasm and made the project a great success. This initiative has now been rolled out to four more academies for 2016/17.

35. Developing the Young Workforce (DYW) 36. As part of their response to DYW, secondary schools are offering an expanded range

of flexible vocational pathways to young people in the senior phase of their education including a targeted programme which combines work-based learning with curricular studies in school.

37. CONCLUSIONS 38. Our shared goal in getting young people as close to being work ready as possible is

becoming a reality. In particular our desire to ensure that Literacy and Numeracy levels provide access to further training and work opportunities show strong gains at SQA level.

39. Attainment continues to increase year on year in East Ayrshire Academies in many categories (see appendices 2 & 3).

40. Performance in S5 at Lowest 20%, Middle 60% and Highest 20% was below the

National and Virtual Comparator performance. This provides a clear focus for improvement for session 2016-17. Performance meetings with Heads of establishments are underway and action points for improvement have been identified and will be monitored throughout the session.

41. Performance in S6 in the lowest and middle attaining cohorts is strong, especially

against the Virtual Comparator cohort. East Ayrshire’s performance in the lowest 20% and middle 60% 2016 shows an improvement on the same measure in 2015 and a greater increase than the National performance. The performance of the Highest 20% has reduced since the previous year and provides an area of focus for improvement.

42. The overall picture for breadth and depth of attainment remains strong and on an upward trend.

43. Wider Achievement in and beyond schools is being provided to an increasing number

and range of young people with fulfilling and motivational experiences. In particular non-SQA certification is proving to be vital route back into education and formal attainment for disengaged young people. The Flexible Pathways Initiative which was successfully piloted in session 2015-16 has now been rolled out to all academies through a new agreement with the prince’s trust. Progress has been made this year with a new award to link between John Muir Award in primary schools and Duke of Edinburgh’s award secondary. The new award is centred on Heritage;

44. There is culture of change and ambition in East Ayrshire ably supported by business

partners, links with Ayrshire College and the voluntary sector with opportunities for growth in jobs in the Care sector in the years ahead. Officers are working with DYWF partners to improve the links between growth areas in employment, courses being offered at college, subjects chosen by pupils in schools to link into vocational opportunities and an enhanced careers offer to engage children and young people in their own career plans at an earlier stage.

45. The key transition point at 16+ continues to undergo change and improvement and

be productive for young people with Positive Destinations reaching record levels and support for vulnerable young people between 16 and 20 through the authority wide Activity Agreement programme being highly effective and held up as an example of good practice nationally;

46. Areas of work such as Developing Scotland’s Young Workforce will need to be taken

forward through closer joint-working with a range of partner agencies mentioned above. East Ayrshire officers have worked diligently to anticipate the areas, and pace, of change in 16+ transitions and consequently we have been recognised at a national level for the high standard of practice in this aspect of our work. We continue to work with partner authorities to take forward areas of mutual priority.

47. RECOMMENDATIONS 48. It is recommended that Members:

(i) note the progress being made with strategic priorities; and (ii) note the need to review future reports with regard to the impact of the

National Improvement Framework

Alex McPhee Depute Chief Executive and Chief Financial Officer Economy and Skills AW/EO’N November 2016

BACKGROUND PAPERS

National Improvement Framework

Members requiring further information should contact Alan Ward, Head of Education on Tel: 01563 576126. Implementation Officer: Alan Ward, Head of Education

GLOSSARY OF TERMS CFE Curriculum for Excellence SQA Scottish Qualifications Authority SCQF Scottish Credit and Qualifications Framework (this system allows comparison of different qualification systems SEM Senior Education Manager (a specifically EAC post) DSM Designated Senior Manager in a school with responsibility for a specified remit SEEMIS Data management system for schools’ attendance and timekeeping etc LAC Looked After Children (EAC has a corporate Parenting role) LAAC Looked After and Accommodated Children (EAC has a corporate Parenting role and also provides accommodation (e.g. Benrig) for the child GIRFEC Getting it Right for Every Child STEM Collective term for Science, Technology and Maths subjects BEF Business Enterprise Fund SDS Skills Development Scotland (replaced the careers service) OFA Opportunities for All (initiative to support young people into training, further education or work) DSYWF Developing Scotland’s Young Workforce is a national initiative to bring systematic and focused improvement to Youth Employment. INSIGHT is the new benchmarking tool which measures progress of schools performance, sourced from the government data hub, in four specific areas:- Improving attainment in Literacy and Numeracy, Increasing post-school participation (Positive Destinations), Improving attainment for All, Tackling Disadvantage. The major change is that all secondary schools will have a Virtual Comparator which signals the level of performance that a school should be achieving.

NIF This is the national improvement framework which has been formulated by Scottish Government and which has six clear priorities: School leadership, Teacher Professionalism, Parental Engagement, Assessment of children’s progress, School improvement and Performance information. The NIF will direct local authorities and individual establishments towards a significantly increased data-gathering and use of that data to support learning. Officers have been undertaking the necessary preparatory work for the implementation of NIF, including trial runs of standardised assessment testing at an authority wide level. East Ayrshire Council submitted the requisite data to Scottish Government in June 2016. East Ayrshire Council Cabinet approved a new management structure for education at Senior Manager level which

Appendix 1

will support the move towards more effective tracking and monitoring of school performance.

STRATEGIC PRIORITIES 2015/16

RAISE EDUCATIONAL ATTAINMENT AND EQUIP OUR YOUNG PEOPLE FOR THE WORLD OF WORK

Appendix 2

CLASSIFICATION: PUBLIC

10

East Ayrshire Council Strategic Priorities

(Raise educational attainment and equip our young people for the world of work)

THE VISION

East Ayrshire will be a place with strong, vibrant communities where everyone has a good quality of life and access to opportunities, choices and high quality services which are sustainable, accessible and meet people’s needs. STRATEGIC PRIORITIES

The Council’s Strategic Priorities are:

To raise educational attainment and equip our young people for the world of work, in particular:

Raise educational and skills attainment Improve engagement of children and young people in their learning through formally recording and recognising their achievement Foster and grow the partnership between local schools and businesses to ensure our young people are ‘work ready’ Support 100 young people into apprenticeships with the Council and pioneer a new Apprenticeship Scheme to support local businesses

To support older people to live independently in the community, in particular:

Support more older people to live independently in their own homes and ensure that they are well cared for within their community Encourage older people to participate in community life Promote intergenerational work.

To promote town centre living, in particular:

Build new council houses in and around town centres and encourage external investment in town centres Work with retailers and local businesses to improve our town centres and villages Build on our investment in town centre regeneration.


11

Planned Action Indicators

(noting frequency and source) Baseline at

2011/12

Milestones End target and timescales

2012/13 2013/14 2014/15 2015/16 2016/17

(a) Following initial pilot in 2012/13, implement a baseline literacy and numeracy assessment for primary and secondary pupils.

Percentage of pupils in P4 who have achieved 60% or better of tasks associated with CFE levels 1 for reading. (Source: Annual/East Ayrshire Council)

0%

New programme

n/a 83% (SSLN)

85% (SSLN)

87% 90% All P4, P7 and S2 pupils have their literacy and numeracy skills assessed by 2015/16 and ongoing. Assessment tool piloted in 2012/13, rolled out in 2013/14. Targets will be reviewed annually. *** The data submitted to Scottish Government in June 2016 was not based on SSLN. Additionally the data was gathered at P1, P4, P7 and S3 as specified in the National Improvement Framework and in alignment with future standardised testing. Therefore there are no values entered for 2016 in the grids. Data and analysis for Teacher Judgement Survey are included as appendices to this document.

Progress at 30 September 2016

n/a 87% 80% *** n/a

Percentage of pupils in P4 who have achieved 60% or better of tasks associated with CFE levels 1 for writing. (Source: Annual/East Ayrshire Council)

0%

New programme

n/a 63% (SSLN)

64% (SSLN)

73% 85%

78% 87%


n/a 82% 82% *** n/a

Percentage of pupils in P4 who have achieved 60% or better of tasks associated with CFE levels 1 for listening and talking. (Source: Annual/East

Ayrshire Council)

0%

New programme

n/a 57% (SSLN)

59% (SSLN)

65% 89%

75% 90%


n/a 91% 87% *** n/a

Percentage of pupils in P4 who have achieved 60% or better of tasks associated with CFE levels 1 for numeracy. (Source: Annual/East Ayrshire Council)

0%

New programme

n/a 69% (SSLN)

69% (SSLN)

83% 86%


n/a 85% 78% *** n/a

Percentage of pupils in P7 who have achieved 60% or better of tasks associated with CFE levels 2 for reading. (Source: Annual/East Ayrshire Council)

0%

New programme

n/a 90% (SSLN)

88% (SSLN)

93% 95%


n/a 82% 81% *** n/a

Percentage of pupils in P7 who have achieved 60% or better of tasks associated with CFE levels 2 for writing. (Source: Annual/East Ayrshire Council)

0%

New programme

n/a 69% (SSLN)

68% (SSLN)

79% 82%

84%


n/a 76% 78% *** n/a

Percentage of pupils in P7 who have achieved 60% or better of tasks associated with

0%

New programme

n/a 58% (SSLN)

66% (SSLN)

67% 88%

75% 90%



12

CFE levels 2 for listening and talking. (Source: Annual/East Ayrshire Council)

n/a 85% 86% *** n/a

Percentage of pupils in P7 who have achieved 60% or better of tasks associated with CFE levels 2 for numeracy (Source: Annual/East Ayrshire Council)

0%

New programme

n/a 66% (SSLN)

66% (SSLN)

80% 82%

84%


n/a 80% 79% *** n/a

Percentage of pupils in S2 who have achieved 60% or better of tasks associated with CFE levels 3 for reading. (Source: Annual/East Ayrshire Council)

0%

New programme

n/a 84% (SSLN)

80% (SSLN)

90% 82%

95% 85%


n/a 60% 76% *** n/a

Percentage of pupils in S2 who have achieved 60% or better of tasks associated with CFE levels 3 for writing. (Source: Annual/East Ayrshire

Council)

0%

New programme

n/a 61% (SSLN)

55% (SSLN)

75% 82%

85%


n/a 57% 75% *** n/a

Percentage of pupils in S2 who have achieved 60% or better of tasks associated with CFE levels 3 for listening and talking. (Source: Annual/East Ayrshire Council)

0%

New programme

n/a 46% (SSLN)

52% (SSLN)

70% 85%

75% 89%


n/a 60% 82% *** n/a

Percentage of pupils in S2 who have achieved 60% or better of tasks associated with CFE levels 3 for numeracy. (Source: Annual/East Ayrshire Council)

0%

New programme

n/a 42% (SSLN)

42% (SSLN)

70% 78%

85% 80%


n/a 71% 68% *** n/a


13

Summary of progress 2015/16: (Please provide supporting contextual information to reflect progress in relation to the planned action/end target.) Further progress has been made during session 2015/16 in developing the level of consistency in the application of the new assessment processes for Curriculum for Excellence across all East Ayrshire schools in both the primary and secondary sectors. The Literacy and Numeracy Assessment Tools have been rolled out across establishments, with further materials being added to the suite for 2015-2016. Refresher training was also provided to staff in January 2016. The suite of assessment tools available support practitioners in gathering performance data on progress and achievement; in providing effective feedback to children and young people on their strengths and areas for development; and provide evidence to support reliable and consistent professional judgements. This session the results and the assessment papers have been passed on to the next teacher and secondary school colleagues to support effective transition. Moderation processes are embedded across East Ayrshire establishments. These approaches are supporting practitioners to engage in discussions around learning, teaching and assessment practice and in agreeing standards and expectations for the Broad General Education (BGE). Information has been shared with Senior Managers on ‘Achieving a Level’ guidance. A draft moderation paper has been devised and is currently undergoing consultation. A planned programme of moderation will come in to effect next session, based on the guidance paper, to further support consistency in professional judgements around children and young people’s progress and achievement.

(b) Implement a literacy strategy across all learning establishments and learning providers.

Percentage of schools linking the Council’s Literacy Strategy to their School Improvement Plan (Source: Annual/East Ayrshire Council)

0%

New programme

25% 40% 60% 100% 100% All schools develop their School Improvement Plan in line with the Council’s Literacy Strategy by 2015/16 and ongoing.

Progress at 31 March 2015

100% 100% 100% 100% n/a

Summary of progress 2015/16 In order to agree strategic direction and set a clear and consistent vision and approach to raising attainment for all, the Literacy Strategy Group was extended to include both Literacy and Numeracy. To date, this has supported:

More effective partnership working across services that support the development of Literacy and Numeracy

Setting a clear plan for the delivery of our priorities as set out in the Strategic Driver Diagram using the Improvement Science Model.

The Literacy and Numeracy Excellence Team established a joint strategic plan using the Improvement Science Model, The Children and Young People's Improvement Collaborative (CYPIC): Literacy and Numeracy, pulling together the existing work in the Early Years Collaborative (EYC) and Raising Attainment for All (RAFA) programmes. The paper sets out the agenda for raising attainment in Literacy and Numeracy in East Ayrshire. The CYPIC developed a theory of change for Literacy and Numeracy which was used to inform Phase 1 of the project. This has been actively tested within establishments in the Stewarton Learning Community. Phases 2 and 3 will see these change packages, and others, sustained and spread across all Learning Communities over the next 3 years.


14

A range of performance and qualitative data has been gathered from the change packages in Phase 1. This data has been useful in informing whether change has led to an improvement. To support this approach an extensive professional development programme was developed and delivered by development officers with support from Scottish Government. This training has helped to build capacity within the learning community leading to sustainable practice. Literacy Champions have been established to support learning communities in providing information, sharing good practice and developing resources to support high quality learning, teaching and assessment. The Literacy Champions have reviewed current approaches in the learning, teaching and assessment of reading and developed a greater understanding of what works best. The group have a shared understanding of the impact that teaching the mechanics of reading has on the attainment levels of children and young people and are sharing this knowledge across their establishments and learning communities. Progression Frameworks have been developed to support practitioners in planning for progression in Reading. These are readily available for all practitioners to use. Literacy Champions in the secondary sector have developed Portfolio Guidance for Third Level, reflecting on skills that are transferrable across curricular subjects. Portfolio Guidance for First and Second Level is already being used by establishments to support reliable and holistic professional judgements.

Considerable progress was made in supporting schools to develop approaches to teaching literacy skills. Support has continued to be provided to senior staff to shape strategic development and planning for improved standards of literacy including strategies to help close the attainment gap. Plans for the future now reflect the National Improvement Framework Priorities and the Scottish Attainment Challenge agenda.

(c) Ensure that the analysis and review of pupil attainment takes place in schools, intervening with practical support for schools where improvements in attainment are required.

Percentage of pupils in S6 attaining 5+ qualifications at SCQF Level 3 (3 year average). (Source: Annual/Scottish Government/Insight)

90% 91% 92% 93% 94% 95% Increase by 5% in the percentage of pupils in S6 attaining 5+ qualifications at SCQF Level 3 or above by 2016/17. (Target subject to annual review)


90%

91% 93% 92% n/a


76% 77% 78% 79% 80% 81% Increase by 5% in the percentage of pupils in S6 attaining 5+ qualifications at Level 4 or above by 2016/17. (Target subject to annual review)


78% 79% 81% 86% n/a


47% 48% 49% 50% 51% 53% Increase by 6% in the percentage of pupils in S6 attaining 5+ qualifications at SCQF Level 5 or above by 2016/17. (Target subject to annual review)


51% 52% 54% 57% n/a


15

Percentage of pupils in S6 attaining 1+ Highers at SCQF Level 6 (3 year average). (Source: Annual/Scottish Government/Insight)

45% 46% 47% 48% 49% 50% Increase by 5% in the percentage of pupils in S6 attaining 1+ Higher at SCQF Level 6 by 2016/17. (Target subject to annual review)


48% 52% 55% 61.38% n/a

Percentage of pupils in S6 attaining 3+ Highers at SCQF Level 6 (3 year average). ((Source: Annual/Scottish Government/Insight)

30% 31% 32% 33% 34% 35% Increase by 5% in the percentage of pupils in S6 attaining 3+ Highers at SCQF Level 6 by 2016/17. (Target subject to annual review)


33%

33% 36% 44.35% n/a

Percentage of pupils in S6 attaining 5+ Highers at SCQF Level 6 (3 year average). (Source: Annual/Scottish Government/Insight)

20% 21% 22% 23% 24% 25% Increase by 5% the percentage of pupils in S6 attaining 5+ Highers at Level 6 by 2016/17. (Target subject to annual review)


22% 23% 25% 30.42% n/a

Average tariff score (Unified Points Score) of all looked after children (Source: Scottish Government – Insight - Local Measures)

69 UPS (2010/11)

72 UPS 73 UPS 74 UPS 264

75 UPS 275

79 UPS 288

Increase by 15% in the average tariff score (Unified Points Score) of all looked after children by 2016/17. (Target subject to annual

review) *NEW TARGET - Increase in line with the virtual comparator the average tariff score of looked after children by 2016/17. (Target subject to annual review)


64 (2011/12)

111 (2012/13)

174 (2013/14)

266* (2014/15)

n/a

Attendance rates for looked after children (Source: Biennial/Scottish Government) *denotes data source from EAC

91%

91% 93% 93% 95% 96% Increase by 3% the attendance rates for looked after children by 2016/17. Progress at 22 September 2016

89% 93% 92% 91% n/a


16

Summary of progress 2015/16: (Please provide supporting contextual information to reflect progress in relation to the planned action/end targets.) Looked After Children – School Leavers Attainment (Data - Feb 2016)

In Session 2014/15 there were 26 looked after children who were school leavers. The charts and narrative below show their attainment and achievement from Insight analysis,

February 2016. As an evaluative comparison an SCQF level 4 qualification is equated to 33 tariff points. Caution must be taken when reviewing this data due to the statistically

small number of learners. The significance of comparisons is not tested using Insight.

Improving Attainment for All LAC Leavers Improving attainment for all looked after learners requires analysis of the

nationally recognised attainment cohorts. The gap between us and the

virtual comparator is 19 tariff points and nationally 11 tariff points behind

for the lowest 20%. For the middle 60% of learners we are 83 tariff points

behind our virtual comparator and 40 tariff points behind nationally. In the

highest 20% we are now performing above the national average tariff by 3

tariff points and 161 tariff points behind the virtual comparator.

Our targets for the SPI have been derived from this data set.


17

Literacy and Numeracy all LAC Leavers

Over the last three years there has been an improving trend in literacy and

numeracy achievement’s for looked after learners. In 2015 the attainment

at SCQF level 5 over took the virtual comparator. Rising from 5.4% in 2014

to 19.23 in 2015, 2.31% above our virtual comparator. SCQF level 4

improved from 21.62% in 2014 to 46.15% in 2015, only 7.7% below our

virtual comparator.

Attainment versus Deprivation all Looked After Leavers

The average tariff for our looked after leavers in 2015 is 267 tariff points

and 280 tariff nationally, a gap of 13 tariff points. There has been an

improvement in our performance gap on the tariff for session 2014 by 97

points.


18

The average tariff for our looked after leavers in 2015 is 267 tariff points our

virtual comparator has an average of 363 tariff points, a gap of 96 tariff

points. There has been an improvement in our performance on the tariff

for session 2014 by 62 tariff points. Our focus remains to close the gap

between our East Ayrshire looked after learners and our virtual comparator

in the first instance.

East Ayrshire Looked After Learners - Local Measures August ‘16

The data below show the average tariff scores applied based on what is known as the local measures. This is the tariff data available annually in September based

on the attainment and achievement of all 70 looked after learners within the senior phase from the June 2016 examination diet.

Looked After learners at home

Local measures show that our S4 looked after at home cohort (11 learners) have an average of 16 tariff points. The virtual comparator has an average tariff of 148.

Local measures show that our S5 looked after at home cohort (11 learners) have an average of 139 tariff points based on the S5 roll. The virtual comparator has an average tariff of 442.

Local measures show that our S6 looked after at home cohort (1 learner) – Statistics not included. Looked After learners away from home

Local measures show that our S4 looked after away from home cohort (26 learners) have an average of 246 tariff points. The virtual comparator has an average tariff of 275.


19

Local measures show that our S5 looked after away from home cohort (14 learners) have an average of 299 tariff points based on the S5 roll. The virtual comparator has an average tariff of 400.

Local measures show that our S6 looked after away from home cohort (7 learners) have an average of 359 tariff points based on the S6 roll. The virtual comparator has an average tariff of 467.

Attainment targets for all Looked After Learners by stage 2016/17 S4 Looked After at Home learners attain 148 minimum tariff points S5 Looked After at Home learners attain 442 minimum tariff points S6 Looked After at Home learners attain 529 minimum tariff points (based on previous year’s average target) S4 Looked After Away from Home learners attain 275 minimum tariff points S5 Looked After Away from Home learners attain 400 minimum tariff points S6 Looked After Away from Home learners attain 467 minimum tariff points

(d) Develop, consult and implement Scottish Studies across the curriculum, including appropriate professional development for teachers.

Percentage of schools participating in Scottish Studies (Source: Annual/East Ayrshire

Council)

0%

New programme

10% 20% 50% 100% 100% All schools participate in Scottish Studies by 2015/16 and ongoing. Progress at 30 September 2016

40% 65% 75% 66% n/a

Summary of progress 2015/16: (Please provide supporting contextual information to reflect progress in relation to the planned action/end target.) During this academic session primary schools have continued to introduce more formal approaches to Scottish Studies, using inter-disciplinary approaches to learning and teaching. Academies continue to improve the commitment levels and have agreed to focus on Scottish Studies in Broad General Education in the years ahead to develop a base for certification in Senior Phase. There has been a drop in momentum for this aspect of our work which will be reviewed as part of the wider BGE review

(e) Promote science, technological, engineering and mathematical (STEM) subjects within East Ayrshire, including

Percentage of schools participating in STEM subjects (Source: Annual/East Ayrshire

Council)

0%

New programme

10% 20% 50% 100% 100% All schools participate in STEM subjects by 2015/16 and ongoing.


100% 100% 100% 100% n/a


20

Primary Engineering and related initiatives.

Summary of progress 2015/2016: (Please provide supporting contextual information to reflect progress in relation to the planned action/end target.) All academies are involved in the teaching of STEM subjects as part of the curriculum. All primary schools are participating in STEM activities through the Primary Engineer programme and continue to enhance learning and teaching opportunities and experiences through effective liaison with their associated secondary schools. The success of the Primary Engineer Programme has been greatly enhanced by the enthusiasm and commitment of the engineers involved in supporting schools and staff. The targets set for this action may need to be reviewed to reflect quality of delivery rather than whether we continue to meet a target based on participation numbers. The information below gives a sense of the scale of development of the programme and the enthusiasm with which it is being embraced: -

all schools have staff trained in Basic Structures and Mechanisms (SME1)

37 schools have staff trained in the 3D printing with a successful pilot program completed. Roll out of further printers planned. National recognition of this project with links to DYW being effectively introduced last year.

each school has at least one associated engineer supporting pupils and teachers

39 schools participated in the SME1celebration event

enhanced links with the Morphy Richards Science Centre at Dumfries House with school visits by many schools

Member of the Education Scotland Technology Forum,

Science weeks are embedded into most primary school’s calendars. This is part of a BGE with Science being the key factor to the education

2 Learning Communities trained in Science topics from SSERC. Funding has been granted by Adina Trust to provide additional resources to embed Science into the Primary curriculum

Digital technology. Education Scotland presenting training for all forms of Digital Technologies for primary schools.

Increased number of girls taking Physics supported by the Institute of Physics, IOP also supporting staff in schools to continue the positive direction taken.

National Success - Scottish Engineers Leaders Award –winners including P1 – P7 category and recognition

Winners in the National “Go Forth “completion. EAC had 4 schools reach the National finals with an overall winner. This work was support with DH and The young Science Clubs.

Mission Discovery program in conjunction with all Ayrshire Councils and Ayrshire College have a winning project that will be tested in Space in 2017. This work supported higher Science pupils.


21

EAST AYRSHIRE COUNCIL: STRATEGIC PRIORITIES 2012/13 – 2016/17

Strategic Priority: Raise educational attainment and skills development levels.

Area for Action 1: Educational attainment

A successful strategy for tackling social gradient in attainment requires both appropriate interventions in the pre-school years and sustained learning support throughout the school years. Further, the success of such interventions can only be reliably evaluated through measurement of learners’ progression using reliable and proven tools, including baseline assessments.

Strategic Priority: Improve engagement of children and young people in their learning through formally recording and recognising their achievement.

Area for Action 2: Develop an e-portfolio system for recording achievement and implement the East Ayrshire Certificate of Achievement.

A successful approach to developing the effectiveness of recognising achievement requires the commitment from schools, the expertise of staff and the engagement of pupils. To support successful use of such a system also requires a ‘made for purpose’ approach to ICT across the authority to allow children and young people safe access to a virtual learning environment and an e-portfolio record for all their achievements.



2011/12


2012/13 2013/14 2014/15 2015/16 2016/17

(a) Design and procure an e-portfolio system for recording achievement to support a wider range of actions for children and young people.

Percentage of schools using e-portfolio (Source: Annual/East Ayrshire Council)

0%

New programme

0% 25% 50% 75% 100% All pupils have access to their achievement record via e-portfolio by 2016/17. Progress at 30September 2016

6% (revised)

10% 10% 10% n/a

Summary of progress 2015/16: (Please provide supporting contextual information to reflect progress in relation to the planned action/end target.) Development Officers have made all Head Teachers and Senior Managers aware of the scope of the e-portfolio to support profiling, reflection and monitoring and tracking of progress and achievement. The platform supports children in taking ownership of their own learning. Training was provided for lead practitioners in schools and schools are now in a position to introduce the e-portfolio, as soon as the difficulties surrounding Data Governance and lack of access to the internet are resolved.

(b) Implement a systematic approach to developing

0%

Pilot 25% 50% 75% 100%


22



2011/12


2012/13 2013/14 2014/15 2015/16 2016/17

the curriculum to promote school based awards in East Ayrshire schools.

Percentage of primary pupils achieving the East Ayrshire Certificate of Achievement (Source: Annual/East Ayrshire Council)

New programme Progress at 30 September 2015 All pupils participate in the East Ayrshire Certificate of Achievement by 2016/17.

0% 40% 100% 100% n/a

Percentage of secondary pupils achieving the East Ayrshire Certificate of Achievement (Source: Annual/East Ayrshire Council)

0%

New programme

Pilot 25% 50% 75% 100% All pupils participate in the East Ayrshire Certificate of Achievement by 2016/17. Progress at 30 September 2016

2% 25% 75% 75% n/a

Percentage of secondary pupils achieving non SQA awards (ASDAN/Prince’s Trust) (Source: Annual/East Ayrshire Council)

0%

New programme

Pilot 25% 50% 75% 100% All pupils have their non-SQA awards recognised and recorded by 2016/17. Progress at 30 September 2016

n/a 27% 75% 51% n/a


23



2011/12


2012/13 2013/14 2014/15 2015/16 2016/17

Summary of progress 2015/16: (Please provide supporting contextual information to reflect progress in relation to the planned action/end targets.) (a) Percentage of schools using e-portfolio This target will be reviewed to reflect the ongoing development of E-portfolios and Learner Journey. A further re-evaluation of barriers to developing the use of e-portfolios and internet access requires to be initiated in order to prepare for and deliver the Scottish Government’s Digital Learning and Teaching Strategy for Scotland (b) Percentage of primary pupils achieving the East Ayrshire Certificate of Achievement All pupils continue to have their achievements recognised in a variety of ways and settings e.g. local certificates, classroom recognition and at Assemblies. Percentage of secondary pupils achieving the East Ayrshire Certificate of Achievement Secondary Schools continue recognise Wider Achievement through Awards Ceremonies. This year’s percentage recognises the increased opportunities for pupils to access an extended range of SQA accredited courses, which are included in their SQA certification. This target will be reviewed to reflect the ongoing development of the senior phase landscape and the increased opportunities for pupils to receive an increasing range of SQA certification. Percentage of secondary pupils achieving non SQA awards Reflecting the continued support from the Business Enterprise Fund coupled with strong partnerships with colleges and local businesses, pupils continue to have access to an extensive range of non-SQA courses, including: Caritas, Duke of Edinburgh, John Muir, Activity Leadership, Caledonian Awards, RYA Sailing Award, Dynamic Youth Awards, ASDAN Awards, New Horizon, Transition Challenge, Towards Independence, Health & Wellbeing Awards (Level 3, 4 & 5), Employability Awards, SFW, Saltire, People in Society, Sports Ambassadors, Personal Development, CREST (Science Award), National Navigation Award, HeartStart, Junior Sports Leader Award (JSLA), Community Sports Leader Award (CSLA), Young Enterprise, Mark Scott Leadership for Life Award. The reduction in the number of the non-SQA courses reflects the development of senior phase curricular structures and recognises the increase in the range of SQA accredited courses such as Computer Games Development, Leadership Award, Personal Achievement Award, Personal Development Award, Scots Language Award, Work Experience Unit, Exploring Wellbeing, Early Education and Childcare, Scottish Studies, Internet Safety, Personal Finance, Automotive Skills and Steps to Work.


24

Strategic Priority: Foster and grow partnerships between local schools and business to ensure all young people are work ready.

Area for Action 3: Equip our young people for the world of work.

Young people can receive a positive insight to the world of work through links between local businesses and schools, and East Ayrshire should continue to develop practical solutions to make this happen, including expanding the range of work experience options available to young people.

Planned Action

Indicators (noting frequency and source)

Baseline at 2011/12

Milestones

End target and timescales 2012/13 2013/14 2014/15 2015/16 2016/17

Percentage of school leavers into positive destinations (employment, training or education) (Source: Annual/Scottish Government, 2013/14 update due January 2015)

89.9%

92% 94% 96% 98% 100% All school leavers into positive destinations by 2016/17. Progress at 30 September 2016

90.8% (2012/13)

93.1% (2013-14)

93.9% (2014-15)

n/a n/a

Number of high quality sustained partnerships between primary schools and businesses. (Source: Annual/East Ayrshire Council/)

0% New Programme

400 425 450 172*

215 Increase to 215 the high quality and sustainable links between primary schools and businesses in accordance with Education Scotland school/employer partnership guidance (Sep 2015) by 2016/17.


170

400 410 130 n/a

Number of high quality sustained partnerships between secondary schools and businesses (Source: Annual/East Ayrshire Council/)

0% New Programme

150 175 200 90* 99 Increase to 99 the high

quality and sustainable links between secondary schools and businesses in accordance with Education Scotland school/employer partnership guidance (Sep 2015) by 2016/17.


107 178 230 139 n/a

Number of high quality sustained partnerships

0% New Programme

40 45 50 12*

15 Increase to 15 the high quality and sustainable links



25

between special schools and businesses (Source: Annual/East Ayrshire Council)

32 45 51 6 n/a between special schools and businesses by 2016/17.


26

Summary of progress 2015/16: (Please provide supporting contextual information to reflect progress in relation to the planned action/end targets.) East Ayrshire secondary schools are delivering an expanded range of vocational qualifications and work based learning to ensure personalisation and choice for all young people in the senior phase of their education. As we know that young people benefit greatly from staying on in school past statutory leaving age, schools are developing and delivering curricular models that support this aim. The 2plus3 initiative piloted at Grange Academy in session 2015-16 targeted young people in senior phase with less than 70% attendance and offered a combination of school based learning, a college input and 3 days in work placement. The success of the Grange pilot and the positive impact it has had on some of our most vulnerable and challenging learners resulted in an extension of the programme which was offered to all East Ayrshire secondary schools for 2016/17. With the publication of the new Standard for Work Placement in September 2015, a review of school work experience is taking place to reflect its importance in building skills and experience for the world of work and to ensure it is aligned to recommendations from Developing the Young Workforce. A pan-Ayrshire working group has been established consisting of OFA/MCMC local authority leads and senior management representatives from Ayrshire schools. More East Ayrshire schools are looking at a flexible model for work placements and recognising this increasing demand and the fact that employers are being asked to provide work experience for young people on Activity Agreements, national training programmes, college courses and third sector initiatives, effective processes are being established to ensure that opportunities within the council itself (the largest local employer) are widely available to young people and more easily accessed. The use of Report 8 from the 16+ Data Hub is now embedded practice in East Ayrshire. The effective use of this information means that every young person between 16 and 20 currently not in education, employment or training can be quickly identified and contacted. The excellent local partnership arrangements with SDS means that this information is systematically shared so that young people, able to accept the OFA offer, can be signposted timeously onto agreed and appropriate activity. In December 2015, the SLDR showed that the initial destination positive destination percentage for school leavers in East Ayrshire was 93.9%. Percentages on the Insight Senior Phase benchmarking tool released in February 2016 identified 94.1% of leavers in an initial positive destination. Although this is encouraging, our priority remains increasing the percentage of young people between 16 and 20 in sustained positive destinations. The 41% cut in employability fund provision means that we need to identify appropriate training opportunities across the pipeline which will include extending and enhancing our delivery of Stage 2/3 type activity within existing Activity Agreement provision and working closely with training providers, college, third sector organisations and other council services to complement the reduced employability fund activity. The success of the East Ayrshire Council Summer Activity Agreement programme delivered in partnership with Ayrshire College ensures that any young person in danger of not achieving a positive destination on leaving school has an established and effective route to progression available to them. The programme aims to provide a suite of meaningful activity during the school summer holiday and this year, for the third time, participants included a number of young people from both special schools and supported learning centres. The programme looks to progress young people into appropriate and agreed destinations and involves a number of partners including college learning engagement advisers and SDS careers staff. Every young person completing the programme and able to accept the offer of a positive destination, did so – their successes being celebrated at a special event in the college in July 2016. Business Enterprise Activity in 2015-16 included a third Interaction design project for secondary pupils entitled ‘A Shed for the Head’. Each of the 10 schools participating in Interaction 3 was supported with £10,000 of council funding so that teams could take design ideas to the build stage. The project is led by David Ross, (Design Director, Keppie Design) and involves the 9 Ayrshire Academies and Park School, construction of the new pupil designed learning spaces will take


27

place in session 2016-17. East Ayrshire schools were successful again at Young Enterprise Scotland’s Ayrshire awards held in May 2016. Kilmarnock Academy’s ‘Horizon Pages’ team won seven out of the eleven awards, and were overall winner. The team went on to compete in the national final in June 2016. The first ASN Enterprise Challenge for children and young people was launched in January 2016 and will involve over 100 children and young people from across the authority’s special schools and Supported Learning Centres. With ages ranging from 10 to 19, the final of the business enterprise competition took place in the Park Hotel Kilmarnock in April 2016 with 13 teams competing. The challenge itself has been supported through funding from the Ayrshire employer led DYW group and gives participants a real experience of entrepreneurial activity supported by a number of mentors from the local business community. Cumnock Academy’s Supported Learning Centre won the overall award for Best Trade Stand. The East Ayrshire final of the Sir Tom Hunter Challenge took place in St. Joseph’s Academy in May 2016. St Joseph’s Academy, Loudoun Academy and Doon Academy, were selected to represent the authority at the pan-Ayrshire final on the 13th June at the Park Hotel. Two of the top three places went to East Ayrshire schools with St Joseph’s Academy winning the competition and taking first prize of £5,000 and Doon Academy taking second place winning £3,000. The pilot delivery of LEARN4WORK which gives secondary school children in the Broad General Phase of education (S1-S3) a meaningful experience of work in their school environment took place in Cumnock Academy from the 6th to the 10th June 2016. Feedback from the pilot was extremely positive with pupils benefiting from the support and knowledge of the 5 business partners involved in the programme: RAD Hotel Group; Cumnock Town Centre Regeneration; Caledonian Bottlers; KCP Environmental; and TESCO. A framework for the programme has been developed to support the roll-out of LEARN4WORK in other East Ayrshire secondary schools from session 2016-17. School Business Partnerships were again a major feature of the work of the Education Service. Although the numbers when compared with previous reports look to

have dropped, officers undertook a review of the quality and effectiveness of partnerships and now recognise only those partnerships which reflect the criteria for high quality in their work. There are many other businesses still working with schools in partnerships which add benefit to the school or establishment but do not meet the HGIOS 4 criteria



2011/12


2012/13 2013/14 2014/15 2015/16 2016/17

(b) Provide further opportunities tailored to the specific needs of looked after young people, recognising the Council’s role as a Corporate Parent.

Percentage of looked after children accessing work experience placements (Source: Annual/East Ayrshire Council/ESS)

Baseline established in

2012/13

100% 100% 100% 100% 100% All looked after children access a work experience placement by 2016/17. Progress at 30 September 2016

82% S4 76%S4/5

48% 12-13

65% 13-14

66% n/a

Percentage of looked after children in positive and

64% (2010/11)

65% 75% 85% 95% 100%


28



2011/12


2012/13 2013/14 2014/15 2015/16 2016/17

sustained destinations (employment, training or education) (Source: Annual/East Ayrshire Council/ESS)

Progress at 30 September All looked after school leavers into positive destinations by 2016/17.

50% (2011/12)

77% (2012/13)

92% (2013/14)

71% (2014/15)

n/a


29

Summary of progress 2015/16: The continuing work of the East Ayrshire Care Leavers tracking group which includes representatives from education, economic development, social work and SDS looks to share information and progress on every young person in this cohort. The group meets regularly so that If a young person is identified as being currently in a negative destination and is able to accept the offer of a place in training, employment or further learning, appropriate interventions can be made quickly and effectively. As a response to the challenge of supporting young people in danger of not completing full-time courses, new arrangements have been agreed with Ayrshire College to share specific information on young people with a range of additional support needs. Although the college can access this information through the 16+ Data Hub, it is not usually available until after a course of study has been undertaken, by which time the young person may be in danger of disengaging. These new processes were tested in quarter 3 of 2015 and have been put into place for the new college session. Likewise, work is continuing to ensure that young people in danger of not completing a college course are identified much earlier to Opportunities for All leads in the 3 Ayrshire authorities so that, in partnership with SDS, appropriate interventions can be put in place.

Positive Destinations all LAC

Over the last three years there has been an increasing trend in the initial positive destinations for our looked after learners. Our percentage of Looked After learners in positive

destinations has risen by 2.81% from 70.27% in 2014 to 73.08% in 2015. We have closed the gap to 1.54% behind the national comparison and 10.38% behind the virtual

comparator.


30



2011/12


2012/13 2013/14 2014/15 2015/16 2016/17

Follow up data from the Scottish Government report – Education outcomes for Looked After children 2014/15 (children looked After for a full year) demonstrates the initial leaver figure as 86% and the sustained destination figure as 71%. Continued ‘Opportunities for All funding’ of £279 per looked after learner in the senior phase is used to support secondary schools to work towards the target of 100% of looked after children in a positive sustained destination.

Strategic Priority: Support 100 young people into apprenticeships with the Council and pioneer a new Apprenticeship Scheme to support local businesses.

Area for Action 4: Modern Apprenticeships/Skills Training

A Modern Apprenticeship provides young people with vocational training that is relevant to current employment markets. The programme is relevant not only to traditional industries, but provides range of 'soft skills', including sound communication, teamwork and problem solving skills, and improved numerical and IT skills. As the largest employers in East Ayrshire, the Council and NHS Ayrshire and Arran can support and develop our young people directly. In addition, we will continue to work with local business to maximise support for our young people and meet the requirements of employers, including the development of a new Apprenticeship Scheme.



2011/12 Milestones


(a) Create additional employment and work experience opportunities through the use of Community Benefits clauses in our works contracts.

Number of young people commencing participation in Council modern apprenticeship schemes (Source: Annual/East Ayrshire Council/PED)

20 47 65 75 85 100 100 young people accessing Council modern apprenticeships by March 2014.


36 40 72 66 n/a

Summary of progress 2015/16: (Please provide supporting contextual information to reflect progress in relation to the planned action/end targets.)

*** analysis still to be entered



2011/12 Milestones



31

(b) Further work to refine our internal processes and ensure a one door approach to meeting the needs of our young people and employers.

Number of 16-24 year old registered for Modern Apprenticeships, wage subsidies and support for young entrepreneurs (Source: Annual/East Ayrshire Council/PED)

0

New programme

100 registered

177 in

training

Subject to availability of funding 300 young people, aged 16-24 years old supported into sustainable employment by March 2014 Progress at 31 March 2013

134

392 555 *** n/a

Summary of progress to 2015-16 The information below provides a breakdown of the spread of disciplines for the Modern Apprenticeships

New Starts – 2016-2017(Contract Value – 39) Business Administration – 10 Level 2 Craft-Construction – 6 Level 3 Horticulture – 6 Level 2 Active Well Being & Learning- Social Services – 2 Level 3 Leisure Management – 2 Level 3 Construction Highways Construction – 2 Level 2 The balance of the places to be filled relate to – Business Administration, Horticulture & Active Well Being & Learning Active Residuals-2015-2016(The figure below represented total numbers 2015-16 and should have read “Active Residuals”). Business Administration – 4 Level 2 Craft Construction – 6 (Electricians not Included) Hospitality – 2 Level 3 Facilities Management – 1 Level 3


32

Appendix 3 Secondary SQA attainment at Higher by the end of S5 based on S4 roll (Insight, Sept 2016)

1 + Pass at SCQF Level 6 3 + Passes at SCQF Level 6 5 + Passes at SCQF Level 6

2011-

12 2012-13 2013-14 2014-15 2015-16 2011-12 2012-13 2013-14 2014-15 2015-16 2011-12 2012-13 2013-14 2014-15 2015-16

Auchinleck Academy

41.1% 49.7% 44.0% 56.3% 52.93 20.1% 31.2% 28.3% 31.3 35.15 8.4% 12.7% 14.1% 9.7% 14.85

Cumnock Academy

47.5% 47.4% 49.7% 51.3% 56.1 25.4% 24.6% 25.1% 30.0% 34.96 7.7% 4.7% 10.4% 10.0% 13.01

Doon Academy

22.1% 31.5% 21.9% 41.9% 25 7.4% 9.3% 9.4% 20.3% 10.29 0.0% 1.9% 0.0% 0.0% 5.88

Grange Academy

53.2% 49.1% 55.0% 55.3% 56.78 30.9% 24.3% 33.0% 36.2% 33.90 12.7% 11.7% 17.2% 21.6% 16.10

James Hamilton Academy

59.8% 46.7% 55.3% 54.6% 64.81 29.1% 26.0% 33.3% 30.5% 40.74 11.0% 7.3% 16.3% 13.3% 17.59

Kilmarnock Academy

40.9% 46.8% 48.4% 49.6% 50.56 25.2% 25.4% 22.6% 31.1% 24.72 9.5% 11.9% 8.9% 12.6% 12.36

Loudoun Academy

46.5% 43.2% 52.9% 64.4% 62.30 23.0% 24.7% 37.0% 39.9% 45.90 7.0% 10.0% 15.3% 16.6% 25.14

St Joseph's Academy

52.0% 52.1% 47.9% 58.7% 49.66 26.0% 28.1% 28.2% 36.4% 20.64 11.0% 9.9% 17.6% 18.2% 12.41

Stewarton Academy

56.5% 47.9% 55.4% 71.0% 63.43 34.0% 32.4% 33.1% 45.0% 43.28 15.7% 16.2% 18.5% 26.7% 20.15

East Ayrshire

48.0% 47.0% 49.6% 56.8% 55.36 25.5% 26.1% 29.3% 34.8% 34.08 9.8% 10.1% 14.4% 15.7% 16.23

Virtual Comparator

39.9% 44.7% 47.2% 53.2% 55.99 22.2% 25.2% 28.2% 32.1% 34.65 8.9% 10.4% 12.6% 14.4% 15.97


33

Appendix 3 Secondary SQA attainment at Higher and Advanced Higher by the end of S6 based on S4 roll (Insight, Sept 2015)

3 + Passes at SCQF Level 6 5 + Passes at SCQF Level 6 1 + Passes at SCQF Level 7

2011-12 2012-13 2013-14 2014-15 2015-16 2011-12 2012-13 2013-14 2014-15 2015-16 2011-12 2012-13 2013-14 2014-15 2015-16

Auchinleck Academy 28.8% 30.2% 43.0% 40.7% 43.10 21.2% 21.7% 32.9% 32.4% 24.71 10.1% 16.5% 17.1% 15.4% 10.34

Cumnock Academy 29.2% 32.8% 34.9% 37.9% 36.88 15.8% 19.1% 23.8% 23.1% 23.13 17.0% 14.2% 8.7% 12.1% 12.50

Doon Academy 18.8% 13.2% 26.4% 17.7% 32 5.0% 5.9% 13.2% 11.3% 17.33 1.3% 1.5% 5.7% 3.2% 12.00

Grange Academy 36.4% 40.6% 37.5% 40.5% 44.28 24.6% 25.6% 24.1% 28.1% 31.34 15.3% 18.3% 16.1% 8.6% 17.91

James Hamilton Academy 35.8% 48.8% 36.9% 44.3% 41.75 22.6% 28.8% 27.5% 34.4% 29.13 20.4% 13.6% 18.1% 14.8% 17.32

Kilmarnock Academy 18.2% 34.7% 34.9% 34.4% 42.50 11.4% 27.4% 25.4% 22.4% 29.17 8.3% 17.7% 20.6% 16.0% 20.00

Loudoun Academy 32.1% 37.1% 35.9% 45.5% 48.70 20.2% 23.1% 24.5% 31.8% 37.04 7.1% 14.5% 13.0% 18.0% 20.99

St Joseph's Academy 36.1% 39.7% 47.9% 41.1% 48.23 22.5% 25.8% 29.4% 28.4% 31.91 12.9% 11.3% 21.9% 14.2% 23.40

Stewarton Academy 47.0% 46.6% 43.0% 46.2% 57.25 35.8% 37.2% 33.1% 30.8% 45.80 18.7% 16.9% 18.3% 23.9% 31.30

East Ayrshire 32.1% 36.9% 38.3% 40.1% 44.35 20.8% 24.5% 26.6% 28.0% 30.42 12.9% 14.8% 15.8% 14.3% 18.34 Virtual Comparator 33.5% 32.1% 37.5% 38.6% 41.70 21.7% 20.9% 25.3% 26.0% 28.10 14.2% 13.7% 15.7% 16.1% 17.24


34



2015/16


2015/16 2016/17 2017/18 2018/19 2019/20

(a) Teacher Judgement Survey in Listening & Talking

Percentage of Pupils in Primary 1 working at pre early level Listening & Talking.

16.30% (99.17%)

New programme


Percentage of Pupils in Primary 1 who have achieved early level Listening & Talking.

82.87%

New programme


Percentage of Pupils in Primary 1 who have achieved first level Listening & Talking.

0%

New programme



0.16% (99.13%)

New programme



22.70% (98.97%)

New programme



76.27%

New programme


Percentage of Pupils in Primary 4 who have achieved

0%

Appendix 4


35



2015/16


2015/16 2016/17 2017/18 2018/19 2019/20

second level Listening & Talking.

New programme Progress at 30 September 2017


0% (99.36%)

New programme



2.09% (99.36%)

New programme



29.48% (97.27%)

New programme


Percentage of Pupils in Primary 7 who have achieved second level Listening & Talking.

67.79%

New programme


Percentage of Pupils in S3 who have achieved early level Listening & Talking.

0.17% (98.34%)

New programme


Percentage of Pupils in S3 who have achieved first level Listening & Talking.

0.50% (98.17%)

New programme


Appendix 4


36



2015/16


2015/16 2016/17 2017/18 2018/19 2019/20

Percentage of Pupils in S3 who have achieved second level Listening & Talking.

19.07% (97.67%)

New programme


Percentage of Pupils in S3 who have achieved third level Listening & Talking.

51.82% (78.60%)

New programme


Percentage of Pupils in S3 who have achieved fourth level Listening & Talking.

26.78%

New programme


Summary of progress 2015/16: (Please provide supporting contextual information to reflect progress in relation to the planned action/end target.)

Appendix 4


37



2015/16


2015/16 2016/17 2017/18 2018/19 2019/20

(a) Teacher Judgement Survey in Numeracy

Percentage of Pupils in Primary 1 working at pre early level Numeracy.

21.51% (99.40%)

New programme


Percentage of Pupils in Primary 1 who have achieved early level Numeracy.

77.89%

New programme


Percentage of Pupils in Primary 1 who have achieved first level Numeracy.

0% (99.12%)

New programme



0.08% (99.12%)

New programme



34.44% (99.04%)

New programme



64.52% (64.60%)

New programme


0.08%


38

Percentage of Pupils in Primary 4 who have achieved second level Numeracy.



0% (99.27%)

New programme



3.69% (99.27%)

New programme



37.43% (95.58%)

New programme


Percentage of Pupils in Primary 7 who have achieved second level Numeracy.

58.15%

New programme


Percentage of Pupils in S3 who have achieved early level Numeracy.

0.08% (98.92%)

New programme



39

Percentage of Pupils in S3 who have achieved first level Numeracy.

1.24% (98.84%)

New programme


Percentage of Pupils in S3 who have achieved second level Numeracy.

10.70% (97.60%)

New programme


Percentage of Pupils in S3 who have achieved third level Numeracy.

38.81% (86.90%)

New programme


Percentage of Pupils in S3 who have achieved fourth level Numeracy.

48.09%

New programme




40



2015/16


2015/16 2016/17 2017/18 2018/19 2019/20

(a) Teacher Judgement Survey in Writing

Percentage of Pupils in Primary 1 working at pre early level Writing.

26.04% (99.17%)

New programme


Percentage of Pupils in Primary 1 who have achieved early level Writing.

73.13%

New programme


Percentage of Pupils in Primary 1 who have achieved first level Writing.

0% (98.89%)

New programme



0.32% (98.89%)

New programme



34.44% (98.57%)

New programme



63.97% (64.13%)

New programme


0.16%


41

Percentage of Pupils in Primary 4 who have achieved second level Writing.



0% (98.47%)

New programme



3.21% (98.47%)

New programme



42.17% (95.26%)

New programme


Percentage of Pupils in Primary 7 who have achieved second level Writing.

53.09%

New programme


Percentage of Pupils in S3 who have achieved early level Writing.

0.17% (98.52%)

New programme



42

Percentage of Pupils in S3 who have achieved first level Writing.

1.33% (98.35%)

New programme


Percentage of Pupils in S3 who have achieved second level Writing.

26.29% (97.02%)

New programme


Percentage of Pupils in S3 who have achieved third level Writing.

51.16% (70.73%)

New programme


Percentage of Pupils in S3 who have achieved fourth level Writing.

19.57%

New programme




43



2015/16


2015/16 2016/17 2017/18 2018/19 2019/20

(a) Teacher Judgement Survey in Reading

Percentage of Pupils in Primary 1 working at pre early level reading.

21.58% (99.00%)

New programme


Percentage of Pupils in Primary 1 who have achieved early level reading.

77.58% (99.00%)

New programme


Percentage of Pupils in Primary 1 who have achieved first level reading.

0%

New programme



0.16% (98.97%)

New programme



29.92% (98.81%)

New programme



68.73% (68.89%)

New programme


0.16%


44

Percentage of Pupils in Primary 4 who have achieved second level reading.



0% (99.12%)

New programme



2.41% (99.12%)

New programme



37.67% (96.71%)

New programme


Percentage of Pupils in Primary 7 who have achieved second level reading.

59.04%

New programme


Percentage of Pupils in S3 who have achieved early level reading.

0.08% (98.43%)

New programme



45

Percentage of Pupils in S3 who have achieved first level reading.

0.75% (98.35%)

New programme


Percentage of Pupils in S3 who have achieved second level reading.

20.65% (97.60%)

New programme


Percentage of Pupils in S3 who have achieved third level reading.

54.48% (76.95%)

New programme


Percentage of Pupils in S3 who have achieved fourth level reading.

22.47%

New programme



strategic priority - raising educational attainmentdocs.east-ayrshire.gov.uk/crpadmmin/2012...

Documents