Education Policy Development and Scrutiny Panel
DATA LABEL: Public
Education Policy Development and Scrutiny Panel
West Lothian Civic Centre Howden South Road LIVINGSTON EH54 6FF
12 December 2019
A meeting of the Education Policy Development and Scrutiny Panel of West Lothian Council will be held within the Council Chambers, West Lothian Civic Centre on Tuesday 17 December 2019 at 2:00pm.
For Chief Executive
BUSINESS
Public Session
1. Apologies for Absence.
2. Declarations of Interest - Members should declare any financial and non- financial interests they have in the items of business for consideration at the meeting, identifying the relevant agenda item and the nature of their interest
3. Order of Business, including notice of urgent business and declarations of interest in any urgent business.
4. Confirm Draft Minute of Meeting of the Panel held on 22 October 2019 (herewith).
5. UK Headteacher of the Year (Primary) -
(a) Presentation by Lisamaria Purdie, Headteacher, St. Ninian's Primary (herewith).
(b) Report by Head of Education (Curriculum, Quality Improvement and Performance) (herewith).
6. Forth Valley & West Lothian Regional Improvement Collaborative -
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(a) Presentation by Siobhan McGarty (herewith).
(b) Report by Depute Chief Executive (herewith).
7. COSLA Award - Whitburn Academy Mental Health Project -
(a) Video Presentation.
(b) Report by Head of Education (Curriculum, Quality Improvement and Performance) (herewith).
8. 2019/20 Financial Performance - Month 6 Monitoring Report - report by Head of Finance and Property Services (herewith).
9. Out of School Care Survey Results - report by Head of Education (Learning, Policy and Resources) (herewith).
10. Early Learning and Childcare - Expansion Plan Update - report by Head of Education (Learning, Policy and Resources) (herewith).
11. Workplan (herewith).
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NOTE For further information please contact Lorraine McGrorty on 01506 281609 or e-mail [email protected]
- 2 - CODE OF CONDUCT AND DECLARATIONS OF INTEREST
This form is to help members. It is not a substitute for declaring interests at the meeting.
Members should look at every item and consider if they have an interest. If members have an interest they must consider if they have to declare it. If members declare an interest they must consider if they have to withdraw.
NAME MEETING DATE
AGENDA FINANCIAL (F) OR NON- DETAIL ON THE REASON FOR YOUR DECLARATION REMAIN OR WITHDRAW ITEM NO. FINANCIAL INTEREST (NF) (e.g. I am Chairperson of the Association)
The objective test is whether a member of the public, with knowledge of the relevant facts, would reasonably regard the interest as so significant that it is likely to prejudice your discussion or decision making in your role as a councillor.
Other key terminology appears on the reverse.
If you require assistance, please ask as early as possible. Contact Julie Whitelaw, Monitoring Officer, 01506 281626, [email protected], James Millar, Governance Manager, 01506 281695, [email protected], Carol Johnston, Chief Solicitor, 01506 281626, [email protected], Committee Services Team, 01506 281604, 01506 281621 [email protected]
March 2019
- 3 - SUMMARY OF KEY TERMINOLOGY FROM REVISED CODE
The objective test
“…whether a member of the public, with knowledge of the relevant facts, would reasonably regard the interest as so significant that it is likely to prejudice your discussion or decision making in your role as a councillor”
The General Exclusions
• As a council tax payer or rate payer or in relation to the council’s public services which are offered to the public generally, as a recipient or non-recipient of those services
• In relation to setting the council tax.
• In relation to matters affecting councillors’ remuneration, allowances, expenses, support services and pension.
• As a council house tenant, unless the matter is solely or mainly about your own tenancy, or you are in arrears of rent.
Particular Dispensations
• As a member of an outside body, either appointed by the council or later approved by the council
• Specific dispensation granted by Standards Commission
• Applies to positions on certain other public bodies (IJB, SEStran, City Region Deal)
• Allows participation, usually requires declaration but not always
• Does not apply to quasi-judicial or regulatory business
The Specific Exclusions
• As a member of an outside body, either appointed by the council or later approved by the council
• The position must be registered by you
• Not all outside bodies are covered and you should take advice if you are in any doubt.
• Allows participation, always requires declaration
• Does not apply to quasi-judicial or regulatory business
Categories of “other persons” for financial and non-financial interests of other people
• Spouse, a civil partner or a cohabitee
• Close relative, close friend or close associate
• Employer or a partner in a firm
• A body (or subsidiary or parent of a body) in which you are a remunerated member or director
• Someone from whom you have received a registrable gift or registrable hospitality
• Someone from whom you have received registrable election expenses
March 2019
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MINUTE of MEETING of the EDUCATION POLICY DEVELOPMENT AND SCRUTINY PANEL held within COUNCIL CHAMBERS, WEST LOTHIAN CIVIC CENTRE, on 22 OCTOBER 2019.
Present – Councillors David Dodds (Chair), Stuart Borrowman, Peter Heggie, Tom Kerr, Dave King (substituting for Lawrence Fitzpatrick), John McGinty, and Andrew Miller; Elsie Aitken, Heather Hughes, Lynne McEwen and Margaret Russell
Apologies – Councillor Lawrence Fitzpatrick; Eric Lumsden and Myra MacPherson
In Attendance –
Jock Kerr, Unison Pippa Plevin, Joint Forum of West Lothian Community Councils
1. DECLARATIONS OF INTEREST
There were no declarations of interest made.
2. MINUTES
The Panel approved the minute of its meeting held on Tuesday 27 August 2019 as a correct record. The minute was thereafter signed by the Chair.
3. REVIEW OF LOCAL GOVERNANCE - WEST LOTHIAN COLLEGE
The panel considered a report by the Depute Chief Executive (Education, Planning, Economic Development and Regeneration) detailing the ongoing work to progress the Review of Local Governance in West Lothian in partnership with West Lothian College.
The report recalled the background and aims of the Review of Local Governance launched in December 2017 and the council’s response in December 2018. The Scottish Government and COSLA had subsequently issued a joint statement in May 2019 advising that following analysis of responses they were continuing to work together to further empower local communities and councils across Scotland to create a system of accessible, community led decision making. In the absence of detailed national guidance at present, the council was continuing to develop proposals for local implementation. Officers had initiated informal discussions with partner agencies, including West Lothian College, which had been positive and had identified there were benefits of exploring revised government and joint working arrangements.
The report proposed that the Panel should invite the Principal of West Lothian College to attend its future meetings in order to provide the opportunity for greater strategic co-ordination of service delivery.
The Panel noted that West Lothian College proposed to invite an elected
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member to participate in its strategic planning sessions. The Panel suggested that Councillor Dodds should be nominated for appointment when the formal invitation was received and considered at a future meeting of the Council. Members noted that in the longer term it would be possible for the council to appoint a representative from West Lothian College to the Education Executive, subject to Standing Orders and legislation, and for an elected member to be put forward for membership of the College Board, subject to the relevant Public Bodies appointment procedures. These options would be kept under review for future consideration by the Council and West Lothian College.
The report recalled the track record of successful joint working between the council and West Lothian College and set out a proposed programme of joint working aimed at further improving outcomes for the population of West Lothian and the efficiency of both organisations. The council had agreed to develop proposals for increased community empowerment and West Lothian College had adopted a compatible approach, with a strong focus on volunteering, and on students working with the College to contribute to positive outcomes.
It was recommended that the Panel:
1. Agree to invite the Principal of West Lothian College to participate in future meetings of the Education PDSP.
2. Note the proposal that West Lothian College would invite an elected member of West Lothian Council to participate in future College strategic planning sessions, and to identify an appropriate member.
3. Note the proposed programme of joint working between West Lothian Council and West Lothian College.
4. Note that the proposals would contribute to greater strategic co- ordination of service delivery, improved outcomes, and greater efficiency for both West Lothian College and West Lothian Council.
5. Note that the proposals were in line with West Lothian Council’s submission to the Review of Local Governance and formed part of its local implementation.
Decision
(a) To approve the terms of the report.
(b) To suggest that Councillor Dodds be nominated to participate in future West Lothian College strategic planning sessions when the formal invitation was received and considered at a future meeting of the Council.
4. CORPORATE STRATEGY ANNUAL UPDATE – RAISING ATTAINMENT STRATEGY
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The Panel considered a report by the Head of Education (Curriculum, Quality Improvement and Performance) (copies of which had been circulated) providing a review of the Raising Attainment Strategy 2018/23, including progress against the planned actions and an overview of performance to date.
The Raising Attainment Strategy 2018/23 directly influenced and impacted on the delivery of the council’s number one priority of improving attainment and positive destinations. The council had a strong record of high attainment with 4 outcomes set within the Strategy to raise the attainment of all in achieving excellence and to ensure equity through closing the gap in education outcomes between children from the most and least disadvantaged backgrounds.
A table within the report demonstrated that over the 5 year period 2015- 2019, the percentage of students attaining 5+, 3+ and 1+ awards at SCQF Level 6 in S5 had improved and, in each of the measures, West Lothian schools and students had outperformed both the national average and the virtual comparator. The Panel noted that comparative data for 2019 was not yet available.
The Strategy scorecard was a reporting tool that was used to monitor progress in the performance indicators in each strategy outcome allowing key activities to be tracked and enabling the council to identify areas for improvement. A total of 19 performance indicators were contained in the scorecard. A snapshot of performance to date was provided in an appendix to the report. The Panel noted that of the 19 performance indicators, 15 were tracking green, 2 amber and 2 red. A commentary was provided on the performance and corrective action being taken to address the performance indicators tracked as red.
The report then set out full information on the strategic actions that had been significantly progressed in 2018/19 on the following:
Provide robust performance analysis
Implement Early Years Improvement Agenda.
Parental Involvement and Engagement Framework
It was recommended that the Panel notes:
1. The performance against the outcomes.
2. The progress made in implementing the key activities and actions.
Arising from the discussion, the Panel heard at a further report on attainment across all 5 quintiles would be presented to a future meeting of the Panel once the National Improvement Figures for 2019 had been received.
Decision
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To note the terms of the report.
5. LOOKED AFTER CHILDREN ATTAINMENT 2019
The Panel considered a report by the Head of Education (Curriculum, Quality Improvement and Performance) (copies of which had been circulated) providing an update on the performance of Looked after Children (LAC) in attaining Scottish Credit and Qualification Framework (SCQF) Awards at Level 5 in the S4 stage and Level 6 in the S6 stage.
The report recalled the decision of the Education Executive in 2016 to adopt the Scottish Credit and Qualifications Framework (SCQF) Awards as the key measure of attainment effective from the 2017 exam diet. In moving to the SCQF framework, the Executive recognised the extended and enhanced rage of achievements in the senior phase which were in line with the principles of Developing the Young Workforce and had specifically agreed to adopt 5+, 3+ and 1+ Level 6 SCQF Awards as the point of exit as the measure of attainment.
The report included Level 5 attainment at S4 as an additional indicator of attainment of Looked After Children and the performance of schools in meeting specific needs. As the number of Looked After Children in each year group and each school was very small, it was difficult to draw firm conclusions from the statistical analysis. There was in-built volatility in the figures as a small numerical change could have an apparently large shift in percentages. A minor change in the characteristics of the Looked After Children in any given year or school could change reported outcomes considerable. The report explained that for this reason it was necessary to treat statistical analysis of Looked After Children with some caution.
Tables within the report demonstrated that over the three year period 2017-2019, the percentage of students attaining 5+ SCQF qualifications at Level 5 at S4 had risen. It also demonstrated that over the same period, the percentage of students attaining 1+, 3+ and 5+ SCQF qualifications at Level 6 in S6 had also risen. In West Lothian, the Looked After Children outperformed the national average in almost all most cases for which data was available.
It was recommended that the Panel notes:
1) The performance of S4 LAC in achieving 5 or more Level 5 qualifications had risen in the three year period.
2) The performance of S6 LAC achieving 1 or more Level 6 qualifications had risen in the three year period.
3) The performance of S6 LAC achieving 3 or more Level 6 qualification had risen in the three year period.
4) The percentage of S6 LAC achieving 5 or more Level 6 qualification had risen in the three year period.
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5) That West Lothian LAC outperformed the national average in almost all measures in the last two years for which data was available.
Decision
To note the terms of the report.
6. INTRODUCTION OF S2 SECONDARY STAGE EDUCATION WITHIN OGILVIE SCHOOL CAMPUS
The Panel considered a report by the Head of Education (Curriculum, Quality Improvement and Performance) (copies of which had been circulated) outlining the proposal to commence public consultation on the introduction of S2 year stage education at Ogilvie School Campus and presenting a draft Consultation Document prepared by Council officers.
The Panel was reminded that the Education Executive had agreed in February 2019 to introduce secondary stage education at Ogilvie School Campus creating an all-through (5-18) education establishment. At that time, it was agreed to introduce year stages on a phased basis in line with primary (P7) to secondary (S1) transition requirements with the initial introduction of S1 stage commencing in August 2019 when the existing P7 cohort had completed their primary education and required to transition to secondary education.
In order to establish a new year stage in an education provision, statutory guidelines required a formal consultation. A statutory consultation was therefore required to propose establishment of S2 year stage at Ogilvie School Campus commencing in August 2020 which would allow the 2019/20 S1 cohort to progress to S2 stage education within Ogilvie School Campus.
It was recommended that the Panel review the proposal which was intended for submission to Education Executive for consideration.
Decision
To endorse the terms of the report and refer it to Education Executive for approval.
7. REVENUE BUDGET STRATEGY 2020/2021 TO 2022/2023 – POTENTIAL ADDITIONAL SAVING MEASURES
The Panel considered a report by the Depute Chief Executive (copies of which had been circulated) providing a summary of potential operational efficiency measures and potential additional savings measures within the remit of the panel for their scrutiny.
The report recalled that the Council had agreed an updated financial plan in February 2019 for four years and detailed revenue budgets for the two
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years 2019/20 and 2020/21. A review of councillor involvement in financial planning had taken place in June 2018 and a summary of the planning principles and recommendations that had subsequently been agreed was provided. The Panel noted that when the updated medium financial plan for 2019/20 to 2022/23 was presented to Council in February 2019, a budget gap of £4.4 million required to be identified. It was agreed that officers should consider options to address the gap with options to be brought back to elected members for consideration in 2019/20. Council had agreed in March 2019 that future decisions by members which substantially changed or deleted budget reduction measures agreed when setting the revenue budget should be made by the Council.
A budget update and potential additional saving measures report had been considered by the Partnership and Resources PDSP on 12 September 2019. The report had included information on the current assumptions regarding the estimated budget gap for the period 2020/21 to 2022/23. Taking account of anticipated changes, the revised budget gap was £6.730 million.
The report before the Panel explained that the updated budget gap was for budget planning assumptions only at this stage. It was not proposed to seek agreement of Council to implement changes. In line with the requirement to report items that substantially changed or deleted approved savings to full Council, it was proposed that changes would be incorporated into the updated three year detailed budget to be reported to Council in February 2020. In addition, reflecting established practice, officers would continue to review the budget model in advance of the annual budget process in early 2020 to take account of changes in circumstances and updated forecasts.
Officers had identified operational efficiency saving measures based on changes already implemented or which would be implemented with minimal or no impact on service delivery. Full details on the measures were provided in an appendix to the report. It was proposed that as those measures did not change council policy or were largely a consequence of implemented operational changes, they be added to the proposed budget savings to be considered by the Council in February 2020.
A further appendix then provided the Panel with information on two additional saving measures that had been identified by officers for consideration. Those proposed measures were (a) reconfiguration of youth services and (b) refocusing the school day. An Integrated Relevance Assessment had been undertaken for both potential savings which were provided along with the appendices to the report. A timetable to facilitate the provision of detailed three year revenue budgets to the Council in early 2020 was set out in the report.
It was recommended that the Panel:
1. Notes the revised estimated budget gap of £6.730 million as the latest planning assumption for the three years 2020/21 to 2022/23;
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2. Notes and considers officer operational efficiency saving measures with minimal service impact within the Education portfolio which were proposed to be included in the budget report to be considered in February 2020, as set out in Appendix 1;
3. Notes and considers the potential additional saving options identified by officers within the Education portfolio, as set out in Appendix 2, including service developments which would generate additional savings, noting that these were provided for information at this stage and could potentially be utilised to address any remaining budget gap;
4. Notes and considers the Integrated Relevance Assessments undertaken on the potential options, as included in Appendices 1 and 2;
5. Notes that, where a full Integrated Impact Assessment (IIA) was assessed as being required, that this would be completed in advance of any of these measures being presented to the budget setting meeting and would be included in the budget report;
6. Notes that, in relation to revenue budget reduction measures, decisions by members which substantially change or delete decisions made by Council at the annual budget setting meeting each year must be made at full Council;
7. Notes that the Head of Finance and Property Services would continue to review and refine the budget model assumptions and present a three year detailed revenue budget for 2020/21 to 2022/23 to Council in February 2020 for consideration and approval.
Councillor Miller indicated that he was not supportive of the proposed refocussing the school day efficiency measures in its current form.
Decision
(a) To note the terms of the report.
(b) To agree that the proposed reconfiguration of youth services was not supported by the Panel and that the Head of Education (Learning, Policy and Resources) would present a report to a future meeting of the Panel in line with the Council Executive motion from February 2018 within the quantum budget of £1.27 million.
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- 12 - - 13 - A Vocation
- 14 - - 15 - Vision and Values
- 16 - Culture Collective character is vital to success. Focus on getting the culture right; the results will follow.
- 17 - Parents as Partners
- 18 - What difference does this make?
Keep the focus on outcomes for learners!
- 19 - Supporting Others
• Transformational leadership skills • Build relationships • Support • Challenge • Motivate • Inspire change • Build capacity
We are all committed to improving outcomes for children and their families.
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DATA LABEL: PUBLIC
EDUCATION POLICY DEVELOPMENT AND SCRUTINY PANEL
UK HEADTEACHER OF THE YEAR (PRIMARY)
REPORT BY HEAD OF EDUCATION (CURRICULUM, QUALITY IMPROVEMENT AND PERFORMANCE)
A. PURPOSE OF REPORT
To inform members of the Policy and Development Scrutiny Panel of the success of Lisamaria Purdie being awarded UK Headteacher of the Year (Primary) 2019.
B. RECOMMENDATION
It is recommended that the panel notes the success of Lisamaria Purdie’s national recognition for her role as Headteacher at St Ninian’s Primary School, Livingston.
C. SUMMARY OF IMPLICATIONS
I Council Values Focusing on our customers' needs; Being honest, open and accountable; Developing employees; Making best use of our resources; Working in partnership
II Policy and Legal (including Education (Scotland) Act 1980 Strategic Environmental Children and Young People (Scotland) Act 2014 Assessment, Equality Education (Additional Support for Learning) Issues, Health or Risk (Scotland) Act 2014 Assessment)
III Implications for Scheme of None Delegations to Officers
IV Impact on performance and Quality of school leadership is a significant performance Indicators contributing factor to overall school performance.
V Relevance to Single Delivering positive outcomes and early Outcome Agreement interventions for early years
Improving attainment
VI Resources - (Financial, School’s Devolved Budget Staffing and Property)
VII Consideration at PDSP Underway
VIII Other consultations None 1
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D. TERMS OF REPORT
The Pearson National Teaching Awards were set up to recognise and celebrate excellence in education on a UK-wide basis. Run by the Teaching Awards Trust and supported by Pearson and the BBC, they are the UK’s most prestigious celebration of transformational teaching.
The award for Headteacher of the Year in a Primary School requires the recipient to be able to demonstrate the following to an exceptional standard:
• Vision: The head’s role in developing a shared and ambitious vision with a culture that is characterised by a love of learning and the highest expectations of both staff and pupils • Learning environment: The head’s leadership in building an attractive learning environment with a strong curriculum, first class teaching and impressive progress and achievement for all children • Leadership: The school has great relationships informed by the Head’s successful leadership, and you can give examples of this through both strong, professional teams internally and how the head has been always prepared to go the extra mile to support pupils, parents, staff and governors and indeed, other schools. • Collaboration: The ways in which the head values partnership working and collaboration and productive examples of both can be seen both inside and outside the school.
Lisamaria Purdie picked up the Gold award for her time as Headteacher at St Ninian's Primary School, Livingston. Lisamaria has been headteacher at the school for over six years, and was previously head at Holy Family Primary in Winchburgh.
As the only Scottish recipient of the UK wide awards, judges said that Lisamaria is "on a mission to ensure everyone in the community knows she is invested in them, and they can make a difference".
The judging process also noted that Lisamaria’s passion for education embodies all that is important in the 21st century. She is an innovative and motivational leader who is forward thinking and inspirational. Lisamaria has engaging and effective communication skills which allow her to reach out and touch everyone both in school and in the wider community. She is a distributive leader who recognises her staff’s strengths and creates an open door policy ensuring effective communication for all.
Additionally, judges noted that staff and pupils say she creates a warm, nurturing environment that supports every child to be their best, and that her impact goes beyond St Ninian's, as she supports other Headteachers as they come to terms with the role and helps them reach their potential.
E. CONCLUSION
Effective school leadership is a key priority for Education Services, and recognition of outstanding leadership nationally is testament to the approaches taken by all in Education Services to deliver the highest quality of provision across the council. Given the outstanding qualities recognised in Lisamaria’s leadership, she is now working more extensively across the council to continue to drive improvements in school leadership.
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F. BACKGROUND REFERENCES
None
Contact Person: Greg Welsh (Quality Improvement Manager) Tel: 01506 282279 Email: [email protected]
Donna McMaster, Head of Education (Curriculum, Quality Improvement & Performance)
Date of meeting: 17 December 2019
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- 26 - Forth Valley & West Lothian
Regional Improvement Collaborative Planning 2019-2022
- 27 - Priorities 2019-2022
¾ Numeracy ¾ Literacy ¾ Early Learning & Childcare ¾ Health & Well Being ¾ Curriculum & STEM ¾ CLPL ¾ Improving Performance
- 28 - Regional Improvement Collaborative Funding ¾Developing the work of the Collaborative ¾Leading the work of the Collaborative ¾Numeracy ¾Literacy ¾Early learning & Childcare ¾CLPL ¾Curriculum & STEM ¾Improving performance
- 29 - - 30 - RATIONALE
- 31 - AIMS
• Develop a positive attitude to Numeracy and Mathematics across the Regional Collaborative, fostering high aspirations and an ethos of achievement. • Build staff capacity to develop appropriate skills, knowledge and understanding of Numeracy and Mathematics across all sectors. • Ensure all our learners have access to meaningful learning experiences which enable them to progress their skills in Numeracy and Mathematics. • Ensure all our learners are secure in conceptual development of Numeracy and Mathematics skills through a shared understanding of numerical development.
- 32 - NUMERACY PLAN
- 33 - HOW WILL WE MEASURE?
• Improvement Methodology
- 34 - …. to develop practitioners as enquiring professionals …. to deliver high who are experts in teaching quality numeracy numeracy using the support within concrete, pictorial, abstract classrooms. Expert (CPA) approach. practitioners will facilitate this support using their pedagogical …. to create a robust skills and knowledge, sustainable high quality CLPL supplemented with the programme which supports use of a teaching teachers to become experts improvement in the teaching of numeracy. programme (Lesson Study Model)
…. to create and lead a range of network opportunities for practitioners linking to the RIC Numeracy Plan which incorporates whole class, small group and one-to-one teaching
- 35 - Aims • Develop a deep understanding of the kinds of pedagogical approaches that engage learners and lead to desirable outcomes. • Be able to apply over time these practices to your own classroom and department.
Simple ideas that have great impact. Can see how this would close the gaps in numeracy for our class.
- 36 - Aims • Develop a deep understanding of the kinds of pedagogical approaches that engage learners and lead to desirable outcomes. • Become proficient in the use of manipulatives at 2nd/3rd level • Be able to apply over time these practices to your own classroom and department.
Such an enjoyable and thought provoking session, looking at number processes using manipulatives.
- 37 - Aims • Develop a deep understanding of the kinds of pedagogical approaches that engage learners and lead to desirable outcomes. • Be able to apply over time these practices to your own classroom and department.
- 38 - 1stClass@Number is delivered by trained Pupil Support Workers to small groups of learners who have fallen behind in mathematics.
PSWs work with learners for eight weeks using detailed lesson plans and adapting them according to information gained from structured assessments.
- 39 - The Numicon Intervention Programme approach develops conceptual understanding in mathematics using multi-disciplinary/multi-sensory approaches, making use of apparatus and focusing on action, imagery and conversation.
- 40 - Maths Recovery is a long established international intervention programme operating throughout the English-speaking world since 1992.
This 8 day training programme is for school staff involved in mathematics intervention. It will enable teachers to become specialists in children's early mathematical development and equip them to support colleagues within the school community.
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DATA LABEL: PUBLIC
EDUCATION POLICY DEVELOPMENT AND SCRUTINY PANEL
FORTH VALLEY & WEST LOTHIAN REGIONAL IMPROVEMENT COLLABORATIVE
REPORT BY DEPUTE CHIEF EXECUTIVE
A. PURPOSE OF REPORT
To provide members with an update on the work of the Forth Valley & West Lothian Regional Improvement Collaborative including West Lothian, Clackmannanshire, Falkirk and Stirling Councils.
B. RECOMMENDATION
To note and consider the contents of the Forth Valley & West Lothian Regional Improvement Collaborative next phase plan (2019-2022).
C. SUMMARY OF IMPLICATIONS
I Council Values Focusing on our customers' needs; being honest, open and accountable; providing equality of opportunities; developing employees; making best use of our resources; working in partnership
II Policy and Legal The publication of an Improvement Plan is (including Strategic required by the Scottish Government. Raising Environmental Attainment is a key strategic objective of West Assessment, Equality Lothian Council and the other local authorities Issues, Health or Risk in the Regional Improvement Collaborative. Assessment)
III Implications for None Scheme of Delegations to Officers
IV Impact on performance The Forth Valley & West Lothian Regional and performance Improvement Plan will have a positive impact Indicators on performance indicators including those relating to attainment and positive destinations.
V Relevance to Single The Forth Valley & West Lothian Regional Outcome Agreement Improvement Plan will have a positive impact on performance indicators within the Single Outcome Agreement including those relating to attainment.
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VI Resources - (Financial, FVWLRIC received a share of the £10m to be Staffing and Property) allocated from the Scottish Government (received £899270 July 2018-July 2019). It has received a further allocation of £859,635 (1st August 2019-31st July 2020).
VII Consideration at PDSP Tuesday 17 December 2019
VIII Other consultations None
D. TERMS OF REPORT
The aim of the RIC is to provide additionality and enhancement to support attainment and achievement strategies already in place in West Lothian.
The Scottish Government required the preparation of an updated 3 year plan (September 2019-September 2022) by the 2nd September 2019. The plan requires to set out:
• The steps the Collaborative will take to achieve identified and agreed key priorities which support the aims of the National Improvement Framework (NIF)
• The steps it will take to reduce inequalities of outcome resulting from socio- economic disadvantage
The Forth Valley & West Lothian Regional Improvement Plan sets out the regional context and has identified a range of priorities from analysis of data information gathered across the RIC. A range of themed groups, currently led by dedicated work stream lead quality improvement officers, are working in partnership and implementing approaches to engage with practitioners to collaborate, exemplify best practice, and improve outcomes for children and young people. Taking account of the National Improvement Framework, as well as an analysis of school improvement plans, the following work-streams for the 2019-2022 Improvement Plan have been prioritised and agreed:
1 Numeracy
2 Early Learning and Childcare
3 Literacy
4 Health & Well Being (new)
5 Curriculum development with a focus on STEM and Virtual learning (new)
Two overarching themes support overall improvement and collaborative activity in the regional collaborative:
4 Career Long Professional Learning
5 Performance information
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The Numeracy Academy programme is attached as an example of progress in a work stream.
To support the work of the Collaborative, an updated Governance Plan has been produced which outlines the roles and responsibilities of each group. A Communication & Engagement Strategy also supports widening the scope and reach of the plan. An annual Consultation in January 2020 will engage practitioners with the ‘Ask and offer’ of the plan and inform review and developments for planning 2019-2022.
E. CONCLUSION
The Forth Valley & West Lothian Regional Improvement Collaborative Plan is the strategic document driving forward improvement in the key priorities of raising attainment and closing the attainment gap. It will support the development of appropriate regional education collaborative to deliver quality professional learning activities.
F. BACKGROUND REFERENCES
None
Appendices/Attachments: Forth Valley & West Lothian Regional Improvement Collaborative Plan 2019-2022. Forth Valley & West Lothian Numeracy Programme 2019-2020.
Contact Person: Siobhan McGarty, Senior Education Manager, FV&WL RIC
Elaine Cook Depute Chief Executive (Education, Planning and Regeneration)
Date of meeting: 17 December 2019
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Forth Valley and West Lothian Improvement Collaborative Regional Improvement Plan 2019-2022
1
- 47 - Contents
Page Section 1 3
Introduction
Background
Profile of Forth Valley and West Lothian Region
Section 2 6
Vision for the Regional Improvement Collaborative
Section 3 13
Aligning plans
Principles of planning
Section 4 20
Review of Phase 2
Section 5 24
Consultation outcomes
Section 6 33
Performance and Improvement Profile
Section 7 37
Delivering for the Region: The Plan phase 3
Section 8 40
Measurement Plan
Section 9 42
Governance and Reporting Plan Appendices
1. Phase 2 Summary Report 51
2. Workforce plan 59
3. Communication and Engagement strategy 64
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3
- 49 - Introduction
The Forth Valley and West Lothian Regional Improvement Collaborative (RIC) is ambitious to achieve excellence through raising attainment in all Curriculum for Excellence areas with a particular focus on numeracy and literacy. Our Improvement Collaborative will focus on closing the poverty- related attainment gap by ensuring that every child engages with the highest standards of learning and teaching to develop a range of skills, qualifications and achievements to allow them to succeed and achieve a high quality positive and sustained destination when they leave school.
Our approach will be shaped by teachers, practitioners, pupils, parents and partners working together with a common purpose to give all our children and young people the highest quality educational experience and best outcomes for life.
Elaine Cook
Lead Officer for Forth Valley and West Lothian Regional Improvement Collaborative
Depute Chief Executive, West Lothian Council
Robert Naylor Anne Pearson Kevin Kelman
Director of Children’s Services Chief Education Officer Chief Education Officer
Falkirk Council Clackmannanshire Council Stirling Council
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- 50 - Background
In September 2017, the Scottish Government, local government and Education Scotland agreed that regional improvement plans should be developed “which identify the improvement priorities within their respective regions in order to inform the design and delivery of a collective and cohesive support package shaped by local needs.” (National Improvement Framework, 2018).
It was agreed that each Collaborative should formulate a regional improvement plan, based on school improvement plans, local authority improvement plans and the National Improvement Framework.
As a first step, our regional improvement plan (phase 1) was developed in January 2018. This introduced the overarching themes and priorities which were agreed as an immediate focus: Numeracy, Literacy, Early Learning and Childcare. Through consultation with stakeholders it was agreed that Professional Learning would be central to building the work of our Collaborative and supporting the priorities of each work stream theme. Also underpinning the strategy has been the use of data as an analysis tool to support strategies to make improvements in performance.
In September 2018, we published phase 2 of the plan and at this stage reviewed the scope and reach of planning with the addition of funding from the Scottish Government. This enabled a team of people to be recruited to solely focus on Improvement Collaborative aims and priorities. We also reviewed governance arrangements and formalised our approach to governing the plan as a regional collaborative of four local authorities. As a result of the establishment of a dedicated full time RIC Team, phase 2 saw an increase in the pace of progress with priority work stream aims being achieved. As we move in to this next iteration of the plan (September 2019), a fuller range of functions has been reflected to build on and develop plans to achieve our vision of a fully progressive collaborative.
This Regional Improvement Plan is for the Forth Valley and West Lothian Improvement Collaborative and takes account of the following national and local plans and advice for Falkirk, West Lothian, Stirling and Clackmannanshire:
➢ 2019 National Improvement Framework and Improvement Plan for Scottish Education ➢ Education Reform-Joint Agreement (Scottish Government, June 2018) ➢ Regional Improvement Collaborative plan 2018-2019 ➢ Local Outcome Improvement Plans ➢ Integrated Children’s Services Plans ➢ School Improvement Plans 2019-2020
This phase of the plan has been informed by: ➢ The review of the Forth Valley & West Lothian Regional Improvement Plan (Phase 2) ➢ Regional Improvement Collaboratives (RICs): Interim Review, November 2018
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- 52 - Vision for the Regional Improvement Collaborative
The vision for the Forth Valley and West Lothian Improvement Collaborative is founded in the twin aims of the National Improvement Framework for Education in Scotland:
Excellence through raising attainment: ensuring that every child achieves the highest standards in literacy and numeracy, set out within Curriculum for excellence levels, and the right range of skills, qualifications and achievements to allow them to succeed; and
Achieving equity: ensuring every child has the same opportunity to succeed, with a particular focus on closing the poverty-related attainment gap.
The principles of our RIC are underpinned by shared values of respect, commitment and building strong relationships with each other. Our Collaborative will build effective relationships and work in creative collaboration with each other.
During our annual conference ‘It’s a Good Time to Collaborate’ in May 2019, we heard from Professor Andy Hargreaves, Research Professor at Boston College, Visiting Professor at the University of Ottawa and a Distinguished Visiting Professor at Hong Kong University, who supports the use of Collaborative Professionalism as the approach to working together effectively as a Regional Improvement Collaborative. This is based on extensive research into collaborative cultures in Education in countries including Norway and Canada.
This approach to collaboration is central to our own Collaborative’s aim to improve the quality of learning and teaching in every school and educational establishment, and so achieve our vision of excellence and equity for our children and young people.
Our plan is intended to be used by leadership teams and practitioners in every school and educational establishment throughout our Regional Improvement Collaborative. It will also inform RIC work- stream teams who include leads from our Local Authorities and Education Scotland, and partners such as our colleges, university and Community Learning and Development teams.
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Achieving Excellence in Learning
Our vision aims to support learning with meaning and purpose that will equip young people with the skills and attributes, qualifications and achievements that will enable them to contribute to and succeed in the young workforce of the future.
Successful Effective Learners Contributors
Responsible Confident Citizens Individuals
In doing this, we will review our approach to developing Curriculum in light of the refreshed narrative (national advice provided by Education Scotland, September 2019). A fresh look at the principles of curriculum design will support our aims to build an excellent and equitable curriculum for all children and young people. We will look at the totality of the curriculum but with a clear focus on specific areas (based on data information and analysis):
Health and Well Being
Numeracy
Literacy
21st Century Educational Skills (in particular STEM)
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- 54 - Building Collaboration
Since the establishment of the Improvement Collaborative in November 2017, we have built strong relationships with each other across the four councils and this is based on a partnership of trust and commitment to the delivery of our joint plan.
We have fostered a consultative approach to build an inclusive and reflective culture where all stakeholders’ voices are listened to and considered in any development work. Our Regional Improvement Collaborative is led by a strong leadership team with a deep understanding of system wide improvement and how to enable its growth.
Central to our ethos is one of empowered leadership where practitioners and officers work closely together and across our Regional Collaborative. Practitioners are encouraged and have the ability to make connections that will improve learning and teaching, and impact positively on outcomes for children and young people.
Connecting
Health & Numeracy Well Being
Curriculum Literacy
Early Years
Our work stream priorities are connected and inter-woven to provide a cohesive approach to developing aims and implementation. Our Connect Team’s membership consists of the work stream leaders, meet on a regular basis to share progress and ensure a holistic approach to collaboration.
Our vision is to connect schools, educational establishments, practitioners and partners by building extensive networks using digital technology and face to face opportunities to meet. This is being supported by identifying neighbourhood groups based on similar characteristics where relevant collaborative work can be undertaken.
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In considering our network participation, we would like it to evolve as our practitioners and school leaders shape and develop the culture of collaborative professionalism. We have acknowledged self- generating improvement collaborative teams that in many cases are grass roots initiated, and we nurture their growth and development in working towards our aims. We are supporting the development of an empowered system where partnership working is the key to reaching improvement in children and young people’s outcomes.
Using Improvement Methodology
We underpin our planning using Improvement Methodology supported by the National Children and Young People’s Improvement Collaborative and our Improvement Adviser team. This is supporting each work stream in understanding the drivers for improvement and the actions that need to be taken to achieve it. The methodology provides learning on how to implement, measure and track progress.
We use the model for improvement which is based on the following questions:
What are we trying to accomplish?
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- 56 - How will we know that a change is an improvement?
What change can we make that will result in improvement?
Act Plan
Study Do
Each project has started on a small scale and considered tests of change before progressing to a model that can be scaled up. Examples of this are demonstrated in the Numeracy, Literacy and Early Years and Childcare reviews and plans. This proven approach ensures that the strategies being used are evidence based, carefully planned and thoughtful in predicting outcomes for children and young people.
Career Long Professional Learning
A central principle of the Improvement Collaborative is that we value the continuous development of our colleagues and enable collaborative practice to take place. Our vision for CLPL is ambitious and we have taken the opportunity supported by the Scottish Government’s funding to design and create a bespoke programme of professional learning that is innovative in nature and carefully constructed.
The Forth Valley and West Lothian RIC CLPL offer has been developed by practitioners and informed through consultation with schools, educational establishments and partners. Our course designers have been informed by research based on the principles of a visible learning environment. There is a framework and structure that supports a consistent delivery approach and high quality interaction with participants, as well as embedding reflective practice on learning and monitoring progress of its use in the classroom.
To support the delivery of a full range of quality marked initiatives in Numeracy and Literacy for children and young people aged 3-18, the Improvement Collaborative has had the foresight to create both a Numeracy and Literacy Academy with physical classroom spaces for professional trainers and learners to work in an inspiring environment that promotes deep learning supported by pedagogical expertise.
Forth Valley & West Lothian
Numeracy Academy
Literacy Academy
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- 57 - Our work stream teams and Academy participants will be supported in evaluating each quality improvement strategy by an expert team including the Improvement Collaborative’s Educational Psychology team, Improvement Advisers and consultant advice from Stirling University. We envisage a system being established that will support the co-ordination of all professional learning activities across the Improvement Collaborative, as well as provide a collated overview of CLPL uptake, and statistical analysis to support evaluation. We are working to produce a sustainable model of delivery of CLPL based on a ‘Training the Trainer’ approach in building confidence, expertise, and leadership capacity.
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- 59 - Principles of planning
Planning within the Collaborative is based on the following principles:
• Children and young people are at the heart of what we do • We take a holistic approach to improving outcomes for children • We are focused on strengthening the middle across the region - leadership at all levels • A bottom up approach – the needs and improvement of schools and educational establishments will remain at the forefront of planning • The voice of teachers, parents, pupils, communities and the third sector will be sought, valued and listened to at all stages of planning and reporting • Decisions will be based on evidence and research, taking account of a range of the best international research and practice • Ongoing improvement based on improvement methodology and theory of change will be the norm, with clear measurement plans, relating to impact and outcomes for children • We will promote local diversity • Activity will support additionality across educational establishments and the regional improvement collaborative • Ideas and Innovation will be encouraged.
Our Plan will:
• be based on a detailed analysis of the latest relevant data on educational performance within the region. • draw on data and information from other key sources, including health, justice and local community planning information. • make clear how schools will access the support for improvement they require. • make clear to Head Teachers and Heads of Establishments what is being provided to support them. • support continuous improvement in curriculum design and development. • work towards providing sector and subject specific support and advice in all eight curriculum areas. • will support the development of high quality learning, teaching and assessment methodologies. • build collaborative partnerships through innovative projects with a widening range of groups.
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- 60 - National, Regional and Local Plans
National Priorities
The overarching key strategic priorities set out in the National Improvement Framework are reflected in all local authority and school plans.
These are, as set out in the National Improvement Framework:
• Improvement in attainment particularly in literacy and numeracy • Closing the attainment gap between the most and least disadvantaged children and young people • Improvement in children and young people’s health and well being • Improvement in employability skills and sustained, positive school-leaver destinations for all young people.
Each plan is also focused on the national drivers for improvement:
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- 61 - Each Local Authority has set out their improvement priorities taking in to account the National Improvement Framework as follows:
Clackmannanshire Towards an empowered, connected, self-improving system to achieve excellence and equity for all. • Improvement in attainment, particularly in literacy and numeracy • Closing the attainment gap between the most and least disadvantaged children • Improvement in children’s and young people’s health and wellbeing • Improvement in employability skills and sustained, positive school leaver destinations for all young people
Falkirk Learning to Achieve • Raising attainment and achievement: Raise attainment for every child and young person and enable them to make excellent progress through their learning journey 3-18 years. • Wellbeing, equality and inclusion: Improve processes to support attainment and positive destinations for Falkirk’s vulnerable children and young people. • Skills and attributes development: Improve attainment and positive destinations for Falkirk’s young people.
Stirling Prosperous, Healthy, Achieving, Resilient • The attainment gap relating to poverty, additional support needs and looked after children and young people is reduced. • Raise attainment for every child and enable them to make excellent progress through the Broad General Education. • Improve children and young people’s mental health and wellbeing. • Support young people to further develop skills and knowledge which allows them to fulfil their potential in both their careers and in wider life.
West Lothian Achieving Excellence and Equity • Improvements in attainment including numeracy and literacy. • Closing the gap between the most and least disadvantaged children particularly in numeracy. literacy, health and well- being, positive destinations, early learning and childcare. • Improvements in Children and Young People’s health and well- being. • Improvement in employability skills and sustained, positive school-leavers destinations for all young people.
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- 62 - Regional Priorities In considering each of the Local Authority priorities, and the National Improvement Framework, Forth Valley and West Lothian Regional Improvement Collaborative will continue to focus on the following:
• Improving attainment in literacy and numeracy for children and young people aged 3-18 years. • Closing attainment gaps between the most and least disadvantaged children and young people for numeracy and literacy.
In addition, this year there will be a priority focus on the following:
• Improvement in health and well- being of children and young people. • Improvement in curriculum developments and learning and teaching to support employability skills and sustained positive destinations.
The four Local Authorities are sharing plans, building connections with each other and engaging with the newly formed Education Scotland RIC team to maximise partnership working to achieve the aims of local and regional priorities.
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- 63 - In addition, each Local Authority is developing their plans for working with Education Scotland on the following aspects for development:
Clackmannanshire West Lothian STEM:Support for schools and staff in taking Community Learning and Development in particular forward STEM learning, skills, leadership and adult learning. partnership with industry. A particular focus will Support around scrutiny - understanding of be to make links with the FV STEM Strategy, DYW, standards around key QIs. and the City Deal. Specific support around understanding of 2.3 - Digital:To support schools and staff in taking learning, teaching and assessment linked to effective forward the Education Service Digital Learning classroom observations. Strategy – in the areas of skills, leadership, access Potential support on VSEs for some areas eg PEF, and curriculum numeracy, specific subject areas. Support for Computing Science in Secondary. 3.1 key area for further input and support for 1+2 languages: secondary schools. Supporting the service in implementing 1+2 Collaboration on evaluation 'toolkits' eg evaluating Languages Policy. the work of the RIC in numeracy could involve local Health and Well Being: authority VSE leads, RIC, Ed Scotland - ensuring a The Service wants to transform the way that HWB consistency of standards and expectations and is delivered across Education and using provide a robust process. improvement methodology take a much more Direct links with subject networks - focussing on strategic and outcome focused approach to a new learning, teaching, assessment and moderation. HWB Programme of work. Support around measuring the impact of PEF - BGE in Secondary: whether from Education Scotland or All Secondary schools are currently working with attainment/improvement advisors. the University of Stirling on transforming their S1- Support around curriculum transition primary to S3 Curriculum. secondary in subject areas linked to raising CLD are collaborating across the RIC and will attainment. continue to work with Education Scotland on peer to peer evaluation and supporting data literacy. Stirling Falkirk Contribute to curriculum innovation; project Support schools embrace the “Towards a Learning based learning. System” agenda. Widening the curriculum offer in the Senior Provide collated links to specialist areas for Phase. resources, support and signposts to effective Enhancing learning and teaching approaches. practice across the RIC and nationally. Supporting assessment and moderation. Contribute to curriculum development work BGE and Tracking, monitoring and reporting S1-S3. Secondary Subject specific Contribute to enhancing transitions. Support. Developing good practice in HGIOELC and Participate in Falkirk’s Leading Improvement and HGIOurS. Evidencing Impact work. Support on ASN improvement work. Collaborate with Team Managers to support their Children’s Rights reporting. strategic remits and quality assurance work. Developing empowered leadership at all levels. Where appropriate, contribute to senior leadership programmes.
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- 64 - Planning with the RIC Education Scotland Team
The RIC Education Scotland team for Forth Valley and West Lothian is working with each local authority and will provide an overview of their work with each and identify areas that could be progressed in a collaborative local, regional or national approach.
The overview of improvement priorities for each Local Authority has been collated and provides detailed plans for partnership working.
The Lead Director and Lead Development Officer have met with the Education Scotland Team linked with Forth Valley and West Lothian and proposed the ‘Ask’ of the team. This is being discussed where the Education Scotland team, Lead Directors team, Connect work stream leads and Senior Education Officers from each local Authority will shape and agree joint planning for Session 2019-2020.
The Core Ask of Education Scotland Commission reports for each Local Authority on a PEF overview to inform progress with reducing the poverty related attainment gap. Provide detailed analysis and narrative of recent inspection reports for the 4 LAs with RIC overview. Provide ‘data literacy’ expectations of HMI school inspections. Provide support for the RIC CLPL programme- facilitators, links to expertise. Attend and contribute to established work stream meetings. Supporting new work streams: Health and Well Being Commission reports for each Local Authority on a PEF overview to inform progress with reducing the poverty related attainment gap. Provide detailed analysis and narrative of recent inspection reports for the 4 LAs with RIC overview. Provide ‘data literacy’ expectations of HMI school inspections. Provide support for the RIC CLPL programme- facilitators, links to expertise. Attend and contribute to established work stream meetings. STEM Support planning and development of the STEM strategy. Curriculum Support digital requirements of the RIC virtual campus. Support specific subject networks eg. Computing, Social Sciences. Support assessment and moderation strategy and planning. Supporting established work streams Numeracy Collaborate with the Numeracy team to validate whole class approach to teaching numeracy at P1 andP2. Support in developing the numeracy specific Pupil Support Worker course. Literacy Sharing of ES’ strategies and mechanisms for sharing practice across wider audiences. Sharing of ES’ research-based plans and priorities in Literacy.
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- 66 - Review of Phase 2
A summary review of Phase 2 progress is attached in Appendix 1.
Feedback on the Phase 2 Plan
The following areas were highlighted in feedback provided to the Improvement Collaborative in October 2018 from the Scottish Government and Education Scotland:
1. Provision of Governance arrangements could be strengthened
2. More information on tracking performance progress
3. Widen partnership working
To address point 1, through consultation with key people involved in governance, a Governance Plan was created. An updated version of the Governance Plan is included in this Phase 3 plan.
To address point 2, advice was sought from the RICs Improvement Advisors who worked with each work stream to support the use of improvement measures to identify baselines, track and monitor progress, and set realistic targets for each project.
To address point 3, a number of partnerships have been established and developed. These are discussed in the summary report and throughout the phase 3 work stream plans.
Communication and Engagement Strategy
In phase 2, the lead team created a Communication and Engagement Strategy. This was developed to increase awareness of the work of the regional collaborative, and build networks of practitioners who are engaged in working collaboratively with each other on the RIC priorities. Details of progress are provided in the summary report of phase 2 and next steps are in the updated Communication and engagement strategy included in this Phase 3 plan.
A range of engagement events have taken place to provide practitioners with the opportunity to become more involved with the work of the RIC, network and develop relationships across local authorities and be supported with learning that develops collaborative professionalism.
Some of the planned activities which have taken place are:
• Leadership and Improvement Methodology programme delivered by National Improvement Advisers- RIC SCLIP (Scottish Coaching and Leading for Improvement), December 2018 and February 2019, 6 days training event for 30 practitioners.
• ‘It’s a Good time to be Two’, 12th February 2019, 250 Early Years practitioners conference.
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- 67 - • A series of 4 Head Teacher meetings per session (Primary/Early Years and Secondary) are being planned with each local authority hosting and leading on the themes for each session. The first meetings took place in May 2019.
• ‘It’s a Good time to Collaborate’, 29th May 2019, 350 teachers and middle leaders with representation from every school/educational establishment, conference engaging with the work-stream priorities. Keynote speakers included Dr Elaine Cook (FV&WL Lead Director), Professor Mark Priestley (University of Stirling) and Professor Andy Hargreaves (Boston University).
• The CLPL Programme has delivered two symposiums (November and December 2018, 70 practitioners attending each) with a focus on self- evaluation, evidencing progress and pace and challenge in learning and teaching.
• Local Authorities invited each other to events for example, the West Lothian PEF Conference (15th March, 2019); The Falkirk Learning Festival with Sir John Jones (15th June2019); STEM@the Helix event for all secondary schools (May 2019.
Budget Spend and Recruitment Planning
In October 2018, the Regional Collaborative was successful in its bid for funding to support the delivery of the phase 2 plan. Funding was used to recruit a full time team of lead people to develop and progress the aims of the plan. The lead Director and lead Development Officer for the Improvement Collaborative have both been funded from the grant, and from February 2019 the following posts have been appointed to support the work stream priorities: Lead Quality Improvement Officers – Numeracy (2), Literacy (1), CLPL (1); Performance Officer (Data Analysis); Support Officers for Early Years (4, one for each Local Authority); Data Coaches (4, one for each Local Authority); Numeracy Pedagogues (2); Business Management Support (0.5).
There are seven areas of budget spend:
• Developing the work of the RIC
• Leading the work of the RIC
• Numeracy
• Literacy
• Early Learning and Childcare
• Improving performance
• Career Long Professional Learning
As well as recruitment of staff, funds have been used to research, develop and launch a bespoke programme of professional learning for the FV&WL Improvement Collaborative which will be ready to launch in September 2019.
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- 68 - Work Stream Progress in Phase 2
A summary of each work stream’s progress is provided in the summary report (Appendix 1).
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- 70 - Consultation Outcomes
In January 2019, a full consultation was undertaken with schools and educational establishments in Forth Valley and West Lothian. A summary of key findings and actions taken is provided:
64 schools or educational establishments responded to the consultation. This is approximately a 29% response. Responses were provided from 76% Primary, 14% Secondary, 10% Additional Support Needs & Officer Teams.
We asked: ‘What would be your preferred means of communication to engage with other schools and staff across our RIC?’
You said:
67% seminars & 58% networks 38% social media events
27% digital 28% Glow blog platform
We did:
• Early Years Conference for 250 practitioners (February 2019) • Middle leaders and teachers Engagement Conference for 300 practitioners (May 2019) • Secondary Head Teachers morning (June 2019)
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- 71 - • Primary and Early Years Head Teachers and Heads of Establishment morning (May 2019) • Calendared 4 Primary/Early Years and 4 Secondary Head Teachers meetings for Session 19/20 • Launched 18 Curriculum networks (secondary subjects) (February 2019) • Created Numeracy, Literacy and CLPL networks at the Engagement conference (May 2019) • Launched twitter (February 2019) currently with 848 followers • Launched You Tube channel (July 2019) • Created and launched FV&WL RIC Blog (February 2019) • Provided digital platform linking tiles across the Regional Collaborative
We asked: ‘What areas of professional learning would you like to be offered through the support of our RIC?’
You said:
• Developing the Curriculum 73% • Assessment & Moderation
61% • Learning & Teaching
59% • Using data for analysis & improvement
In addition:
50% Empowering leadership 42% Aspects of Literacy 41% Aspects of Numeracy 41% Leading change
We did:
• Provide a Curriculum development programme (4 days) for senior leaders led by the University of Stirling- September 2019 launch. • Launch of 18 Curriculum networks in West Lothian (February 2019) covering full range of subjects in the senior phase. Being developed to open up to all 4 local authorities through Microsoft teams- September 2019. • Preliminary discussions and plans developed with Forth Valley and West Lothian Colleges to support a STEM strategy (details in the STEM plan).
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- 72 - • Support of various Curriculum areas in the FV&WL CLPL programme including STEM, Numeracy, Literacy, H&WB. • Agreement to focus on PSE development in partnership with Education Scotland and the new H&WB RIC work stream team. • Partnership agreement with Winning Scotland Foundation (WSF) to provide Numeracy Mindsets programme (1 year course with 75 practitioners starting in September 2019); Co-designing Literacy Mindsets in partnership with WSF and the University of Strathclyde (Session 19/20). • Development of a Numeracy Academy 3-18 (details in the Numeracy plan) launching start of Session 19/20. • Development of a Maths Strategy -National 5 level, (details in the Numeracy plan) starting in August 2019. • Development of a Literacy Academy 3-18 (details in the Literacy plan) launching during Session 19/20. • Assessment and Moderation event led by Education Scotland and assessment co-ordinators. • Provision of Data Analysis session at the regional conference (May 2019) and development of 4 session course for the RIC CLPL programme (Session 19/20). • Appointment of 4 Data Coaches – primary and secondary- to support practitioners in using data for improvement and improve confidence in data literacy. • Partnership programme in collaboration with Stirling University- Systems level change, empowering leadership. • Bespoke FV&WL RIC Columba 1400 programme (3 cohorts) for Head Teachers, Education Officers, Education Scotland RIC team. • Improvement Methodology programme (6 days)- with the National Improvement Team. We asked: ‘Which curriculum areas would benefit from regional collaboration?
You said:
72% Health & Well Being
31% Expressive 61% Numeracy Arts & Maths
Curriculum Areas
30% Social Studies 59% Languages 27% RE/RME 47% Technologies 39% Sciences
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• Create a programme of professional learning to support Maths and Numeracy (See Numeracy Academy). • Create a programme of professional learning to support Literacy (See Literacy Academy). • Undertook preliminary research of work being undertaken currently across the Collaborative on Health and Well Being (H&WB). The outcome is that a new H&WB work stream will be formed and its aims are set out in the phase 3 plan. • Shared the outcomes of the Social Studies programme which West Lothian led with its Principal Teachers of Curriculum in Session 2018-19. The programme will be extended to Session 19/20 with collaboration widening across the Improvement Collaborative. • Shared the progress of the STEM strategy for Falkirk in particular the work of the RAISE Primary Science project. This will inform the Improvement Collaborative’s Phase 3 plan for Curriculum and STEM development. • Develop the use of Curriculum networks throughout the Improvement Collaborative.
We asked: ‘Please provide suggestions of how the RIC could support future improvements for each of these priorities’:
You said could we have:
More grass Alignment of key roots people with a Learning from involvement shared purpose other schools’ good practice
Key comments on the following themes- Sharing good practice: Sharing interventions to trial in class through resources from the Pupil Equity Fund.
We did: The PEF Leads from each Local Authority met and shared the key strategies which have worked and were being used successfully in schools. These are being discussed with schools in each council. Each Local Authority has also invited colleagues to attend their annual PEF Conference in Session 2018/19.
Numeracy: Support teaching methodologies; share evidenced based improvements; focus on pedagogy; drive to improve attainment.
We did: Numeracy report available from Phase 2, summary report and phase 3 plan.
Literacy: Develop a writing culture; provide a literacy audit tool for validated self -evaluation; use Education Scotland colleagues to validate literacy developments; focus on pedagogy; build consistency of reading skills across schools/clusters/local authorities; practitioner led professional reading that has been effective in reducing reading gaps.
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- 74 - We did: Summary report available from phase 2 and phase 3 plan. Examples to support Reading development available on the FV&WL RIC blog.
Early Years: Robust assessment; reducing workload by sharing preparation of resources; providing guidance and training on Early Years ‘learning through play’ to raise attainment in numeracy and literacy; high quality CLPL such as Froebel training.
We did: The ELCC team shared resources and strategies to reduce overlap of resource development and to develop their strategies together for the Early Years expansion. The EY Conference provided training on ‘learning through play’ and a self- evaluation toolkit of progress measures. Froebel training was delivered throughout the Improvement Collaborative. Professor Ferres Laevers, University of Leuven, Belgium invited to hold a conference to support Early Years development in November 2019.
Career Long Professional Learning: Self- evaluation in practical ways to involve all stakeholders; visit other schools; shadowing; share improvement methodologies; building leadership capacity (middle and HT); Network meetings with work stream focus.
We did: A self –evaluation model has been developed in partnership with the Improvement Collaborative’s Principal Educational Psychologist team. This is supporting evaluation of professional learning and ongoing reflection and monitoring of its use in practice. An agreement has been reached so that senior and middle leaders can support each other with reviews and visit each other’s schools. The neighbourhood grouping of schools is supporting this initiative. Stirling University has developed a leadership programme to support the Curriculum and this will be delivered in Session 19/20.
Moderation: Provide bank of holistic assessments in literacy and numeracy which have been moderated; moderate beyond the local council context; create example pieces and bank of holistic assessments/benchmarked.
We did: Moderation and Assessment co-ordinators from each Local Authority have established a Regional Improvement Collaborative team. They have shared approaches and invited practitioners to joint events to support training in the use of moderation and assessment strategies.
Build confidence in using data for improvement: Provide training at a range of levels in the use of data for improvement.
We did: Range of training provision provided and new programme developed for Session 19/20. In listening to our stakeholders, we have begun to address the following questions: We asked: What would you want your school to gain from being part of our RIC?
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- 75 - You said:
91% 69% 59% Learning from Improving Closing the other schools’ performance poverty related good practice together attainment gap
58% 58% 55% Moderation of Working on self- Gaining a Curriculum for evaluation with different Excellence on a each other perspective on wider scale our work
We asked: What else would you want your school to collaborate on as part of our RIC? You said: You said We did • Sharing expertise in SEBN • SEBN leads have met to share expertise. • Create neighbourhood HWB profiles • Performance Team developing H&WB profile and neighbourhood groups within it. • Initial Head Teacher meeting facilitated discussion. • Inclusion, progress and achievement • New RIC Team being launched Session 19/20. • RIC CLPL programme supported by Unions input. • Approaches to meeting additional • New H&WB Team will progress this ask. support needs • Supporting positive mental health of staff to build resilience • Efficiency and not to reinvent the wheel • Good parental practice-sharing • Leads from each LA have met and formed a team to share strategies. CLPL programme supporting 4 session training course with Education Scotland input. • Network within subject areas • Practitioner and HT meetings; RIC Blog sharing resources. Microsoft Teams files for Curriculum networks and work stream teams. • Well- being/nurture initiatives which • 18 Curriculum networks established in West Lothian have worked well and being expanded across the RIC in September 2019.
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- 76 - • Family learning • CLPL programme supporting 4 session training course with Education Scotland input. Numeracy Team providing training as part of the Numeracy Academy.
• Curriculum DHTs group established for the RIC. • Innovative ways of schooling- structure Development programme being led by University of of the school day Stirling.
• Performance Team updating RIC Profile to include DYW • Share DYW and GIRFEC practice data. This will inform new Curriculum and STEM strategy for the RIC. GIRFEC will be shared through the new H&WB Team’s plan.
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- 77 - We asked: ‘Please add ideas that you have to support/contribute to the development of the Regional Improvement Collaborative. What added value would there be from your experience?’
You Said We did Check Hosting visits from other Neighbourhood schools groups colleagues identified. Validated Self Evaluation teams being created. Opportunities for school leaders Head Teacher & Heads of and teaching staff to meet and Establishment meetings arranged-4 discuss improvement priorities per session. Improvement priorities shared.
Pilot interventions and/or A range of projects being undertaken conduct small tests of change, across all of the work streams. evaluate findings
Structured approach to Special Initial meeting taken place and new Needs establishments working plan being developed. together more closely
Align inset days Draft document produced with possible alignment agreed for Session 19/20. 20/21 under current discussion. Expand college links to increase Agreements in place to work with breadth in the curriculum Forth Valley and West Lothian Colleges on Curriculum, STEM and Numeracy, Virtual Campus developments. Discuss flexible curriculum and Discussion about Virtual Campus being range of qualifications being progressed. Scoping visit to E-Sgoil developed undertaken. Phase 3 plan developed to take forward. Establish quality improvement Agreement to undertake programme partnerships- engage in school of Validated Self Evaluation reviews evaluation from different together. Team of Quality perspectives Improvement Officers developing framework for Session 19/20.
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- 79 - Profile of Forth Valley and West Lothian Region
The Forth Valley and West Lothian Improvement Collaborative serves an area of 3070 square kilometres. Stirling Council’s area covers 70% of the overall Collaborative geography which ranges from rural highland and lowland in Stirling, through urban and post-industrial mining, steel and manufacturing communities in all four authorities. The Collaborative has a total population of 484,700 or slightly less than 9% of Scotland’s population.
The Collaborative provides core education services to nearly 68,000 pupils in 173 Primary, 29 Secondary and 16 Additional Supports Needs Schools. This is just under 10% of Scotland’s school pupils and 9% of Scotland’s schools. A detailed picture of ASN schools is attached in Appendix 2.
The teaching workforce is made up of 2425 Primary Teachers, 2306 Secondary Teachers and 217 Additional Support Needs Teachers. Early Learning and Childcare places are provided across the Collaborative for 7,875 three and four year olds.
Across the Forth Valley and West Lothian Collaborative region 60 data zones fall within the 15% most deprived in Scotland according to SIMD 2016, with Clackmannanshire having 15% of their data zones in this category, Falkirk 11%, Stirling and West Lothian both 7%. Clackmannanshire is a Scottish Attainment Challenge (SAC) authority and there are SAC schools in each of the other LAs, as well as a significant amount of PEF funding being allocated across the region.
Early Years Across the region Early Learning and Childcare provision is made through nursery classes, stand-alone local authority extended day 50 week centres, private and voluntary sector providers and through some child minding services.
The quality of provision across the region is good based on Care Inspectorate reports but there is a need to maintain quality with the expansion of provision. Notably, between 2010/11 and 2016/17, all Local Authorities within the Forth Valley and West Lothian Collaborative region achieved higher quality ratings than the Scottish average. In 2016/17 rates within the region ranged from 93% to 100%, compared to the Scottish average of 92%.
Reviews were introduced by the Scottish Government in 2013 to assess children’s developmental status and to record any concern or disorder against a selection of developmental domains (social, emotional, behavioural, attention, speech, language & communication, gross motor, fine motor, vision and hearing). In 2015/16 approximately 72% of children in Scotland met developmental milestones at these reviews. Within the Forth Valley and West Lothian region equivalent percentages currently range from 71% to 79%.
Attainment: Broad General Education The recorded CfE levels across the regional collaborative as a whole are in line with, or marginally better than the national average for all stages in reading, writing, listening & talking and numeracy. Each has also shown an increase from 2016/17 to 2017/18. This is also true for all stages across all five SIMD quintiles.
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- 80 - However the percentage of pupils attaining the expected levels in numeracy drops from P1 to P4 and again to P7. This is the case for all four authorities, as it is for Scotland as a whole. Numeracy in the Forth Valley and West Lothian has demonstrated improvements in P1,4 and 7 from 2016/17 to 2017/18. One of the early targets of the regional collaborative has been to identify interventions to address this drop and seek to drive up attainment levels, particularly in numeracy, across the region. Another early area identified is Reading and this will be a focus of the Literacy strategy.
Senior Phase (all S4 Leavers in 2017) Across the regional collaborative as a whole the average tariff point score for our children and young people is above the national average for SIMD quintiles 2-5. However, it is significantly below the national average in quintile 1 (most deprived) with only West Lothian and Falkirk performing better than the national average. Clackmannanshire’s performance in quintiles 3,4 and 5 have increased from 2015/16 to 2017/18 but are below the national average except in quintile 4. In quintiles 2,3,4 and 5 Falkirk have increased from 2015/16 to 2017/18,while Stirling has increased in quintiles 3,4 and 5 for the same period and is above the national average. West Lothian has increased in quintiles 2 and 4, remaining the same in quintile 3 and slightly decreasing in quintile 5 from 2015/16 to 2017/18 but remains above the national average in all quintiles.
Positive Destinations The percentage of school leavers in a positive destination on leaving school in 2016/17 across the regional collaborative was the same as the national average (93%) and both have increased to 94% in 2017/18. It is noted that the proportion of school leavers entering Higher and Further education in 2017/18 is in line with the national figure of 41% and below (24% compared to 27%) respectively. Work will be undertaken to better understand why this is the case with the aim of driving up the aspiration of our young people to attain higher level qualifications.
Attendance Attendance at Primary School across the regional collaborative is broadly in line with the national average at around 95% for all primary stages.
In S1-S3 overall attendance across the regional collaborative is also in line with the national average. However, across all four authorities’ attendance drops from S1 to S2 to S3 to around 90%. This represents, on average, every pupil missing one day of school in ten. Work will be undertaken to provide a more detailed analysis of patterns of attendance across the collaborative. This will be cross-referenced with the success of Pupil Equity Funded targeted initiatives to improve attendance rates.
A full insight into the performance data for the Improvement Collaborative is attached in the Performance Profile (Appendix 3). This includes a narrative and links to the Local Government Benchmark Framework. The table below links the data sets within the profile to the work stream performance measures and informs their analysis, strategy and planning for improvement.
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- 81 - National Improvement Framework Driver – Performance Information
In line with national guidance on Developing Regional Improvement Plans, the Forth Valley and West Lothian Collaborative will plan on the basis of all available evidence on performance within the region, including school attainment data. It is a priority for the Collaborative to make intelligent use of the data and wider performance information and ensure that there is a balance between data analysis and broader collaborative inquiry.
The Collaborative has worked to collate and oversee shared data to analyse and inform priority areas to target, and to provide information for the teams to develop their ideas and plans. Numeracy and Literacy CfE levels and HMI reports have provided a good overview. The Performance Team works with each team i to draw together agreed baseline data and progression updates. They have developed a data pack for the wider use of the RIC. As each new work stream forms in phase three, in-depth data will be required to support planning and target specific outcomes. The team is also supporting the development of a RIC data sharing agreement, and has completed a data impact assessment.
The Performance Team have summarised and collated inspection reports from September 2016-March 2018 for special, primary and secondary schools. These provide a summary of quality indicator evaluations with key strengths and areas for development (section 5, Performance Profile). Each work stream is using this information to support the focus of their project.
What do we want to achieve?
✓ Improvement planning will be carefully designed to maximise the quality of information and ensure that evidence sources are fit for the intended purpose, based on improvement methodology. ✓ Evidence is used across the Collaborative to gain a deeper understanding of improvement ✓ Practitioners across the Collaborative are more confident in data literacy
Measures of success will be:
✓ External feedback on planning and reporting across the Collaborative will be recognised as based on good use of data and evidence and effective planning ✓ Resources and support for data analysis at the centre is reduced
What will we do?
✓ Gather data and establish baselines ✓ Identify families of schools based on socio-economic and attainment schools ✓ Develop School Improvement Partnerships across the Collaborative ✓ Develop subject and curriculum area partnerships across the Collaborative ✓ Share evidence based approaches to close the poverty related attainment gap .
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- 83 - Delivering for the Region: The Plan, Phase 3
Priorities of the RIC
The Forth Valley and West Lothian Collaborative has carried out an analysis on the available performance data for the region. Taking account of the National Improvement Framework and the Strategic Priorities, as well as an analysis of school improvement plans, the following work-streams for the 2019-2020 Plan have been prioritised and agreed:
Priority NIF Drivers Work Stream Aims Work Stream Lead Focus Numeracy Teacher professionalism Raise attainment and reduce the Peter Valentine School improvement poverty related attainment gaps in Lynne McBain Performance information numeracy
Develop collaborative learning approaches which build staff capacity to deliver high quality learning experiences in numeracy Literacy Assessment of children’s To bring together a range of Lindsey Duncan progress professionals with a relentless focus Teacher professionalism on supporting teachers and a range School improvement of other staff who provide support Performance information to improve children and young people’s educational attainment Early Teacher professionalism By the end of 2020, 100 % of Judith Edwards Learning Assessment of children’s children aged 2-3 years old will and progress experience good or very good Childcare School improvement quality ELC in establishments in the Performance information FVWL RIC Health and Teacher Professionalism Support positive mental health and TBC Well Being School Improvement well- being of children, young Assessment of children’s people, staff and school progress communities. Performance Information Parental engagement Review PSE programme Develop parental engagement and family learning Support schools with evaluation: Ensuring Wellbeing, Equality and Inclusion. Curriculum: Teacher professionalism Develop the Curriculum and ensure TBC Developing Assessment of children’s that it is equitable and accessible for the progress all children and young people Curriculum School improvement Develop pathways that raise & Performance information attainment and close the poverty STEM related attainment gap
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- 84 - Two overarching work streams support overall improvement and collaborative activity in the region. These themes support each of the priority focus areas of Numeracy, Literacy, Early Learning and Childcare, Health and Well Being and Curriculum development. These work streams are:
Priority Focus NIF Drivers Work Stream Aims Work Stream Lead Career Long Teacher professionalism To address expectations Stefan Wyroslawski Professional Learning School leadership of the NIF which are School improvement being taken forward by Parental engagement each of the work- Assessment of children’s streams progress Performance To empower teachers, information head teachers, parents and communities to deliver excellence for children and young people Performance Performance Maximise the use of Michael Davis Information information information and ensure School improvement that evidence sources Assessment of children’s are fit for the intended progress purpose, based on Teacher professionalism improvement methodology
Evidence is used across the Collaborative to gain a deeper understanding of improvement
Practitioners across the Collaborative are more confident in data literacy
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Measurement Plan Key Indicators and measures to evidence progress
In line with the 2019 National Improvement Framework, a basket of measures will be used to assess progress of RIC priorities. This will provide a comprehensive and consistent approach with key performance indicators being tracked across the Forth Valley and West Lothian Improvement Collaborative in relation to the four key strategic priorities of the NIF.
Strategic Priorities of the NIF Prioritised Activity of the RIC Measures Improvement in attainment Literacy Plan Teacher professional Numeracy Plan judgement: Early Learning and Childcare Plan Literacy CfE levels CLPL plan Numeracy CfE levels Subject networks Maths award data Performance data and profile Level 5, 6 and 7 awards 3.2 HMIe reports Closing the attainment gap Literacy Plan Closing the gap data for levels 5 Numeracy Plan and 6 Early Learning and Childcare Plan Closing the gap data for CLPL plan numeracy and literacy Subject networks 3.2 HMIe reports Health and Well Being plan Levels 5 and 6 awards Performance data and profile Improvement in health and Health and Well Being plan Attendance rates wellbeing Early Learning and Childcare plan Exclusion rates
Collaborative Partnerships Health and well- being survey data Developmental milestones Improvement in Employability Curriculum development plan SCQF 4, 5,6 and 7 awards skills and sustained positive STEM plan Achievement Awards destinations Numeracy plan Participation measures Literacy plan Leaver Destinations Performance data and profile
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- 88 - Governance and Reporting
In line with the agreement between COSLA and the Deputy First Minister, and the report of the subsequent joint Steering Group, the Forth Valley and West Lothian Improvement Collaborative has agreed a model of governance that will retain local accountability, working in partnership with Education Scotland and the Scottish Government.
The structure for the Improvement Collaborative has been agreed and established. The Collaborative has developed a Governance model that effectively reflects the principle of leading from the middle, collaboration and bottom up.
The Governance structure ensures that the leadership and work stream groups are responsible for developing the “offer” to schools and practitioners, with the reference and engagement groups helping to develop the “ask”. Engagement groups are comprised of practitioners and wider stakeholder groups.
The Lead Officer reports on the progress of the Collaborative to respective Chief Executives and to local elected members via the relevant education committees of each council. Centre colleagues are also updated on the work of the RIC.
The first RIC Governance plan was produced in November 2018 and the updated version is shared on the next page.
Governance Plan
August 2019
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- 89 - Governance Arrangements
Each Local Authority has its own unique set of circumstances. The experiences and learning from the SAC and PEF inform the way we work in partnership with each other. The Forth Valley & West Lothian Regional Improvement Collaborative aims to improve outcomes for children and young people in line with the National Improvement Framework for Education:
• Excellence through raising attainment: ensuring that every child achieves the highest standards in literacy and numeracy, set out within Curriculum for Excellence levels, and the right range of skills, qualifications and achievements to allow them to succeed and
• Achieving equity: ensuring every child has the same opportunity to succeed, with a particular focus on closing the poverty related attainment gap.
Each Local Authority is responsible for the provision of education for children and young people in terms of planning and delivery and will be accountable for attainment and achievement outcomes. The Improvement Collaborative will provide ‘added value’ to the work of each local authority and will engage in an annual review which is informed by robust evaluation and a revised plan submitted to the regional board.
It has been agreed by the four Local Authorities that lead roles will be aligned to provide coherence to the work that is being undertaken on a regional basis. The Chief Executive Officer, RIC Lead Director and RIC Lead Development Officer will sit within one local authority for an 18 month basis which will then be open to review. Any change would involve discussion with Education Scotland before approval of a new RIC Lead director.
Funding: Forth Valley & West Lothian Grant
The Scottish Government has given the RIC a grant for 1 year from 1st August 2018 to July 31st 2019. It has been agreed that monies will sit separately from the ‘Lead’ local authority for auditing purposes. A report on the use of grant funds has been produced and sent to the Scottish Government (July 2019).
Staff employed to support the work of the Improvement Collaborative do so on a secondment basis and are line managed by their local authority Lead Director. They remain accountable to their local authority.
Strategic and Operational Leadership
The work of the Improvement Collaborative will be supported by a number of strategic and operational teams. The purpose and role of each team within the governance arrangements are as follows:
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- 90 - 1. Regional Board Membership
Chief Executive Officers and Education Spokespersons of Falkirk, Clackmannanshire, West Lothian and Stirling.
Purpose
• To share the vision of the Collaborative.
• To drive the success of the FV&WL RIC plan.
• To support and facilitate collaborative projects and working together.
• To oversee the RIC grant allocation from the Scottish Government.
Reporting
The Regional Board will receive reports on the progress of the Improvement Collaborative from the Regional Lead Director and will meet biannually (March & September). Chief Executive Officers will be responsible for political reporting arrangements and sign off the plan in their own local authority. The Chief Inspector of Education Scotland will be involved in signing off the annual plan and will be updated on progress through the Education Scotland Regional Adviser. The Regional Lead Director will attend the National Council of RIC Lead Officers and will share progress of RICs at a national level.
2. Lead Directors Team
Membership
Relevant Director/Chief Education Officer with responsibility for Education from each Local Authority. The RIC Lead Development Officer and Senior Regional Adviser from Education Scotland are also members of this team.
Purpose
• To provide direction for the vision and aims of the Improvement Collaborative.
• To support the Connect Team (work stream leads) in shaping and delivering outcomes for each priority.
• To ensure that all partners and stakeholders are fully consulted and engaged in the development of the Improvement Collaborative.
• To share key developments in Local Authorities and consider opportunities for collaborative working that will support improvement outcomes.
• To evaluate the overall performance of the Improvement Collaborative and support a robust measurement plan.
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- 91 - • To facilitate clear communication between the key groups leading the work of the Improvement Collaborative.
• To review and report on the impact of the grant on progress in achieving outcomes.
Reporting
The Lead Directors team reports to the regional board. It meets every six weeks and receives updates on progress of the work streams from the RIC Lead Development Officer. Formal reports will be produced from each work stream quarterly which will be presented to the lead directors team for evaluation of progress. The evaluation of progress will be supported by the Performance Team. Each director will present regular progress of the Improvement Collaborative to elected members at each local authority’s committee meetings.
3. Connect Team (Work Stream Leads)
Membership
Regional Improvement Collaborative Lead Development Officer; Lead Quality Improvement Officer from each work stream- Numeracy, Literacy, Early Learning & Childcare, Health and Well Being, Curriculum, CLPL(Career Long Professional Learning); Performance Team Lead Officer; representative from the Communication Team.
Purpose
• To add value to the work of each Local Authority.
• To bring coherence across the priority work streams and work collaboratively to plan and develop themes for improvement.
• To use information from the RIC Performance Profile to inform the direction of focus and to identify areas requiring improvement to support achieving excellence and equity aims.
• To further develop the Communication and Engagement strategy in collaboration with the Communication Team.
• To inform practitioners, leaders and partners about the work of each work stream.
• To support and develop a culture that empowers practitioners and develops systems leadership capacity by delivering quality professional learning programmes and providing opportunities to lead the growing range of projects supporting the Improvement Collaborative priorities.
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- 92 - Reporting
The Connect Team reports to the Lead Directors Team. It meets monthly and will produce quarterly reports for the Lead Directors Team. It will also provide updated plans on an annual basis. Reporting will be supported by data from the Performance Team.
4. Work Streams Membership
Work stream Lead Quality Improvement Officers; practitioners & Education Officers representing each local authority; representative from the Performance Team; representative from the Communication Team (both will attend aligned with the venue which rotates); RIC Improvement Advisor; Care Inspectorate (ELCC Team); Numeracy pedagogues (Numeracy Team); Forth Valley & West Lothian College representative; linked Education Scotland Officer.
Purpose
• To support the development of ‘the Ask and the Offer’ of the RIC.
• To create and produce driver diagrams and action plans for each priority.
• To clarify overarching aims and provide detail of what is to be achieved.
• To develop measurement plans that demonstrate baseline measures, tracking and monitoring of progress, targets and outcomes.
• To reflect on and act on the analysis provided by the Performance Team to develop robust processes to measure, collect and collate data which will be analysed to inform progress.
• To co-ordinate and monitor progress of sub-teams leading on the range of related projects for each priority theme.
• To communicate the work of the group to all stakeholders and partners and build collaborative networks to support developing themes.
• To engage with stakeholders on the work and progress of projects and inform next steps from feedback through RIC Consultation events/evaluations and meeting with RIC reference groups.
Reporting
The work streams – report to the RIC Lead Development Officer. They will meet monthly with diaries agreed for the year.
5. Performance Team Membership
RIC Performance Officer; data analyst from each local authority; input from RIC data coaches (1 for each local authority)
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- 93 - Purpose
• To provide a full Performance Profile for the Improvement Collaborative.
• To provide data, analysis and narrative for the regional profile including performance.
• To provide data to inform work stream progress and next steps.
• To support the development of work- stream measurement plans.
• To support and build confidence in practitioners using data for improvement.
Reporting
The Performance Team reports to the Lead Directors Team. The team is supported by the National Analytic Team (Scottish Government).
Communication Team
The Communication Team comprises an IT/Digital Learning lead from each local authority with input from local authority Communication Officers. The role of the team is to develop the RIC digital platform that provides a communication portal for collaboration across the four local authorities. A digital sharing agreement will support communication throughout the Improvement Collaborative.
The team will work with work-streams to develop relevant communication media for example, twitter, webinars, and blogs. They will also support strategies for PR in advertising professional learning opportunities and RIC events.
Engagement Groups
Reference Groups have been formed and comprise Early Years, Primary and Secondary Head Teachers. Practitioners and Pupils groups will be formed in Session 2019-2020 to consult on current and evolving priority themes, and support building the scope of the Improvement Collaborative.
Professional Associations meet with the RIC Lead Director and Lead Development Officer, and a formal calendar of engagement meetings is established.
Widening Collaboration
As the scope of the Improvement Collaborative expands, new groups are forming and will be considered in the wider planned vision. Projects led by Education Psychology Teams, CLD, ASN, Local Authority PEF Teams and Finance Teams are established and developing. Groups not directly leading on priorities will be included as ‘self-generating RIC teams’ and welcomed to spread the collaborative nature of the region.
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- 94 - Forth Valley & West Lothian Regional Improvement Collaborative
Regional Board
Lead Directors Team
Connect Numeracy Work Stream Literacy Lead Officers Early Learning & ChildCare Curriculum Health & Well Being
Improving Performance CLPL Communication Finance
Educational Psychology Community Learning & Development
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- 95 - Membership of Teams
Clacks Falkirk Stirling West Lothian Strategic Board CEO Nikki Bridle Kenneth Lawrie Carol Beattie Graham Hope Education Chair Cllr Graham Cllr Adanna Cllr Susan Cllr David Dodds Lindsay McCue McGill Elected members People Education Children & Policy Committee Executive Young People Development & Committee Scrutiny Panel
RIC Lead Director Elaine Cook Lead Directors Anne Pearson Robert Naylor Kevin Kelman Team RIC Lead Siobhan McGarty Development Officer
Connect Team Numeracy CLPL ELCC Literacy Work Stream Peter Valentine Stefan Judy Edwards Lindsey Duncan Lead Quality Lynne McBain Wyroslawski Improvement Performance Officers Michael Davis
Partners • Education Scotland: Jackie Halawi Senior Regional Adviser • University of Stirling • Forth Valley College • West Lothian College • Winning Scotland Foundation • Gateway- CPD Manager • La Salle Education (Mathematics); Maths Recovery Council; Edgehill University; Oxford University Press • Scottish Book Trust
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- 96 -
Appendix 1
Forth Valley & West Lothian
Regional Improvement Collaborative
Summary Report
Phase 2, 2018-2019
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- 97 - The FV&WL priorities for 2018-2019:
Numeracy
The aims of the Numeracy work stream are to reduce the poverty related attainment gap from early to first level, and to develop collaborative learning approaches which build staff capacity to deliver high quality learning experiences in numeracy.
Using the principles of Improvement Methodology, a small scale project was undertaken with a number of schools from each local authority. The project involved staff being trained in a specific numeracy intervention strategy to support children in Primary 2 who had gaps in their Numeracy knowledge and understanding. The staff were coached throughout the project and supported in tracking progress. The attainment outcomes for nearly all children supported by this improvement approach increased. A full report of the project is available from the Numeracy team.
The lead Numeracy team has undertaken considerable research and development of a range of intervention strategies to develop Numeracy and Mathematics. The result is that a substantial collaborative offer has been designed, developed and is ready for implementation for Session 19/20. A range of partners have been commissioned to provide high quality training and continuous support to practitioners including teaching and support staff. Partners include Edge Hill University, La Salle Education and Maths Recovery. A Numeracy Academy has been designed with a site identified to create a physical classroom space for the training programmes. 2 full time Numeracy expert pedagogues have been appointed and will deliver the training programme.
Literacy
The aim of the Literacy work stream is to develop collaborative learning approaches which build staff capacity to deliver high quality literacy learning experiences for all.
The Literacy Team reviewed Curriculum for Excellence (CfE) levels and identified Reading as an area for improvement from 3-18. Through consultation with practitioners and consideration of current strategies throughout the Improvement Collaborative, 3 aims were identified:
1. Developing Teachers’ Professional Judgement
Literacy QAMSOs have worked with the lead team to develop a high quality moderation pack for Reading in order to build practitioner confidence in professional judgement. They have developed a digital sharing space (on the FV&WL RIC Blog) to support pedagogy. They have identified best practice and are sharing across the Improvement Collaborative.
2. Building a Reading Culture
A sub group of the Literacy Team has developed approaches to build practitioners’ skills in pedagogies required to engage learners in building a reading culture. At the FV&WL Conference, ‘It’s a Good Time to Collaborate’, the team shared research based approaches to developing positive reading attitudes and skills. They have identified a small number of teachers within each local authority to become lead
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- 98 - teachers in reading who will develop capacity of practitioners through collaborative delivery of CLPL, networking opportunities and supporting tests of change.
3. Early Vocabulary Development
A framework of successful interventions currently used across the four authorities has been created and shared with practitioners. The team has established a partnership with The Scottish Book Trust and has entered into a pilot with 40 schools from across the Improvement Collaborative to accredit reading and develop a national award.
With the appointment of a full time Literacy lead officer in July 19, the scope of the Literacy plan has expanded to include a Literacy Academy which is under design and is currently at the research/scoping phase.
Early Learning and Childcare
The aim of the Early Learning and Childcare work stream is to achieve 100 % of children aged 2-3 years old experiencing good or very good quality ELC in establishments in the Regional Collaborative by the end of 2020.
The ELCC team undertook an analysis of inspection reports across the Improvement Collaborative and gauged that on average, the quality of learning and teaching was good. They developed a framework to support educational establishments in using self-evaluation effectively to identify areas for improvement and plan strategically to implement change. The team led a conference in February 2019 (It’s a Good Time to be Two) with significant input from HMIe colleagues and Improvement Advisors. This supported 250 practitioners in developing their understanding of improvement methodology and self- evaluation indicators used by HMIe during the inspection process. A market place showcasing organisations such as the Scottish Childminding Association and Bookbug, and a series of workshops led by practitioners from across the 4 local authorities showcased examples of good practice in working with 2 year olds. The workshops focussed on music and early literacy, increasing practitioners knowledge in speech and language development, increasing parental engagement through quality conversations/improving educators skills in engaging with families, flexible and responsive planning , improving outcomes for children using personal learning plans and increasing expressive arts experiences for two year olds.
The team has shared their approaches to the expansion programme for Early Years and supported each other with current challenges and future planning. They devised remits and appointed 4 Support Officers who will support each local authority in developing Early Years pedagogy, as well as linking with the work of each of the Improvement Collaborative’s work streams.
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- 99 - Career Long Professional Learning
The aim of the work stream is to address expectations of the NIF which are being taken forward by each of the work-streams, and empower teachers, head teachers, parents and communities to deliver excellence for children and young people in the Regional Collaborative.
The CLPL work stream undertook an analysis of recent inspection reports throughout the Improvement Collaborative. They identified the areas of Learning, Teaching and Assessment as a focus for improvement and developed a series of professional learning activities to address this key indicator determining school progress. 140 practitioners attended 2 symposiums and provided positive reflective feedback on the usefulness of the events.
With the appointment of a full time lead for CLPL, the momentum of the work stream plan increased and the lead team developed a significant RIC CLPL offer. This was designed to address the priorities of the RIC and the outcomes of the Improvement Collaborative consultation in January 2019 ie. the ‘ask and offer’. The new and bespoke FV&WL CLPL programme (launching September 19) has been developed by a team of approximately 40 facilitators and partners from a range of organisations including Education Scotland, Stirling and Strathclyde Universities, Forth Valley and West Lothian Colleges, Police Scotland, Teaching Unions, school leaders, RIC Community Learning & Development officer team, Educational Psychologist team. The facilitators have collaborated together at a series of conferences to design and agree the format and standardise the approach to the programme.
The themes of the programme aim to address NIF priorities and include the Numeracy Academy, development of a Literacy Academy, Health and Well Being sessions, STEM, family learning, parental engagement, and additional support needs. Participants will be able to access the programme through a new system which will enable signing up, support professional review and development, and provide analytical data for the CLPL team.
Performance Information
The aim of the work stream is to maximise the use of information and ensure that evidence sources are fit for the intended purpose, based on improvement methodology; evidence is used across the Improvement Collaborative to gain a deeper understanding of improvement; practitioners across the Improvement Collaborative are more confident in data literacy.
Each of the work streams has been supported by Improvement Advisors to support the development of their aims and measurement processes.
The Performance Team has created a profile of key data and developing trends from the start of the Regional Collaborative in Session 17/18. Each work stream has used the data to inform their priorities, aims and strategy.
The Performance Team has delivered a range of CLPL activities for practitioners, middle and senior leaders for example, at the FV&WL Conference, ‘It’s a Good Time to Collaborate’ in May 2019. They have also devised a 4 session offer for Session 19/20 as part of the RIC CLPL programme. This is designed to build confidence
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- 100 - in practitioners using and analysing data. The team are also working with the Data Coaches from each local authority to identify schools and provide analytical support for each Numeracy and Literacy project.
Feedback on the Phase 2 Plan
Strengthening Governance arrangements
The Governance arrangements of the Collaborative have been discussed between the Chief Executive Officers, Education Spokespersons and the lead Directors. The outcome is that a FV&WL RIC Governance Plan has been written which provides an overview of each RIC group including the creation of a new Regional Board (membership: CEOs and Education Spokespersons of each Local Authority). The membership, purpose and reporting mechanism is explained for each group within the Governance plan. The Governance plan and an ‘Achievements to Date’ paper have been shared with Elected Members at each of the LA committee meetings.
It has been agreed that the CEO, RIC Lead Director and RIC Development Officer roles will sit within one LA for an 18 month period and will then be reviewed. The first period has been completed and on the 1st March 2019, Robert Naylor (Director of Children’s Services, Falkirk) completed his tenure as RIC Lead and Elaine Cook (Depute Chief Executive Officer, West Lothian) took up the position.
Developing the Performance Profile
The Performance Team has developed a suite of performance measures that align with those within the National Improvement Framework. They have collated relevant data and are now able to demonstrate progress with at least one comparative figure in some of the measures.
For the profile to be fully populated, a RIC Data Sharing Agreement is required. This is currently in progress, and a draft version is being reviewed by legal teams in each of the four local authorities.
The aim of the profile is to provide a progress overview with a high line set of measures, and also provide progress measures for each of the work stream priority aims. A further data set under early development is a directory map of ‘next practice’ schools who will share evidence based progress of intervention strategies that are demonstrating improvements in raising attainment and closing the poverty related attainment gap.
Communication & Engagement Strategy
The Communication and Engagement Strategy was launched in October 2018 and is supported by the creation of a RIC Communication Team. As well as sharing the phase 2 plan, a range of communication updates have been provided to schools and educational establishments through e-bulletins, power-point presentations for inset meetings, and the RIC lead team regularly attending Head Teacher and Local Authority Officer meetings.
The new FV&WL RIC Digital Platform was launched on the 12th February 2019 and provides information and updates about the work of the RIC. This is supported by a RIC twitter feed and You Tube.
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- 101 - A FV&WL RIC Consultation on the ‘Ask and Offer’ of the RIC was carried out in January 2019 with a full analysis and Summary paper being produced to highlight key outcomes. Key points from the summary include:
• 64 schools/educational establishments responded (29%)
• A significant ask is for schools to share good practice especially PEF interventions and to be supported in building confidence in the use of data for improvement
• Professional Learning asks: Self- evaluation in practical ways to involve all stakeholders; visit other schools; shadowing; share improvement methodologies; building leadership capacity (middle and HT); Moderation- provide bank of holistic assessments in literacy and numeracy; moderate beyond council context; create example pieces and a bank of holistic assessments/benchmarked.
• The preferred means of communication to engage with other schools and staff across the RIC is to develop a seminar/RIC events programme and build up networks.
• The top area of professional learning that schools and educational establishments would like to be offered through the support of the RIC is Developing the Curriculum (73%).
• The main curriculum areas that would benefit from regional collaboration are H&WB, Numeracy and Maths, and Languages.
• 91% of respondents asked for learning from other schools’ good practice.
The Improvement Collaborative’s Primary and Secondary Head Teacher Reference Groups were established in February 2019, and have met to discuss the outcomes of the Consultation, as well as provide feedback on proposals to take the ‘Offer’ forward. They also act in a consultancy role about collaborative developments with Head Teachers, Heads of Establishments, practitioners and partners.
The RIC Development Officer and Lead Directors keep partners updated on RIC progress and have attended meetings with teaching and non-teaching unions, Ed Psych teams, CLD and FE/HE.
A range of engagement events have taken place which provided practitioners with the opportunity to become more involved with the work of the RIC, network and develop relationships across local authorities and be supported with learning that develops collaborative professionalism. A series of FV&WL RIC themed conferences are being developed for Session 19/20 to widen engagement with work stream projects and build collaborative networks and partnerships.
The RIC Grant and Recruitment
The FV&WL Regional Improvement Collaborative received a grant of £899270 in November 2018 (to run from August 1st 2018 – 31st July 2019) and developed a recruitment plan to enlist staff to each post. To date, the following posts have been appointed:
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- 102 - Post Local Authority Start Date
Improvement Falkirk Aug 2018-Feb Collaborative Lead 2019 West Lothian Director March 2019
Improvement West Lothian August 2018 Collaborative Lead Development Officer
Numeracy leads (FT) West Lothian March 2019
Clackmannanshire
Literacy lead (FT) West Lothian July 2019
CLPL lead (FT) Stirling March 2019
RIC Performance West Lothian February 2019 Officer (FT)
Data Coach (FT) West Lothian March 2019
Data Coach (FT) Falkirk August 19
Stirling, Clackmannanshire
ELCC Officers x 4 (FT) Clacks/Falkirk/Stirling/West August 19 Lothian
Comms Officer (0.2) West Lothian March 2019
Business Manager (0.2) West Lothian March 2019
Numeracy expert West Lothian August 2019 Pedagogues (2)
The grant has paid for professional learning activities, the Winning Scotland Foundation project, and research support from Stirling University. A new CPD (career long professional learning) system to support the co- ordination and evaluation of CLPL has been developed with the Gateway organisation for all four local authorities. A range of scoping and research activities have been undertaken for example, a visit to the E- Sgoil in the Western Isles to look at their virtual campus and consider how it will be developed for the Improvement Collaborative.
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- 103 - Building Collaborative Relationships
A number of partnerships are developing across the RIC:
Principle Educational Psychologists have completed a joint numeracy project together and they are formalising work with the RIC Numeracy team to be built in to the next stage of the RIC plan. They are also supporting the professional learning programme with course delivery and consultation advice about self- evaluation processes.
Exploring common themes has led to a partnership agreement being developed with Forth Valley and West Lothian Colleges to support a joint STEM strategy. This will focus on skills development at Primary Science level and collaboration with the RIC Numeracy Academy to develop research based approaches to Numeracy learning and teaching in schools and colleges.
A collaborative partnership has been established with the University of Stirling. The outcome from discussion is that the collaboration entails:
1. Consultancy on a range of issues including early years; numeracy; literacy; curriculum; pedagogy and assessment, children’s rights and participation; and STEM.
2. Research services, including baseline data generation and analysis, evaluation and research to understand process/dynamics.
3. A 4 day programme of curriculum development through critical collaborative professional enquiry, aimed at senior/middle leaders with responsibility for curriculum in their schools.
4. A 6 seminar programme plus recall session of professional learning in promoting system level change through enhancing pedagogical practices.
The Winning Scotland Foundation (WSF) presented a successful pitch to a representative group from the FV&WL Improvement Collaborative and as a result their project has been developed with the Numeracy team. This entails a 1 Year training programme (Masters level accredited by Glasgow Caledonian University): Numeracy and Growth Mindset, being offered to teams of practitioners/senior leaders. A cohort of 75 teachers will begin the programme in Session 2019-20. The WSF and the FV&WL RIC have also started a joint project to co-design ‘Literacy and Growth Mindset’ with support from Strathclyde University, and are at the early stages of a joint venture to develop Science Mindset.
To support collaborative networking, a directory of people has been created which is informing the RIC map being designed and developed by the Communication and Performance teams. The mapping has aligned neighbourhood school groups and supported the first joint Head Teacher meetings in May and June 2019. A series of 4 meetings have been arranged for Session 19/20 where each local authority will host and lead a Primary/Early Years and Secondary meeting to build collaborative partnership working together.
This summary report along with detailed reports from each work stream, feedback from practitioner events and consultations will inform planning for the next phase.
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Workforce Plan
The workforce plan provides an overview of the current commitment in terms of officer time and requirements of the plan for Phase 3. This also reflects the work done during the period from August 2018 until the end of July 2019.
It is anticipated that officers will be able to commit more of their time to the work of the collaborative as individual authorities re-profile their existing activities and commitments to established processes in line with both the priorities already identified and further work-streams as they emerge. In addition there will be a commitment of time, both from promoted staff and front-line practitioners from across the four council areas, as collaborative work-streams continue to develop.
The Lead Directors Group oversees project management and administrative support. The Improvement Collaborative has worked with both the Scottish Government Analytical Services Team and with the Improvement Service to assist with the development of the Regional Improvement Plan. It has been recognised that additional dedicated capacity is needed within the collaborative to provide further analytical support and so a Performance Officer has been appointed to this work on a full time basis (seconded). As part of the second phase of the plan, a full time Regional Improvement Collaborative Lead Development Officer was appointed and supports the development of the plan and co-ordinated approach to delivery.
A collaborative wide workforce profile workforce provides a profile on a sectoral basis. From this profile the collaborative identifies future staffing needs to assist with planning for project delivery on areas such as ELC expansion (4 Support Officers have been appointed in August 2019, one from each Local Authority); subject specific shortages to inform curriculum planning; and CLPL needs to ensure succession planning for management and leadership roles.
Role Responsibilities Time Commitment Lead Director Lead the strategic 0.5 week Elaine Cook (West Lothian) development of the Depute Chief Executive Officer Improvement Collaborative and Chair the Lead Directors Team. Provide updates to the Scottish Government, Education Scotland and the Forth Valley & West Lothian Regional Improvement Collaborative Board. Core Leadership Team Work with the Lead Director to 6 weekly Lead Directors Directors/Chief Officers promote and embed a Team meetings. Elaine Cook (West Lothian) collaborative culture. Monthly update to Anne Pearson Drive progress through Extended Leadership (Clackmannanshire) oversight and direction of the Team in own local Kevin Kelman (Stirling) themed areas of focus, and authority.
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- 106 - Robert Naylor (Falkirk) support development of new Estimate of 1 day per priority themes for fortnight dedicated to development in the next phase the work of the
of the plan. collaborative. Lead Development Officer Provide an overview of the Full Time Siobhan McGarty (West Collaborative to build Lothian) coherence throughout the RIC plan. Provide guidance with a framework to develop the next phase of the plan.
Connect the range of work streams and lead groups to further develop the strategic direction of the RIC.
Develop the Communication and Engagement strategy to widen awareness and develop effective communication across the RIC.
Lead next consultation about the current work of the RIC. Work Stream Lead Gather and analyse data and Each QIO is Full Time Quality Improvement Officers evidence to develop detailed Judy Edwards (Stirling) action plans in each of the Lynne McBain themed areas. (Clackmannanshire) Peter Valentine (West Lothian) Lead the development and Stefan Wyroslawski (Stirling) delivery of action plans with Lindsey Duncan (West Lothian) each work stream team. Performance Officer Michael Davis (West Lothian) Design, develop and plan a professional learning programme and specialist advice/support for individual schools and “families” of schools with the same characteristics.
Identify successful practice and evidence this. Plan approaches to take best practice to scale.
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- 107 - Develop measurement plans that evidence progress and working towards improvement targets. Reference Groups Provide feedback on current Termly meetings Head Teachers and Heads of and future planning, support Establishment: Early the development of the ‘Ask Years/Primary/Secondary and Offer’ of the Improvement Collaborative. Pupils/Practitioners/Parents Literacy Team : Support the Lead QIO to 6 weekly meetings Lead QIO Lindsey Duncan deliver the actions set out in Estimate of ½ day per Carol Turnbull (Falkirk) the Literacy plan. week dedicated to the
Carolyne McDaid (Stirling) work of the Jacqui Burns (Stirling) collaborative. Emma McFarland (Clacks) Marion Cochrane (West Lothian) Elaine Craigen, (Falkirk) Numeracy Team: Support the Lead QIO to 6 weekly meetings Lead QIO Lynne McBain deliver the actions set out in Estimate of ½ day per Lead QIO Peter Valentine the Numeracy plan. week dedicated to the Lynda Stewart, PT Numeracy work of the (West Lothian) collaborative. Mary Rendle, PT Numeracy (West Lothian) PT Numeracy-Full Time Maureen McNaughton (West Lothian) Susan Thompson (Falkirk) Kay Robertson (Stirling) Adrienne Aitken (Clacks) Judy Edwards (Stirling) Data Coach Team: Support the Lead QIOs for Each Data Coach is Full Stuart McIntyre (West Lothian) Numeracy and Literacy to Time Kimberley Robinson (Falkirk) deliver the actions set out in Nicola Roberts (Stirling) each plan. Work within own Leigh Graham (Clacks) local authority to support the ‘Closing the Gap’ priorities identified in the LA plan. Early Learning & Childcare Support the Lead QIO to 6 weekly meetings Team: deliver the actions set out in Estimate of ½ day per Lead Service Manager the Early Learning and week dedicated to the Judy Edwards Childcare plan. work of the Support Officer Team: collaborative. Yvonne Lindsay (Clacks) Elaine Craigen (Falkirk) Support Officers range Karen Mclaughlin (Stirling) from part to full time.
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- 108 - Samantha McCulloch (WLothian) A Styles – West Lothian College Kirsteen Carmichael – Clacks Jeanette McCulloch – FV College Kevin Kelman - Stirling Council Lisa McCabe – Falkirk Mary Morris – Care Inspectorate Mvairi Lynch – West Lothian Wendy Toner – Imp Advisor Career Long Professional Support the Lead QIO to 6 weekly meetings Learning Team: deliver the actions set out in Estimate of ½ day per Lead QIO Stefan Wyroslawski the CLPL plan. week dedicated to the Rhona Jay (Falkirk) work of the Laura Baird (Falkirk) collaborative. Sandra Logan (Stirling) Anne Hutchison (Clackmannanshire) Iain McDermott (West Lothian)
Performance Team: Support the Lead Officer to 6 weekly meetings Lead Officer Michael Davis deliver the actions set out in Estimate of ½ day per Siobhan McGarty the Performance plan. week Communication and Develop and enhance a digital 6 weekly meetings. Engagement Team platform for the Improvement Project work which is Lead: Siobhan McGarty Collaborative. Support the RIC estimated as ½ day per Malcolm Wilson (Falkirk) with media developments, week during peek Laura Compton (West Lothian) digital learning including the periods of Vicki Sherry (Stirling) design and implementation of development. Lorna Murdoch(Clacks) the RIC Virtual Campus. Education Scotland Advisers Support the work of each work Time allocations to be Attainment Advisers stream and the overarching established. Improvement Advisors RIC plan. Administrative support Provide admin support to the Full Time Claire Tough lead director & development officer Business Support Support the business needs of 1 day per week Yvonne McDonald (West the Improvement Lothian) Collaborative. Communication Support Support the communications Commissioned work West Lothian Comms Team and media needs of the approximately ½ day Improvement Collaborative. per week NEW TEAMS to be established: Establish new teams and leads 6 weekly meetings. Lead: Siobhan McGarty to take plans forward. Estimate of ½ day per Curriculum devpt; STEM; week dedicated to the Health and Well Being work of the collaborative.
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Communication and Engagement
It is a priority of the Improvement Collaborative to further develop and communicate the vision of what we aim to achieve and how we will do this together.
Learners
Learning environments
Local Authorities working together
What have we achieved so far?
A phase 2 Communication and Engagement plan has supported a range of strategies to raise awareness of the work of the Improvement Collaborative, and engage practitioners and partners with developing priorities. The plan was used to respond to the ‘Ask’ from practitioners throughout the RIC. As a result, an increased number of face to face engagement events took place with an increasing number being planned for phase 3. The governance plan created in phase 2 also helped to formalise and plan for regular work stream meetings, build coherence to planning across the priority areas and improve communication links between work streams and associated partners. The RIC blog has supported the sharing of RIC developments and collaborative professionalism between practitioners across the Improvement Collaborative.
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Communication and Engagement Strategy: Next Phase
Outcome Progress in Next steps: 2019- People Phase 2 2022 All schools and The plan was shared Share the 2019-2022 RIC development learning with all schools and plan with all schools, officer community staff educational educational Head Teachers are familiar with establishments. establishments, and Heads of the RIC plan. partners. Discuss at Establishments
HT meetings and provide power- points to support insets with staff. An up to date picture In-depth 2019 consultation to Connect work stream of the needs and ask consultation with be undertaken with a leads of the RIC stakeholders about wider range of Head Teachers stakeholders will the improvement participants Heads of inform future offer, and the encapsulating the Establishments planning and stakeholder ask growth and reach of CLPL partners provision. completed. the Improvement Work stream Outcomes shared in Collaborative. partners ‘You said, we did’ document. Practitioners, and A digital Develop the use and Communication learning communication scope of the RIC team communities will platform has been Blog. Continue to Connect work stream build knowledge of created and support the use of reps to support the the work of the RIC, launched February twitter and other Communication & engage in 2019, that supports media channels that team professional learning the development of will engage people Digital team, and working the work of each with RIC work Education Scotland together priority, streams. team collaboratively to communicates the achieve the up to date work of improvement the RIC and engages priorities of the RIC people in working together across and beyond the RIC. Effective planning The RIC Governance Build partnerships Connect work between strategic plan (November between work streams teams ensuring clear 2018) supported streams and Education Scotland communication. effective planning Education Scotland team strategy. links.
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Outcome Progress in Next steps in People Phase 2 Phase 3 All practitioners will A RIC newsletter was The RIC newsletter RIC Development have a sound launched in October will be produced on Officer knowledge and 2018 and is a more regular basis Connect work stream understanding of the produced on a and shared directly lead officers work of the RIC and termly basis. with practitioners CLPL lead officer have access to RIC through email. CPD Manager- CLPL and network Gateway opportunities. The RIC CLPL programme will launch in September 2019 with all education staff (including CLD/Ed Psychology)signed up through CPD Manager in each local authority. There is a shared HT Reference groups Practitioner, Pupil, RIC Development understanding established Parent reference Officer about the purpose (Primary/Early Years groups to be Head Teachers & and rationale of and Secondary) with established. Heads of the RIC, vision and membership from Establishments ambition. This each local authority Practitioners supports the and providing a Pupil Councils development of a consult role. Review the RIC brand Parent Councils RIC culture based and consult with Communication on shared values FV&WL brand media to progress team and aims created and media the shared message Media team
package to raise RIC and vision of the awareness and Improvement profile. Collaborative. Build partnerships Two engagement Themed engagement Connect teams and progress the events held: events being planned HT reference groups implementation of It’s a Good Time to for Session 2019- work stream plans. be Two (February 2020 based on work 2019) with 250 stream priorities. practitioners; It’s a Good Time to Collaborate (May 2019) with 300 practitioners.
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Outcome Progress in Next steps in People Phase 2 Phase 3 Build partnerships RIC Head Teachers 4 HT/Heads of RIC lead officer and progress the and Heads of Establishment RIC Development implementation of Establishment meetings planned for officer work stream plans. meetings held in Session 2019-2020 HT Reference groups May/June 2019 for (Secondary; Local Authority Secondary and Primary/Early Years). senior education Primary/Early Years. Neighbourhood teams Agreement that each groups of schools local authority will identified based on host a meeting next similar session. characteristics and will support collaborative networking.
New team of local authority partners – Education Officer teams and Heads of Education will be established with a focus on quality improvement.
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- 114 - Numeracy and Mathematics Programme 2019-20
Forth Valley and West Lothian Regional Improvement Collaborative
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Contents
Page
Introduction 3
Conceptual Understanding in 4 Numeracy
Highly Impactive Teaching at 2nd/3rd Level 5
Highly Impactive Teaching at 6 National 5 Raising attainment in Numicon Intervention mathematics cannot be 7 Programme done alone.
Let’s work together to 1stclass@number 8 make it happen.
Maths Recovery 9
Numeracy Work stream 10 - 11
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Introduction
Introduction Aims
We are delighted to present the very first Forth Valley and • Develop a positive attitude to West Lothian Numeracy and Mathematics Programme for Numeracy and Mathematics across session 2019-20. Outlined in this programme are the range the Regional Collaborative, fostering of research-based professional learning opportunities high aspirations and an ethos of which will be made available across the Regional achievement. Collaborative next session to build staff capacity to ensure • Build staff capacity to develop all our learners have access to meaningful learning appropriate skills, knowledge and experiences which enable them to progress their skills in understanding of Numeracy and Numeracy and Mathematics. Mathematics across all sectors. • Ensure all our learners have access to meaningful learning experiences An important part of our vision is to which enable them to progress their provide a range of pedagogical skills in Numeracy and Mathematics. approaches to professional learning to • Ensure all our learners are secure in support the improvement of teaching conceptual development of and learning as central to securing Numeracy and Mathematics skills through a shared understanding of better outcomes for learners across numerical development. the FVWL.
Lesson Study Model
The FVWL Numeracy Team will advocate and implement the Lesson Study Model in a number of the programmes offered. This powerful, professional learning approach is known to dramatically improve learning and teaching and the practice and subject knowledge of teachers. It will follow the general model outlined below. 2. Observe 1. Plan • Teach the lesson with your colleagues v • Plan a lesson together. observing • Address each activity to you • Pay particular attention to the case pupils enquiry question and predict how • Conduct any assessments and/or interviews pupils will react and how you will during and after assess this. • Pick a group of case pupils. 3. Reflect and Plan As soon after the lesson as possible, reflect how each activity elicited the sought-after change. Were your predictions correct? Why?
- 117 - Conceptual Understanding in Numeracy Programme
Introduction Aims
The Conceptual Understanding in Numeracy Programme is based • Develop a deep understanding on robust research examining what effective teaching and learning of the kinds of pedagogical in numeracy looks like. Through collaborative enquiry, approaches that engage practitioners will work around a programme of planning, teaching learners and lead to desirable and dialogue sessions based on the Lesson Study Model. outcomes. Participants will develop a deeper understanding of the kinds of • Be able to apply over time pedagogical approaches that engage learners and lead to desirable these practices to your own outcomes. classroom and department.
Programme Overview Week 1 2 Full Days of Highly Effective CLPL led by the RIC Week 6 Numeracy PTs Week 2 1 Classroom 2 Classroom visits by RIC visits by RIC Numeracy PT Numeracy PT
1 After School 1 After School Next Steps Next Steps To support the practitioners who Meeting Meeting will be engaging in the programme P1/2 for the first time, two full days of Conceptual high quality professional learning Understanding will be provided. in Numeracy Week 5 Week 3 1 Classroom 2 Classroom Led by our RIC Numeracy Team, visits by RIC visits by RIC this comprehensive and Numeracy PT Numeracy PT 1 After School 1 After School collaborative training ensures Next Steps Next Steps practitioners are equipped with Week 4 Meeting Meeting the knowledge, understanding 2 Classroom visits by RIC and skills to develop highly Numeracy PT effective pedagogies in their 1 After School classroom. Next Steps Meeting
Eligibility “... but today, as in the past, many students struggle with mathematics and become In Year One, 40 schools across the FVWL Regional disaffected as they continually encounter Improvement Collaborative will participate in the obstacles to engagement. It is imperative, Conceptual Understanding in Numeracy therefore that we understand what effective Programme. Each school will identify 2 practitioners mathematics teaching looks like – and what teaching at Primary 1 or 2 to take part. teachers can do to break this pattern.”
- 118 - Highly Impactive Teaching at
Second and Third Level
Introduction
The Highly Impactive Teaching at Second and Third Level is based on robust research examining what effective teaching and learning in numeracy looks like. Through highly effective professional development sessions primary and secondary staff will develop a deeper understanding of the kinds of pedagogical approaches that engage learners and lead to desirable outcomes. Aims Programme Structure
• Develop a deep understanding of the kinds of pedagogical approaches
Session 1 that engage learners and Session 4 Number Session 2 Session 3 Geometry (angles, Session 5 lead to desirable outcomes. (multiplicative and Fractions, Decimals Developing algebraic perimeter, area, Problem solving division, number and Percentages thinking coordinates, shape) • Become proficient in the use properties, negatives) of manipulatives at 2nd/3rd level • Be able to apply over time these practices to your own classroom and department.
Eligibility
In Year One, cluster schools across the FVWL Regional Improvement Collaborative will participate in the Highly Impactive Teaching at Second and Third Level. Each school will identify 1 or 2 practitioners teaching at second or third level to take part.
“With Mathematics itself being abstract, concrete Maths manipulatives provide the learner a ‘window’ in, to make sense of the problem at hand by touching them, playing with them, exploring the patterns and relationships which make a huge difference between understanding for depth or just for procedure. Research has shown that teaching with physical manipulatives has significant positive impact on learning in Maths.”
- 119 - Highly Impactive Teaching at National 5
Introduction Aims
The Highly Impactive Teaching at National 5 programme is • Develop a deep understanding tailored specifically for secondary teachers delivering National 5. of the kinds of pedagogical This programme will focus particularly on the use of manipulatives approaches that engage and alternative representations to develop understanding and learners and lead to desirable fluency with key number and algebra ideas at this level including: outcomes. percentages, factorisation, completing the square, negative • Be able to apply over time numbers, solving equations etc. It will encourage and develop these practices to your own practice and reflection from attendees between sessions, so that classroom and department. professional discussion around the implementation of ideas in lessons can take place.
Who will be involved?
In Year One, 20 Secondary Schools across the FVWL Regional Improvement Collaborative will participate in the Highly Impactive Teaching at National 5. Each school will identify up to 2 practitioners to take part.
Programme Structure This programme will require practice and reflection from attendees between Session 3 Session 4 Session 1 Session 2 Use of manipulatives and Full Day Session sessions, so that Use of manipulatives and Use of manipulatives and alternative representations alternative representations alternative representations Develop the use of in developing fluency with professional discussion in teaching integers, in solving Equations, manipulatives and key numbers and algebra fractions, percentages Factorisation alternative representations around the ideas in the teaching of Nat 5 implementation of ideas in lessons can take place.
- 120 - Numicon Intervention Training
Introduction
The Numicon Intervention Programme (NIP) approach develops conceptual understanding in mathematics using multi- disciplinary/multi-sensory approaches, making use of apparatus and focusing on action, imagery and conversation. It is designed to Studies have consistently be conducted by trained Learning Assistants/Pupil Support Workers shown that the Numicon and a supporting teacher. Intervention Programme (NIP)
The programme has been developed to support maths intervention is the only intervention which for 6-11 year olds. The intervention lasts 12 weeks, with 2 or 3 improves pupil attainment lessons a week, depending upon learner’s needs. and progress.
Programme Structure
This training focuses specifically on the materials needed to carry out the Numicon Intervention Online Support Programme including diagnostic assessment. Attendees are introduced to the resources used for developing mathematical understanding and how they can best meet the needs of individual learners 2 Days and whole schools, through a rigorous and proven Diagnostic of Numicon intervention. Assessment Network Having completed this training, attendees will be able Training to carry out the Numicon Intervention Programme. The RIC will support and facilitate staff to carry out live training in their setting or to effectively facilitate the intervention with individual and small groups of In-School Support learners.
Who will be involved? “Numicon is a highly visual resource In Year One, up to 24 schools across the FVWL Regional which can be used to explain ‘abstract’ Improvement Collaborative will have the opportunity to concepts in a clear way.” participate in the Numicon Intervention Programme. Each school will identify a lead teacher and Learning Jayne Evans, Yarm Primary Assistant/Pupil Support Worker to take part.
- 121 - 1stclass@number
Introduction
1stClass@Number is delivered by trained Pupil Support Workers/Learning Assistants (PSWs/LAs) to small groups of learners who have fallen behind in mathematics. The intervention was designed and is delivered by Edge Hill University. PSWs/LAs work with learners for eight weeks using detailed lesson plans and adapting them according to information gained from structured assessments.
It aims to help them to make faster progress and catch up “Our evaluation found that pupils who with their peers. This research based intervention has received 1stclass@number made, on been tested by the Education Endowment Foundation average, two additional months’ progress showed favourable results having a positive impact on in maths. This result has a high security participants. 55,000 learners have been supported by rating. The headline finding adds to the 1stclass@number in over 4000 schools with participant’s growing evidence base supporting the use average number age gain of 13 months in only 4 months of teaching assistants to deliver high- (Sandwell test) with 93% of learners showing more quality, structured interventions to pupils confidence and interest in mathematics lessons. who are falling behind.” Education Endowment Foundation Programme Structure
Teachers and PSWs/LAs receive 6 half day training sessions spread out over a number of weeks. Training then runs alongside the Session 1 Session 5 Full Day Session Session 2 Session 3 Session 4 implementation of the Half Day Session Managing and Half Day Session Half Day Session Half Day Session Implementing Review intervention. Participants will be Topic 2 Topic 3/4 Topic 5 1stclass@number Plan Next Steps supported throughout the Topic 1 delivery of the intervention by the numeracy academy. An online support network will also be created and developed.
Who will be involved?
In Year One, up to 8 schools across the FVWL Regional Improvement Collaborative will have the opportunity to participate in the 1stclass@number programme. Each school will identify a lead teacher and Learning Assistant/Pupil Support Worker to take part.
- 122 - Maths Recovery
Introduction
Mathematics Recovery is a long established international intervention programme operating throughout the English-speaking world since 1992.
Professional development in the Maths Recovery Programme prepares teachers to approach mathematics instruction in a new way. It emphasises ongoing assessment, careful observation, gauging student's current knowledge and strategies, and building on them to increase the learner's knowledge, ability and self-confidence in mathematics. It also engages teacher reflection through the use of videotape of both the assessment interviews and the teaching. Programme Structure
Session 1 and 2 Session 5 and 6 Full Day Session Session 3 and 4 Full Day Session Session 7 and 8 Assessment focus on early Full Day Session Assessment focus on: Tens and Full Day Session number, structuring number to Teaching Focus Ones, Structuring number to 20 Teaching Focus ten, addition and subtraction Intervention Begins Multiplication and Division Intervention Continues Gap tasks to complete in school Intervention continues
Who will be involved? “This course has been an In Year One, up to 16 schools across the invaluable CLPL FVWL Regional Improvement Collaborative opportunity. I now have will have the opportunity to participate in a much better the Maths Recovery programme. This 8 day understanding of how training programme is for school staff children learn about involved in mathematics intervention. It numbers and in how to will enable teachers to become specialists teach this” in children's early mathematical Teacher, Forth Valley & development and equip them to support West Lothian RIC colleagues within the school community.
Work stream Opportunities
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Introduction
The Numeracy RIC Team aim to collaborate and seek the expertise from a range of professionals from across the Forth Valley and West Lothian and beyond. It is our plan to develop work streams which will have a particular focus aimed at raising attainment and closing the poverty related attainment gap, whether it be around Numeracy in the Early well-being Years (Numeracy Through Story) or Effective Pedgagogy (Number Talks). Detailed below are 4 of the Work stream opportunities that will be made available in Session 2019-2020. If you have expertise in any of these areas of numeracy or are passionate about joining a work stream to develop these across the FVWL RIC then please contact your Local Authority Numeracy Lead.
Numeracy Number Talks Through Story
Overview Overview
Using maths story books in the early years is a well- Number Talks are short (5/15 mins), learner led established practice. There are lots and lots of daily lessons which allow learners to develop story books which resonate with mathematical mental computational skills as well as reinforcing themes. These stories can help to contextualise number sense, enhancing problem solving and or humanise mathematics, and when presented in communication skills. the picture book format with abstract mathematical concepts being visually represented In a number talk learners share their different to readers, they provide a useful tool to develop strategies for solving problems. The teacher allows learners’ conceptual understanding. adequate wait time for most learners to come up with an answer. Learners are invited to share their Our plan is to develop a work stream which sets answers only, not their solutions. They then share out to investigate various aspects of using how they solved the problem. Learners are invited mathematical story picture books in mathematics to question each other on their strategies. Within a number talk learners are looking to become teaching and learning within the Early Years with accurate, flexible and efficient when solving the aim of using storytelling to help enrich problems. mathematics experiences. During a number talk, learners As part of this initiative it is our intention to upskill are thinking, asking their peers the knowledge and understanding of Early Year’s questions, and explaining their Staff in Early Number, in particular the principles own thinking all while the of counting, addition and subtraction etc. teacher records the thinking.
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Work stream Opportunities
onebillion: app-based Numberblocks maths learning
Overview Overview
This programme teaches maths to P1/3 learners Numberblocks, is a P1 BBC television series aimed using apps on tablet computers. Learners work at introducing children to early number. The through activities developed by the not-for-profit programmes are designed to entertain and delight organisation one billion. The app teaches core learners whilst also building a mathematically topics in numeracy and mathematics through a robust concept of number. “virtual teacher” and learners progress through topics on their own and at their own pace. The The National Centre for Excellence in Teaching “virtual teacher” demonstrates how to complete Mathematics (NCETM) has created a suite of exercises, then learners are able to practice resource materials to be used in conjunction with exercises themselves. After learners complete a the Numberblocks episodes. They highlight and particular mathematical topic, their knowledge is develop the key mathematical ideas that are assessed through a quiz built into the apps. embedded in the programmes.
Pupil Support Workers/Learning Assistants The sessions are led by teachers and administered monitor a group of up to 6 learners to complete by trained PSWs/LAs. Both teacher and PSWs/LAs the maths intervention while they work through are provided training in how to deliver the tasks set by the app. The learners selected to take sessions. part will be those considered by their teacher to A small test of change intervention using the be at risk of low attainment in maths. The Numberblocks episodes and support materials is PSWs/LAs do not take a pedagogical role; they taking place in 4 schools in West Lothian. support learners with logging in to and using the app, and ensure that the learners remain focused It is the intention of the Numeracy RIC Team to on the task. Learners work with the apps for 30 create a Work stream consisting of classroom minutes each day, in addition to normal maths practitioners to carry out further tests of change teaching. across Forth Valley and West Lothian using improvement methodology to measure learner The Numeracy RIC team will train identified engagement, practitioner confidence in delivering PSWs/LAs to deliver the programme through one the sessions and on learner attainment. full-day workshop. They will train staff to use the technology and will provide guidance on how the intervention should fit within the school day. The Numeracy RIC team will provide support to schools throughout the schools as well as performing fidelity checks throughout the course of the intervention.
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DATA LABEL: PUBLIC
EDUCATION POLICY DEVELOPMENT AND SCRUTINY PANEL
COSLA AWARD – WHITBURN ACADEMY MENTAL HEALTH PROJECT
REPORT BY HEAD OF EDUCATION (CURRICULUM, QUALITY IMPROVEMENT AND PERFORMANCE)
A. PURPOSE OF REPORT
To inform members of the Policy Development and Scrutiny Panel of the Whitburn Academy mental health project which has recently been successful in the national COSLA Awards.
B. RECOMMENDATION
To note the success of the Whitburn Academy mental health project in the recent national COSLA Awards.
C. SUMMARY OF IMPLICATIONS
I Council Values Focusing on our customers' needs; being honest, open and accountable; providing equality of opportunities; developing employees; making best use of our resources; working in partnership
II Policy and Legal The project was aimed at improving mental (including Strategic health amongst pupils and the wider Environmental community. Assessment, Equality Issues, Health or Risk Assessment)
III Implications for None Scheme of Delegations to Officers
IV Impact on performance Improving mental health will improve life and performance chances, contributing to a number of key Indicators council performance indicators relating to both health and attainment.
V Relevance to Single Improving mental health will improve life Outcome Agreement chances, contributing to a number of outcome agreement performance indicators relating to both health and attainment.
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VI Resources - (Financial, Within school budget, and grant funding of Staffing and Property) £6000 from the Scottish Libraries Improvement Fund.
VII Consideration at PDSP Underway.
VIII Other consultations Not applicable.
D. TERMS OF REPORT
The Whitburn Academy Health and Wellbeing Group set out to raise awareness of mental health issues, and to remove the stigma associated with them. The Group, named ‘Be Herd’, promoted their message through the Whitburn Academy school mascot, an elephant called Ellis who was used to represents the elephant in the room which no-one wanted to talk about – mental health.
The Group secured a grant of £6000 from the Scottish Libraries Improvement Fund to create a Health and Wellbeing Hub where pupils could find out about mental health issues. A peer support group was formed to signpost pupils to organisations which provide support on mental health issues.
The Group promoted their message within the school through assemblies to raise awareness of mental health issues. These were based on personal accounts of how various issues had affected the mental health of pupils and staff. These included domestic abuse, alcohol abuse, fostering, stress, anxiety, serious illness and bereavement. The assemblies captured the imagination of pupils in the school, and had a positive impact by encouraging discussion of issues and encouraging pupils to seek support.
The wider community was involved through the Be Herd Concert which was attended by over 250 people ranging from 7-80 years old. The Be Herd Concert was an innovative way of delivering the messages of how mental health issues affect pupils, and the importance of seeking help early. It featured pupil and staff personal stories, and contributions from mental health charities, and included the effects of mental health including turning to crime as well as suicide and adverse impacts among the LGBT community. The Concert proved effective in promoting the message to the wider community, and resulted in the issue of mental health being raised in the Scottish Parliament by a local MSP, and members of the Be Herd Group being invited to address MSPs in November 2019.
The Group is now delivering its message to associated primary schools. Other secondary schools in West Lothian and the Regional Improvement Collaborative.
The project was supported by staff, informed by their training in Adverse Childhood Experiences. Staff also received training as mental health first aiders, LGBT ambassadors, and in suicide prevention, bereavement and mindfulness. Partnership was a key feature, including mental health charities, the school chaplain, the local health centre, the NHS mental health nurse, and associated primary schools.
The project was entered in Category 3 of the COSLA Awards, which recognised initiatives aiming to tackle inequalities and improve health and wellbeing. COSLA was looking, in particular, for projects which support vulnerable individuals, groups or communities, which might include intervening early to prevent problems from arising, joint working with other agencies such as the NHS, and building the capacity and resilience of communities themselves.
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E. CONCLUSION
The impact of the project has been high on pupils, staff, parents and the wider community. By empowering people to talk about mental health; life chances are improved, and pupils reported their lives transformed. The hard hitting, moving assemblies and concert tackled mental health issues head on and gave the school community the confidence and courage to ‘Be Herd’.
This impact was recognised at the COSLA Awards Ceremony in St Andrews on 10 October 2019 when the project won the Gold Award for Tackling Inequalities and Improving Health.
F. BACKGROUND REFERENCES
None
Appendices/Attachments: None
Contact Person: Andrew Sneddon – Service Manager: Learning Policy and Performance.
Donna McMaster, Head of Education (Curriculum, Quality Improvement and Performance)
Date of meeting: 17 December 2019
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EDUCATION POLICY DEVELOPMENT AND SCRUTINY PANEL
2019/20 FINANCIAL PERFORMANCE – MONTH 6 MONITORING REPORT
REPORT BY HEAD OF FINANCE AND PROPERTY SERVICES
A. PURPOSE OF REPORT
To provide the Panel with an update on the financial performance of the Education portfolio.
B. RECOMMENDATION
It is recommended that the Panel:
1. Notes the financial performance of the Education portfolio as at month 6; 2. Notes that the Education portfolio position at month 6 is part of the overall council budget position reported to Council Executive on 12 November 2019; 3. Notes any actions required to be taken by Heads of Service and budget holders to manage spend within available resources.
C. SUMMARY OF IMPLICATIONS
I Council Values Focusing on customers’ needs, being honest, open and accountable, making best use of resources, working in partnership.
II Policy and Legal Local Government (Scotland) Act 1973, Section 95; (including Strategic Local Government in Scotland Act 2003, section 1-14. Environmental Assessment, Equality Issues, Health or Risk Assessment)
III Implications for Scheme of No implications at this stage. Delegations to Officers
IV Impact on performance Effective budget management is an essential element and performance of service performance. Additional financial reporting indicators provides elected members with information to allow for proper scrutiny of performance of services.
V Relevance to Single The revenue budget provides resources necessary to Outcome Agreement help deliver the Single Outcome Agreement. Effective prioritisation of resources is essential to achieving key outcomes.
VI Resources – (Financial, The forecast position for the Education portfolio Staffing and Property) revenue budget is an underspend of £1.038 million.
VII Consideration at PDSP A financial performance report will be presented to the Panel twice yearly on an ongoing basis.
1 - 131 - VIII Other Consultations Depute Chief Executives, Head of Education (Learning, Policy & Resources), Head of Education (Curriculum, Quality Improvement & Performance), Head of Operational Services, Performance, Head of Housing, Customer & Building Services and Improvement Service
D. TERMS OF REPORT
D.1 Introduction
This report provides an update on the general fund revenue financial performance in respect of the Education Policy Development and Scrutiny Panel (PDSP) portfolio of services. The council’s revenue budget is operationally managed at a Head of Service level, and the financial position included within this report formed part of the overall council position reported to Council Executive on 12 November 2019. This report also includes the position on the delivery of approved budget reduction measures relevant to the Education portfolio for 2019/20.
The budget monitoring process is undertaken in line with the council’s budgetary control framework and procedures, which place particular focus on a risk based and pro-active approach to budget monitoring.
This report focuses on the financial performance of council services which further enhances the information presented to elected members to allow scrutiny of service and financial performance. The report contains reference to key performance measures for service areas which are contained within Service Management Plans and referenced in the 2017/18 Local Government Benchmarking Framework (LGBF) data-set. LGBF data for 2018/19 will be collated by the Improvement Service and will be made available later in the financial year.
D.2 Financial Information for 2019/20 Month 6 Forecast Position
The table below summarises the position in relation to service expenditure for the portfolio area. As part of the monitoring exercise, a number of key risks and service pressures have been identified and these are noted in the narrative for the relevant service area.
Service Budget Forecast Variance £’000 Month 6 £’000 £’000 GENERAL FUND REVENUE
Education Quality Assurance 1,138 1,138 0 Early Years 2,997 2,997 0 Devolved Schools Management 140,173 138,971 (1,202) Additional Support Needs 2,626 2,626 0 Policy & Performance 1,345 1,345 0 Strategic Resources 16,246 16,246 0 WL Psychologist 897 753 (144) Education - Total 165,422 164,076 (1,346)
Operational Services Public Transport 7,942 8,078 136 Facilities Management 4,928 5,217 289 Operational Services - Total 12,870 13,295 425
Housing, Customer & Building Services Homelessness Transport 368 251 (117) Housing, Customer & Building Services - Total 368 251 (117)
TOTAL EXPENDITURE GENERAL FUND REVENUE 178,660 177,622 (1,038)
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D.3 Summary of Main Issues in Service Expenditure Budgets and Impact on Performance
D.3.1 General Fund Revenue – Education
The revenue budget for Education is currently forecast to underspend by £1.346 million, largely resulting from a review of budget model assumptions for 2019/20 which identified a surplus of £1.388 million. This reflects that the budget model agreed in February 2019 included a number of elements of funding and costs within the Education budget which were still subject to agreement and confirmation at Scottish level at the time budget was approved, in particular the increase in employers’ superannuation costs, demographic projections and the final teachers’ pay award. To ensure that this surplus in budget provision supports the education budget, Council agreed on 24 September 2019 that, on a recurring basis from 2020/21, this underspend should be used to meet growth requirements and provide budget resources for Schools and that the one-off underspend in 2019/20 should be retained until the local government finance settlement is announced and then considered as part of the overall budget strategy.
Resources for schools have been allocated in line with the approved scheme of Devolved School Management (DSM), which is based on projected pupil numbers for academic year 2019/20. The school census has recently been undertaken and budgets will be revised to reflect actual pupil rolls as outlined in the scheme. DSM forecasts have been provided by schools which form part of the budget monitoring exercise for period 6. The budget for long term absence within schools is forecast to overspend in the region of £220,000. A review is currently being undertaken to determine whether this could potentially be a recurring pressure requiring management action to resolve on an ongoing basis.
It is anticipated the Scottish Attainment Challenge funding, which includes Pupil Equity funding of £5.191 million, will be fully utilised during the course of this academic year, in line with the conditions of grant. Plans continue to be developed to fully roll out initiatives including the increase in Early, Learning and Childcare provision to 1,140 hours per annum for all eligible two, three and four year olds by August 2020 and a school counselling service covering P6 and P7 and the secondary sector.
An underspend is forecast in 2019/20 within Psychological Services which has arisen from staff vacancies and approved savings measures delivered earlier than anticipated.
In terms of service performance, Education Services delivers high quality education services to over 27,000 pupils and over 4,000 pre-school children. The main focus of the service is to improve attainment and positive destinations for all children and young people in West Lothian, and to deliver positive outcomes and early interventions for early years, as well as improving outcomes in relation to learning, equality, health and community safety to children, young people and the wider community. In addition, work continues to rollout key service developments including the expansion of early learning and childcare provision.
The LGBF includes a number of key indicators for Education including the cost per pupil for each sector. The cost per pupil within the primary and secondary sector for 2017/18 was £5,405 and £6,739 retrospectively, ranking 26th place for primary and 11th place in secondary against other Scottish local authorities. The higher ranking in cost in comparison to other Scottish local authorities is mainly the result of the council allocating budgets in line with agreed corporate priorities and additional time limited investment for early learning and nurture within primary and raising attainment within secondary. The cost per pre-school place remains low in comparison to other Scottish local authorities, and is the second lowest in Scotland, largely due to efficient use of capacity and allocation of staffing resources in line with statutory ratios.
There have been year on year increases in attainment in West Lothian. The following key features of attainment demonstrate the impact of the Raising Attainment Strategy in making progress towards achieving the outcomes and targets that it contains including:
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• Pupils are sitting and passing more National 5 examinations at the S4 stage than they were in 2015. • On average, pupils are sitting and passing more Highers examinations at the S5 stage than they were in 2015. • At S4 stage, West Lothian pupils are outperforming the virtual comparator in numeracy at Level 4 and Level 5 and outperforming the virtual comparator in literacy Level 4. • At the S4 stage, West Lothian pupils are achieving above the level of the virtual comparator and the national average at key measures of Breadth and Depth attainment at SCQF Level 5. • At the S5 stage, West Lothian pupils are achieving above the level of the virtual comparator and the national average at key measures of Breadth and Depth attainment at SCQF Level 6.
The percentage of pupils entering positive destinations is 96.7% in West Lothian, a 2% increase from the previous year and largely the result of the dedicated More Choices More Chances (MCMC) team working closely with secondary schools and other Developing the Young Workforce partners.
D.3.2 General Fund Revenue – Operational Services
D.3.3 Public Transport Expenditure within the Education portfolio relates to school transportation. The remainder of Public Transport relates to support for the local bus network and concessionary fares and is reported to the Development and Transport PDSP. The forecast for school transportation is an overspend of £136,000 after taking account of one-off resources of £967,000 to assist in mitigating recurring pressures whilst action is taken to reduce expenditure. At this stage, there has been a positive reduction in expenditure and it is anticipated that, on a recurring basis, ASN transport will be within budgeted resources from 2020/21. An overspend remains on mainstream school transport and officers are currently reviewing options for further consideration. Expenditure for this area will be monitored closely for the remainder of the year.
In terms of service performance information, the cost of school transport is contained within the overall LGBF cost per pupil indicators which are noted elsewhere within this report. The cost of mainstream school transport per pupil has been steadily rising year on year and this is due to above inflationary increases in costs, in particular where contracts are re- tendered at short notice and require to be replaced. Further, the methods of transporting pupils can have an impact on the cost, for example, individual requirements, timetabling and requests for individual or specialised transport. Evidence indicates that cost pressures are also being experienced by other local authorities, although, like for like benchmarking is difficult due to councils providing differing solutions, for example West Lothian provide fare paying capacity within the core mainstream network.
Facilities Management Expenditure within the Education portfolio relates to school catering and street crossing patrol and this area is projected to overspend by £289,000, mainly as a result of additional staffing costs to cover sickness absence levels. The month 6 monitoring exercise indicates that staffing costs have started to reduce. However, there is a risk that additional hours to cover periods of absence to meet minimum staffing ratios may increase in the autumn and winter months. Mitigating actions have been identified and an action plan is being prepared, however, the pressure at this stage is not anticipated to be eliminated in full. The remainder of Facilities Management which relates to building cleaning and facilities management are reported to the Performance and Resources PDSP.
In terms of service performance information, the cost of school catering is contained within the overall LGBF cost per pupil indicators which are noted elsewhere within this report. Meal uptake figures remain high, compared to other similar councils, at 56% of primary schools pupils and 42% for secondary schools receiving a meal from the most recent data.
4 - 134 - D.3.4 General Fund Revenue – Housing, Customer & Building Services
Expenditure within the Education portfolio relates to homelessness school transportation. Additional, one-off budget of £200,000 was agreed for 2019/20. The budget pressure has reduced since the start of 2019/20 as a result of a process review and resolution of long standing cases. The additional one-off resource is expected to mitigate the pressure in full in 2019/20 but, at this point, a recurring pressure of £83,000 is forecast beyond that. Further cost reduction will be achieved through delivery of actions from the Rapid Rehousing Transition Plan.
In terms of service performance information, the cost of homelessness school transport is contained within the overall LGBF cost per pupil indicators which are noted elsewhere within this report.
D.3.5 General Fund Revenue – Monitoring of approved budget reductions
For the Education portfolio, savings in 2019/20 have been delivered in full. Various savings to be delivered for the portfolio area in both 2019/20 and 2020/21 require further development and implementation, including phase 2 of the review of Devolved School Management and further reassessment of the catering and kitchen service for school meals including transportation.
E. SUMMARISED BUDGET POSITION FOR 2019/20
The month 6 forecast position is an underspend of £1.038 million within the general fund revenue budget for the Education portfolio. The month 6 position was reported to Council Executive on 12 November 2019.
F. FUTURE BUDGET ISSUES AND RISKS
The Partnership and Resources PDSP considered updated financial planning assumptions for the three years 2020/21 to 2022/23 on 12 September 2019. It is proposed that any changes to the budget model and approved budget savings will be reported for consideration at the Council budget setting meeting in February 2020. In addition, as noted in the PDSP report, officers will continue to review and refine the budget model assumptions in line with established practice in advance of presenting an updated three year detailed revenue budget to Council in February 2020. As reported to the Partnership and Resources PDSP on 12 September 2019, the balance of savings still to be identified after taking account of an update to the financial model has increased to £6.730 million.
The significant level of approved savings, in addition to savings achieved in previous years and the impact of constrained funding, is resulting in an increased risk of overspends across council services and the ability to deliver approved budget reductions. In addition, there are recurring pressures of £1.738 million, as reported to Council Executive on 12 November 2019. Mitigating actions have been agreed and are being implemented to ensure these pressures are managed on a recurring basis.
The overall position reflects the very challenging financial context the council is now facing after many years of funding constraints and requirements to make significant savings with demand for services continuing to grow. There are considerable risks and uncertainties around various aspects of council spending, including the costs of demand led services especially in social care, the level of inflationary increases in budgeted expenditure and the waste recycling market. There are also major risks connected to the future level of UK and Scottish Government funding and of policy changes that impact on local government in Scotland.
Specifically for the Education portfolio, the key risks and uncertainties include: • Actual pupil numbers exceeding forecast numbers, requiring more teachers to be employed.
5 - 135 - • House building assumptions are not realised resulting in changes to the school demographic assumptions. • Inflationary, demographic growth and demand above budgeted levels for school transportation.
The council’s risk based approach to budget monitoring will ensure that effective action is taken to manage risks during the course of the financial year. Officers will continue to provide updates on risks as part of the quarterly budget monitoring reporting to Council Executive at period 4, 6 and 9.
G. CONCLUSION
The forecast position for the Education portfolio is an underspend of £1.038 million. As noted, the forecast position for the Education portfolio is part of the overall position for 2019/20 which was reported to Council Executive on 12 November 2019.
H. BACKGROUND REFERENCES
1. Council Executive 2019/20 General Fund Revenue Budget – Month 6 Monitoring Report – 12 November 2019 2. Local Government Benchmarking Framework
Appendices/Attachments: None Contact Person: Fiona Russell, Group Accountant [email protected] - Tel No. 01506 281312 Donald Forrest Head of Finance and Property Services Date: 17 December 2019
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DATA LABEL: PUBLIC
EDUCATION POLICY DEVELOPMENT AND SCRUTINY PANEL
OUT OF SCHOOL CARE SURVEY RESULTS
REPORT BY HEAD OF EDUCATION (LEARNING, POLICY AND RESOURCES)
A. PURPOSE OF REPORT
To invite the Policy Development and Scrutiny Panel to note:
- the results of the consultation on out of school care across West Lothian. - the Scottish Government consultation on the Out of School Care in Scotland, Draft Framework 2019 and proposed funding.
B. RECOMMENDATION
It is recommended that the Panel notes the results and the following proposals:
1. To use the consultation results to inform discussion with local providers and partners including in the voluntary and third sectors, in relation to opportunities to increase provision;
2. Share the consultation results with Social Policy in order to help inform provision for children as defined as ‘in need’;
3. Note the Out of School Care in Scotland, Draft Framework 2019 consultation.
These proposals will be submitted to the Education Executive for consideration.
C. SUMMARY OF IMPLICATIONS
I Council Values Focusing on our customers' needs; being honest, open and accountable; providing equality of opportunities; developing employees; making best use of our resources; working in partnership
II Policy and Legal The Children and Young People (Scotland) Act (including Strategic 2014 requires local authorities to consult Environmental representative populations of parents on Assessment, Equality whether discretionary day care and out of school Issues, Health or Risk care for children not ‘in need’ under the Children Assessment) (Scotland) 1995 Act, should be provided or supported. There is a requirement to publish a plan in response to the consultation every two years.
An equality relevance assessment has been undertaken. No environmental, health or risk
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issues have been identified.
III Implications for None Scheme of Delegations to Officers
IV Impact on performance None and performance Indicators
V Relevance to Single Our children have the best start in life and are Outcome Agreement ready to succeed.
VI Resources - (Financial, The Council has allocated resources to meet the Staffing and Property) current level of out of school care i.e. free breakfast clubs in primary schools, youth clubs/activities and school holiday activity and lunch clubs. Any increase in direct provision would require budget to be identified. Supporting provision in the voluntary and third sectors may provide the most cost effective option, and would be in line with the Council’s proposals for supporting community empowerment and co-production.
VII Consideration at PDSP 22 October 2019
VIII Other consultations Consultation of parents/carers with children attending West Lothian schools.
D. TERMS OF REPORT
D1 Introduction
Under section 27(3) of the Children (Scotland) Act 1995, local authorities are required to provide out of school care to school aged children define as ‘in need’; and have powers to provide out of school care to those who are not defined ‘in need’. Social Policy provide a range of appropriate services and support to children defined as ‘in need’, and their families. The provision of out of school care for children who are not ‘in need’ is discretionary. The Children and Young People (Scotland) Act 2014 does not place any requirement on authorities to deliver services which are discretionary.
D2 Statutory Background and Methodology The Children and Young People (Scotland) Act 2014 requires local authorities to consult representative populations of parents on whether discretionary day care and out of school care for children not ‘in need’ under the Children (Scotland) Act 1995, should be provided or supported.
Non-statutory guidance encourages authorities to integrate and co-ordinate all consultation and as such consultation on out of school care has been undertaken at the same time as consultation on early learning and childcare provision.
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D3 Current Provision
A range of out of school care for school aged children is currently available across West Lothian to support parents/carers. All schools provide a free breakfast club before the start of the school day which provides parents/carers with a support option and children with a healthy breakfast. Many schools also offer after school activities as part of the extended curriculum along with activities offered through the Active Schools team. Within the Council’s Anti-poverty strategy, Education Services support holiday lunch and activity clubs in various locations during school holiday periods. This provision has increased over the last two years with twenty locations offering a service in the school summer holiday period in 2019. Out of school care for school age children is available through 228 childminders, with those who are registered being supported by a development officer funded by West Lothian Council in partnership with the Scottish Childminder Association (SCMA). Out of school activities are available through youth clubs supported by Community Learning and Development throughout the year. In addition, out of school care is available through 43 private providers and independent out of school care clubs (many of which are located in council premises). The approved phased implementation of the expansion of increased free hours of Early Learning and Childcare (ELC) across West Lothian has removed the wraparound care provision in six schools for primary 1 – 3 children. However, it should be noted that this service was always prioritised for nursery aged children with limited availability for children in primary 1 – 3 (offering 8 places in 6 locations). In those locations where the wraparound service was no longer available, other local out of school care option are available.
D4 Out of School Care – Consultation Results
The consultation was issued to 10,000 parents/carers via e-mail to the survey link and was open for a two week period in September 2019. Responses were received from 2,378 parents/carers across West Lothian.
57.1% of respondents (1,348) responded that they considered that there was insufficient after school care in their area, with 849 responding that they have an unmet need (35% of all respondents).
57.7% of respondents (1,277) reported that the current after school care provision in their area was not affordable.
The percentage of parents/carers within each ward reporting unmet childcare need (558 responses): Armadale and Blackburn Ward – 6.5% (36) Bathgate Ward – 18.5% (103) Broxburn, Uphall and Winchburgh Ward - 12% (67) East Livingston and East Calder Ward - 7.2% (40) Fauldhouse and the Briech Valley Ward -11.1% (62) Linlithgow Ward - 10.9% (61) Livingston North Ward - 13.4% (75)
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Livingston South Ward - 10.6% (59) Whitburn and Blackburn Ward - 9.9% (55)
The survey results are a shift in the position reported following the last out of school care survey reported to the Education Executive on 28 March 2017, where 83.5% of respondents (2568) reporting that they had no unmet childcare need after school. One significant change has taken place since the last survey. The expansion of free early learning and childcare (ELC) hours over the last two years, has increased parent/carer expectations with additional free hours provided for eligible two, three and four year olds up to the start of primary 1. This will increase to 1140 hours of free ELC per annum from August 2020. The increased revenue costs of the ELC expansion has been fully funded by the Scottish Government. Although, parents/carers are reporting an unmet need in the survey the number of out of school care services has reduced provision due to lack of uptake particularly across the Livingston and Bathgate wards. Out of school care providers (many of whom are a registered charity) have reported lack of demand/uptake, which in turn has meant services are no longer financially viable. A private provider is currently considering expanding their service in the Dedridge area of Livingston and another seeking a venue to provide a service in Linlithgow,
D5 Scottish Government’s Out of School Care Draft Framework Consultation
The Scottish Government launched a consultation on the Out of School Care Draft Framework 2019 on Friday 30 August 2019. The consultation will be open for responses for a total of 14 weeks, closing on Friday 6th December 2019.
In the document the Scottish Government have advised that they are going to provide £3 million ‘Access to Childcare Fund’ to support community projects to provide subsidised or low cost childcare for school aged children. Each project funded should demonstrate direct positive impacts for a least one of the 6 priority groups identified in the Tackling Child Poverty Delivery Plan and also demonstrate positive outcomes for children.
The fund is to be made available from April 2020 for a two year period, the criteria for applications to the fund have still to be provided.
COSLA have submitted a response on the consultation which calls for significant investment in local authority services to meet the aims of the framework to deliver the vision of services which are high quality, flexible, accessible and meet the needs of families.
E. CONCLUSION
A large proportion of parents/carers who responded to the out of school care survey have reported an unmet childcare need. The unmet need varies from ward to ward, and is highest in the Bathgate Ward, Livingston North Ward, Broxburn, Uphall and Winchburgh Ward.
Based on the results of the consultation, it is recommended that a plan should be adopted to use the consultation results to inform future resource allocation decisions in relation to non-statutory out of school care provision, use consultation results to inform discussions with local providers in relation to opportunities to increase provision through partnership including the voluntary and third sectors; and share the consultation results with Social Policy in order to inform provision for children defined
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as ‘in need’. Supporting provision in the voluntary and third sectors may provide the most cost effective option, and would be in line with the Council’s proposals for supporting community empowerment and co-production.
F. BACKGROUND REFERENCES
Out of School Care In Scotland Draft Framework 2019 consultation.
Appendices/Attachments: None
Contact Person: Donna Adam, Strategic Resources Manager Telephone: 01506 281646 / Email: [email protected]
James Cameron, Head of Education (Learning, Policy and Resources)
Date of meeting: 17 December 2019
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DATA LABEL: PUBLIC
EDUCATION POLICY DEVELOPMENT AND SCRUTINY PANEL
EARLY LEARNING AND CHILDCARE – EXPANSION PLAN UPDATE
REPORT BY HEAD OF EDUCATION (LEARNING, POLICY AND RESOURCES)
A. PURPOSE OF REPORT
To inform the Policy Development and Scrutiny Panel of the progress of the approved Early Learning and Childcare (ELC) Expansion Plan to deliver 1140 hours of free high quality ELC within West Lothian for August 2020.
B. RECOMMENDATION
It is recommended that the Panel notes the progress made to date and notes the following proposals:
1. To appoint an additional seven ELC Area Support Managers from January 2020 to support Head Teachers and settings outwith the school day and school session dates; 2. To cease payment for nursery snack in council ELC settings from 6 January 2020. 3. To note the pilot of ‘Marvellous Meals’ for Spring 2020 providing free school meals in 4 ELC settings.
These proposals will be submitted to the Education Executive for consideration.
C. SUMMARY OF IMPLICATIONS
I Council Values Focusing on our customers' needs; being honest, open and accountable; providing equality of opportunities; developing employees; making best use of our resources; working in partnership
II Policy and Legal The Early Learning and Childcare Expansion (including Strategic Plan has been written in response to the Environmental Scottish Government policy to expand provision Assessment, Equality of early learning and childcare from 600 to 1140 Issues, Health or Risk hours by 2020, as set out in its Planning Assessment) Guidance for Local Authorities.
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Local Authorities will retain the statutory responsibility for ensuring that early learning and childcare is available to all eligible children in the area.
Statutory Guidance has been issued in relation to early learning and childcare duties under the Children and Young People (Scotland) Act 2014.
No environmental, health or risk issues have been identified.
An equality relevance assessment has been undertaken.
III Implications for None Scheme of Delegations to Officers
IV Impact on performance None and performance Indicators
V Relevance to Single Our children have the best start in life and are Outcome Agreement ready to succeed.
VI Resources - (Financial, Scottish Government to report in March 2018 on Staffing and Property) the operational details of the ‘Funding Follows the Child’ model. Planning assumption that the plan is fully funded in revenue terms and sufficient capital to allow physical expansion of Council capacity.
Revenue funding to expand the early learning and childcare workforce and additional free hours:
2018/19 - £2,574,997 + £209,733
2019/20 - £6,117,000.
2020/21 - £5,691,000.
2021/22 - £1,661,000.
Total: £16,253,730
A Workforce Plan has been developed in consultation with Trade Unions.
VII Consideration at PDSP 17 December 2019
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VIII Other consultations Parents/carers have been consulted on increased flexibility and choice in early learning and childcare. Additional consultations have been undertaken in relation to the expansion to 1140 hours.
Agreement in place with the Scottish Childminders association (SCMA).
Consultation with all ELC staff was undertaken between January 2019 and May 2019. Further staff consultation to commence in January 2020.
Financial Management Unit and Operational Services (Facilities Management) Non-teaching Trade Unions.
Ongoing consultation with current partner providers in relation to the hourly rate paid from April 2020.
D. TERMS OF REPORT
D1 Introduction
Early Learning and Childcare (ELC) Expansion Plans were submitted by each local authority to Scottish Government to inform the national ELC Expansion Programme in Autumn 2017.
Local authority ELC expansion plans are working documents which have and will continue to evolve over time. It is accepted the planning process is iterative and initial plans will be subject to change as further information and funding decisions emerge. Local authorities are required to address capacity challenges by making best use of existing assets, buying where possible, through supporting a wide range of partners including childminders and third sector partners and building where needed. Local authorities are also expected to provide an increase to free hours of high quality ELC before 2020 using the additional revenue funding provided by the Scottish Government.
D2 Progress to Date
All sixty-one council run ELC settings within West Lothian now provide increased hours of free high quality ELC either up to 760 hours or 1000 hours for parents/carers with effect from August 2019 thus completing phase 2 of the phased implementation and complying with Scottish Government requirements.
Other options of placement for the academic session 2019/20 include:
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- up to 1000 hours with a partner provider (private nursery, playgroup or family centre); - 1140 hours with a registered childminder as part a pilot scheme being offered in partnership with the Scottish Childminder Association (SCMA).
D3 Recruitment
The extended opening hours in ELC setting from August 2019 has resulted in an increase in staffing levels across all council ELC settings from 293 FTE in 18/19 to 436 FTE in 19/20. There have been no recruitment issues to date, with recruitment to specific posts and the supply register continuing throughout the year. In January 2019, ten new management posts were appointed in order to support the Head Teacher and staff in each setting based on a geographic area. These posts provide support to settings out with the school day (8am – 6pm) and throughout the year. It is proposed to appoint an additional seven posts from January 2020 to support the increased number of settings open for 50 weeks per. The Early Years Development team based in the Civic Centre has also increased to cope with the increased workload with the additional of 2.4 FTE to support partner providers, childminders, Regional Improvement Collaborate and additional support needs.
D4 Phase 3 – August 2020
In the next phase of the ELC expansion for August 2020, all Council settings will offer 1140 hours of free high quality ELC, with parents/carers being able to choose a private partner provider or childminder. Further consultation with Head Teachers and staff in those settings which will move to opening 50 weeks per year from August 2020 will commence in the New Year. The Early Years Development Team will also continue to consider what other options/models of provision can reasonably be made available to parents/carers in future years.
D5 Capital Programme
A programme of refurbishment and extensions to ELC settings commenced in 2016/17 utilising the additional capital funding for the ELC expansion. These works have provided increased capacity across ELC settings and in particular provided improved access to outdoor learning. There are three new ELC settings within the programme due for completion in 2020 to provide increased capacity and/or increased flexibility options for parents/carers; - New nursery, St Mary’s PS, Bathgate. - New nursery extension, Blackburn PS. - New nursery extension, Stoneyburn PS. The opening hours of these settings will be determined following consultation with the local communities.
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D6 Partner Providers
To provide additional flexibility and choice for parents/carers, following approval from Council Executive on 21 February 2019, eleven new private partner providers now offer up to 1000 hours free ELC from August 2019 for eligible children - thus giving a total of eighteen private partner providers across West Lothian.
All new partner providers including childminders have been provided with a start-up grant funded through a one-off additional revenue allocation from the Scottish Government. Existing partner providers were provided with a one-off grant in 2018/19. The balance was approved by the Scottish Government to be carried forward to support the expansion in 2019/20 for new providers and has now been allocated to new partner providers including childminders.
This funding will enable providers to develop resources to support the effective delivery of the Early Level of Curriculum for Excellence and the practice encouraged through Building the Ambition, national practice guidance. This funding was allocated for, but not restricted to supporting partner provider’s settings to build capacity such as:
- Supporting staff training and development. - The purchase of resources/ equipment which support and challenge children’s learning within the areas of Literacy, Numeracy, Health and Wellbeing and promote curiosity, creativity and inquiry. Selected resources should be clearly linked to current Early Years practice and pedagogy promoted across W.L.C., i.e. Froebelian practice.
Approval was given by the Council Executive on 2 December 2019 to tender for private partner providers for a three year period from August 2020, this will align all providers on the same terms and condition for the provision of funded hours. A further report will be considered in relation to the hourly rate to be paid to partner providers in 2020.
D7 Survey Results
A further survey of parents/carers was undertaken in September 2019 and was issued to 4750 parents/carers who have/will have eligible children during the academic session 2019/20. There was a 35.6% response rate (1692 respondents) who showed a preference of providers for 1140 hours as follows: - Local authority nursery – 80.1%, - Private nursery – 11.4%, - Child minder – 1.9%, - Playgroup – 0.9%, - Other – 5.7%.
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For comparison the 2018 survey results are provided below (it should be noted that respondents could select more than one choice in this survey): - Local authority nursery – 82%, - Private nursery – 26.9%, - Child minder – 10.4% - Playgroup – 13.7%, - Other – 1.4%.
The profile of ELC placements for children aged three and four years for the period August 2019 – April 2020 is outlined below: - Council setting – 3552 - Private Partner Provider – 374 - Childminder – 25 - Total – 3951
A further intake of around 500 children will take place from April 2020.
D8 Free School Meals
From August 2020, all children in an ELC setting will be entitled to a free school meal. This means that up to an additional 4000 meals will require to be prepared per day, Monday – Thursday throughout the year in local authority settings (uptake is likely to be close to 100%). At present only those children whose family qualify for free school meals and are entitled to be provided with a meal. Work is ongoing with schools and Operational Services to identify requirements in relation to additional staffing, equipment and accommodation in order to fulfil this entitlement. Three pilot locations have been identified to trial Marvellous Meals in early 2020, St Anthony’s PS NC, Armadale, St Mary’s PS, Polbeth (Polbeth NS), Bathgate EYC and Simpson PS NC, Bathgate in the Spring term.
It should be noted that the National Standard states that the meal to be provided does not require to be a hot meal but that all meals and snacks must meet the most up-to-date nutritional guidance provided for ELC (currently included in Setting the Table).
D9 Snack
As all children in an ELC setting will be entitled to a free school meal from August 2020, charging for snack will cease from January 2020. This initiative supports the Council’s Anti-Poverty Strategy and reduces the cost of the school day, providing additional support for parents/carers. It is estimated that this change will cost £110,000 per annum with a budget allocation being provided to each ELC setting to enable them to continue to purchase and provide healthy snacks throughout the year.
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E. CONCLUSION
The Panel are asked to note the progress to date and to note the proposals made as part of the ELC Expansion.
F. BACKGROUND REFERENCES
A Blueprint for 2020: The Expansion of Early Learning and Childcare in Scotland: ELC Expansion Planning Guidance for Local Authorities.
Appendices/Attachments: None
Contact Person:
Donna Adam, Strategic Resources Manager Telephone: 01506 281646 / Email: [email protected]
James Cameron, Head of Education (Learning, Policy and Resources)
Date of meeting: 17 December 2019
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- 150 - EDUCATION PDSP WORKPLAN 2019/20
Title Purpose Lead Officer PDSP Referral to Education Executive Finance Performance Report; To update the panel on the financial performance of Fiona Russell 17/12/2019 Period 6 period 6 Whitburn Academy Success at To inform the panel of the success of Whitburn COSLA Awards 2019 (with Academy’s ‘Be Herd’ approach in receiving the accompanying presentation) COSLA award for tackling inequalities and improving Andrew Sneddon 17/12/2019 health
UK Head Teacher of the Year To inform the panel of the success of Lisamaria Award (with accompanying Purdie, St Ninian’s Primary School, being awarded the Greg Welsh 17/12/2019 presentation) UK’s Head Teacher award of the Year for Primary Schools RIC Update (with accompanying To provide the panel with the latest RIC activity Siobhan McGarty 17/12/2019 presentation) update Out of School Care Survey To provide an update on the Out of School Care Donna Adam 17/12/2019 Results Survey ELC Expansion Update To provide an update on the Early Learning and Donna Adam 17/12/2019 21/01/2020 Childcare Expansion in West Lothian. Hard Landscaping Programme – To inform the panel of the success of the Hard Stoneyburn (with accompanying Landscaping Programme at Stoneyburn FC involving Stuart McKay 11/02/2020 presentation) students from a number of schools Developing School Leaders To inform the panel of the Service’s approach to Greg Welsh 11/02/2020 developing and securing school leaders Achievement of Curriculum for To inform the panel of the publication of achievement Excellence Levels 2018/19 of Curriculum for Excellence (CfE) levels 2018/19 and Greg Welsh 11/02/2020 the performance of West Lothian pupils Counselling Services in Schools To inform the panel of counselling services in schools Jennyfer McNiven 11/02/2020 Medications in Schools: Revised To update the panel on the revised medication in Alison Raeburn 11/02/2020 Procedures schools procedures
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