Improving Outcomes Through Scottish Attainment Challenge Funding
Argyll and Bute Council · 6 March 2025
Back to Community Services Committee — 6 March 2025 and its agenda
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ARGYLL AND BUTE COUNCIL COMMUNITY SERVICES COMMITTEE EDUCATION 6 MARCH 2025 IMPROVING OUTCOMES THROUGH SCOTTISH ATTAINMENT CHALLENGE FUNDING 1.0 EXECUTIVE SUMMARY 1.1 This paper provides the Committee with an update on how we are utilising Scottish Attainment Challenge (SAC) funding in order to improve outcomes for children and young people in Argyll and Bute through addressing the challenges of the poverty-related attainment gap. 1.2 This targeted funding includes Strategic Equity Funding (SEF) and Pupil Equity Funding (PEF) which Argyll and Bute receive and are the focus of this paper. 1.3 The paper includes an update on progress towards meeting the authority ‘core’ and ‘plus’ stretch aims 2023-26 (Appendix 1), 2024-25 Scottish Government Pupil Equity Funding allocations for Argyll and Bute schools eligible to receive PEF (Appendix 2) as well as highlighting good practice in terms of use and impact of Pupil Equity Funding (PEF). It also provides an update on the progress of the Argyll and Bute Strategic Equity Funding Plan 2023-26. A copy of the updated plan for 2024-2025 is included as appendix 4 with the original 2023-2026 SEF plan included as appendix 5.
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ARGYLL AND BUTE COUNCIL COMMUNITY SERVICES COMMITTEE EDUCATION 6 MARCH 2025 IMPROVING OUTCOMES THROUGH SCOTTISH ATTAINMENT CHALLENGE FUNDING 2.0 INTRODUCTION 2.1 The refreshed Scottish Attainment Challenge, launched in March 2022, continues to build on the existing policy that has been in place since 2015. 2.2 The policy’s mission is to ‘use education to improve outcomes for children and young people impacted by poverty, with a focus on tackling the poverty related attainment gap’. 2.3 The Scottish Government invited all local authorities to set ‘stretch aims’ as part of the Scottish Attainment Challenge. Stretch aims are ambitious but achievable goals to improve opportunities and outcomes for young people and close the poverty related attainment gap. These stretch aims were required to set out ambitious aims for progress by the end of the three-year period of 2023/24 – 2025/26, accompanied by interim annual aims detailing a trajectory for progress as outlined in the guidance Framework for Recovery and Accelerating Progress. These include 5 ‘core’ aims and an additional ‘plus’ aim. This paper will detail the progress that the Education Service has made in meeting our 2022- 2023 and 2023-24 stretch aims as well as highlighting good practice in terms of use and impact of Pupil Equity Funding (PEF) and impact of Strategic Equity Funding (SEF). 2.4 As part of the Scottish Attainment Challenge (SAC) £1,364,350 in Pupil Equity Funding and £423,068 in Strategic Equity Funding for the 2024- 25 session. It also includes our updated Strategic Equity Funding Plan 2024-2025 as appendix 4. 3.0 RECOMMENDATIONS 3.1 It is recommended that the Community Services Committee: a) Notes the progress made toward achieving the aims and objectives of the Argyll and Bute Strategic Equity Funding Plan ‘SEF plan
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2023- 26 : Tackling the Poverty Related Attainment gap in Argyll and Bute’ b) Notes the update on 2024-25 Scottish Government Pupil Equity and Strategic Equity Funding. c) Notes the provision of strategic guidance at Scottish Government and Authority levels to support the implementation of the Pupil Equity Funding and Strategic Equity Funding. d) Commends the very good progress towards achieving the 2023- 2024 stretch aims. e) Agrees that further updates on the Scottish Attainment Challenge will be presented to a future meeting of the Community Services Committee. 4.0 DETAIL 4.1 The first five years of the Scottish Attainment Challenge saw progress in closing the poverty-related attainment gap across Scotland. With the disruption to learning as a result of the Covid-19 pandemic we saw an impact on attainment of children, with those affected by poverty impacted at disproportionately higher levels. This has been a key focus of our work across Argyll and Bute over the last three school sessions. 4.2 The mission of the Framework for Recovery and Accelerating Progress was to contribute to improved outcomes for children and young people recognising the importance of attainment, achievement and health and wellbeing. The ‘core plus’ model of stretch aims reflects this. 4.3 All Local Authorities have devised stretch aims for core measures (detailed below) and report on these annually to Scottish Government. Stretch aims focus on the following measures: a) achievement of Curriculum for Excellence Levels (literacy combined and numeracy combined); b) the proportion of school leavers attaining 1 or more pass at all SCQF level 5 based on the “Summary Statistics for Attainment and Initial Leaver Destinations” publication; c) the proportion of school leavers attaining 1 or more pass at all SCQF level 6 based on the “Summary Statistics for Attainment and Initial Leaver Destinations” publication; d) the proportion of 16-19 olds participating in education, employment or training based on the Annual Participation Measure produced by Skills Development Scotland; and
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e) a locally identified aim for health and wellbeing, to be measured using local datasets. 4.4 We have made significant progress towards meeting our Achievement of Curriculum for Excellence Levels (ACEL) stretch aims for P1/4/7 pupils. An overview of attainment in 2023-23 and 2023-24 is included in tables 1 and 2 below. Full details of progress and stretch aims for 2025-2026 are included in Appendix 1. Table 1 Literacy (P 1/4/7 Combined) Stretch Aim Overall SIMD Q1 SIMD Q5 GAP (Q1- Q5) Confirmed ACEL Data 2021-22 62.4% 53% 80% 27.4pp Interim Stretch Aim 2022/23 68.4% 60% 81.5% 21.5pp Confirmed ACEL Data 2022-23 68% 68% 81% 13pp Interim Stretch Aim 2023/24 71% 70% 81% 11pp Confirmed ACEL Data 2023-24 72% 68% 83% 15pp Table 2 Numeracy (P 1/4/7 Combined) Stretch Aim Overall SIMD Q1 SIMD Q5 GAP (Q1- Q5) Confirmed ACEL Data 202122 72.7% 68.1% 85.9% 17.8pp Interim Stretch Aim 2022/23 69% 58% 87% 29pp Confirmed ACEL Data 2022-23 76% 76% 90% 14pp Interim Stretch Aim 2023/24 78% 73% 89.5% 16.5pp Confirmed ACEL Data 2023-24 80% 73% 88% 15pp
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Tables 1 and 2 demonstrate improvements in achievement of Curriculum for Excellence levels at P1/4/7 combined for literacy (reading, writing, talking and listening) and numeracy. The tables also demonstrate progress that we have made towards achieving our stretch aims. 5.0 Pupil Equity Funding Schools are allocated PEF funding directly and this is to be used to provide targeted support for children and young people (and their families if appropriate) affected by poverty. School leaders plan for the use of Pupil Equity Funding through the existing School Improvement Planning processes which includes a template for reporting on expenditure, outcomes and measures for PEF funding. National Operational Guidance is provided by the Scottish Government to support school leaders in the use of PEF. This national guidance is further supported by the Argyll and Bute PEF information pack (appendix 6) and Argyll and Bute Framework and online ‘PEF Hub’ which further details processes, procedures and good practice in effective and targeted use of PEF. Head Teachers report annually through their Standards and Quality Reports the impact of the use of PEF within their school. Appendix 3 provides case studies highlighting examples of good practice in the use of PEF across Argyll and Bute Schools. In schools where the funding has been most impactful, there has been a focussed plan in place, informed by data and evidence, taking account of stakeholder voice and with clear measures and intended impact/outcome statements outlined. An Education Officer for the Scottish Attainment Challenge was appointed for a 23 month seconded period from January 2023-March 2026 using SEF funding. This Officer is supporting all schools in their identification of need and their drive to close their attainment gaps in their analytical use of data and targeted use of school-specific PEF funding. In close partnership with the authority’s link Education Scotland Attainment Advisor, and in conjunction across the Performance and Improvement Team, the Education Officer tracks progress towards achieving the stretch aims and engages with schools in analysis and quality assurance of attainment. 5.1 Progress and Impact of work funded through Pupil Equity Funding (PEF) to date includes: • The appointment and role of Family Liaison Officers (FLOs) of which there are 19 across Argyll and Bute, all funded through school level PEF allocations. FLOs have carried out targeted work resulting in positive impact on vulnerable pupils and families in terms of school attendance and engagement. The newly created network for FLOs acts as powerful vehicle to further develop approaches to supporting
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children, young people and their families affected by socio-economic deprivation • Supporting attendance and reducing food poverty through breakfast clubs. These have resulted in an increase in pupils eating a healthy breakfast before coming to school, increase in % of pupils being on time for the start of the school day the opportunity to engage in a calm, social breakfast in order to start the day in a relaxed manner, children accessing and eating fruit and a reduction in financial pressure for families experiencing food poverty. • Lego Therapy to promote social skills through collaborative play and has provided opportunities for children involved to develop: shared attention, collaboration, listening, and communication (verbal & non- verbal), joint problem solving, negotiation, compromise, turn-taking, shared enjoyment, sharing materials. In addition to the observable positive impact evidenced between pupils’ interactions in class and in social spaces, there have been a reduced number of playground incidents and behaviour referrals from pupils who had engaged within the programme. • Music workshops to support regulation and engagement. Music and creativity are proven to support healthy nervous system development in children who have experienced developmental trauma, whether as a result of the COVID-19 pandemic or other factors. The school consulted data from their tracking and monitoring of attendance, attainment, engagement and wellbeing and identified that all pupils would benefit from this strategy and that targeted pupils would gain additional benefit. Impact included an increase in pupil engagement, attendance and attainment, increased access to specialist creative-expressive activities to enhance and inform the curriculum and build staff capacity to deliver similar in future, an increase in trusting adult relationships within the broader school community, in the best interests of the children. • Developing a communication supportive environment for children with complex communication needs. Quantitative and qualitative outcomes provided evidence that the collaborative project between school staff and staff from Speech and Language Therapy (SLT) resulted in gains in the quality of the communication environment across the three areas ( total communication approaches, communication partners and shared experiences) with the most gains evident in the communication partner (use of interaction and language learning strategies). Educators noted increased confidence in making communication accessible using total communication approaches, mainly for pre-verbal communicators.
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6.0 Strategic Equity Funding Strategic Equity Funding continues to support all 32 local authorities to invest in approaches to achieving the mission of the Scottish Attainment Challenge. This funding is part of the Scottish Government’s Attainment Scotland Fund and is distributed equitably based on numbers of children in Low Income Families data for the 2019/20 financial year. SEF allocations have been confirmed over the four year period from 2022/23 to 2025/26 financial years to enable clarity to support strategic planning over the four year period. Argyll and Bute has received £423,068 for session 2024-2025 through SEF funding. 6.1 Planning for the spend of SEF funding for 2024-2025 (appendix 4) includes continued funding for Education Officer: Scottish Attainment Challenge, Education Lead - Benchmarking, Data and Performance post, Education Support Officer: Literacy, Numeracy Lead, Nurture teachers and training and resource costs relating to literacy and numeracy. 6.2 Progress and Impact of work funded through Strategic Equity Funding (SEF) to date includes: • Appointment of an Education Officer with responsibility for the Scottish Attainment Challenge. Main aspects of the role include auditing of all Pupil Equity Fund (PEF) plans and schools’ attainment data, a proportionate programme of school visits (support and challenge), robust discussions on how data is being gathered, audited and analysed to inform improvement, additional support for PEF planning offered to ensure planned outcomes can be measured effectively and are related to identified gap(s) that are based on school data. targets and check-in points have been agreed to track, monitor and support evaluation of progress. As a result of work in this area there has been an increase in the rigour of planning and reporting of PEF within targeted schools. • There has been a relentless focus on further building the capacity of school leaders to manage PEF financial budgeting. In turn, there has been a significant decrease in carry-forward of PEF (63% spend in 2021-22 increasing to 93% in 2022-23). Monthly reports from finance sent to the SAC EO. The EO looks at schools’ projected financial planning to ensure there is no under/over spend and robust accountability. There has been a notable and sustained decrease in PEF underspend since 2021. Dedicated support from the EO has resulted in increased confidence around creating outcomes and measures, leading to more appropriate interventions being planned and more tangible impact for targeted learners • The creation of and successful appointment to a new post: Education Lead for Benchmarking, Data and Performance has led to a fresh thinking in the way that data is being used. Our approaches are being refined and data is being presented more meaningfully and accessibly using a range of data
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dashboards focussing on key indicators which are proving useful for school level and comparison data. The Education Lead is playing an instrumental role in contributing to an improved understanding of data and identification of focus areas in order to raise attainment for all. • Whilst it is too early to ascertain the direct impact of our numeracy and mathematics development work on attainment, progress has been made in a number of identified areas for improvement. These include: o The creation of the Counting on Excellence framework which ensures a seamless progression of learning, spanning early to third level outcomes. This provides teachers in Argyll and Bute schools with a clear and cohesive structure to support continuity in teaching and learning, enabling students to build a strong foundation in mathematics and numeracy across the BGE. The framework is designed to complement the Curriculum for Excellence (CfE) and its benchmarks, offering detailed guidance to teachers that enhances consistency and rigor in mathematics learning and teaching. By incorporating additional strands, the framework strengthens alignment with national priorities while allowing for flexible and context-sensitive teaching practices. o Support for Inclusive Mathematics Education: The expanded framework provides a robust support system for teachers, equipping them with tools and resources to address diverse learning needs. By integrating additional strands into the existing structure, it ensures that learners in Argyll and Bute schools benefit from a comprehensive, inclusive, and innovative mathematics education that prepares them for future academic and real-world challenges. This fits with the curriculum improvement cycle as well as recommendations from the OECD and the mathematics thematic inspection. o Enhanced Teacher Confidence Through Customised CLPL: o The collaborative design and implementation of a professional learning programme, informed by the latest research and best practices, ensures tailored professional development for practitioners. Data gathered around teacher confidence in mathematics pedagogy, particularly in Helensburgh and Lomond schools as a test of change, demonstrates measurable improvements in teacher efficacy. This professional growth directly supports improved classroom practices, fostering better outcomes for learners across the authority. o Data-Driven Support and Continuous Improvement: Observations in targeted schools combined with focused dialogue with practitioners and senior leaders, provide valuable insights into strengths and areas for development. The coordination of follow-up support by the numeracy lead, within specified timescales, ensures a responsive and adaptive approach to improvement. This data-driven strategy empowers schools to address gaps effectively, supporting consistent progress in mathematics teaching and learning authority-wide. • Literacy work funded by Strategic Equity Funding (SEF) has centered around the Children and Young People’s Improvement Collaborative (CYPIC) Improving Writing Programme. The impact of this programme has been
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significant and has resulted directly in increased attainment in writing in all schools involved. Training and ongoing support has been provided to practitioners to improve pedagogy and use of data to secure improvement in writing at first level and across first and second in multi composite classes. Two teachers who have been involved in the programme are also supporting the delivery and support for the programme to ensure that a sustainable model of improvement is developed. 33 schools have been involved since the start of the programme. In Cohort 1: an average of 21-point increase from attainment at P4 in June 22 and June 23. In Cohort 2: an average of 2-point increase from attainment at P4 in June 22 and June 23. In Cohorts 3 and 4 combined there has been an increase of 10% in the number of children assessed by teachers as on track in writing from P3 to P7. In feedback all staff involved agree/strongly agree that this has improved writing within their class. In almost all cohorts of children there has been an improvement in writing attainment. A full evaluation of impact on writing will be completed during this school session. • Two nurture teachers are funded through SEF and work has continued, in collaboration with partners to progress with the implementation of our strategy for embedding effective nurture and relationship-based approaches across all establishments. Progress includes: o Our Children, their Nurturing Education (OCTNE) documents have been refined and now include an OCTNE Implementation Framework for Bronze to Platinum. A Self-Evaluation toolkit has also been developed to include How Good is Our School? 4 (HGIOS4) challenge questions that align with OCTNE. Supportive documentation has been developed and includes an exemplar Silver Action Plan, a Plan, Do, Study, Act (PDSA) exemplar and a bespoke nurture and relationships-based programme of professional learning for the Argyll and Bute Newly Qualified Teacher (NQT) programme and the UHI PGDE course. o Whole-school accreditation has increased with 46 settings now on board, including new cohort (51% of active schools, 33 primary schools, 6 secondary schools, 7 ELC/nurseries) 6 new partner ELCs have signed up for cohort 4. Current accreditation levels are: Bronze: 22 schools, Silver: 6 schools, Gold: 1 school. The uptake for targeted nurture has increased over the last school session. Referral for targeted nurture support comes via the link Educational Psychologist to ensure that involvement is relevant. All pupils referred for targeted nurture have remained in in-authority placements. Work has been in 18 schools (22 pupils) and is ongoing in 7 schools (7 pupils). Universal and targeted work in this area has improved approaches to embedding the principles of nurture within schools and settings involved and for targeted pupils, has demonstrated impact in terms of ability to access the curriculum and understand their own feelings and emotions. This work has enabled us to exceed our 2023/24 core plus stretch aim as detailed in appendix 1.
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7.0 CONCLUSION 7.1 The refreshed Scottish Attainment Challenge and associated funding streams focus on and accelerate targeted improvement activity to reduce the poverty related attainment gap. It is also intended to support and complement the broader range of initiatives and programmes to ensure that all of Scotland’s children and young people reach their full potential. In Argyll and Bute, the funding has been specifically targeted towards literacy, numeracy and health and wellbeing and has impacted positively in a number of ways as detailed in this report. We will continue to track and monitor the impact of this funding and build on approaches and interventions that have demonstrated greatest impact. 8.0 IMPLICATIONS 8.1 Policy – Attainment Scotland Funding through the Scottish Attainment Challenge supports the central purpose of the Scottish Government and the delivery of national outcomes. Supporting delivery on the Long Term Outcomes 3 and 4. 8.2 Financial – Potential financial implications given the limited nature of funding in ensuring the avoidance of ongoing liabilities or redundancy costs which are unfunded. 8.3 Legal – The Council requires to meet their statutory duties as prescribed in the ‘Standards in Scotland’s etc., Act 2000’ 8.4 HR – Potential HR implications given the time limited nature of the funding in ensuring the avoidance of ongoing HR liabilities or redundancy costs which are unfunded. 8.5 Fairer Scotland Duty: 8.5.1 Equalities - protected characteristics – The Scottish Attainment Challenge is aimed at reducing inequalities. 8.5.2 Socio-economic Duty - 8.5.3 Islands - none 8.6 Climate Change - none 8.7 Risk – Potential reputational risk to the Council by failing to deliver the statutory requirements of the revisions arising within the Standards in Scotland’s Schools etc., Act 2000.
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8.8 Customer Service – none 8.9 The Rights of the Child (UNCRC) – This report links to Article 29 (goals of education) Douglas Hendry - Executive Director with responsibility for Education Councillor Audrey Forrest – Policy Lead for Education 31 January 2025 For further information contact: Brendan Docherty Education Manager – Performance and Improvement Brendan.Docherty@argyll-bute.gov.uk APPENDICES Appendix 1 – Argyll and Bute Stretch Aims: Progress in 2022-2023 and 2023 2024 and Stretch Aims for 2025-2026 Appendix 2 – Pupil Equity Fund school level allocations 2024-2025 Appendix 3 – Argyll and Bute Pupil Equity Funding Case Studies Appendix 4 – Argyll and Bute updated Strategic Equity Funding Plan 2024-2025 Appendix 5 – Argyll and Bute Strategic Equity Funding Plan 2023-2026 Appendix 6 – Argyll and Bute PEF Information Pack 2024-25
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Classification: OFFICIAL Appendix 1 3 Year Stretch aims 2023-2026 and progress 2022-23 and 2023-24. In partnership with our Attainment Advisor, we have devised provisional stretch aims as detailed below. We will build on progress made this year by ensuring a relentless focus on closing the poverty related attainment gap whilst raising the bar for all. This will include universal and targeted support for schools based on their attainment data with the aim of building staff capacity at all levels. Literacy (P 1/4/7 Combined) Stretch Aim Overall SIMD Q1 SIMD Q5 GAP (Q1-Q5) Confirmed ACEL Data 2021-22 62.4% 53% 80% 27.4pp Interim Stretch Aim 2022/23 68.4% 60% 81.5% 21.5pp Confirmed ACEL Data 2022-23 68% 68% 81% 13pp Interim Stretch Aim 2023/24 71% 70% 81% 11pp Confirmed ACEL Data 2023-24 72% 68% 83% 15pp Interim Stretch Aim 2024/25 73.5% 72.5% 83% 10.5pp Final Stretch Aim 2025-26 76% 75% 85% 10pp Numeracy (P 1/4/7 Combined) Stretch Aim Overall SIMD Q1 SIMD Q5 GAP (Q1-Q5) Confirmed ACEL Data 202122 72.7% 68.1% 85.9% 17.8pp Interim Stretch Aim 2022/23 69% 58% 87% 29pp Confirmed ACEL Data 2022-23 76% 76% 90% 14pp Interim Stretch Aim 2023/24 78% 73% 89.5% 16.5pp
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Classification: OFFICIAL Confirmed ACEL Data 2023-24 80% 73% 88% 15pp Interim Stretch Aim 2024/25 80.5% 75.5% 90.25% 14.75pp Final Stretch Aim 2025-26 83% 78% 91% 13pp School Leavers with 1 or more pass at ALL SCQF Level 5 Overall SIMD Q1 SIMD Q5 GAP (Q1-Q5) Confirmed Data 2022-23 (Feb 2024) 89.12% (VC 89.77%) 80.00% (VC 80.82%) 96.43% (VC 98.39%) 16.43pp (VC – 17.57pp) Stretch Aims 2023/24 91.5% 85% 98.5% 13.5pp Interim Improvement required between 2023 and 24 2.38pp 5.00pp 2.07pp 2.93pp Final Stretch Aim 2025/26 93% 89% 100% 11pp School Leavers with 1 or more pass at ALL SCQF Level 6 Overall SIMD Q1 SIMD Q5 GAP (Q1-Q5) Confirmed Data 2022-23 (Feb 2024) 62.61% (VC 67.66%) 38.82% (VC 53.06%) 85.71% (VC 88.93%) 46.89pp (VC – 29.88pp) Interim Stretch Aims 2023/24 67% 57% 84% 27pp Interim Improvement required 5.39pp 20.23pp 0pp 19.89pp
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Classification: OFFICIAL between 2023 and 24 Final Stretch Aim 2025/26 72% 64% 89% 25pp Participation Measure - 16–19-year-olds in Education, Training and Employment Overall Q1 Q5 Gap (Q1 –Q5) Baseline (Aug 2021) SDS Data 93.5% 90.6% 96.7% 6.1pp Confirmed SDS Data Aug 2022 93.9% 89.1% 95.5% 6.4pp Stretch Aims 2022/23 95% 91% 96.7% 5.7pp Confirmed SDS Data Aug 2023 95.6% 90.3% 98%* 7.7pp* Stretch Aims 2023/24 95.8% 90.5% 98.1% 7.6pp Confirmed SDS data Aug 2024 94.3% 91.5% 97.1% 5.6pp Stretch Aims 2024/25 96% 90.9% 98.3% 7.4pp
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Classification: OFFICIAL HWB – Attendance in Primary - Free School Meal registered and Non Free School Meal Registered Overall FSM registered Non FSM registered GAP (FSM/non FSM) Stretch aim 2022-23 96% 93% 96.06% 3.06pp Confirmed Data 2022-23 97.53% 88.86% 93.43% 4.57pp Interim Stretch Aims 2023/24 93.5% 89.5% 93.5% 4pp Confirmed Data 2023-24 93% 89.3% 93.5% 4pp Interim Stretch Aims 2024-25 94% 90.25% 94.25% 4pp Final Stretch Aim 2025/26 94.5% 92% 96% 4pp HWB – Attendance in Secondary - Free School Meal registered and Non Free School Meal Registered Overall FSM registered Non FSM registered GAP (FSM/non FSM) Stretch aim 2022-23 93% 87% 93% 6pp Confirmed Data 2022-23 88.15% 81.24% 89.46% 8.23pp Interim Stretch Aims 2023/24 90% 82% 89.5% 7.5pp Confirmed Data 2023-24 87.32% 82% 88.1% 6pp Interim Stretch Aims 2024-25 91% 83.5% 90.75% 7.25pp Final Stretch Aim 2025/26 92% 87% 94% 7pp
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Classification: OFFICIAL Core Plus’ Stretch Aim- Our Children, their Nurturing Education Overall Stretch Aim 2022/23 60% Data pick-up (June 2023) 61.05% Stretch Aim 2023-24 64% Data pick-up (June 2024) 67% Stretch aim 2024-25 67% Stretch aim 2025-26 70%
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Classification: OFFICIAL Appendix 2 PEF ALLOCATIONS + C/F 2024-25 2024/25 School Alloc Top Ups 2024/25 Alloc+TopUps 2023/24 C/F Islay High School £ 9,800 £ - £ 9,800 £ - Campbeltown Grammar School £ 39,200 £ - £ 39,200 £ 62,380 Tiree High School £ 4,900 £ 1,580 £ 6,480 £ - Dunoon Grammar School £ 91,875 £ - £ 91,875 £ 7,363 £ Oban High School 100,450 £ - £ 100,450 £ 1,112 Tarbert Academy £ 2,450 £ 790 £ 3,240 £ 2,841 Tobermory High School £ 2,450 £ 2,950 £ 5,400 £ 3,173 Lochgilphead High School £ 24,500 £ 340 £ 24,840 £ - Rothesay Academy £ 34,300 £ - £ 34,300 £ 9,619 Hermitage Academy £ 53,900 £ - £ 53,900 £ 13,046 Ardrishaig Primary School £ 11,025 £ - £ 11,025 £ - Bunessan Primary School and GMU £ 1,225 £ 1,080 £ 2,305 £ 601 Carradale Primary School £ - £ 1,080 £ 1,080 £ 230 Dalmally Primary School £ 4,900 £ - £ 4,900 £ 4,687 Dervaig Primary School £ - £ 3,240 £ 3,240 £ 521 Drumlemble Primary School £ 2,450 £ - £ 2,450 £ 670 Dunbeg Primary School £ 14,700 £ - £ 14,700 £ 3,403 Dunoon Primary School £ 51,450 £ 390 £ 51,840 £ - St Mun's Primary School £ 33,075 £ - £ 33,075 £ 14,053 Easdale Primary School £ 4,900 £ - £ 4,900 £ - Furnace Primary School £ 4,900 £ - £ 4,900 £ 9,434 Gigha Primary School £ 3,675 £ - £ 3,675 £ 4,635 Glassary Primary School £ 4,900 £ - £ 4,900 £ 3,144 Innellan Primary School £ 7,350 £ 210 £ 7,560 £ 7,687 Inveraray Primary School £ 4,900 £ 3,740 £ 8,640 £ 8,643 Keills Primary School £ 2,450 £ - £ 2,450 £ 1,982 Kilchattan Primary School £ - £ 1,080 £ 1,080 £ 923 Kilmartin Primary School £ 1,225 £ 935 £ 2,160 £ 2,786 Kilmodan Primary School £ - £ 1,080 £ 1,080 £ 514
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Classification: OFFICIAL Kilninver Primary School £ 4,900 £ - £ 4,900 £ 1,563 Kirn Primary School £ 67,375 £ - £ 67,375 £ 10,172 Lochnell Primary School £ 14,700 £ - £ 14,700 £ 10,368 Lochgoilhead Primary School £ 3,675 £ 645 £ 4,320 £ 326 Park Primary School £ 22,050 £ 1,710 £ 23,760 £ 5,749 Rockfield Primary School £ 53,900 £ 6,580 £ 60,480 £ 10,676 St Columba's Primary School - Argyll £ 26,950 £ - £ 26,950 £ 359 Port Charlotte Primary School £ 2,450 £ 2,950 £ 5,400 £ 1,362 Port Ellen Primary School £ 8,575 £ 2,225 £ 10,800 £ - Rhunahaorine Primary School £ 8,575 £ - £ 8,575 £ 3,880 Salen Primary School £ 2,450 £ 790 £ 3,240 £ - Sandbank Primary School £ 14,700 £ 2,580 £ 17,280 £ 15,433 Strachur Primary School £ 4,900 £ - £ 4,900 £ 1,561 Strath of Appin Primary School £ 2,450 £ 790 £ 3,240 £ 1,109 Strone Primary School £ 4,900 £ - £ 4,900 £ 626 Taynuilt Primary School £ 6,125 £ 355 £ 6,480 £ 2,569 Tayvallich Primary School £ 2,450 £ - £ 2,450 £ 2,459 Tighnabruaich Primary School £ 14,700 £ - £ 14,700 £ - Toward Primary School £ 1,225 £ 935 £ 2,160 £ 1,843 Rockfield Gaelic Primary School £ 6,125 £ - £ 6,125 £ - Salen Primary School Gaelic Unit £ 1,225 £ 2,015 £ 3,240 £ - Sandbank Primary School Gaelic Unit £ 9,800 £ - £ 9,800 £ - Tiree Primary School £ 1,225 £ 935 £ 2,160 £ - Tarbert Primary School £ 12,250 £ - £ 12,250 £ 2,671 Tobermory Primary School £ 6,125 £ 355 £ 6,480 £ 6,236 Lochgilphead Primary School £ 41,650 £ - £ 41,650 £ - Castlehill Primary School £ 28,175 £ - £ 28,175 £ 3,819 Dalintober Primary School £ 62,475 £ - £ 62,475 £ - Tiree Primary School Gaelic Unit £ 1,225 £ - £ 1,225 £ - North Bute Primary School £ 9,800 £ - £ 9,800 £ 1,706 St Andrew's Primary School - Argyll £ 23,275 £ - £ 23,275 £ 12,926 Rothesay Primary School £ 78,400 £ - £ 78,400 £ 14,520 Bowmore Primary School £ 9,800 £ - £ 9,800 £ - Bowmore Primary School Gaelic Unit £ 1,225 £ - £ 1,225 £ -
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Classification: OFFICIAL Arrochar Primary School £ 6,125 £ - £ 6,125 £ 3,697 Cardross Primary School £ 8,575 £ 65 £ 8,640 £ - Garelochhead Primary School £ 12,250 £ - £ 12,250 £ - Colgrain Primary School £ 39,200 £ - £ 39,200 £ 1,701 Hermitage Primary School £ 36,750 £ - £ 36,750 £ 2,304 John Logie Baird Primary School £ 26,950 £ 4,370 £ 31,320 £ 1,169 St Joseph's Primary School - Helensburgh £ 35,525 £ 1,195 £ 36,720 £ 12,070 Kilcreggan Primary School £ 13,475 £ - £ 13,475 £ 849 Luss Primary School £ 2,450 £ - £ 2,450 £ 954 Rhu Primary School £ 13,475 £ 1,645 £ 15,120 £ 1,977 Rosneath Primary School £ 35,525 £ - £ 35,525 £ 6,151 Parklands School £ 7,350 £ 1,290 £ 8,640 £ 2,251 TOTALS £ 1,314,425 £ 49,925 £ 1,364,350 £ 308,503
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school refusal low attendance Background Rationale
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trauma-related dysregulated behaviours low motivation disengagement attainment As a result of the intervention, the school hoped to see: an increase in pupil engagement, attendance and attainment ability to demonstrate strategies to cope with anxiety, behaviour regulation and resilience an increase in trusting adult relationships co-ordinates pick-ups of the targeted pupils from home in order to ensure school attendance signposts families to partner agencies for further support (e.g. counselling, social security, Ministry of Defence (MOD) families support worker, Active Schools) supports families with clothing and applications for free school meal and travel costs organises and accompanies pupils in wider community enrichment activities such as trips to local coffee shops, social meetups and football clubs Evidence from another school in the cluster, which was part of the Scottish Attainment Challenge Outcomes Description FLO initially did one-to-one short sessions in the school building, then introduced class activity, building
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arranges in-school therapeutic sessions for the targeted learners to address issues around anxiety and wellbeing counselling Social Security Scotland Forces Families Support Active Schools from 59% in 2022-23 to 93% so far this session from 59% in terms 3 and 4 of 2022-23 to 85% in terms 1 and 2 of 2023-24 “I’m getting better at doing my work in P7 … I did a really long piece of writing on the Chromebook and I hadn’t done that before”. Impact All pupils (100%) in targeted group are now on a full school timetable. time to chat”.
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Full time FLO - £34,065 (35 hpw, 52 week post) For any inquiries on this project, reach out to: For more information, see the school’s whole Gemma Houston PEF strategy - its plans, operational activity Acting Head Teacher and impact - in this presentation Hermitage Primary School Gemma.Houston@argyll-bute.gov.uk Cost Contact / additional information
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Gigha Primary is a rural, remote, island school with 10 pupils. They have an attached ELC with 4 pupils on roll. The school sits within a small community of approximately 160 people. All island postcodes are within SIMD 3 although due to the small cohort, this is not representative of all individual families; 50% of pupils are eligible for free school meals. The school’s Breakfast Club began in October 2023 and was funded until the end of June 2024. For many reasons, food poverty is a challenge experienced by some people within the island community and a Foodbank was established in September 2023 to support this issue. With this in mind the Head Teacher made the decision to use Pupil Equity Funding to establish and run the Breakfast Club. Breakfast Club is open from 8.15am-9am and is free for all pupils who attend. The Breakfast Club is staffed by a Classroom Assistant who is funded through PEF. A variety of hot and cold breakfast options are available as well as unlimited fruit. A selection of games and activities are available for all pupils who attend. The Breakfast Club was primarily aimed at pupils who are eligible for FSM. However, it is also freely available for all pupils at the school. Persistent lateness was also identified in 30% of pupils and it was hoped the breakfast club would also help to improve this. The Head Teacher kept a record of attendance times and lateness of pupils over a four week period and recorded whether latecomers had eaten breakfast upon arrival. This identified that persistent lateness was an issue for 30% of pupils. Not all pupils who arrived late had eaten breakfast before attending. The Head Teacher also spoke with parents of pupils eligible for FSM to find out whether a Breakfast Club would be a facility they would use for their children. Following a positive response to Background and reducing food poverty Rationale
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this the Head Teacher engaged with the PEF Lead within the Local Authority to seek advice on setting up a Breakfast Club and using PEF funding for this. The Head Teacher also consulted with other schools who had set up a breakfast club to ask for advice around strengths and challenges and all pupils were surveyed to find out their preferences for healthy breakfast options. Analysis of attendance and latecoming data informed the improvements necessary. The school identified improvements necessary: persistent lateness in 30% of pupils reduce latecomings support increased engagement and concentration in classes, ‘first-thing’ Observations made by school staff indicated that some learners took time to settle within the classroom environment, finding the transition challenging between home and school. As a result of the intervention, the school hoped to see: increase in pupils eating a healthy breakfast before coming to school increase in % of pupils being on time for the start of the school day the opportunity to engage in a calm, social breakfast in order to start the day in a relaxed manner children accessing and eating fruit reduction in financial pressure for families experiencing food poverty decrease in dysregulated behaviour experienced by pupils for whom the start of the school can be a stressful experience September 2023 Staffing was secured to run the Breakfast Club Parents were consulted to identify times which would be most helpful in the daily operation of this Pupils were surveyed to find out what choices of a healthy breakfast they would prefer October 2023 Application for the Kellogg’s Breakfast Club Grant for additional funding to improve the longevity of the Breakfast Club Consultation with the Local Authority Operations Manager to ensure compliance with nutritional requirements in schools and to order as many of the required food items as possible through the Local Authority approved Food Provider Outcomes Description
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Start up equipment and food items ordered to set up the club ready to open on 23rd October October-December 2023 Breakfast Club was attended by 60-80% of all pupils Ascertained that Breakfast Club needed to use separate cutlery, cups and crockery to the school catering kitchen so these were required to be purchased at an additional cost January 2024 An informal pupil check in identified the ongoing breakfast choices that pupils wanted. This reduced the likelihood of food waste and ensured that pupil’s food needs were being met Confirmation of success for the Kellogg’s Breakfast Club Grant of £1000 which would allow the Breakfast Club to continue until October 2024 March 2024 A Pupil survey was completed to gather pupil feedback on the Breakfast Club The school used a combination of quantitative and qualitative data to evaluate impact. Quantitative data provided the evidence that aims in % increase had been met: 30% increase in pupils on time for the start of the school day - from 70% to 100% Children has access to a greater volume of fruit. During a surveyed time period (October to December), pupils had access to between 3-5 portions of fruit and vegetables a day whilst at Breakfast Club and throughout the school day Increase in attendance and engagement of pupils in the first thirty minutes of the school day. Over the surveyed period (October to December), on average 90% of pupils were in school, on time and ready to learn at the start of the school day The Head Teacher recorded and monitored Breakfast Club attendance for 8 weeks between October and December 2023. Data gathered through this evidenced improvements from baselines: 100% of pupils eligible for FSM attended at least 3 times per week 100% of persistent latecomers attended 5 times a week, reducing lateness to 0% in the month of December And between January and March 2024: 60% of pupils attended Breakfast Club at least 3 times per week 66% of persistent latecomers attended at least 4 times per week 60% of pupils eligible for FSM attended at least 3 times a week Impact
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A pupil survey in March 2024 provided additional data: 75% said breakfast club gave them access to a healthy meal. 75% reported that breakfast club helped them to be on time for school 37.5% said that eating breakfast had helped them to concentrate 62.5% said breakfast club gave them the opportunity to eat a breakfast in a relaxed environment 100% of pupils reported that breakfast club gave them additional time to socialise with their friends outside of the school day Qualitative data was gathered using feedback and stakeholder voice: The provision of a Breakfast Club supported positive home-school relationships. A Parent Helper also joined the Breakfast Club on occasion. Pupils attending Breakfast Club had access to a healthy nutritious breakfast with hot and cold choices and fruit. These were responsive to childrens’ requests (where possible). Child B- “You can always have breakfast and a good breakfast.” Child A- “Breakfast club is good for getting to school on time because sometimes [my parent] forgets.” Child B-“ Breakfast club means you can definitely get to school on time.” Pupils reported enjoying having the opportunity to eat friends in a social occasion with staff and their friends. Pupils reported that the breakfast had supported their families during times of financial challenge: Child A “It helps mum and dad spend less money because you don’t need to buy as much cereal.” Child B-“Breakfast club is good because the food tastes good. It gives your mums and dads more money to spend on other things they may need.” Child C “Breakfast club is good because if you’ve just woke up late and you haven’t had breakfast you can get yourself a breakfast.” Observation of improved pupil engagement in the first thirty minutes of learning: Child C “[Eating breakfast] helps your brain not feel tired. I like oranges at breakfast club.” Staffing (5 hours Classroom Assistant weekly) £2223 Resources (Food for Breakfast Club) £1280 Cost
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For any inquiries on this project, reach out to: Alex Vipurs Head Teacher Gigha Primary School Alexandra.Vipurs@argyll-bute.gov.uk Contact information
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Lego Therapy has been used successfully in Castlehill Primary School for 5 terms. When this case study was put together the school roll was 170 across 7 classes. 13% of pupils were living in SIMD Quintile 1 and 11% of pupils were entitled to a free school meal. The school is located in Campbeltown towards the southern end of the peninsula of Kintyre. It is one of two primary schools within the town. Local employment opportunities in South Kintyre include farming, the distillery industry, local government and the health service. The school identified the need to: develop children’s social, emotional and communication skills build pupil’s self-confidence build pupils’ problem-solving and negotiation skills in a structured context link to other areas of learning in STEM The school used their knowledge of pupils social, emotional and communication skills and collated suggestions from teachers and support staff at the start of each group. Additionally referrals were encouraged from staff and parents, as pastoral needs arose. Educational Psychology supported the school with consultation and training. Background Rationale
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As a result of the intervention, the school hoped to see: an increase in targeted pupils’ self-confidence an improvement in targeted pupils’ communication skills an improvement in targeted pupils’ cooperation skills a reduction in targeted pupils’ involvement in negative interactions with peers After identifying that there was a group of pupils requiring additional structured support in relation to their communication and interaction skills and/or their emotional needs, the school began to explore using Lego as a therapeutic intervention. An additional benefit meant this would also provide a structured context for developing cooperation and problem-solving skills. The school responded to advice from Educational Psychology about the availability of training and support for the programme and identified a member of the leadership team to oversee and coordinate. Existing support staff had suitable skills and were available to run the programme and time was made available for those nominated support staff to attend the training. A suitable room was identified for the programme to be based in and the required Lego resources were purchased Supporting staff were given time to get to know the programme fully in school, prepare planning resources and prepare the identified space in school. The programme was planned to run for identified stage groups (of up to 6) across the school year for 6 week blocks and named ‘Lego Club’. Parents of all attendees were advised of the purpose of the programme. The results were positive in relation to the key purposes of the programme in building confidence, communication and cooperation skills. The school used a questionnaire on samples of pupils, staff and parents and the Leuven Scale to measure the impact of the work Description Impact
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Analysis from the questionnaire found: 100% of parents indicated that their children enjoyed the programme. 100% of teachers indicated that their pupils enjoyed the programme. 96% of pupils indicated that they enjoyed the programme. 73% of pupils indicated clearly that they felt more confidence after being involved in Lego Therapy/Club. A further 15% indicated they felt a little more confident. 65% of pupils independently indicated that they were better at listening to others. 54% of pupils independently indicated that their teamwork skills had improved. 62% of pupils expressed that they enjoyed being able to share their feelings at the start of Lego sessions. A further 23% indicated that they enjoyed this a little bit. Overall, the questionnaires gave a positive view of the impact of the programme on the wellbeing of the pupils. Leuven Scale assessments of all pupils at the start and end of Lego Club sessions during 2023/24 showed 95% of pupils were assessed as showing improved wellbeing and 93% as showing improved involvement. Initial cost of Lego Resources approx. £300 Classroom Assistant 5.75 hrs @ approx. £4200 per year For any enquiries on this project, reach out to: Richard Long Head Teacher Castlehill Primary School richard.long@argyll-bute.gov.uk Cost Contact information
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Lego Therapy promotes social skills through collaborative play. It provides opportunities to develop: shared attention, collaboration, listening, and communication (verbal & non-verbal), joint problem solving, negotiation, compromise, turn-taking, shared enjoyment, sharing materials. It has been used successfully in Dalintober Primary School since 2022. Dalintober Primary School and ELC is in Campbeltown, which has a population of 4,670. It is therefore classed as an urban school. When this case study was put together the school roll was 191 across 7 classes. 30% of pupils were living in SIMD Quintile 1 and 20% of pupils were entitled to a free school meal. Members of the PEF team attended training delivered by the Nurture team in May 2022, with a view to introducing an intervention that would help prevent playground incidents and exclusions while improving social skills and overall wellbeing of pupils. Thereafter, Lego Therapy was offered, with a number of successful groups being facilitated thus far. Groups were identified through data and consultation with the Head Teacher and Class Teachers. The school identified health and wellbeing needs: develop self-regulation skills build pupils’ cooperation and negotiation skills promotion of positive relationships build self-confidence / ‘finding your voice’ RAG ratings and referrals initially identified children with challenges with self-regulation. Background Rationale
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Observations made by school staff demonstrated that positive social interaction increased when children were engaged in games and social interactions that incorporated their interests. Lego Therapy could provide the conditions for fun and child led practice, and sit effectively within the school’s existing nurture provision. Educational Psychology’s Nurture Team supported the school with consultation and training. As a result of the intervention, the school hoped to see: an increased awareness of social cues improvements in collaborative working improvements in self-regulation more positive social interactions skills for competence development in the ability to problem solve Pupils are identified through data and consultation Weekly groups of up to three pupils are established to meet weekly Initial meeting focuses on an introduction to Lego Therapy and what the rules and expectations are The member of staff supporting the programme offers little intervention, instead enabling the pupils to problem solve and work through their emotions, giving them a safe space to learn how to self-regulate in challenging social circumstances The group concludes once they have made their Lego ‘project’ together which can take on average up to 12x 1 hour sessions. If the desired outcome has not been achieved, the group may continue on to another Lego build Outcomes Description Impact
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In addition to the observable positive impact evidenced between pupils’ interactions in class and in social spaces, there have been a reduced number of playground incidents and behaviour referrals from pupils who had engaged within the programme. Qualitative data was gathered using feedback and stakeholder voice: ‘The pupils involved in ‘Lego Therapy’ from my class loved going. They often asked when their next input would be, and spoke enthusiastically about their tasks when they came back to class. At the beginning of the block of inputs, each pupil was asked what they personally felt they needed to work on. This was beneficial in allowing the pupils to set their own targets, and be aware of what they were working on each time. This input helped the pupils to bond and work on creating a positive relationship. They were learning to communicate respectfully, and cope when things didn’t go the way they had hoped. Lego Therapy is an excellent way of engaging pupils by taking part in a fun activity while developing skills to support their social and emotional wellbeing. I am very grateful for the time and effort that was put in to these sessions.’ - Class Teacher Pupils attending Lego said: “I liked when we all got along together. Whenever we do it we’re all good friends” “I liked it because it’s fun” “I liked being friends” Initial cost of Lego Resources approx. £300 Pupil Equity Funded Youth Work Assistants = £15ph Cost
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For any enquiries on this project, reach out to: Caroline Armour Fraser Cosgrove Head Teacher Youth Work Assistant Dalintober Primary School caroline.armour@argyll-bute.gov.uk Fraser.Cosgrove@argyll-bute.gov.uk Contact information
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Tayvallich School is situated near the shore of Loch Sween on the Argyll coast of Scotland. The school values and aims have been developed with the pupils, staff and families and all work together to ensure that everyone in the school community are nurtured to be Ready, Respectful and Safe. The school work to promote children’s and human rights in all they do and are committed to becoming a Rights Respecting School. At time of case study preparation the school roll was 19 pupils from Primary 1 to 7 and 2 children learning in the ELC. The school has a very comprehensive and diverse pupil body and supporting community. SIMD/FSM data does not accurately affect some of the broader issues related to rural isolation that affect pupils, particularly related to rural deprivation and a lack of broader community cohesion. The geographical location and transport connections locally mean that it can be challenging to recruit specialist and qualified staff/practitioners to deliver the interventions required for the children in the school. Creative solutions are therefore employed to ensure equity. Although the increase of online provision, particularly since the pandemic, has assisted with delivery of some interventions, the school acknowledge that face to face delivery of quality interventions by skilled, known and trusted practitioners is an essential factor in improving outcomes. When looking for a practitioner to deliver these music sessions, they were exceptionally fortunate to find exactly this within their parent body. Music and creativity are proven to support healthy nervous system development in children who have experienced developmental trauma, whether as a result of the COVID-19 pandemic or other factors. The school consulted data from their tracking and monitoring of attendance, attainment, engagement and wellbeing and identified that all pupils would benefit from this strategy and that targeted pupils Background Rationale
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would gain additional benefit. They decided to recruit a Music Practitioner who could deliver music sessions involving group play, body percussion and creative expression. The strategy was delivered as a universal offer to all pupils in the setting, with additional focus activities offered to identified individuals as per agreed child planning outcomes and actions. Additional resources helped to develop their thinking / approach A Roadmap for Creating Trauma-Informed and Responsive Change - Part One (traumatransformation.scot) Resources (beaconhouse.org.uk) Argy ll and Bute Educational Psychology Service - Our Children Their Nurturing Education (OCTNE) (google.com) Perry, B. and Winfrey, O. (2021). What Happened to You? Pan Macmillan. Van der Kolk, B. (2014). The Body Keeps the Score: Brain, mind, and body in the healing of trauma. London: Penguin Books. The school identified improvements necessary: attendance: aimed to reach 95%+ for identified pupils regulation and engagement: there was an observable increase in pupils challenged in self and co-regulation and engagement with learning attainment: taking into account identified individual circumstances, the school aimed to bring school attainment in line with authority comparator data. As a result of the intervention, the school hoped to see: an increase in pupil engagement, attendance and attainment increased access to specialist creative-expressive activities to enhance and inform the curriculum and build staff capacity to deliver similar in future an increase in trusting adult relationships within the broader school community, in the best interests of the children Outcomes Description
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Using local knowledge and networks a practitioner was recruited. She had already gained a PVG as a volunteer within the school and was set up an external provider service contract through the Education Purchasing/Procurement Team. It was not necessary to put the service out to tender, due to projected spend being under the required limit. The service contract clearly stated the intended outcomes and timescales of the strategy and these were reiterated in initial briefing/induction discussions between the practitioner and Head Teacher. The initial plan was for: - 8 weeks of 45 minute sessions of singing and ukulele tuition with the P5,6,7 class - 8 weeks of 30 minute body percussion and rhythm with the ELC/P1 to 4 pupils Once the sessions had begun and as children became familiar with the process, the practitioner also offered to work individually with pupils who seemed to lack confidence when in a bigger group, by “snatching” ten minutes between the group sessions. The practitioner also helped create a school song based around their core expectations of being “Ready, Respectful and Safe” – using a remix of “Another One Bites the Dust” and worked on preparing some children to sing solos and perform with confidence in the Christmas Show. After the initial 8 sessions, the practitioner and Head Teacher completed an evaluation and planned a further 8 sessions for the spring term. Based on pupil need, it was agreed that the P4s would be split from the ELC/P1 to 3 children and undertake sessions involving the ukulele. The sessions continued with a further block in the summer term and at the time of writing, the practitioner is working with pupils to deliver musical entertainment at a lunch for older residents of the local community and a workshop with Cuban guitarists. The school used a combination of quantitative and qualitative data to evaluate impact.* While improvements could not be attributed to the music provision alone, the school noted the following impact: Attainment: Progress over time - across all stages (P1-7), between 73.68% and 94.74 % of pupils progressed (‘Up’) at least one progress measure over the Literacy & Numeracy organisers between Feb 23 and Feb 24. ACEL projections Impact
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February Projections Exceeding + Expected % ALL School Projections P1/4/7 Reading 89.14% Authority Stretch Aim 2023-24 S/Aim Literacy 71% P1/4/7 Writing 73.69% P1/4/7 L&T 94.74% P1/4/7 Numeracy 68.42% S/Aim Numeracy 78% Pupil engagement The school saw a reduction of recorded incidents of dysregulation and dis-engagement from learning in chronologies (recorded in pastoral notes) and Wellbeing Assessment data. There was an increase in the number of children choosing to perform in showcase opportunities - Assemblies, Christmas Showcase, Daffodil Tea, Poetry sharing sessions, Lunch for the older members of the community Pupils who previously did not have the confidence to speak out in class or perform in showcases have done so and enjoyed it and engaged fully. This can be seen in the videos of the performance opportunities on the school’s website. Attendance: levels in all targeted pupils improved Additional benefits All pupils invited family members/friends to the Daffodil tea, many of whom fed back very positively; one of the older residents of the village was very emotional after the event and said “I enjoyed that very much; more than I ever thought I would.” Staff have developed confidence in leading music and singing activities outside of the session and the school’s probationer has supported pupils in setting up a lunchtime music club. The legacy of the strategy is therefore secure *due to the size of the school, some impact figures have not been included in order to protect the identification of individuals. 8 sessions of 2 hours per week @£20 per hour. The two hours includes workshop delivery time in school plus some preparation time. October to December - £160 January to March - £160 April to June - £160 Cost
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Total – £480 For any enquiries on this project, reach out to: Lena Carter Head Teacher Tayvallich Primary School Lena.Carter@argyll-bute.gov.uk Contact information
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Sarah Johnston Spec:ialill Speec:h and language Therapist nhs scot mail com Aim: To evaluate the impact of a ten-month collaborative PEF funded project with bespoke training and support provided by Speech and Language Therapy (SLT) Background Rockfield Learning Centre provides education to learners with complex and diverse learning needs. While the language and communication needs of the students differ, the majority present as pre-verbal communicators (SCERTS - social partner) whereby body language, facial expression and gestures are the main means of communication. The overall aim of the project was to establish current practice, design and deliver professional development and evaluate the impact in developing the communication friendly environment. The focus of the training and coaching was on promoting educators' knowledge, skills and confidence across three main areas Outcomes Quantitative Outcomes Data from the CEOC was used to highlight the practitioners use of 'good' and 'enhanced' strategies pre and post intervention across the three main areas. Qualitative Outcomes Change in Knowledge and Skills - Feedback from Educators Methodology Three methods were used pre and post intervention to evaluate the aims and outcomes of the project Methods Description 1:1 semi-structured interviews Pre-project :To establish priorities and the intervention focus of the professional development, carried out by the author. Post-project: To identify perceived change using questions mapped to the Kirkpatrick Evaluation model, carried out by a SLT. Self-Evaluation Rating Scale and Questionnaire Each member of the team sharing their perceptions of the communication environment Communication Environment Observation Checklist (CEOC) A blind observer recorded evidence of staff using 45 strategies across three areas: Total Communication), Shared Experiences) and Communication Partners. The rating scale for each strategy in the CEOC ranged from Change in Working Practices - Feedback from Educators everyday dialogue· Change in Working Practices - Feedback from CEOC Quantitative and qualitative outcomes provided evidence that the collaborative project between the education team & SLT resulted in gains in the quality of the communication environment across the three areas with most gains evident in the communication partner (use of interaction & language learning strategies). Educators noted increased confidence in making communication accessible using total communication approaches, mainly for pre-verbal communicators. Specific feedback about pupils highlighted increases in intentional communication and the active use of total communication methods to initiate and communicate wants & needs. 100 90 c: -0 .c: " c: " -0 ., llJ ., I 70 40 0 0 ., " " Partner ·moreaware of non- andthinking aboutmy ownbody language, whetheris a barrier or helping• "bookengagement strategies werereally helpful" "trying to make books interactive". "trying to make communicaion as visuals/Makalon" "variedaided language displays in use, some were bespoke to match children's boards" ion References: Kirkpatrick, 0 (1994). Evaluating Training Programs: The Four Levels. San Francisco. Serr-Koehler. Prizant, B., Wetherby, A., Rubin, E., Laurent, A., & Rydell, P. (2006). The SCERTS Model: A Comprehensive Educational Approach for Children with Auffsm Spectrum Disorders. Baltimore, MO: Paul H. Brookes Publishing. Points: The findings highlight the fundamental importance of empowering forward-facing professionals by not only imparting knowledge but also by enabling behaviour change & confidence to develop through follow-up training with modelling, coaching, & hands-on delivery evelopment of regular, specific experiences to promote participation in language learning activities. Using child centred approach alongside language learning strategies to support communicative esponsiveness. Implementation of visuals to enable communication access including Makaton, symbols, photos etc. responsweness is having the biggestimpactnow, interpreting body language to then have matched esponseswhichvalidate the child" changedtimetable & structure ofthe day with structuredplay & communicaion opportunities,withdaily ocus on language & None Some Good Enhanced No evidence of strategy being used. Strategy used intermittently. Strategy used often across different situations and by a range of staff Strategy used consistently & adaptations made to support the individual communication needs.
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Seasons for Growth has been offered as a targeted therapeutic support in Castlehill Primary School for 4 terms. When this case study was put together the school roll was 170 across 7 classes. 13% of pupils were living in SIMD Quintile 1 and 11% of pupils were entitled to a free school meal. The school is located in Campbeltown towards the southern end of the peninsula of Kintyre. It is one of two primary schools within the town. Local employment opportunities in South Kintyre include farming, the distillery industry, local government and the health service. Initially this strategy was chosen to provide emotional support for the relatively high number of bereaved pupils in the school. Additionally it was found to be an effective support for pupils who have experienced significant changes or loss in their lives, who have emotional, social or communication needs, who require support to build their self-esteem and/or who are at risk of disengaging from learning. It could provide a process through which pupils could feel comfortable and confident in expressing their feelings and develop positive, trusting relationships with members of staff and other pupils. By providing emotional, social and communication support, it could enhance pupil’s wellbeing, engagement in learning and school and, thereby, improve their progress and attainment. Primary factors considered for targeting: bereavement experience of significant change or loss in life Background Rationale
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identified emotional, social or communication difficulties identified difficulty in engaging in learning and school life Secondary factors considered for targeting: FSM SIMD Q1 Attendance Attainment Additional sources helped develop the thinking / approach. The programme came highly recommended by Educational Psychology. Training was essential in order to operate the programme and was provided for those leading the sessions and for a member of staff to support those leading the sessions. As a result of the intervention, the school hoped to see: an increase in pupils’ understanding of change and how to manage it an increase in pupils’ confidence in their communication improved interactions and engagement in school and learning resulting improvement in pupils’ attainment in literacy and numeracy The school used their knowledge of pupils and family situations to identify a group of pupils whose primary needs were emotional or social or related to self-esteem and engagement in school life and learning. The school’s senior leaders reviewed all cases through: the Child's Plan process other pastoral support provided referral/recommendation by teachers request by parents or other agencies Senior leaders then evaluated/selected on highest need basis: bereavement/loss, significant change in family structure or relocation, significant current emotional difficulty, with some consideration of how well individuals would work and benefit from being in a given group Outcomes Description
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Taking advice from Educational Psychology, the school were able to find out about the availability of training and support for the programme. A member of the leadership team was appointed to oversee and coordinate the programme. Existing support staff were recruited to run the programme. Time was made time available for the leadership team member and nominated support staff to attend the training (Companions) A suitable space was identified to be developed for Wellbeing interventions / supports (Nurture Room) Time was freed up for support staff to enable them get to know the programme fully in school, prepare resources and prepare the identified space in school Resources were purchased to make the Nurture Room a suitably calm environment Staffing was provided for 2 members of staff (Companions) to dedicate an afternoon to preparing resources, running the sessions and evaluating The programme was timetabled for identified groups (of up to 6) across the school year (P1-3 and P4-7 groupings) in 8 week blocks with additional for parent information sessions. Additional staffing was provided for the 2 members of staff (Companions) to provide additional 1 hour drop-in sessions for those children who have been involved in the programme and whose series of sessions has ended The two Companions have been able to make Seasons for Growth feel like a special 'club' children come along to and have gone above and beyond to build a safe, secure group dynamic where children feel able to share experiences, talk about emotions and develop a strengthened peer support network that lasts beyond the Seasons group. Children who join the programme are met by the Companions in their own Seasons for Growth t-shirts which the staff made especially for Seasons. They shared that it makes the group feel different to other parts of their school day and helps children see them in a slightly different role than they usually do. The Companions felt this really helped to make the children feel happy to share their experiences and talk about their emotions. Following this, children have been approaching them to find out more about Seasons and to talk about opportunities to join future Seasons Clubs. In addition group members are gifted 'pocket pals' so they have a reminder between sessions of the people in group, what they have talked about and things they can do to help themselves feel better. This has brought a lot of comfort to the children and they enjoy having something that connects them all and something that they keep after the group to maintain a positive memory.
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Qualitative data was gathered through questionnaires, feedback and observation. The school observed that a number of pupils who had come through the programme demonstrated improved self-confidence, and ability to solve problems. In addition they could better identify who could help them in school. Pupils reported that they liked and benefited from the sessions and found the additional drop-in sessions a useful, constructive time in which they continued to feel supported by trusted adults. Improvements evidenced: 86% of pupil responses, from initial groups, identified that they had made good progress in understanding how to manage feelings a number of pupils expressed the wish to attend post-programme drop-in sessions and reported positively about having members of staff in the school that support them all parents engaged in parent sessions and verbally supported the programme 80% of parents considered the effectiveness of the programme to be very good or excellent individual pupils are observed to have developed strategies for discussing and resolving playground difficulties individuals in programme have been observed to be developing positive relationships with others that have attended the programme and who are outside their usual peer group, indicating peer to peer support being developed These impact findings relating to increased understanding of change and confidence in support from adults, lay the groundwork for further improvements in communication and interaction in the school. ASNA x7 hrs per week - approx £5400 Nurture Room resourcing - £2000 For any enquiries on this project, reach out to: Impact Cost Contact / additional information
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Head Teacher ASN Assistants Richard Long Mary Barbour / Marie McCallum Head Teacher Castlehill Primary School richard.long@argyll-bute.gov.uk mary.barbour@argyll-bute.gov.uk / marie.mccallum@argyll-bute.gov.uk If you would like further information or would like to talk about Seasons for Growth you can also contact colleagues in Psychological Services: Joanna Moir, (Seasons for Growth Trainer) Mhairi Irvine, (Seasons for Growth Trainer) at educational.psychology@argyll-bute.gov.uk You can also visit the Seasons for Growth website where Companions can download materials to support groups - including parent letters, notices for newsletters and assemblies and resources for different levels.
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Classification: OFFICIAL Appendix 4 Critical Activities .2024-25 Wellbeing: Readiness to Learn Learning and Cantinue to share successful interventions and learning within and beyond Argyll and Bute from SEF, PEF and CECYPF . Support quality, coherence and progression across early level Leaming and teaching.
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Classification: OFFICIAL Appendix 2 Appendix 5 Argyll and Bute Council Education Service Tackling the Poverty Related Attainment Gap in Argyll and Bute Strategic Equity Funding Plan 2023-2026 August 2023
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Classification: OFFICIAL 1 Contents 1.1 Introduction 3 1.2 Local context 3 2.1 Key themes and areas of focus 4 2.2 Three year theory of change logic model 4 2.3 One year operational action plan 5 2.4 Scottish Attainment Challenge Funding Streams 5 3.1 Stretch Aims 6 3.2 Monitoring, Evaluation and Reporting on Progress and Impact 6 Appendix 1: Argyll and Bute Theory of Change Logic Model- 2023-26 and action plan 2023-24 8-10 Appendix 2: Strategic Equity Funding Proposed Spending overview 2023-24 11 Appendix 3: Argyll and Bute PEF Guidance 2023-24 12-36 Appendix 4: Provisional Stretch Aims 2023-26 and interim stretch aims 2023-24 37-39
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Classification: OFFICIAL 2 Ernest L. Boyer 1.1 Introduction Argyll and Bute Council is fully committed to delivering high quality educational experiences and to securing the best possible outcomes for all children, young people and adults. Our vision statement ‘Our Children, Their Future’ signals our commitment to ensuring positive outcomes and destinations for all of our young people, it is our aim to ensure that all of our children and young people are well-equipped with a range of skills and competencies that they can draw on and utilise now and in later life. Ambition, Excellence and Equality are our core values as a service and all of our work is underpinned by article 28 of the UNCRC which states that children and young people have the right to education. The impact of the Covid-19 global pandemic, has highlighted the equity gap and the need for us as an education service to take action. We maintain a relentless focus on tackling the poverty-related attainment gap as we strive to improve outcomes for those living in poverty. Due to the rural nature of many areas across Argyll and Bute, we are aware that national measures such as the Scottish Index of Multiple Deprivation (SIMD) is not always an accurate reflection of the level of poverty that exists within our communities. We know that our schools and educators know our families and communities best and therefore we empower them to use their local knowledge in order to target resources effectively. This document is closely linked to the education service strategic plan and is informed by a range of evidence and data including our annual progress and impact report 2022-23. It also outlines how we adhere to the key principles of planning for Strategic Equity Funding (SEF) within the Scottish Attainment Challenge (SAC). 1.2 Local Context Improving outcomes for all of our children and young people is our raison d’etre and it is through our relentless focus on removing barriers to learning and participation and ensuring excellence through equity that we will tackle the poverty related attainment gap. Our vision and work as an education service align closely to the priorities set out in Getting it Right for Every Child (GIRFEC) and the National Improvement Framework (NIF) and we have already made some progress towards closing the gap between our most and least disadvantaged learners but like every local authority, we have more to do. We must ensure greater consistency across all of our schools and services in order to ensure that there is equity of experience for all. Knowing our services, schools and settings well, through the use of a wide range of meaningful data and evidence is key to building on our strengths and identifying our next steps. Change has to be well informed and managed to ensure sustainability and long lasting impact. We know that the Scottish Attainment Challenge funding is not guaranteed infinitely and therefore, we must ensure that sustainability is a key factor in all initiatives and developments at both local authority and school level. We are ambitious for each and every one of our children and young people and in addition to our universal approaches we will use the funding to deliver more targeted support and interventions for those in key equity groups who need it most across our schools and settings. Our skill in gathering and analysing a range of data qualitative and quantitative data has improved at pace and it is this data, subsequent analysis and consultation with stakeholders that has informed our clear rationale for the use of Scottish Attainment Challenge Funding. We will continue to seek out opportunities to collaborate with other services and third sector organisations in order to ensure a strategic and cohesive approach to tackling the poverty related attainment gap. ‘Excellence and equity cannot be divided’
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Classification: OFFICIAL 3 2.1 Key themes and areas of focus Argyll and Bute Council Education Service has actively consulted with school leaders around the planned spend of SEF. Consultation was through virtual HT sessions around the development of stretch aims and SEF funding as well as email communication. It is the intention of the Service that as the funding amount of SEF increases over the remaining years until 2026, there will be increased consultation and collaboration. Published national data and our own local data including Achievement of Curriculum for Excellence Levels (ACEL), school leavers’ SCQF data for attainment at Levels 5 and 6, attendance data and participation measure data for 16-19 year olds and a range of other evidence has informed our SEF plan. Three main areas of focus were evident. Whilst these areas are interconnected, each has their own clear set of associated actions and measures. Wellbeing – Readiness to Learn The impact of COVID-19 is still prevalent, particularly on our children and young people. In listening to their views and opinions and through analysis of both qualitative and quantitative data including attendance, exclusion and numbers of referrals to other services, we recognise that there is work required in order to ensure that every one of our learners are happy, confident and feel ready to learn. Post COVID-19 pandemic, attendance at school continues to be a local and national issue, with attendance rates consistently sitting lower than pre-pandemic levels. This has led us to undertake a major piece of work to address non-attendance across Argyll and Bute. This will be formally launched during session 2023-24. Whilst we have made good progress through our ‘Our Children, their Nurturing Education’ (OCTNE) programme, further work will be carried out in order to ensure that all children and young people feel secure and nurtured. Learning and Teaching We know that our practitioners are our greatest resource and the quality of the experiences that are delivered is pivotal to ensuring excellence for all through equity informed practice. From listening to children and young people, practitioners and our parents and carers coupled with our own quality assurance evidence, we have recognised the need for work to ensure consistent high quality learning and teaching across the authority. We believe in equity of experience and know that there is work need to ensure that this is consistent across all of our learning environments and that all of our practitioners feel empowered and supported to deliver experiences of the highest quality for all learners. Literacy and Numeracy Attainment in literacy for Argyll and Bute continues to be an area of focus for 2023-24 and the coming years this has informed our decision to spend a significant proportion of SEF on employing an Education Support Officer for Literacy and why we are continuing our participation in the CYPIC Improving Writing Programme. Through interrogation of data, it is evident that there is need for ongoing universal and targeted numeracy work in order to raise attainment for all whilst closing the poverty related attainment gap. We will utilise the skills and expertise of our existing practitioners in order to provide support and challenge for schools. High quality leadership and the use of research and data will be integral to all three themes. The short and long term outcomes and key themes in our Theory of Change Logic model (Appendix 1) are congruent with the national model. Whilst we will aim to build on existing practice, we will work to ensure a greater level of rigour around tracking and monitoring to ensure progress and achievement for all. In line with local and national priorities, Participatory Budgeting will be addressed through our plan in one Council locality each school session. A sum of money from SEF will be ring-fenced for this purpose and schools will be supported to lead a Participatory Budgeting approach within their own setting. One project proposal from the locality will then be selected and the funding awarded. This will provide a meaningful vehicle on which to further empower our schools and their communities. 2.2 Three Year Strategic Plan (Our Theory of Change-Logic Model) Our three year strategic plan (appendix 1) details the high level activities that will be undertaken to achieve the intended outcomes. The activities which we will deliver through SEF will complement the activities detailed on our Service Plan with the main aim of targeting additionality to those children and young people adversely affected by poverty. A degree of flexibility will be inbuilt in order for us to respond to findings from
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Classification: OFFICIAL 4 ongoing evaluation and monitoring and ongoing analysis of performance both quantitative and qualitative research will take place, allowing support, challenge and resource to be targeted at specific establishments. Local authorities remain accountable for the use of Attainment Scotland Funding, including PEF, therefore in collaboration with schools, a deep understanding of their context, rationale for improvement and use of Pupil Equity Funding (or core budget) will be considered to set ambitious individual targets. Our SEF funded Education Officer for the Scottish Attainment Challenge in partnership with our Education Scotland Attainment Advisor and other members of the central team, will coordinate a framework of support for schools in order to ensure that there is clear alignment across all funding streams and that all PEF interventions and initiatives are clearly based on evidence and data and that there is rigorous ongoing monitoring both in terms of impact on learners and budget. Our PEF guidance is included as appendix 3 and we will publish our PEF support framework early in session 2023-24. 2.3 One Year Operational Action Plan A one year action plan will be devised and shared for each year until 2026. This contains detail of the key areas of focus under each of the three overarching themes. The plan for session 2023-24 can be found in appendix 2. Following analysis of impact of activities from each annual plan, the 3 year plan may be refined or adapted in order to respond to what our data and evidence is telling us. 2.4 Scottish Attainment Challenge Funding Streams Our targets for the 3 year period are ambitious but achievable and will drive improvements in literacy, numeracy and health and wellbeing. We are cognisant of the fact that the various SAC funding streams (Strategic Equity Funding, Pupil Equity Funding and Care Experienced Children and Young People Fund) are designed to provide additionality to more universal plans and initiatives and must be utilised carefully in order to ensure a sharp focus on improving outcomes for those adversely affected by poverty. Due to the fact that funding has been guaranteed until session 2025-26, our service and schools have been able to plan ahead to ensure that initiatives and interventions which are proven to be having an impact can be scaled up or sustained. We are mindful of the fact that sustainability must be inbuilt to any work taken forward and that our ultimate goal is to ensure that the most effective approaches become embedded as routine practice in our schools and settings. The table below indicates Argyll and Bute allocations from the various funding streams that are part of the Scottish Attainment Challenge (SAC) Local Authorities 2022/23 2023/24 2024/25 2025/26 Argyll and Bute SEF £142,162 £282,615 £423,068 £563,522 Argyll and Bute PEF £1,366,800 £1,366,800 £1,366,800 £1,366,800 Argyll and Bute CECYPF £127, 400 TBC TBC TBC
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Classification: OFFICIAL 5 3.1 Stretch Aims Attainment Advisors within Education Scotland’s regional improvement teams work with authorities to identify core attainment measures and specific aims (Stretch Aims) which, informed by local evidence and data, are identified as local priority areas for improvement. The stretch aims are intended to be both ambitious and achievable within local contexts and targets are specific to individual authorities. Progress towards achieving the current stretch aims will be reported on later in 2023. Our stretch aims for 2022-23 and our provisional stretch aims for 2023-24 can be found in appendix 4. The Stretch Aims are intended to support recovery from the pandemic and accelerate progress in closing the attainment gap and include: • Achievement of Curriculum for Excellence Levels (literacy P1/4/7 combined and numeracy P1/4/7 combined) • Schools leavers achieving 1 + award SCQF level 5 • School leavers achieving 1 + award at Level 6 • Attendance • 16-19 year old participation measure The stretch aims for literacy and numeracy identify the percentage of young people who achieve their expected Curriculum for Excellence (CfE) level: ➢ An overall attainment target, which includes all young people ➢ An attainment target for young people who live in the most deprived areas (SIMD quintile 1) ➢ An attainment target for young people who live in the least deprived areas (SIMD quintile 5) ➢ A target to reduce the attainment gap between the most and least deprived young people In addition, In order to measure the impact of our investment in nurture and nurturing approaches, we devised a ‘Core Plus’ stretch aim. This was a bespoke measure for schools engaged with Argyll and Bute’s ‘Our Children, Their Nurturing Education’ programme. Pupils across nine schools at P1, P4, P7 and S3 formed the sample group. Five questions to measure pupils’ perception of the wellbeing indicator for ‘achieving’ were developed using a Likert scale. The ‘overall’ measure above was a cumulative measure of those responses at scale level 5 for all questions. 3.2 Monitoring, Evaluation and Reporting on Progress and Impact The proposed SEF plan clearly signals our relentless focus on improving outcomes. The plan is ambitious and is part of the wider equity agenda as well as our longer term strategic goals to close the poverty related attainment gap in Argyll and Bute. We are committed to ensuring that our improvement activities are: Specific -The funding is specifically focusing on acute areas of required improvement which, as data suggests, is literacy and numeracy, health and wellbeing (readiness to learn) and learning and teaching. Measurable – Evidence of impact will be collected via collection and analysis of a range of qualitative and quantitative data including progress and achievement data collected 3 times a year, stakeholder views and our own quality assurance processes. The data used to produce our stretch aims for 2022-23 work as a reliable baseline for the SEF plan 2023-26. Progress and Achievement data is collected centrally 3 times over the academic year (Oct, Feb, June) and predictions for achievement of a level operate for P1,4 and 7. We are already closely tracking the attainment profile of pupils living in SIMD Q1 and conducting follow up conversations with Head teachers and school staff. The impact of Participatory Budgeting will be measured through qualitative data from participants within the school communities that are part of the target group. Measures for interventions/approaches/resources decided through the PB process will be developed as appropriate depending on the area of focus identified by the community.
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Classification: OFFICIAL 6 Achievable, Realistic and Timely – The aims of the SEF are achievable, realistic and timely because they are informed by and directly correspond to our 2023-26 stretch aims and our interim 2023-24 stretch aims. The education service’s SEF Plan and Strategic Plan clearly identifies how progress will be monitored and annually reported. Using existing quality assurance mechanisms, the Executive Director, Heads of Education and Education Management Team will scrutinise the progress and impact of the plan at identified points across the year, reviewing progress against the stretch aims. Quarterly meetings with our Education Scotland Attainment Advisor and Senior Regional Advisor will provide further support and challenge. Our annual Impact and Progress Report will also outline progress with improving outcomes for children and young people impacted by poverty. This report will be shared with Elected Members annually at Community Services Committee. In addition, progress measures relating to Primary Schools such as Achievement of Curriculum for Excellence Levels (ACEL) and attendance data will also be shared annually through primary area reports at area committee meetings. Education Managers will analyse performance data for all link schools as part of their support and challenge role. In addition, raising attainment will be continue to be a key focus for all Quality Improvement visits to schools and ELC settings. A robust PEF support framework is due to be finalised early in session 2023-24. This will outline the level of support and challenge that schools can expect on an annual basis and includes: • Focus visit from Education Officer (SAC) • Support from Attainment advisor if requested/required • Budget support/information on a monthly basis from Administrative Finance Assistant (AfA) • Opportunities to moderate PEF plans and progress with ‘family groups’ of schools with shared areas of focus. • Targeted support as required from members of the Performance and Improvement and wider central team. Evidence gathered from school PEF reports, professional discussions and performance data as outlined above, will inform the department’s ongoing evaluation of the progress made towards meeting its annual stretch aims. This progress will be monitored externally through progress discussions with Education Scotland as well as written reports to Scottish Government. Schools report on the impact of Pupil Equity Funding to Parent Councils and the wider parent body on an annual basis through their Standards and Quality Report. The information should be accessible, succinct and focussed on progress/impact and next steps. Key messages and developments are shared at locality area committees on an annual basis. In Argyll and Bute, we believe that ensuring equity is everyone’s responsibility. It is only through our collective endeavours at all levels of the system that we will make significant progress in ensuring excellence for all through equity. Our schools are empowered to make best use of available resources for the benefit of their families and communities and they are cognisant of the fact that with empowerment and autonomy comes accountability. We challenge all staff across our establishments to think and act creatively and innovatively, informed by data, evidence and research in order to improve outcomes for all children and young people and especially those adversely impacted by poverty.
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Short term Long term
ClasAsiPfiPcaEtiNonD: OIXFF1ICIAL
Strategic Ptan 2023-2026
Vision 'Our children, their future: achieving excellence through equity'
Mission: Closing the poverty related attainment gap in literacy and numeracy between the most and least disadvantaged, achieving equity for all, improving
outcomes for all children and young people, especially those impacted by poverty in order to achieve the national vision of excellence and equity in education.
------ -----O-U-T-C--O-MES/-IM--IP-A-C--T------------
• Attendance for a.I1primary pupils .!: 93.5".
Gap between FSM v Non-FSM pupils will be
4pp.
• Attendance for a.I1Hconda.ry puplls will be
l! 90". Gap between FSM v n on-FSM pupils will
be !>7.Spp.
• Nunure core plus stretch aim l! 64"
• Ammdanc1:1 and Exclusion data - k1:1y 1:1quity
groups, SIMD, ASN, EAL and Care Experienc.id
pupils
• No of children being educated full time in LA
settings (link to a.tten danc1i)
• Cost of the school day including activities is
re-duced
• No. of referrals and rn-referrnls to school
counselling service
• No of schools achievingOCTNEaccreditation
• Improved tracking and supporting of attendance
• Positive destinations .!: 93.5% ov1irall. Gap
bBtw@@n Ql and 5 pu pits will bB !> 6.5pp.
• School leavers 1-t at SCQF Level 5 l! 91.5'!4overall
Gap between Ql and 5 pupils will bes 13.Spp.
• School leavers 1-t at SCQF Laval 6 o!: 67% overall.
Gap between Ql and 5 pupils will be !> 2N.
• Achie\1'1im1int of Curriculum for Exoelllln oe
Levels (stretch aims)
• NIF performance ta.rgets / e\l'aluations i.e.
number of schools e\l'aluating Q.ls 1.2, 2.3, 3.2 as
Good or better
• Staff attendan oe data for professional \earning
in pedagogical approach@s.
• Quality assuranc.i provamme - .iva\uations of
I.earners' experiences impro\l'e/increased
numbllr of central t.iam L&T obser\l'ations
• Inspection evidence- increase in number of
schools evaluated as Good or better for Q.I 2.3
by 2026 and beyond
• Attendance for all primary pupils o!: 94.5". Gap
between FSM v Non-FSM pupils will be 4pp_
• Attendance for all secondary pupils l! 93%.
Gap between FSM v non-FSM pupils will be 7pp.
• Nurture core plus stretch aim 70%
• A sustained focus on childrnn and young
peopl1i's readiness to learn through eng8{!.ement,
participation, attendance, confidence, wellbeing..
attainment and inclusion.
• All parts of the syst@m arn aware of the rang8 of
approaches to support equity, can apply them in
their local context and identify impact e\l'idence.
• Increased stilt in identifying and tact.ling rural
po\l'erty in areas where this is most pertinent.
• Positive destinations will be .!: 95" for all pupils.
Gap between Ql and 5 pupils will bes 4.Spp.
• School leavers 1• at SCQF Level 5 o!: 93'!4overall
Gap between Ql and 5 pupils will be Upp.
• Schoolleavers hat SCQF Level 6 o!: 72" o\l'erall
Gap between Ql and 5 pupils will be s 2591..
• Achi@ve equity for every child and young person
• Improved outcomes for children and young
peopl@ impacted by pov@rty.
• The attainm@nt gap between th@ most and least
disadvantaged children and young p@ople is
closed.
7
• High quality l@arning, teaching and assessm@nt,
focusing on equity of experi@nce
ACTIVITIES
•
.5 0
OJl ...J
Further develop 'Our Children, their Nurturing
Education' programme m ensure an ongoing
commitment to supporting the mental health,
wellbeing. attainment and achievement of all
children and young people.
Review ASN provision across A&B with
intention of redesign
Enhance collaboration and partnership
working to ensure pupils are well equipped to
learn and engage in school
Implement Parental Engagement Strategy
Evaluate impact of School Counselling
Launch Ltiarning, teaching and assessm!mt
frameworll:
Launch refrnsh.id GAPE programme
Further d!!'V@lop approaches to asses.sm@nt
and moderation
Tackling the Poverty-Related Attainment Gap - Our Theory of ChangePage 57
Classification: OFFICIAL ::i Build leadership capabiUty and capacity of senior staff and teachers in schools on use of data for improvement in order to ensure rigour and consistency. Provide high quality professional learning on the teaching of key aspects of literacy and numeracy. Ensure parents/carers have the literacy and numeracy and maths skills to support their children. additional resource, with focus on key equity Work with DYW team/ employers and HEJFE to promote greater understanding of numeracy and maths as an essential skill for learning. life and work. Further develop use of CYPIC Improving writing methodology. Refresh Literacy and Numeracy strategies and guidance. Share impactful interventions and learning within and beyond A&B from SEF, PEF and CECVPF. Assumptions There Is no hierarchy of outcomes in terms of importance to the programme There Is a recognition that some of the outcomes will need to be Collaboration with partners will lead to Innovative and impactful approaches Engagement with Children and Young People and their famlUes will lead to better decision making Leadership and professional learning will support development of a positive culture and ethos Use of data and evidence when they are critically Interrogated can lead to better targettlng of those who need support and can assist with monitoring of progress The right to and goals of education are enshrined in the United Nations Convention on the Rights of the Child (UNCRC) The Service's Strategic Plan will complement the SEF plan 2023·26 Local authorities have the statutory duties to provide education, deliver educational Improvement, secure best value, and fulfill their role as em_ployer Tackling the Poverty-Related Attainment Gap - Our Theory of Change Strategic Plan 2023-2026 INPUTS ACTIVITIES OUTCOMES/IMPACT Short term • Pl-4-7 literacy n91, overall Gap between Ql and 5 pupjls will be s Upp • Pl-4-7 numara.cy !! 78% overall. Gap between Ql and 5 pupils will be s 16.Spp • Achievement of Curriculum for Excellence levels (stretch aims) • Staff attendance data for professional learning in pedagogical approaches in literacy and numeracy • Quality assurance programme - evaluations of learners' !!J(periences improveJincreased number of central team L&T observations • Inspection evidence- increase in number of schools evaluated as Good or better for QJ 2.3 and 3.2 Longterm by 2026 and beyond • Pl-4-7 literacy for :all!! 76" Gap between Ql and 5 pupils wiLL be s 10pp • P1·4-7 numaracy for all !! 83'K. Gap between Ql and 5 pupils will bes 13pp • All parts of the system are aware of the range of approacheo;. to support equity, can apply them in their local conte:,ct and identify impact evidence_ • Achieve equity for evesy child and young person • Improved outcomes for children and young people impacted by poverty_ • The attainment gap between the most and least disaclvamagBd childr@n and young people in literacy and numeracy is clos@d. • High quality l!!aming, teaching and assessment, focusing on achieving equity for all learners_ 8 Contextual Factors Impact of COVID Increase in cost of living/ poverty Education Refm-m Changes In funding models Parent/Carer/ Family engagement " Focus on Health and Wellbeing Voice of Children and Young People Focus on wider achievement Role of Local authorities Partnership working Local context Bureaucracy and workload for staff Key resources National Improvement Hub fg.Y.itY. Toolkit fygil Eq.YitY. Funding Looking inwards, outwards forwards
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Classification: OFFICIAL Tackling the Poverty-Re-lated Attainment Gap Strategic Equity Funding Operational Plan 2023-24 Vision: 'Our children, their future: achieving excellence through equity' ,@Hule COUNCIL Mission: Closing the poverty related attainment gap in literacy and numeracy between the most and least disadvantaged, achieving equity for all, improving outcomes for all children and young people, especiallly those impacted by poverty in order to achleve the national vision of excellence and equity in education. • Launch Addressing Non-Attendance (ANA) policy and guidance and deliver associated training and support. • Early Intervention approaches for pupils experiencing emotionally based school avoidance. • Further develop 'Our Children, their Nurturing Education' programme, support increased number of schools on their nurture journey to ensure that nurturing principles and approaches are embedded. • Develop online wellbeing resources for children, young people and their families. • Further develop approaches to supporting and tracking care experienced children and young people in order that they attain and achieve. • Launch Argyll and Bute Learning, Teaching and Assessment Framework and associated materials and professional learning opportunities including refreshed GAPE programme. • Build capacity at all levels in order to drive forward pedagogical improvement, through engagement with research and best practice whilst strengthening approaches to quality assurance and self-evaluation of Q.1 2.3 • Support and challenge schools to raise attainment through analysis of data, improved professional judgements and learning and teaching, particularly for key equity groups. • Build leadership capability and capacity of senior staff and teachers in schools on use of data for improvement In order to ensure rigour and consistency at all levels. • Share successful Interventions and learning within and beyond Argyll and Bute from SEF, PEF and CECYPF. • Provide high quality professional learning on key aspects of literacy and numeracy • Provided targeted literacy and numeracy support for schools based on analysis of data and evidence. • Support and challenge schools to raise attainment through analysis of data, improved professional judgements, the target-setting process and improved learning and teaching, particularly for key equity groups. • Support and challenge schools on their approaches to raising attainment and use of additional resource, with a focus on key equity groups. • Engage staff at all levels in professional learning with a focus on equity and reducing poverty-related attainment gap. • Build leadership capability and capacity of senior staff and teachers in schools on use of data for improvement in order to 9 ensure rigour and consistency at all levels. • Refresh A&B literacy and numeracy strategies and associated guidance. Critical Activitie,s.2023-24
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Classification: OFFICIAL Appendix 2 Proposed Spending Overview 2023-24 Description Total Duration Education Officer (SAC)* 104,199 1st of April 2023 to 31st of March 2024 Part salary for Lead Teacher (Recovery and Renewal)- Literacy and Numeracy 16,217 1st of April 2023 to 15th of August 2023 Nurture teacher 1.0FTE* 40,086.88 11th August 2023 to 31st of March 2024 Nurture Teacher 0.5 FTE* 20,043.44 11th August 2023 to 31st of March 2024 Education Support Officer-Literacy* 11th of August 2023 to 31st of 49,323 March 2024 Cover costs- Numeracy Lead* 7,000 August 2023-March 2024 Travel and Subsistence – Literacy ESO/Numeracy Lead) 2000 August 2023-March 2024 Literacy and Numeracy resources/training Dependent on what is left after TBC calculated salary increase Participatory budgeting 5000 Carry forward from financial year 2022-23 (spent by August 2023) 29,255 Non-PEF schools 7,141 Cover 3,748 Lead Teacher (Recovery and Renewal)- Literacy and Numeracy 18,365 Income financial year 2023-24 282, 165 Total income inc carry forward 311,165 Total projected cost April 2023-March 2024 311,165 * denotes cost likely to increase due to teachers’ salary increase January 2024 10
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Pupil Equity Fund Information Pack 2024-25 Appendix 6 ARGYLL & BUTE COUNCIL EDUCATION SERVICE
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2 Page Contents 3 Argyll and Bute Pupil Equity Funding Guidelines 2024-25 7 Pupil Equity Fund Planning – Roles and Responsibilities 8 Pupil Equity Fund Planning – Yearly Overview 9 PEF Planning Flowchart 10 Self-Evaluation Reflective Questions 11 National Operational Guidelines – PEF 12 Measurement tools 20 Example of PEF intervention reporting and expenditure 28 Guidance on Employing Staff using PEF (Or Other Temporary) Funding 30 Links to further information
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3 1 Introduction 1.1 Nationally, the Scottish Government has provided funding to help raise attainment with a focus on supporting those children and young people who face barriers to their learning due to the impact of poverty. This is called Pupil Equity Funding (PEF). PEF has been allocated based on the numbers of children and young people from P1 to S3 in each primary, secondary and special school in Scotland known to be eligible and registered for free school meals. The funding is available for the financial year 2024-25. The planning for the funding is a partnership between Scottish Government, local authorities and schools with Head Teachers leading the planning process. The First Minister launched the Scottish Attainment Challenge in February 2015 to bring a greater sense of urgency and priority for everyone involved in Scottish education to relentlessly focus their efforts on narrowing the poverty-related attainment gap at all levels and in all sectors. The Challenge has been introduced to focus and accelerate targeted improvement activity in literacy, numeracy and health and wellbeing. It also supports and complements a broader range of initiatives and programmes to ensure that all of Scotland's children and young people reach their full potential. This advice should be read in conjunction with the national operational guidance on Pupil Equity Funding, Argyll and Bute Education Service School Improvement Planning and Standards and Quality guidance as well as Our Children, Their Future to ensure that all interventions are directed to meet the Education Service key objectives to deliver improved outcomes for children and young people. 1.2 Planning for improvement 1.2.1 When developing proposals, schools should consider the feasibility of their plans and take into account the time taken to implement some interventions, such as staff recruitment timescales, adherence to local authority policies and availability of staff sought. 1.2.2 Schools, with the support of the central team, colleagues and partners, should identify the issue to be addressed, and the target group (or groups) of pupils experiencing disadvantage most in need of additional support, based on an analysis of local evidence and data. Schools should ensure that they focus on a small number of priorities to meet national priorities and those detailed in Our Children, Their Future. A focused number of priorities will allow for robust planning and evaluation. It is a legal requirement that every School Improvement Plan identify how the school plans to close the attainment gap. Therefore, the identified priorities in the PEF plan should be aligned and referred to within the School’s Improvement Plan. The funding Pupil Equity Funding 2022-23 Authority Guidance for Schools
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4 should be focused on activities and interventions that will lead to improvements in Literacy, Numeracy, and/or Health and Wellbeing for pupils experiencing disadvantage. Schools should choose to utilise funding in a way which best meets their pupils' needs, based on an analysis of their local needs, and the current evidence base. Whilst a particular focus may overlap with other areas, there should be a clear rationale for why a particular approach has been chosen, with clear methodology to measure impact and demonstrate improvement in this area. The use of funding should complement and add to the school's approaches to raising attainment. 1.2.3 Impact must be considered in terms of the desired outcomes for pupils and how progress towards these will be measured over time. Planning must include consideration of how data and/or evidence will be collected and reported, including reporting timescales. Short, medium and long term outcomes should be given to ensure progress over time. This would allow for plans to be amended if the intended results were not being achieved. Evaluation methods should be clarified before any intervention begins. 1.2.4 Explicit consideration should be given to working in partnership with other schools, sharing practice and building capacity. Other partnerships should also be considered, such as with local third sector partners, for example, to support family learning or health and wellbeing. 1.2.5 A template is provided in the 2024-25 School Improvement Planning form which should be used to set out detail of the proposed plan using, where appropriate, the framework of interventions published by Scottish Government and the Equity Toolkit. Scotland’s Equity Toolkit | Resources | Education Scotland Interventions for Equity | Self-evaluation | National Improvement Hub (education.gov.scot) Interventions for equity Improve employability skills and school leaver destinations Improve attainment in literacy and numeracy Learning and Teaching Improve health and wellbeing Families and Communities
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5 2 Timeline for submission of plans and financial reporting 2.1 The following timeline will be used by the Education Service in working with schools to support and agree the completion of plans: • Schools draft plans in consultation with colleagues, partners, children and young people and parents with support from the central team as required. • All plans to be submitted to argyllhousereception@argyll-bute.gov.uk as part of the School Improvement Plan no later than Friday 14th June 2024. • All PEF planning will be reviewed by the SAC Education Officer and discussed by the Education Central Team; schools will be contacted for further information if required. • During the first Quality Improvement Visit feedback on the school’s PEF plan will be given and a date for a revised version to be completed will be agreed. • In consultation with the link Education Manager, school plans will be revised as appropriate during school Quality Improvement Visits, and as required through discussion with the SAC Education Officer, during the session. • At a given point within an academic year opportunity will be created for peer moderation on plans and progress. This will be coordinated centrally and communicated to Head Teachers. • Mid-year progress reporting section should be completed by the beginning of February 2025. • Financial reports will be expected from Head Teachers in mid May on committed spends between April-September 3 Points to consider when planning improvement approaches 3.1 Schools should take account of the following points when preparing their plans: • The grant awards seek to deliver improvements to educational attainment by specific targeting of key groups of learners to reduce the impact of poverty on attainment outcomes. Funding must provide targeted support for children affected by poverty. However, Head Teachers can use their professional judgement along with an evidence based approach to bring additional disadvantaged children in to the targeted interventions. • Funding may cover staff costs, both teaching and non-teaching, logistics, resources and services. The funding cannot be used for capital expenditure or re-establishment of a service that has been previously withdrawn through Service Choices e.g. school librarians. Any appointments will require to be in line with procurement approaches and adhere to HR policies. • Funding must provide additionality to core service delivery in new or enhanced activity and take into account the views of children and young people and, where appropriate, other stakeholders. Schools must be able to evidence and report on how pupil views were gathered and informed PEF intervention planning.
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6 • Targeted deliverables in outputs such as hours of activity, numbers of pupils, analysis of pupils' background, parental involvement etc. should be included. • Targeted outcomes must be specified and include baselines and measures: for example, attainment levels, improved wellbeing, attendance, exclusions, achievement and positive destinations • Targeted outcomes should take into consideration pupils from identified equalities groups and the 6 priority family types that may be disproportionately affected by deprivation. • Funding will be for financial year 2024/25. The funding budget will be managed centrally and downloaded to establishments and vired across expenditure headings as required. • The PEF spending plan should be shared with your AFA who will profile budget lines accordingly and monitor this with you on a monthly basis. • The Scottish Government also expect school to project committed spends to September 2025. • In conjunction with the link Education Officer, staff, the Parent Council and pupils should be consulted on the proposed plan. • Contracts should be temporary, not exceeding a school year and checks should be made with HR made to ensure any appointments do not lead to permanency. If permanency of post arises directly from implementation of the PEF, then the full ongoing salary costs will be met by the school. 3.2 A summary report on the implementation and impact of plans should be included in the supplied reporting format as part of the Standards and Quality Report and should be submitted to the Education Service at the end of each academic year, evaluating progress towards targeted outcomes. Further guidance on planning for Pupil Equity Funding should be sought from the Education Officer: Scottish Attainment Challenge or your link Education Manager
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Head of Service EMs / EO (SAC) Authorise and sign off on staffing hours requested through PEF. Sign off on completed PEF plans. Selective auditing of PEF plans. AFAs Management of PEF budget based on PEF spend plan and in conjunction with HTs during regular budget monitoring visits. EO (SAC) Initial evaluation and comment on PEF plans. Support with review of progress on PEF plan and monitoring on spend in line with plan. HTs - review of impact of PEF interventions - consultation with stakeholders (staff, parents, pupils, community) - robust planning including aims, measures and outcomes. - reporting on impact of interventions 7 Pupil Equity Funding Roles and Responsibilities
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HTs and staff responsible for PEF interventions/projects review evidence and impact of interventions/projects. (ongoing throughout the year) HTs - consultation with stakeholders - staff, parents, pupils, community on PEF funding. (April/May) HTs to report on PEF intervention/project in Standards and Quality Report. (May/June) HTs use A&B PEF planning flowchart to plan interventions/projects, recorded on planning/reporting proforma. (May/June) HTs submit SIP and PEF proforma. (June) EMs and EO (SAC) Evaluate and feedback on SIP and PEF plan. (August/September) HTs to: * evidence and monitor impact of interventions/projects * monitor PEF budget and spend with AFA regularly * report on PEF spend and impact at QI visits. (ongoing throughout the year) New staffing for PEF posts signed off by Head of Service. Pupil Equity Fund Planning - Yearly Overview
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HTs to edit SIP and PEF plan and submit for sign off by Education Officer. (September) 8
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2 Improvement Planning 1. What is the aim? What is it you are trying to achieve? *For who? * What should change, by how much? *By when? *Keep it SMART! *Have you considered risks, contingencies, how to minimise the possibilities of failure/maximise the possibilities of success? Intervention plan *Who? *When? *How? *What measure? *Measure checkpoints – evidencing impact as the project proceeds *Identify project manager Future planning * Adopt, Adapt or Abandon *Have you considered risks, contingencies, how to minimise the possibilities of failure/maximise the possibilities of success? Reporting on IMPACT * Who did you target? * What was your aim? * What was the baseline? *What did you do? *What was the measureable difference? % change? Impact Intervention 2. What is your baseline? What are you going to use to measure impact * See example measurement tools – p.9 Measures *What tool will you use to measure? *When, how often and what will you measure? 1. Have you taken into consideration views of stakeholders? * Staff *Pupils * Parent Council * Parent Forum *Have you captured evidence of your consultation? Where to look for evidence based examples: Interventions for Equity Equity Toolkit National Improvement Hub EEF SAC self evaluation resource Design your intervention * challenge questions here? * Project management * Check procurement rules and regulations and HR processes * School’s Guide to Implementation (EEF) 1. Identify your target group Look at or consider: * Who is the target group? Which pupils are experiencing disadvantage due to poverty? * What is the gap? * SIMD data * FSME data * Community context * Think about your equalities / priority family type groups that may be disproportionately affected by deprivation. 2. Key target areas * Attainment * Attendance * HWB indicators/inclusion * Participation/engagement * Wider achievement 3. Data to support analysis * ACEL achievement * SNSA data * Standardised assessment information * School tracking information * Wellbeing app * Attendance stats 9 Pupil Equity Fund Planning, Action, Measure Flowchart Identify the gap Consultation
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10 Argyll & Bute Council PEF Guidance Framework - Self Evaluation Reflective Questions Have PEF projects/interventions been planned on the basis of a contextual analysis of your learners’ needs including review of all relevant data? Are the planned activities, interventions and/or resources providing targeted support for children and young people affected by poverty to achieve their full potential? Are your plans grounded in evidence of what is known to be effective at raising attainment for children and young people affected by poverty? Are activities, interventions and/or resources clearly additional to those already planned? (i.e. not budget substitution) Have parents and carers, children and young people and other key stakeholders been involved in developing your plans? Have you discussed the PEF projects with all relevant staff and identified leads where appropriate? Have you set clear outcomes and measures to evidence impact? If your plans involve the third sector, have you agreed measures and outcomes with them, including processes to evaluate impact? Have you considered PEF projects at cluster level which might address common interests? Have you incorporated details of PEF plans into existing reporting processes to Parent Council and Forum including SIP/S&Q? Has consideration been given to HR and procurement requirements? Have you sought advice and confirmed processes as appropriate? Have you considered risks, contingencies, how to minimise the possibilities of failure/maximise the possibilities of success? Sustainability beyond the life of the funding?
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11 Please use the following link to access the National Operational Guidance: Pupil Equity Funding : National Operational Guidance 2023 (www.gov.scot)
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12 Measurement Tools Outcomes and Measures Writing Outcomes: Outcomes are specific, measureable statements that let you know when you have reached your goals. The best outcomes are written as SMART targets • Specific • Measureable • Achievable • Relevant • Time bound To develop outcomes for PEF projects/interventions ask yourself: • Who/what will change? • By how much? • By when? • How will it be measured? Outcomes/Measures Reflective Questions: • How confident are we that all of our staff and partners understand how to use data effectively to monitor the impact of our interventions and approaches? • To what extent is our self-evaluation underpinned by a shared strong understanding of our data? • Are there sufficient opportunities for professional discussion of data and evidence as part of our self-evaluation processes at all levels? • To what extent is our effectiveness in using data and evidence enabling us to set out clear outcomes and measurable targets? • How well are we making progress at improving the attendance and reducing rates of exclusion of children and young people living in our most deprived communities and circumstances? • Is progress evident at all stages from early years to post school? Is progress sustained beyond the intervention? • How confident are we that our interventions and approaches, whether universal or targeted, are leading to improvement? How effectively do we change our approaches if they are not having the intended impact? • To what extent are we narrowing the attainment gap in literacy, numeracy and health and wellbeing? What can we do to ensure that we make sufficient progress over time in all three of these areas? • How confident are we that all children and young people, regardless of their socio-economic circumstances, are accessing a wide range of learning experiences and pathways? Are they progressing to positive and sustained destinations?
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13 Some possible measures: Listed are a number of measures generally used by schools, this list is not exhaustive and you may find other measures to be more appropriate for your intervention/project. • Pre/post teacher judgement (on specific criteria linked to plan) • Whole school tracking information • Emergent literacy trackers • Progress and Achievement (XBRA) data • Pre/post pupil survey • Standardised assessments • GL assessments • PIRA • PUMA • SNSA • Boxall • YARC • Suffolk • Wraps • Parallel spelling • Behavioural Indicators of Self Esteem (BIOS) • Levels of parental engagement • Attendance data • Class assessments • Wellbeing webs / tools • Class observations • Record of behaviour incidents • Monitoring of pupil work (progression of ‘book looks’) • Leuven Scale
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14 Measurement - Leuven Scale ** The following is an excerpt from-** Comhairle nan Eilean Siar Pupil Equity Fund A Guide to Tracking Change and Measuring Impact Using the Five Measures Measurement - Engagement with Learning What is Engagement with Learning? Children with a high level of engagement show high levels of concentration and are fully absorbed by the learning experience. They show interest and motivation and, therefore, tend to persevere with tasks. Their body language indicates intense mental activity and they most engaged are operating at the very limits of their capabilities. As a result of these qualities high levels of engagement lead to deep learning. Engagement with activities and learning from activities happens in different ways: • Behavioural A learner who is behaviourally engaged would be observed to be doing the activity set, or one of the activities on offer, and would not be behaving in a disruptive manner. • Emotional A learner who is engaged emotionally would be experiencing emotional responses to the activity: such as interest, enjoyment, or a sense of belonging or achievement. This may be apparent from the learner’s level of motivation to engage with the activity, or from his or her facial or bodily expression. • Cognitive A cognitively engaged learner would be absorbed in the activity. He or she would be pursuing learning going beyond the requirements of the task, perhaps by doing it to his or her very best ability, by experimenting, asking questions or doing further reading. He or she would relish challenge and may be motivated to persist in solving problems and overcoming difficulties. A learners’ engagement will vary according to their interest, motivation to learn, confidence, ability to do the task, and mood. Some factors are within the learner and some relate to the teacher’s relationship with the learner, understanding of the learner’s level of skill and prior learning, and skill in planning learning activities that capture the learner’s interest. Environmental aspects such as seating arrangements, space, temperature and resources can also affect engagement. Measuring Engagement with Learning A measure of engagement has been developed for use in Western Isles schools using the Leuven Involvement Scale. The Scottish Government has recommended the Leuven Scale to schools as a measure of engagement to be used through Primary and Secondary. It is a five point framework that can be used to measure engagement against set criteria.
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15 The Leuven Involvement Scale (Adapted) Rating Exemplification 5 Extremely High The learner is continuously engaged in the activity and completely absorbed in it: • is absolutely focused, concentrating without interruption • is highly motivated, is finding the activity strongly appealing, perseveres • not distracted, even by strong stimuli • is alert, has attention for detail, shows precision • demonstrates intense mental activity and experience • the learner’s capabilities, imagination and mental capacity are in top gear • the learner obviously enjoys being engrossed in the activity 4 High There are clear signs of involvement but these are not always present to their full extent: • the learner is engaged in the activity without interruption • most of the time there is real concentration, but during some brief moments the attention is more superficial • the learner feels challenged, there is a certain degree of motivation • the learner’s capabilities, and imagination are, to a certain extent addressed in the activity • they are mostly happy to engage in most learning and other school activities 3 Moderate The learner is busy the whole time, but without real concentration: • in routine actions, attention is superficial • the learner is not absorbed in the activity, activities are short lived • limited motivation, no real dedication, does not feel challenged • the learner does not gain deep level experiences • the learner does not use his/her capabilities to full extent • the activity does not address the learner’s imagination 2 Low The learner shows some degree of activity although this is often interrupted: • limited concentration: looks away during the activity • fiddles, fidgets, and/or daydreams • easily distracted from tasks • learner’s action only leads to limited results • Significant support is needed to engage with learning • referral is needed to HT/SMT or Support for Learning (Staged Intervention) 1 Extremely Low The learner hardly shows any activity: • no concentration: staring, prolonged daydreaming • an absent, passive attitude • no goal- oriented activity, aimless actions, not producing anything • no signs of exploration and interest • not taking anything in, no mental activity Method of Assessment (See Figure 1 on p16) The PEF Dataset sheet requires the recording of a baseline measure of engagement and then allows for up to five future recordings, all completed using the same methodology. The learner’s level of engagement is assessed through observation of him/her in class in a situation during which they are expected to complete a task that has been set. The observer must complete the process as set out in the flow diagram (Figure 1, Page 16). A focused observer may be able to observe more than one child at a time in the same class. To make reliable judgements, it is recommended that the engagement score be calculated as an average of three observations of different activities, ideally all on the same week. They should all be of the same duration, as set out below: • P1-3: 3 x 10 minute observations • P4-S3 : 3 x 15 minute observations Learners who are in Primary 4 or above can be asked to complete a brief self- report form after the end of the observed period. After taking a baseline measure of engagement, the Dataset allows for up to five more recordings. The minimum expectation is that there would be one more recording, repeating the methodology of the first baseline measure. If engagement is a particular issue for a learner, then additional interim measurements could be taken.
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16 Figure 1. Measuring Engagement Process Observer to write what he or she has observed on ‘Observation Form’ (p17,18) P4-S2 Support learner to complete ‘My Learning’ form (p19). P4-S3 Carry out up to 3 x 15 minute observations During the observation the observer may wish to jot down a few words but needs to ensure that he or she is watching the learner at all times. It is best if the observer is discreet so that the learner does not realise that he or she is being observed. The observer prepares for the observations by: reading engagement section of the PEF Dataset Guide reading the Engagement Scale level descriptions (p15). copying observation schedules (p17 & 18 back-to-back) and (for learners from P4 upwards) copying a ‘My Learning’ form(p19) P1-3 Carry out up to 3 x 10 minute observations Each observation should start when everything is ready for the learner to begin the task. If organisational factors, such as waiting for equipment or instructions, are interfering with the learner’s engagement this should be noted, the observation delayed. The observer should have no other duties during this time Observer to score learner’s engagement based on observation, having considered discussion with teacher and learner’s view. Observer to discuss observation with teacher. Ideally identify 3 suitable sessions in which to observe the learner’s level of engagement, selecting situations in which they are expected to complete a task that has been set. The 3 observations should encompass literacy, numeracy and one other subject.
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Measuring Engagement: Observation Form 17 Observer: Learner: Curriculum Area: Date: Observation Start time: Activity: Observation Finish Time: Aspect of Engagement Evidence observed Estimate of percentage of time spent on activity Focus on Activity Enjoyment of activity Being challenged by activity Showing interest in further exploration or research Imagination or creativity being engaged by activity Level of Engagement agreed (based on Engagement Scale levels, see reverse), following reflection on learner’s view, and discussion with teacher:
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Measuring Engagement: 18 Scale of Engagement (Adapted from the Leuven Scale for Involvement for use in the Western Isles) The Leuven Involvement Scale (Adapted) Rating Exemplification 5 Extremely High The learner is continuously engaged in the activity and completely absorbed in it: • is absolutely focused, concentrating without interruption • is highly motivated, is finding the activity strongly appealing, perseveres • not distracted, even by strong stimuli • is alert, has attention for detail, shows precision • demonstrates intense mental activity and experience • the learner’s capabilities, imagination and mental capacity are in top gear • the learner obviously enjoys being engrossed in the activity 4 High There are clear signs of involvement but these are not always present to their full extent: • the learner is engaged in the activity without interruption • most of the time there is real concentration, but during some brief moments the attention is more superficial • the learner feels challenged, there is a certain degree of motivation • the learner’s capabilities, and imagination are, to a certain extent addressed in the activity • they are mostly happy to engage in most learning and other school activities 3 Moderate The learner is busy the whole time, but without real concentration: • in routine actions, attention is superficial • the learner is not absorbed in the activity, activities are short lived • limited motivation, no real dedication, does not feel challenged • the learner does not gain deep level experiences • the learner does not use his/her capabilities to full extent • the activity does not address the learner’s imagination 2 Low The learner shows some degree of activity although this is often interrupted: • limited concentration: looks away during the activity • fiddles, fidgets, and/or daydreams • easily distracted from tasks • learner’s action only leads to limited results • Significant support is needed to engage with learning • referral is needed to HT/SMT or Support for Learning (Staged Intervention) 1 Extremely Low The learner hardly shows any activity: • no concentration: staring, prolonged daydreaming • an absent, passive attitude • no goal- oriented activity, aimless actions, not producing anything • no signs of exploration and interest • not taking anything in, no mental activity
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19 Learner Feedback Form Name: Date: Which statement best describes your learning in the last activity? Please tick What I thought The activity was fascinating. I was really absorbed in it. I felt energised by the challenge. I had to use my imagination. I found the activity interesting. I enjoyed it and I had to think hard, I concentrated well. I felt I was being challenged. I worked hard. The activity was OK. I quite enjoyed it, I had to think. I kept getting distracted. The activity wasn’t interesting. I didn’t get much done. I found the activity boring. I didn’t see the point Comments:
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20 Pupil Equity Funding | Planning and Reporting School Name: Pupil Equity Funding must be used to deliver activities, approaches or resources which are clearly additional to universal local improvement plans. Identify: • Who is the target group? What is the gap? SIMD data? FSME? Community context? • Think about your equalities groups that may be disproportionately affected by deprivation. • What data did you use to identify this? ACEL achievement, SNSA data, Standardised assessment information, School tracking information, Wellbeing app • To be included: - School locality (rural, urban, remote rural, etc. https://www.gov.scot/binaries/content/documents/govscot/publications/transparency-data/2017/05/rural-schools/documents/rural-schools-list-2017- xlsx/rural-schools-list-2017-xlsx/govscot%3Adocument/Rural%2Bschools%2Blist%2BMay%2B2017.xlsx -% FSME - % SIMD 1/2 and other bands as appropriate - % ASN : is there a link with those affected by poverty? A consideration for longer term planning of approaches, with funding confirmed until 2026, should be considered in the targets below. A few examples of how you may want to detail context for your PEF expenditure. These are only for illustration purposes and can be amended as necessary. Example 1 The school is classed as a (remote rural, rural, urban, etc). Target group: # pupils from P1-P7 who are: ➢ % SIMD 1 or 2 Add school ➢ x% of children Deciles 3-4, x % of children Deciles 5-7, x% of children Deciles 8-10 information ➢ x% of children FSME here ➢ x% of children EAL ➢ x% of children with ASN ➢ through professional judgement and knowledge of families, pupils have been identified as requiring additional support due to socio-economic background. X% of these targeted pupils have been identified as needing literacy intervention through use of X data* (attainment, attendance, engagement), and X% have been identified as needing numeracy intervention through use of X data. A further # pupils have been identified as requiring HWB/nurture support. * Note: Data gathered around attainment, attendance, engagement must then correlate with SIMD, FSME and other markers of disadvantage. For example the target group could be defined as, "all those living in SIMD quintile 1 (and/or with FSME etc.) and whose attendance is under 80%". Some of those with low attendance may have no observable socio-economic disadvantage so they will need an intervention not funded through PEF.
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21 Example 2 The school is classed as a (remote rural, rural, urban, etc). The SIMD picture for the school is limited due to the rural context of the school has only a small amount to tell us (enter data here %SIMD 1&2). Staff have accessed school data, information and local knowledge to identify families experiencing disadvantage or potential disadvantage. (Enter details of what this is for your school’s context) We also know of a small number of families who, for various reasons, do not apply for FSME, even though they would fall within the eligibility category (include %FSME). Targeted PEF funded interventions will support pupils who: • are care experienced • from a traveller background • have experienced ACEs • have challenges forming attachments • live in one of the aspects of poverty as identified in the national strategy for ‘closing the gap’. • experience digital inequity Targeted PEF interventions will include nurture for those children identified through Boxall profiles Identification of target groups/individuals through observation, profiles (Boxall), ACEL, SNSA, GL (etc.) linked to markers of disadvantage (see note in sample 1). Through consultation with stakeholders and data across the school (reading, writing, mental agility, etc.) has been identified as a priority area for targeted intervention.
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22 Pupil Equity Funding | Planning and Reporting What are you planning to do with your PEF Allocation? • Proposals to address identified issues within Literacy, Numeracy and/or Health and Wellbeing. • How have you consulted with and involved parents/carers and pupils in the process? • Aim and expected impact of proposals. • Plans to work in partnership with other schools/local partners/providers, if applicable • Link to Our Children, Their Future • Link to HGIOS 4 Quality indicators / NIF • Which organiser does the planned key actions fall within – Teaching and Learning, Leadership, Family and Community How will progress be measured (what, when and how)? • How will you know your interventions are having an impact/improving outcomes? • Proposals for measuring impact (including specific reference to targeting young people most affected by poverty). • Data, new and existing, which will be required. • Plans for how data will be collected and reported What was the impact of your planned interventions? • Do you have quantitative and qualitative data that tells the story of attainment and achievement for the target group(s)? • What was the impact for pupils based on the outcome(s)/measures(s) you identified? This section of the plan tells the story of how your PEF spend impacted attainment for those pupils disadvantaged by poverty. Area Key Actions Outcome and Measure Mid-Year Progress Impact Detail here what is the area of focus for the intervention, who will be the key lead person and links to key documents. The actions we are planning in order to improve attainment in the areas we have identified for the target group(s) experiencing disadvantage due to poverty. (Success Criteria to facilitate evaluation of learners’ progress) This is what we want to happen for the pupils by when, by how much, who, what and includes how we will measure the specific outcomes. This is where we check to see if things are on track and if we need to continue, adapt or abandon what we had planned. Record information on progress and detail any changes. What is progress looking like based on your planned action/outcome/measure – on track, complete, not on track? This is where we bring together qualitative and quantitative data to show how what we did improved attainment for the identified pupils. How did you meet the aims set out in your proposed interventions? What data do you have that evidences impact? Identify any significant changes in expenditure.
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23 Area Key Actions Outcomes and Measure Mid-Year Progress Impact Literacy HGiOS – 2.3, 3.2 OCTF – Outcomes 1, 2 Organiser – Learning & Teaching Define the intervention here • What action/change is taking place? • Staff involved? Timings- is it whole year or over a number of weeks/term? Target group will demonstrate progress in literacy skills of: - blending and segmentation - reading fluency - comprehension skills - vocabulary Gather baseline data from target group including rate of progress from previous year Systematic regular pupil support sessions timetabled through the week for targeted pupils, using Dancing Bears and PM+ resources (ASN: PEF and PST: PEF) Provide training for all practitioners in the effective use of Accelerated Reader online programme Provide training for all practitioners on the effective use of the reading scheme - guided reading lessons and online resources Pupil Support Teacher (PEF) to teach alongside class teachers within class shared reading sessions by when, by how much, who, what Target group A - % increase in (raw score, age, level, etc.) from baseline for x skill measured by (YARC, Suffolk, Parallel Spelling, Accelerated Reading, Nessy, etc.) By June 2025 100% of targeted pupils with a +1yr gap will improve their reading age by at least 6 months +months in school Target group : Accelerated Reading data - gathered through Star Testing • August baseline • November, April, June – pick ups Pupil confidence and motivation survey • August baseline • June pick up Comparison of library and reading records • June 2024/June 2025 will evidence an increase in texts read Detail here progress towards outcome (on track? Complete and moving on to? Not on track and why?) Identify if any adaptations need to be made or if aspects need to be abandoned. As of December 2024, 89% of targeted cohort are on track with improvements. Data has been analysed from RA within Star Tests in August and November pick-ups. 13% not on track are also now in receipt of weekly targeted comprehension support (ASN: PEF). Early indications using the inbuilt assessment within the supported resource are evidencing a weekly upward trend of raised scores. Detail the impact of the interventions as outlined in your Outcome and associated measure. • In June 2025, almost all pupils within target cohort (93%) have raised reading ages by at least 16 months (AR data) • In June 2025, almost all pupils articulate an increased confidence and motivation to read. This was evidenced by pupil and parent surveys and learning conversations with pupils. • Teachers observe increased engagement amongst cohort within class shared reading sessions. • Library and reading records for almost all pupils in cohort evidence increased number of texts read from comparison of same records for children the previous academic session. • ASN pupils within P2/P3 targeted cohort evidence improvements in progress, with almost all moving through at least 6 PM+ benchmark levels • In June 2025 most pupils within phonic target cohort (87%) increased retained phonic sounds by 14+ months. This is evidenced through internal phonics tracking records, Highland Literacy assessments, Codecracker fluency scores and Burt reading tests.
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24 By June 2025, 100% of P2 and P3 pupils with +1 year gap) will improve their phonological awareness by 12+ months • ASN pupils in P2 & P3: by June 2025 individually profiled increases in PM Benchmark levels from August benchmark • Target group : by June 2025 14+month increase in retained phonic sounds from August baseline measured by Codecracker and Highland Literacy phonological assessments As of December 2024, 94% of targeted P2/P3 ASN cohort have increased PM benchmark levels in line with individual targets. 6% of pupils not increasing are now being supported by timetabled 1-1 Pupil Support Teacher sessions in addition to daily practice with ASN. As of December 2024 phonic target groups are making good progress with Codecracker fluency records indicating consistently raised scores in 100% of pupils. Numeracy HGiOS – 2.3, 3.2 OCTF – Outcomes 1, 2 Organiser – Learning & Teaching P4/5 Target groups will demonstrate progress in numeracy skills of: - mental agility Pupil Support Teacher (PEF) will: Share the NPLR (Numeracy Professional Learning Resource) professional document with staff. Staff familiarise themselves with the NPLR. Gather baseline data from target group through use of SEAL assessments and Numeracy Signposts Use assessment information to identify gaps and emerging patterns. Target group B - % increase in (raw score, age, level, etc.) from baseline for x skill measured by (SEAL, PUMA, SNSA, Progress and Achievement Data, etc.) By end of each 8 week block 100% of targeted P4/5 pupils with identified gaps will improve their confidence and skill in mental agility by engaging in daily supported focus sessions. Detail here progress towards outcome (on track? Complete and moving on to? Not on track and why?) Identify if any adaptations need to be made or if aspects need to be abandoned. As of December 2024, 3 blocks have been complete. Almost all children within these cohorts are observed to have increased confidence and post block survey and assessments evidence this alongside improvements in almost all Detail the impact of the interventions as outlined in your Outcome and associated measure. • By end of 8 week blocks all pupils within target groups (100%) evidenced improved progress in mental agility. Authority SEAL Maths Recovery assessment records (mental agility) show individual progress. • By end of 8 week blocks, almost all (95%) pupils articulate an increased confidence in applying mental strategies. This was evidenced by pupil and surveys and learning conversations with pupils. • Staff observe targeted pupils relying less on concrete aids to make calculations. • Additionally, most pupils can articulate processes using the language of Number Talks.
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25 Using the patterns that have emerged from assessments and using the NPLR as a scaffold, PST (PEF) will employ targeted SEAL strategies with identified individuals and groups daily in 8 week block periods. Target groups : SEAL assessment data • Pre intervention block baseline • Post intervention block pick up Pupil confidence survey • Pre intervention block baseline • Post intervention block pick up Teacher observation during class lessons. cases (92% of pupils across the 3 blocks). Further blocks are planned for the remainder of the year, with a renewed focus on applying Number Talks strategies. HWB HGiOS – 2.3, 3.1 OCTF – Outcomes 1, 3 Organiser – Learning and Teaching Identified pupils will develop their skills, attitudes and resilience to be more ‘learning ready’. - spending more time in class - more time engaging with teacher designed activity - less time (or less number of) being dysregulated - an improved sense of self-worth and ambition. - increased understanding of vocabulary of emotion - increased understanding and use of self-regulation strategies. Target group C - % increase in (raw score, number of occurrences, time) from baseline. Measured by (Boxall, pupil survey, GWMP, wellbeing web data, Emotion Works, staff observation, Leuven, etc.) By June 2025, 100% of all pupils will improve their HWB by having experience of outdoor learning at least once per week. • In June 2025, pupils will self- evaluate on their Wellbeing wheels 7+ on ‘I am encouraged to be active’ (current baseline as of June 2024 was 70%). Detail here progress towards outcome (on track? Complete and moving on to? Not on track and why). Identify if any adaptations need to be made or if aspects need to be abandoned. As of December 2024, pupils have participated in 8 outdoor learning sessions. These sessions are proving very popular with all pupils. HT has noted improvement in positive attitudes and behaviour. Detail the impact of the interventions as outlined in your Outcome and associated measure. • By June 2025, almost all pupils participated in all outdoor learning sessions. (Attendance data) • By June 2025, all pupils showed an increase in ability to self-assess risk and participate in co-operative outdoor learning activities. This was evidenced by HT observations and learning conversations with pupils. • In June 2025, 100% of all pupils recorded 7+ on their Shanarri indicator ‘ I am encouraged to be active’. Possible next steps … • As per positive results, this intervention will continue for next school session 2025-26 and will continue to be a SIP HWB priority
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26 Parental Engagement HGiOS – 2.3, 2.7 OCTF – Outcomes 3, 5 Organiser – Families and Communities Target Group of identified pupils with less than 85% attendance through 2022-23 reporting periods. Our family liaison officer will offer home visits and engage with identified families on a weekly basis. Targeted families with 5 or less weekly Seesaw engagements. Support with SeeSaw through provision of school device Prepared video ‘how to’ guides. Additional face to face workshops will be offered where appropriate or necessary Monthly coffee mornings will be organised and run by family liaison officer throughout the year By June 2025 attendance for targeted pupils will increase by at least 10% • Attendance records –monthly tracking and monitoring 100% of families of pupils identified will show an 85% increase in engagement with SeeSaw • At least 10 weekly engagements in Seesaw increased attendance at stay and play sessions, parents’ nights/meetings / Coffee Mornings • Attendance register for Stay and Play / Parent Meetings Detail here progress towards outcome (on track? Complete and moving on to? Not on track and why?) Identify if any adaptations need to be made or if aspects need to be abandoned. As of December 2024, 60% of targeted pupils have increased attendance by 10%, 25% of pupils have a 5% increase and the remaining 15% have no increase or show a further decline. From January 2024 the Nurture Base will be opened up to facilitate a ‘Soft Start’ session targeting this 15% to enable an alternative experience to start their day. Seesaw engagement has increased within all targeted families. All are making at least 10 weekly engagements, with 52% exceeding this target. 95% of targeted families attended November Parents Meeting. The remaining 5% took up the offer of phone consultations with staff. Numbers at monthly coffee mornings have increased from 10 (September) to 26 (December) Detail the impact of the interventions as outlined in your Outcome and associated measure. • By June 2025, the majority of targeted pupils had raised attendance levels by at least 10%. (Attendance data) • By June 2025, all targeted families showed an increase in Seesaw engagement. This was evidenced by online interactions. • By June 2025, 100% of targeted families had attended at least 12 Stay and Play sessions and 4 coffee mornings. Parents reported the value of these informal sessions and how this has helped them connect better with the school. This was evidenced through Sessional registers and Parental Feedback Possible next steps … • As per positive results, this intervention will continue for next school session 2024-25. Plan to include information at Coffee Mornings and to offer specific workshop support in shared reading to targeted group.
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27 Pupil Equity Funding | Planning and Reporting Remember contracts should be temporary and should not exceed a Staff Spend Detail * Note: - Please see information from HR regarding PEF posts school year Name Post Start Date Proposed End Date Cumulative Time in Post AN Other Classroom Assistant (15 hpw) September 2024 June 2025 years months years months Highlight the Intervention for Equity addressed by your PEF interventions/projeRctesmember to tick https://education.gov.scot/resources/interventions-for-equity/ Early intervention and prevention Social and Emotional Wellbeing Promoting Healthy Lifestyles Targeted approaches to Literacy and Numeracy Promoting a High Quality Learning Experience Differentiated Support Employability and Skills Development Engaging Beyond the School Ensure actual cost s are Partnership Working noted here, Professional Learning and Leadership Research and Evaluation to Monitor Impact Using Evidence and Data wherever possible. This will enable more effective budget profiling with Spend Details your AFA Carry Forward 2023-24 PEF Allocation 2024-25 Staffing Supported Study Resources Purchased/Commissioned Services Other Classroom Asst £5,946 Accelerated Reader £5,623.11 Seesaw £818.40 Sum Dog £294.00 PM Benchmark £1520 assessment kit Numicon £262.50 Maths Recovery £336.75 TOTAL – 14,800.76 £ 2,200 £ 13,000 Spend Checkpoints Mid-Year Spend checkpoint (Dec – Jan) Identify any significant changes in expenditure. Final spend (End of Session) Identify any significant changes in expenditure. £ £ Break spend details down into the specifics of the staffing, resources etc. * Please note that your PEF spend plan should be shared with your AFA who will profile this budget line and monitor it monthly. During your mid-year checkpoint note spends and any change in spend allocations here. Note all final spends and any committed spends that would be part of any carry forward here.
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28 GUIDANCE ON EMPLOYING STAFF USING PEF (OR OTHER TEMPORARY) FUNDING Ring fenced post for a current employee (irrespective of whether s/he already holds a permanent or temporary post) The post may be ring fenced providing the number of hours being offered is less than 10 per week and the employee is suitably skilled and experienced to undertake the duties. Otherwise, the post should be advertised. A new post must be created in order to identify this work is funded by PEF and as being a separate and distinct contract from any other the employee may hold. Do not put hours funded by PEF through as additional hours on a timesheet/via MyView – we need to be able to monitor and track where and how PEF is being utilised. The procedure to be followed is: 1. An advert authorisation form must be completed and authorised, clearly showing the PEF budget code and that it is a temporary post. The form is sent to annemargaret.houston@argyll-bute.gov.uk 2. The successful candidate will receive a contract separate to any others s/he may hold with the council so a Successful Candidate Form (SCF) needs to be completed and sent to annemargaret.houston@argyll-bute.gov.uk . This can be sent at the same time as the Advert Authorisation form. 3. You cannot process hours you wish to allocate to PEF funding via timesheets/MyView – you must follow the above process. It will help to monitor and report on spending against this budget. Employing a new employee The recruitment process as described at 1-3 will need to be followed. As we don’t know how long PEF funding will continue, posts will be offered on a temporary basis. You need to be aware that the employee is building up employment rights from when s/he starts in post and If s/he continues to be employed in a PEF funded post for a continuous period of 2 or more years, s/he will be entitled to a redundancy payment when the funding comes to an end, which could be substantial. The cost of redundancy will not be funded centrally. You may also wish to note that if the employee transfers from another post within the Council and there is no break in service before s/he starts work with you, his/her service is continuous from their start date with the Council. If, however, s/he does not transfer to your post, i.e. s/he stays in their original post as well as your post, then their continuous service date is the date s/he begins employment with you. PEF funding to augment reduced staffing budget Where an employee has been identified as having their hours reduced due to reduction in budget, it is possible to offer the employee work funded by PEF. There is likely to be implications for employees accepting a PEF funded post and HR’s Transformation team will be able to support and guide you in this. Their involvement is essential to ensure we comply with Council and legal processes and to ensure the employee understands the implications of accepting this type of post and receives the relevant correspondence and contract. If you plan to use PEF funding which may help mitigate the number of hours an employee has to reduce, you must
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29 discuss this with the HR Transformation team prior to taking any action. (HRtransform@argyll-bute.gov.uk). PEF funding to second an employee There have been some occasions where an employee has been deployed to PEF funded duties rather than undertake the duties of their contracted post. This may be because the PEF post offers better conditions, e.g. more hours than their contracted post. Irrespective of whether there is an increase in hours or not, the employee should be seconded into the PEF funded post (which has been duly created and described as above) and at the end of the secondment s/he will return to their substantive post. Their contracted post can be backfilled for the period of the secondment. Temporary posts Be realistic about the duration of a temporary post and review your requirements regularly to ensure you are complying with the purpose of the funding. Be aware that if you employ a person for a period of 2 or more years, that person has the same employment rights as a permanent employee and if s/he cannot be redeployed into a suitable post then s/he will be entitled to a redundancy payment. There may not be a central budget for paying redundancy costs.
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30 Links to further information • Pupil Equity Funding National Operational Guidance (published 30/3/22) • Scotland’s Equity Toolkit | Resources | Education Scotland • Scottish Attainment Challenge self-evaluation resource | Resources | Education Scotland • EEF Teaching and Learning Toolkit (Primary and Secondary) • EEF Early Years Toolkit (Early Years settings) • The Cost of the School Day Toolkit, updated 2021 | CPAG • Pupil Equity Funding: Looking inwards, outwards, forwards – sharing effective practice to maximize support for learners and practitioners (Education Scotland document) • PEF examples Scotland (Education Scotland) • SAC action research links