West Partnership Regional Improvement - Collaborative Improvement Plan
North Lanarkshire Council · 22 November 2022
Back to Education, Children and Families Committee — 22 November 2022 and its agenda
Text extracted from the council's PDF. Layout and reading order may differ from the original.
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North Lanarkshire Council Report Education, Children and Families Committee Does this report require to be approved? ☒ Yes ☐ No Ref JON Date 22/11/22 West Partnership – Regional Improvement Collaborative Improvement Plan From Janie O’Neill E-mail oneillja@northlan.gov.uk Telephone 01698 812269 1. Background 1.1. The establishment of Regional Improvement Collaboratives (RICs) is a national initiative to bring about improvement for all schools in Scotland. The purpose being to identify and share best practice designed to improve outcomes for learners in schools and educational settings. 1.2. In November 2021, the Education and Families Committee noted the progress of the West Partnership and the contents of its Improvement Plan for 2021/2021. Executive Summary The purpose of the report is to inform the Committee of the evaluation of work undertaken by the West Partnership Regional Improvement Collaborative during 2020/2021 and to outline the contents of the West Partnership’s Improvement Plan 2022/2023. Recommendations It is recommended that the Education, Children and Families Committee: 1) endorse the West Partnership’s evaluation of the Regional Improvement Plan for 2020-2021 (2) approve the West Partnership’s Improvement Plan for 2022-23 The Plan for North Lanarkshire Priority Support all children and young people to realise their full potential Ambition statement (10) Engage with children, young people, parents, carers, and families to help all children and young people reach their full potential
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2. Report 2.1 Appendix 1 of the report outlines the progress with, and impact of, the Regional Improvement Plan for 2021/2022. 2.2 The evaluation of the work of the Partnership under the following key headings is as follows: • Reach and impact • How does the West Partnership Compare? • Three Drivers of Improvement • Next steps and conclusions 2.3 Overall, the West Partnership continues to make very good progress implementing its Regional Improvement Plan. 2.4 Each year, we see the growing benefit of working collaboratively and systematically across the West Partnership area, and the difference this is making to staff, children and young people. The report captures the very good progress made within the West Partnership. This is testament to the dedication and commitment of all staff who have worked to support our children and young people. 2.5 Throughout the report, there are very strong examples of how the Partnership is improving attainment and achievement for all (excellence) while closing the poverty related attainment gap (equity). We are shifting the ownership of change and enabling our staff to take collective action to deliver on this (empowerment). 2.6 Included in this evaluation report is an overview of the strengthened evaluation model including the three drivers of improvement. The report showcases progress in enhancing collaboration, improving knowledge and confidence and changes in practice. Three main illustrations demonstrate impact in these three improvement areas through a range of qualitative and quantitative data. Critical indicators have been updated demonstrating progress in the region. 2.7 The evaluation report has been submitted to Education Scotland and the Scottish Government. 2.8 The evidence findings have helped to inform and shape the West Partnership’s Improvement Plan for the period 2022 to 2023. Evaluation of the West Partnership by the Robert Owen Centre for Educational Change 2.9 The West Partnership progress has been further recognised externally through research carried out by the Robert Owen Centre (ROC) for Educational Change. In their Phase III Reflections on the Partnership Recovery to Renewal: Reimaging the Future (2022) report, the ROC Summary Report (Appendix 2) compliments that of the internal evaluation, providing a strong triangulated approach to evaluation. Key findings are included in the summary report. 2.10 The evaluation report notes a shift in mind-sets, culture, and ethos across the West Partnership, propelled by the power of networks and agency within them.
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2.11 The added value (to local authorities) of this approach is evident in the upskilling of staff, individual empowerment and agency, knowledge mobilisation, professional capital, improvements in learning and teaching and networked learning. 2.12 The ROC report asserts that the West partnership is in a very good position to build on the momentum gained during the pandemic. The flexibility and agility shown in responding to the needs of the system were particularly noted as positive and helpful. 2.13 In the concluding chapter of the report, it was stated that: “There is a broad view that the West partnership has come in to its own during the pandemic. It has been able to successfully respond to the needs of the system and practitioners by creating effective networks. “ 2.14 The report concludes with a range of reflections for the West partnership to consider in planning the next phase of growth. These include: • Further engagement and dialogue with other RICs and Scottish Government on alternative workforce development models to the seconded one; • Continue to develop a range of systemic strategies for reaching teachers / practitioners; • Continue to develop systematic approaches to ‘engagement’ • Build teacher networks with a broader range of practitioners and empower them to connect and to collaborate with each other; • Map and communicate all activity and publish a calendar at the start of the session to encourage greater engagement; • Clarify roles of key stakeholders in networks and workstreams; • Consider more targeted follow up evaluation over time. The West Partnership Improvement Plan 2022/23 2.15 The West Partnership Improvement Plan 2022/23 (Appendix 3) sets out the key areas for collaborative action to bring about improvement across the partnership region for session 2022/23. 2.16 As such, the Plan does not replicate or duplicate the individual local improvement plans of each partner authority but enhances the scope to support and challenge schools to improve. 2.17 In seeking to ensure local democratic accountability, members of the West Partnership Regional Improvement Collaborative are required to report back to their own authorities through appropriate individual local governance arrangements for approval. 2.18 In seeking to ensure that the West Partnership can continue to contribute to the wider work of the Glasgow City Regional Economic Strategy, the West Partnership is also required to report to the Glasgow City Region Cabinet. A report will be prepared, including the approved Regional Improvement Plan, and presented to the Cabinet by the Regional Lead Officer or Convener of the Regional Education Committee (as appropriate).
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2.19 Committed to professional reflection and rigorous evaluation, a framework of evaluation activities provides a range of evidence to inform next steps in improvement planning. 2.20 As outlined in section 4 of this report, the evaluation of the 2021/22 plan has been used to underpin the plan for session 2022/23. 2.21 Taking account of the consultations to date, there is clear consensus that existing programmes and activity are broadly meeting the needs of officers and practitioners across the West Partnership. It is suggested most programmes continue, following review and in some cases, augmentation. 2.22 The Plan for 2022/23 is organised under 3 key areas, each led by two Directors of Education/Chief Education Officers: • Wellbeing for Learning • Curriculum, Learning, Teaching and Assessment • Leadership, Empowerment and Improvement 2.23 A range of programmes and activities are in place across the three identified areas that are designed to support the work of school staff and local authority central officers. 2.24 A fourth workstream, also led by two Directors of Education, is that of Evaluation and Reporting. 2.25 The Plan has been submitted to Education Scotland and the Scottish Government. 3. Measures of success 3.1 Progress will be made toward achieving the outcomes and measures set within the West Partnership Improvement plan. 3.2 Improved outcomes for children, young people and families. 4. Supporting documentation 4.1 Appendix 1 - West Partnership Evaluation Report 2021-22 4.2 Appendix 2 - Summary Reflections of the West Partnership Recovery to Renewal Report by the Robert Owen Centre 4.3 Appendix 3 - West Partnership Improvement Plan 2022-23 Janie O’Neill Head of Education (South)
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5. Impacts ( http://connect/report-template-guidance ) 5.1 Public Sector Equality Duty and Fairer Scotland Duty Does the report contain information that has an impact as a result of the Public Sector Equality Duty and/or Fairer Scotland Duty? Yes ☐ No ☒ If Yes, please provide a brief summary of the impact? If Yes, has an assessment been carried out and published on the council’s website? https://www.northlanarkshire.gov.uk/your-community/equalities/equality-and-fairer- scotland-duty-impact-assessments Yes ☐ No ☐ 5.2 Financial impact Does the report contain any financial impacts? Yes ☒ No ☐ The Scottish Government invited bids to support the implementation of each RIC’s improvement plan. The Scottish Government awarded grant funding of £1,515,500 to support the West Partnership’s programme of work for the period from 1 April 2022 to 31 March 2023. If Yes, have all relevant financial impacts have been discussed and agreed with Financial Solutions? Yes ☐ No ☐ If Yes, please provide a brief summary of the impact? 5.3 HR policy impact Does the report contain any HR policy or procedure impacts? Yes ☐ No ☒ If Yes, have all relevant HR impacts have been discussed and agreed with People and Organisational Development? Yes ☐ No ☐ If Yes, please provide a brief summary of the impact? 5.4 Legal impact Does the report contain any legal impacts (such as general legal matters, statutory considerations (including employment law considerations), or new legislation)? Yes ☐ No ☒ If Yes, have all relevant legal impacts have been discussed and agreed with Legal and Democratic Solutions? Yes ☐ No ☐ If Yes, please provide a brief summary of the impact? 5.5 Data protection impact Does the report / project / practice contain or involve the processing of personal data? Yes ☐ No ☒ If Yes, is the processing of this personal data likely to result in a high risk to the data subject? Yes ☐ No ☐ If Yes, has a Data Protection Impact Assessment (DPIA) been carried out and e- mailed to dataprotection@northlan.gov.uk Yes ☐ No ☐
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5.6 Technology / Digital impact Does the report contain information that has an impact on either technology, digital transformation, service redesign / business change processes, data management, or connectivity / broadband / Wi-Fi? Yes ☐ No ☒ If Yes, please provide a brief summary of the impact? Where the impact identifies a requirement for technology, has an assessment been carried out (or scheduled) by the Enterprise Architecture Governance Group (EAGG)? Yes ☐ No ☐ 5.7 Environmental / Carbon impact Does the report / project / practice contain information that has an impact on any environmental or carbon matters? Yes ☐ No ☒ If Yes, please provide a brief summary of the impact? 5.8 Communications impact Does the report contain any information that has an impact on the council’s communications activities? Yes ☐ No ☒ If Yes, please provide a brief summary of the impact? 5.9 Risk impact Is there a risk impact? Yes ☐ No ☒ If Yes, please provide a brief summary of the key risks and potential impacts, highlighting where the risk(s) are assessed and recorded (e.g. Corporate or Service or Project Risk Registers), and how they are managed?
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The West Partnership EVALUATION REPORT 2021–2022 Equity, Excellence & Empowerment
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2 T H E W E S T P A R T N E R S H IP E V A L U A T IO N R E P O R T 2 0 2 1– 2 2 Contents. Introduction West Partnership Evaluation Report \ Vision \ Context \ Reach & Impact How does the West Partnership compare? \ Broad General Education \ Senior Phase Evaluation Framework: Three Drivers of Improvement West Partnership Drivers Model Three Drivers of Improvement Illustrations \ The Primary Curriculum Programme \ Improving Our Schools \ Wellbeing for Learning: Keeping Trauma in Mind Programme Conclusion \ Appendix 1: Critical Indicators \ Appendix 2: Collective Knowledge & Confidence Improvements 3 4 5 6 7 10 13 14 15 16 18 20 21 22
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3 T H E W E S T P A R T N E R S H IP E V A L U A T IO N R E P O R T 2 0 2 1– 2 2 The West Partnership has a clear vision: we want to embed the values of equity, excellence and empowerment in everything we do, building a culture of where we work collaboratively across our eight local authority areas to continually improve learning experiences and outcomes for every learner across the Glasgow City Region. This report details progress over the academic year 2021-2022 towards achieving each of the associated outcomes and expected impacts as detailed in the West Partnership Improvement Plan. Increasingly, we are seeing the benefit of the West Partnership Regional Improvement Collaborative and the impact it makes to our teachers, practitioners and support staff, local authority officers and our communities. While this report highlights areas of success, the work of the West Partnership has also been recognised by external evaluations carried out by the Robert Owen Centre for Educational Change as well as our work highlighted in Research Scotland’s national evaluation of Regional Improvement Collaboratives. Our three workstreams of Wellbeing for Learning; Leadership, Empowerment and Improvement; and Curriculum, Learning, Teaching and Assessment are designed to focus on what matters most, and this report captures the very good progress made across each area. Once again, this work reflects the outstanding commitment of all education staff who were tasked with navigating ongoing public health measures while ensuring a ‘normal’ education experience for children, young people and their families. We continue to benefit from the move towards more flexible ways of working across the West Partnership through the use of digital technology. This has allowed us to provide an expanded offer across the West Partnership area and this is reflected in the increased numbers of practitioners participating in the work of the partnership. However, while this will continue, we also recognise that face to face professional learning opportunities remain a crucial part of our delivery model. We continue to strengthen our networked learning system; a system that enables collaboration, encourages connectedness and helps practitioners at all levels. Please take time to read about the many examples of work where we have been able to see the increasing influence of the West Partnership and its impact. Tony McDaid, Regional Lead Officer West Partnership Introduction
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4 T H E W E S T P A R T N E R S H IP E V A L U A T IO N R E P O R T 2 0 2 1– 2 2 West Partnership Evaluation Report Our annual evaluation report provides an overview of the collective impact and added value of the West Partnership activity which is delivered through three core workstreams. These are: ¬ Wellbeing for Learning (WFL) ¬ Leadership, Empowerment & Improvement (LEI) ¬ Curriculum, Learning, Teaching & Assessment (CLTA) The West Partnership has a clear vision: to embed the values of equity, excellence and empowerment in everything we do, building a collaborative, networked learning system to improve learning experiences and increase attainment for every learner across the region. PoPulation 246,284 Early years = 32,001 Primary = 135,194 Secondary 106,923 ASL = 4167 free school meals WP avergae = 17.5% (range 4.3%–29.3%) 40% of Scotland’s Care Experienced children & young people simd quintile 1 WP average = 33.4% (range 5.4%–55.9%) 41% of Scotland’s learners who speak English as an additional language rurality Glasgow City = 0.5% S. Lanarkshire = 20.8% VISION CONTEXT & CONTRAST
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5 T H E W E S T P A R T N E R S H IP E V A L U A T IO N R E P O R T 2 0 2 1– 2 2 West Partnership Evaluation Report West OS used by just over 40,000 learners nationally and just under 15,000 from within the West Partnership region. Every secondary school in the West Partnership used West OS and 66% of primary schools also used the tools. 5600 twitter fOLLOwERS 14,985 website USERS 1000 newsletter SigN-UPS OVER 3100 COLLEAgUES PARTiCiPATEd iN A wEST PARTNERShiP ACTiViTy ThiS yEAR. SIGN-IN-ALT USERS 🌐 85% of respondents reported an increase in knowledge 82% of respondents reported an increase in confidence REACh & IMPACT
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6 T H E W E S T P A R T N E R S H IP E V A L U A T IO N R E P O R T 2 0 2 1– 2 2 How does the West Partnership compare? BROAd gENERAL EdUCATION Percentage of pupils m eeting the expected level for Literacy Percentage of pupils in P1, P4, P7 combined meeting the expected level for Literacy ∞ West Partnership ∞ National Achievement of Curriculum for Excellence data was not collected in the 2019/20 academic year as a result of the pandemic. Data from 20/21 shows a decrease in the number of primary pupils meeting their expected levels at P1, P4 and P7 in Literacy (a combined measure which requires meeting the expected level at Listening and Talking, Reading, and Writing). Data from 20/21 shows a decrease of just over 3% percentage points (3.3%) when compared with their pre-pandemic 18/19 cohort. West Partnership primary pupils continue to be more likely to meet their expected levels compared to their national peers. As in the Literacy figures presented above, the latest data on Primary pupils meeting the expected levels in Numeracy has fallen compared to pre-pandemic cohorts. A decrease of 3 percentage points was experienced in this measure with 77.3% of pupils meeting their expected level in Numeracy compared to 80.3% in 18/19. Primary pupils in the West Partnership continue to be more likely to meet their expected level in Numeracy when compared with the national figure. 2016/17 2017/18 Year 2018/19 2020/21 75 70 65 60 55 50 71.3 65.8 70.1 71.0 66.4 72.4 73.0 69.7 Percentage of pupils m eeting the expected level for Num eracy Percentage of pupils in P1, P4, P7 combined meeting the expected level for Numeracy ∞ West Partnership ∞ National 2016/17 2017/18 Year 2018/19 2020/21 85 80 75 70 65 60 78.1 76.4 78.4 79.1 74.7 79.5 80.3 77.3
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7 T H E W E S T P A R T N E R S H IP E V A L U A T IO N R E P O R T 2 0 2 1– 2 2 How does the West Partnership compare? SENIOR PhASE Percentage of leavers achieving 1 or m ore passes at SCQF Level 5 Percentage of leavers achieving 1 or m ore passes at SCQF Level 6 Percentage of leavers achieving 1 or more passes at SCQF Level 5 ∞ West Partnership ∞ National Percentage of leavers achieving 1 or more passes at SCQF Level 6 ∞ West Partnership ∞ National The percentage of leavers achieving 1 or more passes at SCQF Level 5 continues to increase. Just over 90% of West Partnership leavers in 2021 achieved at least 1 Level 5 award, an increase of 3.3 percentage points on the 2017 figure. The West Partnership continues to have a higher percentage of leavers achieving 1 or more awards at this level compared to Scotland as a whole. The percentage of leavers achieving 1 or more passes at SCQF Level 6 continues to increase, with just under three- quarters (72.8%) of leavers achieving at least 1 award at Level 6. This continues a positive trend from 2017 when 67.3% of leavers achieved the same feat. As at SCQF Level 5, West Partnership leavers continue to outperform their national counterparts. Due to the change in assessment methodology, primarily the implementation of the alternative certification model, comparisons at the senior phase should be treated with some caution. 2016/17 2016/17 2017/18 2017/18 Year Year 2018/19 2018/19 2020/21 2020/21 2020/21 2020/21 90 80 70 60 50 40 70 60 50 40 87.3 67.3 86.1 61.2 86.0 62.2 85.1 60.5 88.0 68.2 89.5 70.2 87.0 68.7 86.5 69.3 88.8 70.4 90.6 72.8
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8 T H E W E S T P A R T N E R S H IP E V A L U A T IO N R E P O R T 2 0 2 1– 2 2 How does the West Partnership compare? Percentage of leavers achieving 5 or m ore passes at SCQF Level 6 Percentage of school leavers in an initial positive destination Percentage of leavers achieving 5 or more passes at SCQF Level 6 ∞ West Partnership ∞ National Percentage of school leavers in an initial positive destination (2009–2021) ∞ West Partnership ∞ National Continued improvement can also be seen in the percentage of West Partnership leavers achieving 5 or more passes at SCQF Level 6. Since 2017 the percentage of West Partnership leavers achieving this standard has increased from 36.2% to 44.3%, an increase of 8.1 percentage points. As in other senior phase attainment measures, a higher percentage of West Partnership leavers achieving this standard than their national peers. The percentage of West Partnership leavers entering initial positive destinations is at the highest it has been since records began, making up all of the losses experienced in the 19/20 academic year which was impacted by the pandemic. The figure of just under 96% (95.8%) continues the progression from 88.3% in 2010. For the third year in a row, West Partnership leavers were more likely than their national peers to be in an initial positive destination. 2016/17 2009/10 2010/11 2011/12 2012/13 2013/14 2014/15 2015/16 2016/17 2017/18 2018/19 2019/20 2020/21 2017/18 Year Year 2018/19 2020/21 2020/21 50 40 30 20 10 100 95 90 85 80 36.2 88.3 88.5 89.9 91.2 92.1 92.6 92.9 93.7 94.4 95.2 93.6 95.8 29.9 87.7 89.3 90.3 91.9 92.6 93.2 93.5 93.7 94.6 95.0 93.4 95.5 30.4 28.7 40.1 42.1 37.6 38.3 42.1 44.3 SENIOR PHASE
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9 T H E W E S T P A R T N E R S H IP E V A L U A T IO N R E P O R T 2 0 2 1– 2 2 How does the West Partnership compare? SENIOR PHASE Percentage gap between Q5 and Q1 Percentage gap between Q1 and Q5 leavers entering a positive destination The percentage gap between SIMD Q1 and Q5 leavers entering a positive destination has decreased in comparison to 19/20 but is still slightly larger than the gap experienced by 18/19 leavers. Leavers in the 19/20 cohort were impacted by a lower number of leavers entering employment, a trend reversed in 2021 with 5.5 percentage point more leavers entering employment than in 2020. 2017/18 2018/19 Year 2019/20 2020/21 8 6 4 2 0 7.9 4.8 6.6 5.1
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10 T H E W E S T P A R T N E R S H IP E V A L U A T IO N R E P O R T 2 0 2 1– 2 2 Evaluation Framework: Three Drivers of Improvement This year, the evaluation framework was strengthened to further demonstrate the added value and collective impact of the partnership activity. Through the development of clear workstream outcomes and measures, three common themes emerged from the evidence leading to the creation of the Three Drivers of Improvement Evaluation Framework. The three drivers of improvement are defined below and summarised in diagram 1. To bring the drivers to life, impact statements from a range of projects and programmes are included. We recognise that collaboration is desirable in our system but also that it is necessarily varied with regards to its form. Some collaboration may involve short-term interactions whilst others demand sustained collaborative working around areas of interest. dRIVER 1: fACILITATINg VARIOUS fORMS Of COLLABORATION “I feel that the discussions I have had with other practitioners in the breakout rooms have been valuable. They have given me ideas on how I can develop my enquiry and reassurance that I am on the right track.” — (PRiMARy CURRiCULUM PARTiCiPANT) “It was most beneficial to be part of in-person discussions and share experiences and ideas with colleagues. They were informal way to share ideas and engage in professional dialogue.” — (LEI wORkSTREAM) “The opportunity for young people to work collaboratively and engage with other young people from different teaching and learning environments. Also, the opportunity for young people to impact change and contribute to school improvement planning.” — (wfL wORkSTREAM)
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11 T H E W E S T P A R T N E R S H IP E V A L U A T IO N R E P O R T 2 0 2 1– 2 2 Evaluation Framework: Three Drivers of Improvement Our regional improvement collaborative contains just over 19,000 practitioners, some 36% of all practitioners in Scotland. We see our work as enhancing practitioner knowledge, understanding and confidence at all levels, from those newly qualified to those at the most senior level. The enhancement of practitioner knowledge, understanding and confidence is inherently linked to our collaborative working. There is a great amount of expertise and experience across our eight authorities and the exchange of knowledge and sharing of practice is a key way in which the partnership adds value. Data demonstrating the changes and improvement in practitioner knowledge and confidence is presented in appendix 2. dRIVER 2: ENhANCINg PRACTITIONER kNOwLEdgE, UNdERSTANdINg ANd CONfIdENCE “My knowledge and practice surrounding metacognition was very limited. This webinar broadened my understanding and gave me some practical tips about things that could be carried out in class.” — (LEI wORkSTREAM) “It will give me a better understanding of The Promise and allow me to have discussions with staff in school about how this will influence us as teachers and help our young people.” — (VLN PARTiCiPANT) “I feel this was highly valuable to me being a probationer. I feel I have to expand my knowledge at every opportunity and this type of conference will provide me with great experience and access to resources. Each workshop I attended has opened my eyes to strategies I will definitely be able to pass on to others while embedding within my own classroom.” — (CLTA wORkSTREAM)
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12 T H E W E S T P A R T N E R S H IP E V A L U A T IO N R E P O R T 2 0 2 1– 2 2 Evaluation Framework: Three Drivers of Improvement Our collaborative work and our aim to affect practice change is supported through partnership activity. Practice change at all levels of the system is a key aspiration for the West Partnership. This extends from the way in which our teachers and practitioners deliver in the classroom and playrooms to the ways in which local authority central teams interact across our region. As such, we envisage partnership activity as facilitating practice change as a consequence of a dynamic offering which targets all practitioners irrespective of their role. dRIVER 3: SUPPORTINg PRACTICE ChANgE AT VARIOUS LEVELS “I am making more use of the data I have gathered for my class, and I am now looking at differentiation differently within the class. Differentiation now has many forms of support through different resources, teacher support and varying timescales. I am now also incorporating key questioning within my daily planning to ensure that I am making the most of feedback and hinge point questions.” — (LEI wORkSTREAM) “A lot of today’s session helped me reflect and move on from today. I think the Slow-low- low is something that works because I have used before but it was a good reminder. The universal approach makes so much sense and I can see elements of that being put in place in our school as we are also in the process of adapting our school behaviour policy and procedures.” — (wfL wORkSTREAM) “Allowed deep evaluation of current practice and enhanced staff knowledge. Changes have positively impacted pupil progression” — (CLTA wORkSTREAM)
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13 T H E W E S T P A R T N E R S H IP E V A L U A T IO N R E P O R T 2 0 2 1– 2 2 West Partnership Drivers Model Drivers of Improvement Practitioner DevelopmentCollaboration Association and networking Access to expertise and knowledge Practitioner level Enhanced classrooms and playrooms Knowledge exchange Space to share and learn Senior Leadership Team level Enhanced school communities Collaborative Working Contribution to work cross sector/ authority Local Authority level Enhanced Partnership working Confidence to implement/change Knowledge and understanding Change to Practice
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14 T H E W E S T P A R T N E R S H IP E V A L U A T IO N R E P O R T 2 0 2 1– 2 2 Three Drivers of Improvement Illustrations Each illustration showcases elements of the three drivers through projects and programmes delivered by the workstreams. The purpose is to demonstrate the added value of participating in partnership activity and the clear impact that this can have on collaboration, knowledge and confidence development and practice change. Regular monitoring of progress and impact relating to workstream outcomes and the three drivers of improvement allow The West Partnership to produce Highlight Reports as part of our governance procedures. The most recent can be accessed on the West Partnership website, or by following these links. The Primary Curriculum Programme was an opportunity for colleagues from across 40 schools to collaborate by focusing on curriculum development in their own contexts. The programme centred around the main themes of ‘How Do We Do It?’ and included participants from all authorities within the West Partnership. Participants worked with Education Scotland (ES) and researchers from The University of Glasgow’s Robert Owen Centre to consider their curriculum in relation to the Refreshed Curriculum Narrative and undertook a related Collaborative Action Research (CAR) project, supported by the Robert Owen Centre team. A senior leader and a class teacher from each school participated in the programme to allow them to share ideas and support each other as they took forward their CAR project. In the programmes’ evaluation, 95% of participants reported that the themes of the sessions met their needs and 86% stated that the structure of the sessions met their needs. Qualitative feedback from participants suggested that the programme had stimulated self-evaluation and change implementation: ThE PRiMARy CURRiCULUM PROgRAMME “It has encouraged me to reflect on my own practice, and have time set aside to build on and improve learners’ experiences.” — (TEAChER, gLASgOw CiTy) “I would not have approached an adaptation to the school in such an in-depth manner, despite being data rich it’s not always data applied but this really focused on applying that data that was collected.” — (TEAChER, gLASgOw CiTy)
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15 T H E W E S T P A R T N E R S H IP E V A L U A T IO N R E P O R T 2 0 2 1– 2 2 Three Drivers of Improvement Illustrations After completion of their CAR project, senior leaders and classroom teachers presented the impact and learning with schools from across the West Partnership. From evidence highlighted within presentations, it was clear that changes to practice had resulted in an enhanced learning experience for children. This occurred in a number of ways, with practitioners noting the importance of including children in their learning and completing deep self- evaluation which enhances staff knowledge: The West Partnership Primary Curriculum Programme facilitated the completion of 30 CAR Projects. Each of these projects involved a process of self-evaluation, practice change and an evaluation of the impact of each intervention on children’s experiences and progress. One example of this process was evident when practitioners from one Glasgow primary used their attainment data to identify writing as a priority for their school improvement plan. Having assessed various potential interventions, the practitioners developed the inquiry question how does the explicit teaching of before, during and after writing strategies increase attainment for targeted learners? The practitioners developed a logical model of improvement proposing that the development of practitioner knowledge, skills and confidence would lead to higher quality learning experiences for pupils and raising attainment. Practitioners at the school engaged in ‘before, during and after writing strategy’ training. They self-evaluated their knowledge, skills and confidence in teaching writing before and after the training. Practitioners noted how each of these indicators had increased following the training but also how the engagement of learners had improved in the classroom. Throughout the project, children were asked to give feedback on their experience of developing their writing. Data demonstrated that pupils developed a better awareness of themselves as writers, were more likely to respond appropriately to feedback, were more resilient when making mistakes and were more likely to have positive feelings towards writing as an activity. From teacher judgements it was clear that attainment results had improved for many learners through the use of intervention groups and class strategies. Due to the success of this programme, it will be offered to participants across the West Partnership next session. Participants that have completed the programme will share their CAR project with schools next session. It is hoped that participants will be able to use CAR to support improvement in other areas in the future. ThE PRiMARy CURRiCULUM PROgRAMME “I have had the opportunity to stop and listen to pupil feedback and build a project from their ideas and not just my own.” — (TEAChER, gLASgOw CiTy) “Allowed deep evaluation of current practice and enhanced staff knowledge. Changes have positively impacted (on) pupil progression.” — (TEAChER, SOUTh LANARkShiRE) “Involving children in their learning. Making learning more practical and fun. Understanding that children can gain so much from outdoor learning.” — (TEAChER, RENfREwShiRE)
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16 T H E W E S T P A R T N E R S H IP E V A L U A T IO N R E P O R T 2 0 2 1– 2 2 Improving our Schools (IOS) focuses on improving attainment and achievement through: ¬ high quality self-evaluation across the school and in individual classrooms ¬ the use of data to inform targeted interventions ¬ improving learning and teaching; and ¬ a relentless focus on equity and excellence for all children and young people. IOS was piloted in session 2021–22 with ten primary schools in five local authorities across the West Partnership. Nine out of the ten schools completed the programme. Improving Our Schools iMPACT All nine schools saw positive changes in knowledge, confidence and understanding. The three groups that described positive changes were senior leaders, teachers and children. Leaders in all nine schools described examples where working together using the IOS model had improved classroom practice. Teachers shared their expertise through collaborative professional learning activities, peer to peer classroom visits and discussion. All nine schools improved attainment for the children who were part of the targeted interventions.
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17 T H E W E S T P A R T N E R S H IP E V A L U A T IO N R E P O R T 2 0 2 1– 2 2 Improving Our Schools SChOOL 1: SChOOL 2: Learning & teaching focus Differentiation Impact on learning and teaching Teachers are differentiating learning and teaching more effectively overall and taking more account of children’s interests as they do so. Curriculum focus Literacy – listening and talking – group talk and discursive talk Impact of interventions on children At early level the percentage of children using five or more related skills increased from 29% to 35%. “Fact Story Action has made a big difference to our school. It has really improved tracking conversations for the better.” — Deputy HeaD “I now explicitly teach listening and talking each week … I make better use of differentiation to ensure my neurodivergent learners are included.” — Class teaCHer Learning & teaching focus Metacognition and retrieval Impact on learning and teaching Metacognitive strategies are being used across the school and children can talk about what they are, how they use them and how this helps their learning. Curriculum focus Numeracy – fractions and money Impact of interventions on children Average scores for the pre and post intervention assessments were as follows: — Children focussing on fractions saw scores increase from 33% to 70% — Children focussing on money saw their scores increase from 34% to 83% “What’s really stood out for me is the platform it has created for this rich dialogue to take place across the whole school … This year I’ve come to appreciate just how important the data of our school is as it leads you to your next steps.” — Class teaCHer “Using metacognition, we’ve really become more independent with planning our work. You can use it in many subjects, you can even use it when you’re not in school.” — primary 7 CHilD
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18 T H E W E S T P A R T N E R S H IP E V A L U A T IO N R E P O R T 2 0 2 1– 2 2 Wellbeing for Learning: Keeping Trauma in Mind Programme The Keeping Trauma in Mind Programme was an opportunity for colleagues from across the West Partnership to engage in professional learning relating to trauma. The sessions provided participants working in different sectors with an opportunity to understand the impact of trauma and to know how to adapt the way they work to make a positive difference to the lives of children and young people affected by trauma. The response to the programme offer was high, with 400 attending the sessions. After analysis of the sign-up information, we could see that, across all eight local authorities, 271 different establishments had registered. There were participants from Early Years, Primary, Secondary, ASN, CLD and Social work. Two key aims of the series were to increase the knowledge of participants; and to develop confidence to apply new knowledge. We were particularly interested in evaluating the impact of the series on practitioner knowledge. We asked evaluation respondents to rate their knowledge level along a 5-point scale, with 1 being the least knowledgeable and 5 being the most knowledgeable. The chart to the right shows that 87% of respondents reported an increase in knowledge across all sessions. This means that of 646 completed evaluations, knowledge increases had been reported in 560 of them. The largest increases to knowledge were reported by Early Years practitioners, followed closely by Pupil Support Assistants. IMPACT ON PRACTiTiONER kNOwLEdgE “My role is nurture based and all of this will really impact my work. So many good ideas and this has really helped to deepen my understanding and what I can do to support.” — (TEAChER, SOUTh LANARkShiRE) “I liked learning more about how self-regulation works. Also coming up with practical strategies that can be implemented in my setting.” — (TEAChER, EAST dUNBARTONShiRE)
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19 T H E W E S T P A R T N E R S H IP E V A L U A T IO N R E P O R T 2 0 2 1– 2 2 Wellbeing for Learning: Keeping Trauma in Mind Programme We were also interested in evaluating the impact of the series on practitioner confidence in applying the new knowledge. We asked evaluation respondents to rate their confidence level along a 5-point scale, with 1 being the least confident and 5 being the most confident. The pie chart shows that 82% of respondents reported an increase in confidence across all sessions. This means that of 646 completed evaluations, confidence increases had been reported in 530 of them. Moving forward, a recall process with selected participants who indicated an interest in a practitioner enquiry will take place. A collaborative action research project will allow practitioners to document the implementation of their learning into practice. IMPACT ON PRACTiTiONER CONfidENCE
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20 T H E W E S T P A R T N E R S H IP E V A L U A T IO N R E P O R T 2 0 2 1– 2 2 Conclusion This year, the Partnership has made very good progress in driving forward equity, excellence and empowerment across the West and this has been demonstrated throughout the report. Our progress has been further recognised externally through research carried out by the Robert Owen Centre (ROC) for Educational Change. In their Phase III Reflections on the Partnership Recovery to Renewal: Reimaging the Future (2022) report, the ROC findings compliment that of the internal evaluation providing a strong triangulated approach to evaluation. The key findings included: ¬ a strong culture and ethos of collaboration; ¬ demonstrable transformative system change; ¬ networks building collective agency and capacity at all levels; and ¬ added value to local authorities — which translated to significant leadership and learning and teaching developments. Moving forward, we will continue to add value to our local authorities, be accessible to those who will benefit most from it and focus on activities that have the greatest impact on learner experiences and outcomes.
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21 T H E W E S T P A R T N E R S H IP E V A L U A T IO N R E P O R T 2 0 2 1– 2 2 indicators 2016-17 baseline 2017-18 Value 2018-19 Value 2019-20 Value 2020-21 Value % of primary pupils (P1, P4 and P7 combined) achieving expected levels or better in literacy (based on reading, writing and talking and listening) 71.3 72.4 73.0 ** 69.7 % of primary pupils (p1, p4 and p7 combined) achieving expected levels or better in numeracy 78.1 79.5 80.3 ** 77.3 % of S3 pupils achieving third level or better in literacy (based on reading, writing and talking and listening) 89.7 90.1 89.6 ** ** % of S3 pupils achieving third level or better in numeracy 90.1 89.7 90.0 ** ** % of S3 pupils achieving fourth level or better in literacy (based on reading, writing and talking and listening) 46.7 48.8 49.7 ** ** % of S3 pupils achieving fourth level or better in numeracy 56.7 57.7 56.5 ** ** % of leavers achieving 1 or more awards at SCQF Level 6 or better 67.3 68.7 69.3 70.4 72.8 % of leavers achieving 5 or more awards at SCQF Level 6 or better 36.2 37.6 38.3 42.1 44.3 % of leavers achieving SCQF Level 5 or better in literacy 81.9 82.8 82.6 83.1 84.6 % of leavers achieving SCQF Level 5 or better in numeracy 69.1 70.2 69.2 70.8 72.8 Number of Practitioners accessing professional learning opportunities provided by the West Partnership TBC TBC TBC 3185 3137 Percentage of practitioners reporting an increase in their knowledge following participation in West Partnership activities N/A N/A N/A N/A 85.1 % of establishments evaluated as good or better for leadership of change 59 63 73 * * Primary Exclusion Rates (Rate per 1000 pupils) 9.9 N/A 3.7 N/A 2.6 Secondary Exclusion Rates (Rate per 1000 pupils) 46.8 N/A 23.7 N/A 21.2 Primary Attendance Rates 94.6 N/A 94.2 N/A 93.4 Secondary Attendance Rates 90.7 N/A 90.3 N/A 88.4 Initial School Leaver Destinations (Positive) 93.6 94.4 95.2 93.6 95.8 % of establishments evaluated as good or better for learning, teaching and assessment 57 66 71 * * * Impacted by Covid ** BGE data not collected. Conclusion APPENdiX 1: CRiTiCAL iNdiCATORS
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22 T H E W E S T P A R T N E R S H IP E V A L U A T IO N R E P O R T 2 0 2 1– 2 2 eVent number of resPondents % of ParticiPants rePorting an increase in knowledge cohort Pre (1–5) cohort Post (1–5) change number of ParticiPants increased ASN Rights Based Training 12 75.0 3.3 4.3 1.0 9 Gambling & Gaming 14 100.0 2.6 4.6 2.0 14 Maths Conference 189 87.0 2.9 4.0 1.1 164 Pedagogy Series 152 88.8 0.0 135 Primary Curriculum 12 100.0 1.8 3.6 1.8 12 PSE Mindfullness 11 72.7 3.4 4.3 0.9 8 PSE Respect Me Anti-bullying 8 100.0 2.5 4.6 2.1 8 PSE Self Harm 9 77.7 3.0 4.1 1.1 7 PSE Self Harm Awareness Training 9 77.7 3.0 4.1 1.1 7 PSE Sexual Content 14 85.7 3.2 4.4 1.2 12 Trauma Series 646 87.0 3.1 4.3 1.2 562 UNCRC ASN 12 75.0 3.3 4.3 1.0 9 UNCRC CLD 10 90.0 2.7 3.8 1.1 9 UNCRC ELC 15 86.6 3.4 4.5 1.1 13 UNCRC Rights Based Training 15 86.6 3.4 4.5 1.1 13 UNCRC Train the Trainer 15 66.6 3.1 4.1 1.0 10 VLN: Autism 21 42.8 3.6 4.0 0.4 9 VLN 1 63 84.1 2.6 3.7 1.1 53 VLN 2 41 85.4 2.3 3.7 1.4 35 VLN 3 25 100.0 2.2 4.0 1.8 25 VLN Parental Engagement 8 75.0 3.8 4.5 0.7 6 VLN Parental Involvement 36 47.2 3.5 4.1 0.6 17 ¬ 1337 evaluation responses ¬ 1137 responses note an increase in knowledge ¬ 85% of respondents report an increase in knowledge ¬ Average pre-event figure was 2.6 ¬ Average post-event figure was 3.7 ¬ Average change on the 5-point scale was 1.1 Conclusion APPENdiX 2: COLLECTiVE kNOwLEdgE ANd CONfidENCE iMPROVEMENTS
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23 T H E W E S T P A R T N E R S H IP E V A L U A T IO N R E P O R T 2 0 2 1– 2 2 west PartnershiP eVent number of resPondents % of resPondents rePorting an increase in confidence cohort Pre (1–5) cohort Post (1–5) aVerage change number of ParticiPants increased Maths Conference 189 85.7 2.9 4.0 1.1 162 Moderation Event 46 58.7 3.6 4.2 0.6 27 PSE Mindfullness 11 81.8 2.9 4.2 1.3 9 PSE Respect Me Anti-bullying 8 87.5 2.5 4.1 1.6 7 PSE Self Harm 9 77.7 2.9 3.8 0.9 7 PSE Sexual Content 14 78.6 3.1 4.2 1.1 11 Trauma Series 646 82.0 3.0 4.2 1.2 530 UNCRC ELC 15 93.3 3.0 4.3 1.3 14 ¬ 938 evaluation responses ¬ 767 responses note an increase in confidence ¬ 82% of respondents report an increase in confidence ¬ Average pre-event figure was 3.0 ¬ Average post-event figure was 4.2 ¬ Average change on the 5-point scale was 1 Conclusion
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How to connect with us T / wP_EdUCATiONwww.wESTPARTNERShiP.CO.Uk
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T h e W e s T P a r T n e r s h i P • e v a l u a T i o n r e P o r T 2 0 2 1 – 2 2
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1 The WEST Partnership: Back to the Future? Christopher Chapman, Graham Donaldson, Irene Bell, Stuart Hall and Kevin Lowden 1. Introduction and context The Scottish educational system is at a crossroads. The severe and wide-ranging impacts of the pandemic are becoming clearer, and the system has been through a series of reviews, with announcements of impending reforms in a climate of a cost-of-living crisis and financial austerity. ‘Reimagining’ education systems in pursuit of educational equity and excellence requires an learner focused, evidence-informed approach to improvement which underpinned by collaborative research/working, leadership for change and networked learning to develop creative and innovative ways to respond to uncertain times. Our analysis suggests that WEST adds value to the work of local authorities whilst also supporting cultural change and a shift towards a more networked, decentralised set of arrangements. Furthermore, the WEST partnership provides a context and mechanism for cultural change that promotes subsidiarity and places decision-making and support for improvement closer to the learning level, a call made by many including the review undertaken by the OECD in 2015. This said, promoting cultural change is a complex and challenging task which is often compounded by structural challenges that can undermine efforts and hinder progress and there is much work still to be done. This paper draws out some of the key messages from the second external evaluation report1 of the West Partnership (WEST) Regional Improvement Collaborative (RIC) undertaken by the University of Glasgow’s Robert Owen Centre for Educational Change. The paper is organised in two sections. At the end of this section we move on to reflect on some of the facilitators and inhibitors associated with the development of the WEST and the implications for the Partnership and more widely for Scottish education. The WEST approach The WEST ‘Learning system’ is developed around a set of principles, structures and processes found in the literature on effective networks. Much of the approach and underpinning theory lends itself to the concept of the Networked Learning System2, which is particularly evident in the WEST networks, including West OS. This approach serves to draw resources together and move knowledge, expertise, and instructive practice across school and local authority boundaries so that the impact of efforts is greater than the sum of the parts. 1 Bell, I., Hall, S. and Lowden, K (2022) Reflections on the WEST Partnership Recovery to Renewal: Reimagining the Future. Unpublished report by the University of Glasgow 2 ICEA (2020) International Council of Education Advisors Report 2018-2020 Second Report to Scottish Government 17th December 2020, pdf last accessed: 1st February 2021
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2 Put simply, WEST serves to develop a smarter system that can move the very best features of Scottish education around the country and impact more consistently on outcomes for all learners irrespective of who they are or where they come from. We now move on to unpack some of the key facilitators and inhibitors associated with the approach that WEST adopted over the past year. 2. Key Facilitators and Inhibitors The evaluation highlighted several facilitators that tended to accelerate development and some inhibitors which tended to suppress developments. The facilitators included: • Networked Learning – This teacher-led response to the challenges of the pandemic is one of the major achievements of WEST. There have been positive impacts upon staff and learners. Staff have been ‘upskilled’ in digital pedagogy and practices and learners have been able to access learning out of school at a time which suits them. This achievement was enabled by teacher responsiveness and commitment, individuals driving the development forward, strategic direction and support and good external partner relationships. The WP core team was crucial to the successful implementation and roll-out of this initiative across Scotland. • Developing Agency and Collective Capacity – The increased confidence and sense of agency enhanced creativity and openness to adopting new approaches through WEST activity (e.g. in promoting health and wellbeing, Improving our Classrooms). For senior school leaders, involvement in WEST networks added value to the work of their LAs and impacted on their own school improvement planning. Those involved in WEST experienced increased autonomy and felt empowered to make decisions. This contributed to building agency to drive improvement with other schools within and beyond their LA. Bespoke professional leaning and discussion sessions within collaborative learning networks (e.g. in the Learner Wellbeing Network) has built • The Virtual Leadership Networks (VLN) were perceived as crucial in providing a supportive and safe environment to meet the needs of leaders (HTs/DHTs) to address the challenges of the pandemic. This peer collaboration also allowed for space to reflect upon those challenges and to inform strategic and operational improvements for both staff and students in their schools. VLNs were designed to offer integral support to the system. Almost 500 HTs and DHTs took part, which represented a significant proportion of school senior leaders, from all the WP LAs at the time. Without the infrastructure of the WEST it is unlikely that this collaborative approach would have emerged. • A `Safe Space` - The WEST provided a safe space for open dialogue and support For example, the WP provided a series of professional learning sessions co-delivered with ES and RIC colleagues for home link workers or their equivalents. WEST has also bought senior leaders within the LAs much closer together. This increased sense of collective agency which has been a very positive feature of the evolution of the partnership, benefiting both individual LAs and the partnership as a whole. The Virtual Leadership Networks (VLN) provided a supportive and safe environment to meet the needs of leaders (HTs/DHTs) to address the challenges of the pandemic. Almost 500 HTs and DHTs took part, which represented a significant proportion of school senior
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3 leaders, from all the WP LAs at the time. Without the infrastructure of the WEST it is unlikely that this collaborative approach would have emerged. • Adding Value to the Local Authorities – As has been noted previously, WEST has added value to the work of LAs in a variety of ways. However, WEST has also provided a platform for LA officers to plan strategically to avoid duplication of activity or provision. There is a growing recognition that LAs can access professional learning or programmes delivered by the WP and concentrate resources and reduce workloads, by focussing on priority or complementary activity. We previously identified collaborative and networked learning and sharing (on a systems scale) as key enablers in building agency and collective capacity during the pandemic. WEST added value through a diverse professional learning offer often in partnership with Education Scotland (ES), Robert Owen Centre (ROC) and others. These were opportunities for professional learning and development, which otherwise may not have existed, or due to budget constraints could not be funded by individual LAs. Furthermore, rather than relying solely on ‘in house’ efforts or on one provider this mixed economy enhances quality and consistency of provision. • Partnership with Education Scotland – this collaboration had a positive impact on network development and progress, with network members appreciative of the specialist knowledge and expertise offered to the groups and the named contact support for activity in schools and local authorities. They felt they also benefited from national up to date knowledge. The Spring Webinar Series was highlighted as important, being co-delivered with WEST and developed as a response to ES`s response to WEST network `need’. Pre-existing relationships were seen to be of value in the pandemic as practitioners and LA staff reached out through their professional networks for support and guidance. Overall, the picture is very positive. WEST has worked hard to build a collaborative culture and much progress has been made since the inception of the RIC. WEST has moved from a position where the preservation and acquisition of resources and power dominated the agenda towards a position where leaders across the RIC now understand the benefits of collaboration across the LAs. Leaders are increasingly recognising that what is in WEST’s interests is also in the LA’s interest. Working across WEST can build individual LA capacity so that the totality becomes greater than the sum of the parts. All of this said, senior leaders are also learning that there are some activities that are better taken at the local LA level. This improves efficiency of the RIC and enhances both LA and WEST effectiveness. The development of WEST has required significant shifts in leaders thinking and behaviours. This cultural change is not easy and requires the consideration of four ‘Ts’. First, cultural change takes time, second, cultural change requires a climate of transparency, third, cultural change requires high levels of trust and finally, fourth, cultural change demands tenacity. However, despite significant progress in the most challenging times there remains much work to be done in propelling the Partnership to the next level of performance. In doing so the following inhibitors will require careful consideration and thoughtful navigation: • Sustaining the eco-system remains a legacy issue from our previous report. WEST has managed to recruit a range of talented staff on secondment. However, the enforced return of these ‘reticulists’ to their substantive roles after 23 months has a
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4 potential negative impact upon WEST development and sustainability. This is a challenge for all RICs of course. This was also applicable to changes in ES staff at the same time; whilst there can be both advantages and disadvantages to this model, it did seem that a great deal of `institutional knowledge` from all the key stakeholders was lost at this time and it would seem sensible to find a solution to retaining staff for longer than 23 months should this be appropriate. • Reaching teachers – WEST is making is making many more inroads into classrooms, reaching more teachers, and having more impact on practice. There is an increasing number of examples of professional learning opportunities which focus on the learning and teaching and supporting the learner experience. However, there remain many teachers across WEST that have yet to engage in WEST activity. There is of course, an issue of WEST’s own capacity of moving to scale with relatively limited resources. However, for the next phase of development WEST should focus on achieving both ‘depth’ and ‘spread’ across the partnership and consider moving beyond current modes of communication to achieve this, see below. • Communications – The current modus operandi of external communications may not be having the traction that is anticipated. Social media, newsletters and highlight reports all serve important purposes but may be an explanation for lack of engagement in some quarters. Internally, the connectedness between networks could be further enhanced to build greater capacity and ensure synergy across workstreams so that activities and areas of work are mutually reinforcing to promote collective impact across WEST. Messaging is also important particularly in terms of moving to scale and achieving spread. If teachers are to invest their valuable time and energy in WEST activity the need to be clear about the nature of the opportunities, how to access them and the gains, both individually and collectively. • Follow-through: Capturing learning and impact in the classroom – Internal evaluation of WEST professional learning opportunities and programmes is a strength of WEST’s development as a Networked Learning System. However, further emphasis could be placed on tracing the impact of the programmes on classroom practice and impact on learner outcomes. Therefore, a stronger focus on capturing if and/or how practitioners have used their learning in the classroom and the impact on experiences and outcomes of learners would add further insight and weight to these evaluations. There was some uncertainty regarding systematic approaches to capturing learning within the networks although additional value was recognised through engaging with external expertise and professional knowledge. ES partners were valued for their specialist expertise and knowledge of current national policy. University partners were seen to bring key research capacities and systems knowledge to the networks. • Local Authority context – As noted previously, this work takes time and requires a climate of transparency, trust and tenacity. It is a complex and often fraught with challenge. These challenges are compounded by the nuance of each LAs context, in terms of LA size, priorities, resources, performance, phase of development etc. dictates individual LA capacity for engagement, and as noted previously, as WEST has developed there has been learning about what is best achieved at LA level and what is best undertaken through the RIC. This all requires the development of a
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5 shared understanding and shared expectation about who has the capacity and capability to contribute to WEST activity at any given time about any given agenda. • Clarity of roles and responsibilities – Working across multiple boundaries- geographical, political, professional institutional, naturally creates ambiguities which can inhibit developing a shared understanding about the nature of the task in hand. This can be mitigated by ensuring there is clarity about roles responsibilities. It is important that all stakeholders have a shared understanding about the roles and responsibilities of all involved. This requires constant reinforcement as the partnership evolves and experiences churn in staffing. Furthermore, to ensure commitment to developing the work all must be clear about network aims, goals were and the composition of the group. If the aims, goals lacked clarity or individuals could not see benefits to collaboration, then commitment is likely to be lower. Put simply, the inhibitors and the associated challenges that they present should be no surprise to us. However, they do present significant issues, especially in the current climate when resources are scarce and the future, in terms of the arrangements of the Scottish education system and the wider social and economic climates are uncertain. WEST is well placed and has made significant progress in very challenging times. However, confidence and strength of leadership will be required If WEST is to tackle the challenges outlined above successfully. Closing remarks The WEST partnership has made much progress since its initiation and the work of the partnership continues to expand and penetrate deeper into classrooms. However, there remains much work to be done to embed and sustain WEST activity so that it adds value to the work going on in all classrooms across the partnership. With continued resourcing at current levels, it would seem that the WEST has a role to play in the further development of the Scottish education system. August 2022 Contact: Professor Christopher Chapman University of Glasgow chris.chapman@glasgow.ac.uk
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The West Partnership IMPROVEMENT PLAN 2022–23 Equity, Excellence & Empowerment
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2 T H E W E S T P A R T N E R S H IP IM P R O V E M E N T P L A N 2 0 2 2 – 2 3 Contents. Introduction West Partnership Vision Governance & Operational Structure: \ Overview \ Regional Education Committee \ West Partnership Board \ West Partnership Implementation Group \ Finance Sub Group West Partnership Delivery Model: \ The West Partnership Approach \ The Role of West Partnership Core Team \ The Role of Central Officers, Teachers and Practitioners \ The Role of Education Scotland’s Regional Improvement Team \ Specialist Networks Developing Through Consultation Evaluating the Impact of the Improvement Plan Critical Indicators 2020–21 The West Partnership | Plan on a Page 2022–23 The West Partnership Delivery Model \ Key Activities & Programmes 2022–23 Outcomes & Drivers Map 2022-23 3 4 5 6 7 8 9 10 11 12 15 16 17 18
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3 T H E W E S T P A R T N E R S H IP IM P R O V E M E N T P L A N 2 0 2 2 – 2 3 The purpose of the West Partnership Regional Improvement Collaborative is to add value to the work of our local authorities, be accessible to those who will benefit most from it and focus on activities that have the greatest impact on learner experiences and outcomes. The West Partnership relies on teachers and practitioners, local authority officers and our communities working together collectively through planned and targeted activities. By doing so, we continue to see the influence of the West Partnership extend and reach across all of our local authorities with increasing numbers of staff and pupils benefiting from our collective endeavours. For example, West Online Schools (West OS) has become a vital tool used extensively by staff and thousands of children and young people across the West Partnership and throughout Scotland. Our efforts to support high quality learning and teaching through the Improving Our Classrooms (IOC) programme have been influential in helping many teachers and schools as they strive for the best for their children and young people. Last session, we also introduced a new workstream on Wellbeing for Learning. A number of specialist networks were facilitated through this work as well as a range of professional learning events in areas such as family learning, student voice and Keeping Trauma in Mind. The West Partnership Improvement Plan 2022-23 aims to build on our successes to date and concentrate on the areas highlighted by key stakeholders as most important to them. Our three main workstreams of Wellbeing for Learning; Leadership, Empowerment and Improvement; and Curriculum, Learning, Teaching and Assessment are designed to focus on what matters, and we will continue to build on these areas. Our challenge is to ensure as many practitioners as possible interact, learn and contribute across the West Partnership. This means we need to be able to evaluate the impact of the work of the West Partnership and the difference it makes. This Improvement Plan outlines how we will do this through focussing on the collective impact of the West Partnership through three strategic drivers of improvement and by examining how the partnership: 1. fosters collaboration on a variety of levels; 2. provides professional learning and specialist network opportunities enabling practitioners to increase their knowledge and gain confidence in decision making and delivering improvement; and 3. stimulates changes to practice, impacting on children, young people and their families. We recognise that it is crucial to collaborate beyond our own boundaries and this session we will continue to work closely across local authorities, as well as with colleagues from Education Scotland, other Regional Improvement Collaboratives and the Robert Owen Centre for Educational Change to achieve our key objectives and strengthen on our existing work. Tony McDaid, Regional Lead Officer, West Partnership Introduction
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4 T H E W E S T P A R T N E R S H IP IM P R O V E M E N T P L A N 2 0 2 2 – 2 3 West Partnership Vision The West Partnership has a clear vision: to embed the values of equity, excellence and empowerment in everything we do, building a collaborative, networked learning system to improve learning experiences and increase attainment for every learner across the region. The plan for 2022-23 also includes our response for recovery and renewal as we meet the challenges of supporting improvement as part of the on-going Covid recovery process. We will continue to work collaboratively within and across the system to ensure that we can respond with agility to the changed circumstances in which we now live, providing support and developing flexible approaches to learning and teaching across the region. The West Partnership sets an ambitious and aspirational agenda to close the poverty- related attainment gap (equity) and improve attainment and achievement for all (excellence). By creating the conditions for authentic empowerment, the ownership of change can be shifted and enable all staff to take collective action to deliver this ambitious vision. As the largest of Scotland’s Regional Improvement Collaboratives, with approximately one third of Scotland’s school population, to truly deliver sustainable improvement, change needs to be driven collectively. This means ensuring that every stakeholder is empowered to address the needs of each individual learner, design experiences which will enthuse and engage them and support them to lead their own learning. This will in turn, lead to improvements in learners’ achievements and attainment. In the longer term, there is a commitment to ensure each educator in the West Partnership has the opportunity to engage and collaborate with colleagues and partners to bring about improvement in their class and playrooms. In the West Partnership, building collective agency to improve results and supporting individuals to work together to secure what they cannot accomplish on their own is a key focus. Our purpose, therefore, is to establish and facilitate networks of professionals to work collaboratively to achieve our vision of equity, excellence and empowerment.
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5 T H E W E S T P A R T N E R S H IP IM P R O V E M E N T P L A N 2 0 2 2 – 2 3 OVERVIEW As part of evaluation and review procedures, the West Partnership continues to reflect on the effectiveness of the existing governance and operational structures, ensuring the Partnership continues to operate efficiently, while adding value to the provision of the eight partner local authorities. Through a wide ranging review process last session, a revised governance and operational structure evolved, was agreed by the West Partnership Board and endorsed by the Regional Education Committee to ensure that we can proceed with the delivery of this ambitious plan over the coming years. The revised structure builds on the previous governance framework, which had been recognised as a key strength of the West Partnership in our formative years, whilst seeking to strengthen the strategic role of the senior leaders to maintain our ongoing successes. West PartnershiP Board GlasGoW City reGion eduCation Committee West PartnershiP ImPlementation GrouP equity exCellenCe emPoWerment evaluatinG & rePortinG CuRRiCuLuM, LEARNiNg, TEAChiNg, AssEssMENT FInanCe suB GrouP WELLbEiNg fOR LEARNiNg data, inFormation & researCh LEAdERshiP, EMPOWERMENT, IMPROVEMENT Governance & Operational Structures
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6 T H E W E S T P A R T N E R S H IP IM P R O V E M E N T P L A N 2 0 2 2 – 2 3 The West Partnership is overseen by the Glasgow City Region Education Committee (the Committee), made up of the Education Conveners (or similar) from each of the eight partner authorities, as follows: The Committee is responsible for scrutinising and endorsing the West Partnership Improvement Plan, receiving regular reports on the progress of the plan and its impact on stakeholders. Chaired by the Convener elected by the membership, the Committee is also attended by the eight Directors of Education/Chief Education Officers and the Senior Partnership Officer, with other attendees invited as appropriate. Additionally, the governance framework in which the Committee operates, provides the opportunity for regular engagement with the Glasgow City Region Cabinet, allowing a further level of oversight and scrutiny, and enabling strategic links to be established with the wider Glasgow City Regional Economic Strategy. GlasGoW City reGion eduCation Committee West Dunbartonshire Council Renfrewshire Council East Renfrewshire Council Glasgow City Council Inverclyde Council North Lanarkshire Council South Lanarkshire Council East Dunbartonshire Council REgIONAL EduCATION COMMITTEE Governance & Operational Structures
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7 T H E W E S T P A R T N E R S H IP IM P R O V E M E N T P L A N 2 0 2 2 – 2 3 Governance & Operational Structures The West Partnership Board (the Board), has responsibility for the strategic overview of the work of the West Partnership, with overall responsibility for the development and delivery of the West Partnership Improvement Plan, including overall responsibility for the finance and resources for the Partnership. The Board is made up of the Director of Education/Chief Education Officer of each of the eight partner authorities which make up the West Partnership. In addition, the Board is advised by the West Partnership’s Senior Partnership Officer, the Senior Regional Advisor appointed by Education Scotland, and has professorial representation from the University of Glasgow. Staff supporting the work of the West Partnership also attend by invitation. Specific, identified Board members link with each workstream as sponsors, and have responsibility for the strategic direction of that workstream and for reporting to the Board on its progress. Workstream Lead Officers support Board members with this work and provide leadership for all aspects of the operational activity of the workstream including: planning, implementation, evaluation and reporting. Following feedback from the West Partnership core team and partners, a review took place during 2020-21, of the purpose and efficacy of the previous Operational Delivery Group. In order to ensure efficiency and pace of progress, the Operational Delivery Group was replaced by the West Partnership Implementation Group. This is chaired by the Regional Improvement Collaborative Lead (RIC Lead) and attended by the Senior Partnership Officer, Senior Regional Advisor from Education Scotland and professorial representation from the Robert Owen Centre for Educational Change at the University of Glasgow. Meeting quarterly, this provides an opportunity for rich professional discussion on the progress of the West Partnership Improvement Plan and the contributions of the core team and partners. The West Partnership Board continues to be supported very well by the Finance Sub-Group. The Finance Sub-group meets quarterly and includes senior representatives from all eight local authorities, providing additional rigour and accountability as well as streamlining financial procedures across the Partnership. They have a particular responsibility for the management of the grant award from the Scottish Government, as well as advising on staffing and other resource issues, as required. WEsT PARTNERshIP bOARd WEsT PARTNERshIP IMPLEMENTATION gROuP fINANCE subgROuP
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8 T H E W E S T P A R T N E R S H IP IM P R O V E M E N T P L A N 2 0 2 2 – 2 3 The West Partnership Delivery Model ThE ROLE Of CENTRAL OffICERs, TEAChERs ANd PRACTITIONERs Our approach within the West Partnership is underpinned by the development of a networked learning system; a system that enables collaboration, encourages ‘connectedness’ and supports practitioners at all levels. Our work is built around collaborative learning and practitioners are supported to develop ways of working together that are effective and build upon well-established research based models of delivery. We continue to work in partnership with the Robert Owen Centre for Educational Change and the Education Scotland Regional Improvement Team to ensure these approaches to collaborative learning make the greatest difference for our practitioners and learners. The work of the West Partnership is predominantly delivered through the structure of three key workstreams, each led by a Workstream Lead Officer (WLO), seconded to work with The West Partnership core team. For 2022-23, the three workstreams are: ¬ Wellbeing for Learning; ¬ Leadership, Empowerment and Improvement; and ¬ Curriculum and Learning, Teaching & Assessment These workstreams provide ‘umbrella themes’ for the programmes and activity of the West Partnership. Regular opportunities are provided to link the work of the workstreams and ensure connectivity and cohesion. ThE WEsT PARTNERshIP APPROACh ThE ROLE Of ThE WEsT PARTNERshIP CORE TEAM A small core team, led by the Senior Partnership Officer, has been appointed to lead and facilitate the operational aspects of the West Partnership Improvement Plan. They work collaboratively to ensure that the Improvement Plan is based on strong self-evaluation, implemented timeously, rigorously evaluated and reported upon to the Board and the Committee. They ensure that all activities and opportunities for colleagues across the Collaborative, provide added value to what is on offer both locally and nationally.
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9 T H E W E S T P A R T N E R S H IP IM P R O V E M E N T P L A N 2 0 2 2 – 2 3 The West Partnership Delivery Model ThE ROLE Of EduCATION sCOTLANd’s REgIONAL IMPROVEMENT TEAM There is clarity that all colleagues who support learning across the eight connected local authorities are defined as The West Partnership, and not simply the core team. As such, all central officers, teachers and practitioners networking & sharing, collaborating and changing practice together are working towards the values and purpose of The West Partnership. A primary function of the core team is to provide systematic and supported opportunities to work collaboratively with these colleagues. The West Partnership Improvement Plan provides opportunities for colleagues to co-create programmes and activities, such as the forthcoming Secondary BGE Curriculum Programme, as well as participate in those planned and delivered by the core team. This provides a unique setting for collaboration, builds capacity and grows connection, all leading to our vision of a networked learning system. The West Partnership values and benefits from, collaborative work with colleagues from Education Scotland’s Regional Improvement Team (RIT). This team adds to the West Partnership’s existing capacity for improvement and provides a helpful external perspective which draws on good practice from across the country. Education Scotland Workstream Links (WLs) meet regularly with West Partnership WLOs to discuss planning, evaluations and impact of various activities and programmes. They regularly contribute to the delivery of these programmes, providing expertise from a national perspective. They also attend workstream meetings, providing a further opportunity to contribute to the strategic direction of the Improvement Plan. This year, a series of consensus-building conversations with WLs, provided a place to discuss both the ‘what’ and ‘how’ of Improvement Plan activities for the coming session. In addition, other colleagues from the RIT have formed ‘bubbles’ for each workstream, providing a stronger identity across both teams and enhancing the input of other Education Scotland officers to the Improvement Plan. ThE ROLE Of CENTRAL OffICERs, TEAChERs ANd PRACTITIONERs
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10 T H E W E S T P A R T N E R S H IP IM P R O V E M E N T P L A N 2 0 2 2 – 2 3 PSHE EY/Primary / Secondary Representatives Senior Inclusion Officers Health & Wellbeing Officers Literacy Officers As part of the extensive Stakeholder Consultation Exercise last session, a renewed format was introduced for the work of some of the networked groups, supported by the West Partnership. These Specialist Networks, comprised of representatives from across the eight local authorities, meet with a common purpose and remit. Each Specialist Network creates its own short action plan containing 2-3 priorities which have been self-generated from existing local authority focus areas. This allows the work of the West Partnership to support ongoing local authority priorities, rather than add to the burden of central officers. The West Partnership core team support this collaborative approach to overtaking the action plan. The WLOs are also responsible for supporting evaluation and reporting on progress and impact as part of governance procedures. Specialist Networks have been reviewed and again been planned across all three workstreams with special consideration given to contribution made by Community Learning & Development colleagues, third sector staff and partners in each. Some additional networks have been requested from central officers which are already producing fruitful discussion and change. The groups planned for 2022-23 include networks for: The West Partnership core team recognises the high quality work undertaken by a small number of West Partnership Networks which pre-date the establishment of the Regional Improvement Collaborative. Most notable are the Early Years and the Senior Educational Psychologists Networks. WLOs liaise and work alongside these networks to support cohesion and added value. Home Education Officers Digital Officers Assessment Co-ordinators English as an Additional Language Co-ordinators Senior Phase Assessment officers Maths Officers Family & Community Officers Stand-alone ASN HT /Officers Community Learning & Development Officers The West Partnership Delivery Model sPECIALIsT NETWORKs
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11 T H E W E S T P A R T N E R S H IP IM P R O V E M E N T P L A N 2 0 2 2 – 2 3 The three Workstream Lead Officers, spoke with a wide range of stakeholders including: director sponsors, workstream members, Education Scotland WLs, programme and network participants. The conversations covered topics which included: ¬ Purpose of West Partnership;Purpose of West Partnership ¬ Motivation for engagement; ¬ Strengths of programme or network; ¬ Impact of provision (using the lexicon of the three newly-established drivers); ¬ Developments for improvement; and ¬ Communications. Feedback has been synthesised and discussed at two whole day sessions with the core team and shared with the Board. It informs the plan for session 2022-23 and was intended to produce a more co-created approach to the improvement planning process. Developing Through Consultation The West Partnership remains committed to ensuring that it reflects the views and ambitions of the workforce, parents and learners across the eight partner authorities to achieve our vision of equity, excellence and empowerment. As the largest of the Regional Improvement Collaboratives, the West Partnership is home to over one third of Scotland’s school population, with more than 25,000 headteachers, teachers and support staff working in around 1000 schools and early learning centres, in some of Scotland’s most diverse and challenged communities. Taking account of the on-going pressures on stakeholders, the West Partnership has had to be flexible and agile in its approach to stakeholder engagement as part of the improvement planning process. While regular evaluations are undertaken at the end of professional learning sessions or programmes, it was agreed that a set of ‘consensus-building conversations’ would be undertaken this session to provide a more holistic review and reflection of the West Partnership’s activity during the last session, and allow this feedback to inform the plan for session 2022-23.
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12 T H E W E S T P A R T N E R S H IP IM P R O V E M E N T P L A N 2 0 2 2 – 2 3 The Evaluating and Reporting Lead Officer retains overall responsibility for evaluating and reporting on the progress and impact of the West Partnership’s Improvement Plan. This work, supported by the data analyst, is crucial in supporting the West Partnership to evaluate its activities and programmes, as well as using the quantitative and qualitative evidence to identify future priorities. Regular highlight and evaluation reports include updates on the progress and impact of each workstream, as well as more holistic evaluations. Tools to systematically evaluate the quality of West Partnership professional learning events / programmes, and the important longer term impact on participants and learners allow us to gather evidence to demonstrate the added value of collaboration. To assist in this process, workstream planning processes focus more acutely on outcome-based planning and reporting, not only on progress, but on impact in the classroom or playroom too. Evaluation strategies and approaches planned by the Workstream Lead Officers at the start of each professional learning session / programme, ensure appropriate and robust evidence is gathered systematically and evaluated. This serves to strengthen the work done in this area by the Evaluating and Reporting Lead Officer. From exploring qualitative feedback data from our professional learning, collaborative enquiry, and specialist networks this session, the Partnership’s work is now conceptualised as being driven by three holistic drivers. Please see diagram on next page. Evaluating The Impact of The Improvement Plan
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13 T H E W E S T P A R T N E R S H IP IM P R O V E M E N T P L A N 2 0 2 2 – 2 3 Evaluating The Impact of The Improvement Plan Drivers of Improvement Practitioner DevelopmentCollaboration Association and networking Access to expertise and knowledge Practitioner level Enhanced classrooms and playrooms Knowledge exchange Space to share and learn Senior Leadership Team level Enhanced school communities Collaborative Working Contribution to work cross sector/ authority Local Authority level Enhanced Partnership working Confidence to implement/change Knowledge and understanding Change to Practice
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14 T H E W E S T P A R T N E R S H IP IM P R O V E M E N T P L A N 2 0 2 2 – 2 3 This year, the evaluation framework was strengthened to further demonstrate the added value and collective impact of the partnership activity. Through the development of clear workstream outcomes and measures, three common themes emerged from the evidence leading to the creation of the Three Drivers of Improvement Evaluation Framework. The three drivers of improvement are defined below. Evaluating The Impact of The Improvement Plan We recognise that collaboration is desirable in our system but also that it is necessarily varied with regards to its form. Some collaboration may involve short-term interactions whilst others demand sustained collaborative working around areas of interest. dRIVER 1: fACILITATINg VARIOus fORMs Of COLLAbORATION Our regional improvement collaborative contains just over 19,000 practitioners, some 36% of all practitioners in Scotland. We see our work as enhancing practitioner knowledge, understanding and confidence at all levels, from those newly qualified to those at the most senior level. The enhancement of practitioner knowledge, understanding and confidence is inherently linked to our collaborative working. There is a great amount of expertise and experience across our eight authorities and the exchange of knowledge and sharing of practice is a key way in which the partnership adds value. dRIVER 2: ENhANCINg PRACTITIONER KNOWLEdgE, uNdERsTANdINg ANd CONfIdENCE Our collaborative work and our aim to affect practice change is supported through partnership activity. Practice change at all levels of the system is a key aspiration for the West Partnership. This extends from the way in which our teachers and practitioners deliver in the classroom and playrooms to the ways in which local authority central teams interact across our region. As such, we envisage partnership activity as facilitating practice change as a consequence of a dynamic offering which targets all practitioners irrespective of their role. dRIVER 3: suPPORTINg PRACTICE ChANgE AT VARIOus LEVELs
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15 T H E W E S T P A R T N E R S H IP IM P R O V E M E N T P L A N 2 0 2 2 – 2 3 Critical Indicators 2020–21 indiCators 2016-17 Baseline 2017-18 value 2018-19 value 2019-20 value 2020-21 value % of primary pupils (P1, P4 and P7 combined) achieving expected levels or better in literacy (based on reading, writing and talking and listening) 71.3 72.4 73.0 ** 69.7 % of primary pupils (p1, p4 and p7 combined) achieving expected levels or better in numeracy 78.1 79.5 80.3 ** 77.3 % of S3 pupils achieving third level or better in literacy (based on reading, writing and talking and listening) 89.7 90.1 89.6 ** ** % of S3 pupils achieving third level or better in numeracy 90.1 89.7 90.0 ** ** % of S3 pupils achieving fourth level or better in literacy (based on reading, writing and talking and listening) 46.7 48.8 49.7 ** ** % of S3 pupils achieving fourth level or better in numeracy 56.7 57.7 56.5 ** ** % of leavers achieving 1 or more awards at SCQF Level 6 or better 67.3 68.7 69.3 70.4 72.8 % of leavers achieving 5 or more awards at SCQF Level 6 or better 36.2 37.6 38.3 42.1 44.3 % of leavers achieving SCQF Level 5 or better in literacy 81.9 82.8 82.6 83.1 84.6 % of leavers achieving SCQF Level 5 or better in numeracy 69.1 70.2 69.2 70.8 72.8 Number of Practitioners accessing professional learning opportunities provided by the West Partnership TBC TBC TBC 3185 3137 Percentage of practitioners reporting an increase in their knowledge following participation in West Partnership activities N/A N/A N/A N/A 85.1 % of establishments evaluated as good or better for leadership of change 59 63 73 * * Primary Exclusion Rates (Rate per 1000 pupils) 9.9 N/A 3.7 N/A 2.6 Secondary Exclusion Rates (Rate per 1000 pupils) 46.8 N/A 23.7 N/A 21.2 Primary Attendance Rates 94.6 N/A 94.2 N/A 93.4 Secondary Attendance Rates 90.7 N/A 90.3 N/A 88.4 Initial School Leaver Destinations (Positive) 93.6 94.4 95.2 93.6 95.8 % of establishments evaluated as good or better for learning, teaching and assessment 57 66 71 * * * Impacted by Covid ** BGE data not collected.
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16 T H E W E S T P A R T N E R S H IP IM P R O V E M E N T P L A N 2 0 2 2 – 2 3 Knowledge & Understanding Confidence To achieve our priorities, we will: OUR DRIVERS: emPoWerCollaBorateConneCtFaCIlItate Practitioner SLT Local Authority System The West Partnership Plan on a Page 2022-23 By building a networked learning system, improve learner experience, attainment and achievement across the West Partnership. E Q u I T Y • E X C E L L E N C E • E M P O W E R M E N T Our Purpose Our Priorities Provide support to practitioners Facilitate collaborative working Learn from each other To develop readiness for learning with learners and families To build networks To build capacity in leaders at all levels To support innovation in curriculum design and promote high quality approaches to pedagogy To promote practice-based research and innovation develoP Association & Networking Knowledge Exchange Collaborative Working suPPort o ur visio n our values PRACTiTiONER dEVELOPMENT COLLAbORATiON PRACTiCE ChANgE
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17 T H E W E S T P A R T N E R S H IP IM P R O V E M E N T P L A N 2 0 2 2 – 2 3 West Partnership Delivery Model Key activities & programmes 2022-23 WELLbEINg fOR LEARNINg LEAdERshIP, EMPOWERMENT & IMPROVEMENT CuRRICuLuM & LEARNINg, TEAChINg & AssEssMENT ¬ Youth Ambassadors: PSE & Transition ¬ Supporting Learners including CLPL for: • Support Assistants • Inclusion in Mainstream • GIRFEC • PSE (EY, Primary & Secondary) ¬ Family Learning Collaborative Enquiry ¬ Families & Communities: • Youthlink Scotland Collaborative Enquiry • CLPL for youth workers ¬ Keeping Trauma in Mind Collaborative Enquiry ¬ UNCRC, including Young Leaders of Learning ¬ Family & Community Officers* ¬ Stand-alone ASN Headteachers* ¬ CLD Lead Officers* ¬ Senior Inclusion Lead Officers* ¬ HWB (previous workstream group)* ¬ PSHE EY/Primary/Secondary Officers* ¬ Home Education Officers* ¬ Senior Educational Psychologists* ¬ Executive Coaching ¬ Learning Sets ¬ Hexagon Coaching ¬ Thinking About Headship ¬ Improving Our Classrooms ¬ Improving Our Schools ¬ Improving Our Departments ¬ FOCUS ¬ Assessment & Moderation ¬ EY / Primary Curriculum ¬ Secondary BGE Curriculum ¬ West OS ¬ Pedagogy ¬ Play Pedagogy ¬ School to School Partnership ¬ Upstream Battle on the Clyde ¬ Gaelic for practitioners ¬ Research on Impact of 1140 hours (lead by Evaluation Lead Officer) ¬ Assessment & Moderation Co-ordinators* ¬ ASN Assessment & Moderation ¬ Maths Lead Officers* ¬ Literacy Lead Officers* ¬ Gaelic Lead officers* ¬ BGE Curriculum* ¬ English as an Additional Language* ¬ Early Years Senior Officers* ¬ Early Education Leads (Virtual Leadership Network)* * Items in italics are delivered through facilitated specialist networks as described on page 10.
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18 T H E W E S T P A R T N E R S H IP IM P R O V E M E N T P L A N 2 0 2 2 – 2 3 Outcomes & Drivers Map 2022-23 As the work of the partnership matures and programmes develop, there will be an enhanced focus on gathering data and evidence across our three drivers of improvement, with a particular focus on the impact that our work has on children and young people in playrooms and classrooms. Using a colour code, the drivers for improvement have been mapped against each outcome, demonstrating the weight of evidence which will be gathered on each drive. The graphic aims to demonstrate the link between the workstream outcome, driver for improvement and data which is likely to emerge as a result of partnership activity. From this graphic, it is evident that our outcomes this year have a clear focus on practitioner development and practice change. This should enable WLO to gather more evidence and data on these two drivers for improvement demonstrating impact on children and young people. Further information relating to the self-evaluation, improvement planning and evaluation and reporting activity of The West Partnership can be found on their website (click here). CollaBoration Through engaging in specialist network, there is an increase in the number of impactful collaborative developments and activities being undertaken in the West Partnership which improve the learning experience for children and young people by June 2023. By June 2023, an improved awareness of West OS will lead to increased breadth and depth of use. Through engaging in collaborative activities, all participants are able to demonstrate an improvement in their practice which enhances the learning experience for children and young people by June 2023. Participants demonstrate changes to practice which will enhance the learning experience for children and young people through engaging in individual and collaborative activities, by June 2023 Participants report increased confidence and understanding in their leadership, use of data and effective learning and teaching practices through engaging in individual and collaborative activities by June 2023. PraCtitioner develoPment Knowledge, Understanding, Confidence Through engaging in collaborative activities, all participants are able to demonstrate an improvement in their practice which enhances the learning experience for children and young people by June 2023. By June 2023, a greater number of practitioners report a positive impact on children and young people’s learning as a result of using West OS in the classroom and/or at home. By June 2023, professional learning participants will demonstrate an increased understanding of wellbeing topics and will have an increased level of confidence to implement practice change that will benefit children and young people. PraCtiCe ChanGe Through participating in West Partnership activities, participants report greater confidence in their practice which enhances the learning experience for children and young people by June 2023. By June 2023, a greater number of children and young people report a positive impact on their own learning as a result of using West OS in the classroom and/or at home. Through engaging in specialist networks, there is an increase in the number of collaborative developments and activities being undertaken in the West Partnership which have an impact on wellbeing practice by June 2023.
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How to connect with us T / WP_EduCATiONWWW.WEsTPARTNERshiP.CO.uK
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T h e W e s T P a r T n e r s h i P • I m P r o v e m e n T P l a n 2 0 2 2 – 2 3