Appendix 1 - Scottish Attainment Challenge Funding Update 2024
Perth and Kinross Council · 23 October 2024
Back to Learning and Families Committee — 23 October 2024 and its agenda
Text extracted from the council's PDF. Layout and reading order may differ from the original.
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Education & Children’ Improving Lives Together Ambition Compassion Integrity Scottish Attainment Challenge Funding Report 2023-2024 Education & Learning Appendix 1
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1. Introduction .............................................................................................................................................. 1 1.1 Background ...................................................................................................................................................1 1.2 Purpose of the report ...................................................................................................................................1 2. Setting the Context – What our data tells us ........................................................................................... 2 2.1 Feedback from Education Scotland Triannual reports ............................................................................2 2.2 Closing the Poverty-related Attainment Gap ............................................................................................2 2.3 Overall Attendance.......................................................................................................................................3 3. Strategic Equity Funding (SEF) ................................................................................................................ 4 3.1 Background ...................................................................................................................................................4 3.2 Planning and Monitoring ..............................................................................................................................4 3.3 SEF Expenditure 2023/24 ...........................................................................................................................5 3.4 Planning for 2024/25 ....................................................................................................................................9 4. Pupil Equity Funding (PEF) .................................................................................................................... 11 4.1 Background and Allocations .................................................................................................................... 11 4.2 Guidance and Planning ............................................................................................................................ 11 4.3 Tracking and Monitoring ........................................................................................................................... 12 4.4 Progress on 2022/23 Actions .................................................................................................................. 12 4.5 Support and Professional Development................................................................................................. 13 4.6 Data for Improvement ............................................................................................................................... 13 4.7 PEF Interventions Summary .................................................................................................................... 13 4.8 Quality Assurance ..................................................................................................................................... 18 4.9 PEF Expenditure 2023/24......................................................................................................................... 19 4.10 Summary .................................................................................................................................................... 20 5. Care Experienced Children and Young People Funding (CECYPF) ..................................................... 21 5.1 Background and Allocations .................................................................................................................... 21 5.2 What our data tells us ............................................................................................................................... 21 5.3 Guidance and Planning ............................................................................................................................ 24 5.4 Spend and Activity 2023/24 ..................................................................................................................... 24 5.5 Summary .................................................................................................................................................... 31 Appendix 1 – Glossary of Terms ................................................................................................................... 32
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1 1. Introduction 1.1 Background The Scottish Attainment Challenge (SAC) was launched in 2015 with the mission of closing the poverty- related attainment gap. In November 2021, the Cabinet Secretary for Education and Skills set out plans for a refreshed SAC from April 2022. The mission of this refreshed Challenge 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.” This mission recognises the need to reflect the breadth of achievements and experiences and the importance of health and wellbeing (HWB) to contribute to improved outcomes for children and young people including through improved post-school participation in positive destinations. Resources for the SAC, through the Attainment Scotland Fund (ASF), are provided to local authorities through Strategic Equity Funding (SEF) and Care Experienced Children and Young People funding (CECYPF); and to schools through Pupil Equity Funding (PEF). This is additional, targeted investment which is used strategically alongside existing funding at and across local authority and school level to achieve the shared, national mission of the SAC. A range of publications and policies inform our work in this area including “Achieving Excellence and Equity, the 2024 National Improvement Framework and Improvement Plan”, “Getting it Right for Every Child” and National Operational Guidance for each of the three funding streams. 1.2 Purpose of the report It is a requirement for all three funding streams, SEF, CECYPF and PEF, that an end-of-year report is submitted to Scottish Government summarising the interventions implemented during the course of the year along with evidence of their impact and any qualitative and quantitative data relating to the impact of the funding. This overarching report will combine all three funding streams and provide an update on the progress made in Perth and Kinross in the provision of support for children and young people affected by poverty and those who are care-experienced to achieve their full potential, focusing on targeted
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2 improvement activity in literacy, numeracy and health and wellbeing and in closing the poverty related attainment gap. 2. Setting the Context – What our data tells us 2.1 Feedback from Education Scotland Triannual reports Over the past academic session, Education Scotland have provided feedback on the following key themes in implementing the SAC programme: • Families and communities • Evidence-based approaches • Impact of SAC funding The reports indicate that PKC works effectively with a wide range of partners to provide children and young people with additional experiences and opportunities. Case studies show that many headteachers are proactive in developing partnership arrangements, particularly in relation to closing the poverty-related attainment gap. The work of the parenting and family learning team was highlighted as providing a broad range of services for parents and carers, including those affected by poverty. It was noted that Cost of the School Day (CoSD) initiatives are being implemented across many schools and settings and this is beginning to have a positive impact for children, young people and their families. It was also recognised that across PKC evidenced-based approaches are being embedded across the system through training and signposting to evidenced-based PEF interventions, sharing case studies, using evidence and research to inform improvement approaches and in the implementation of improvement methodology. Reporting has also highlighted consistent and rigorous quality assurance processes and the way in which these effectively inform universal and targeted improvement support. 2.2 Closing the Poverty-related Attainment Gap Progress is being made across the authority in closing the poverty-related attainment gap. In illustrating progress, we aim to draw upon a broad range of evidence. Year-by-year comparisons are made but it is acknowledged that patterns of sustained improvement are likely to be seen over time. At local authority level, the Scottish Index of Multiple Deprivation (SIMD) is used where necessary to understand the effects of poverty, in line with Scottish Government approaches. However, for many schools in PKC, SIMD provides a limited picture of poverty, particularly in more rural or semi-rural areas. For example, in PKC, only 5.91% of the population of Perth & Kinross live in areas classified as being within SIMD Q1, the classification for the 20% most deprived areas across Scotland. The ACORN classification system provides a more granular view of poverty within areas of PKC. This is therefore used across all schools to supplement their understanding of families who may be affected by poverty. Over a third (35%) of families in Perth and Kinross are living in households subject to some level of deprivation, falling into ACORN categories 4 and 5. 2.2.1 Overall Attainment The table below demonstrates steady improvement year on year in narrowing the gap between ACORN 4/5 and ACORN 1 in the achievement of Curriculum for Excellence Levels in P1, 4 and 7. % Gap between ACORN 4/5 and ACORN 1, P1, 4 and 71 1 Data presented is the latest available. (Leaver data is therefore for 2023. 2024 leaver data due for publication in February 2025). Comparison of data with 19/20 and 20/21 should be undertaken with caution due to impact of COVID-19 assessment changes.
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3 Area 2018/19 2019/20** 2020/21 2021/22 2022/23 2023/24 Reading 20% 23% 18% 20% 18% 18% Writing 21% 25% 21% 23% 19% 18% Listening and talking 16% 22% 18% 16% 13% 14% Mathematics & Numeracy 19% 23% 19% 20% 17% 17% Steady progress over time is also evident in the S3 ACEL data. % Gap between ACORN 4/5 and ACORN 1, S3 Area 2018/19 2020/212 2021/22 2022/23 2023/24 Reading 19% 11% 13% 9% 10.6% Writing 17% 11% 14% 10% 10.9% Listening and talking 15% 8% 12% 8% 9.6% Mathematics & Numeracy 14% 14% 9% 9% 12.3% Senior phase leaver data also demonstrates a significant narrowing of the gap over time. These figures do need to be viewed with caution due to the alternative assessment arrangements which were in place during the Covid-19 pandemic. % Gap between SIMD Q1 and Q5, Leavers attaining 1 or more qualification at SCQF Level 5/6 Area 2020/21 2021/22 2022/23 SIMD Q1/5 gap – 1 @ SCQF Level 5 27.8% 23.6% 16.6% SIMD Q1/5 gap – 1 @ SCQF Level 6 40.7% 34.7% 28.9% 2.3 Overall Attendance Overall primary attendance has improved slightly, with figures of 93.1% in 2023/24 compared with 92.7% in 2022/23. However, it still remains 2% lower than pre-pandemic levels (95% in 2018/19). Secondary attendance was 86.9% in 2023/24 with no change from 2022/23. This remains significantly lower (4%) than pre-pandemic levels (90.6% in 2018/19). There are differences between schools, however, with percentages ranging from 82.5% to 89.3%. Attendance % Gap between ACORN 4/5 and ACORN 1 Area 2018/19 2019/20 2020/21 2021/22 2022/23 2023/24 Primary 2.7% 3.2% 3.3% 3.3% 3.3% 3.8% Secondary 6.6% 6.7% 4.9% 6.1% 6.9% 8.3% 2 2019/20 data is incomplete and PKC, individual school and comparator results may not be comparable with previous and following years.
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4 These figures are in line with the overall national attendance picture which was published by the Scottish Government in March 2024. As a result, improvement action has been taken. This has included the creation of an attendance forum, a staged intervention framework, a focus on consistent systems and processes supported by updated policy and guidance and shared practice. Impact is being monitored and will be reported on over time. 3. Strategic Equity Funding (SEF) 3.1 Background SEF is shared by all 32 local authorities to be invested in supporting education recovery and tackling the poverty-related attainment gap. It should be used to provide targeted support for children and young people (and their families if appropriate) affected by poverty to achieve their full potential, focusing on targeted improvement activity in literacy, numeracy and health and wellbeing. Guidance on how SEF can be used is published annually by Scottish Government and can be accessed here. 3.2 Planning and Monitoring Planning for the use of SEF is based on robust data analysis which enables the identification of poverty related gaps in attendance, attainment and achievement, inclusion, engagement and participation. The planning process has included the development of ambitious locally identified stretch aims for progress in improving outcomes for all. In setting Stretch Aims, the “core plus” model stipulated by the Scottish Government has been used: the "core" sets a minimum requirement for aims measurable by a subset of the National Improvement Framework key measures based on national data and Insight data, and local data for health and wellbeing, which in PKC is attendance and exclusion data. The "plus" reflects additional local priorities for the local authority, such as developmental milestones for children starting P1, literacy and numeracy at the end of the Broad General Education (BGE) and improved outcomes for children and young people who have experienced care. Progress towards the achievement of Stretch Aims is reviewed annually in the Education Improvement Plan.
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5 3.3 SEF Expenditure 2023/24 Expenditure in 2022/23 focussed on building the infrastructure to support the identification, implementation and analysis of evidence-based approaches and interventions designed to raise the attainment and achievement and widen opportunities for children and young people affected by poverty. This support is provided across the entirety of the ASF funding streams. With that structure in place, the focus of expenditure in 2023/24 has been on the provision of professional learning for practitioners in a range of areas including relationships and behaviour as a key focus, and to supporting attendance which has been identified through data analysis as an area of ongoing concern. The focus on building the skills and capacity of staff is deliberate to help ensure there is sustainability built into the system given the temporary nature of the funding. 3.3.1 Support for Relationships and Behaviour Nurturing Relationships The PKC Nurturing Relationships programme had 41 schools (49% of schools in PKC) engaging at various levels over the course of 2023/24. Six schools have achieved level 1 accreditation with one achieving level 2. A number of further accreditation applications are currently at the verification stage. It is intended that all PKC schools will complete this programme and work towards formal accreditation. Practitioner questionnaires completed at the end of 2023/24 showed increased knowledge and understanding of nurture principles as well as increased confidence in delivering a nurturing approach. During collegiate and practice sharing sessions, practitioners have shared good practice examples including whole family nurture sessions, designing and building a nurture garden and the introduction of “Wellbeing Superheroes”. Individual schools have reported evidence of impact across several aspects of learner wellbeing including increased readiness to learn and improved sense of belonging. The cost of work supporting relationships and behaviour, including training for senior leaders in Restorative Approaches and funding for the role of Nurturing Schools Development Officer was £70,000 in 2023/24.
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6 Pupil Support Assistants and Self-regulation Training Around £100,000 has been invested in Pupil Support Assistants (PSA) over the course of 2023/24. This group of staff provide support for some of the most vulnerable children and young people in our schools who face the greatest barriers to participation and achievement. In addition to managing increasingly complex additional support needs, PSAs enable the delivery of targeted interventions designed to close gaps in literacy and numeracy. Part of this funding has also supported professional development opportunities. In addition to in- service day programmes focussing on strategies to support communication and developing effective and trusting relationships with children and young people, a ten-week training programme in Self- regulation was offered to an initial group of 43 Pupil Support Assistants (PSA) working predominantly with children in P1 to P4 where a greater level of distressed and challenging, violent, and aggressive incidents had been reported. This specifically targeted training costing £9,000 was designed to provide practitioners with the skills to support the development of executive functioning such as attention and emotional regulation. Overall, the post-course evaluations highlighted that the training had provided participants with tools and insights that they considered would positively influence their professional interactions and supporting behaviour of children in their care. Participants commented on the importance of consistent approaches, planning, effective communication and consistent use of language to better support dysregulated children and in managing conflicts and disagreements. This work has seen significant practical application and impact within classrooms. Specific examples include target children being able to complete more maths work without adult support, children being able to participate in activities that they had been unable to previously, children better able to manage their own playground disagreements leading to being more settled to learn, with less teacher input, following break time and increased independence for children with additional support needs in accessing end of day transport, leading to a calmer and more peaceful end of the school day. The wider impact of this targeted training will become apparent in 2024/25 as the techniques become embedded in practice across settings. All schools also have the opportunity to access this training as part of the ongoing professional development programme, providing access for a wider range of staff. 3.3.2 Explicitly Teaching Writing SEF has funded the delivery of Stephen Graham’s Explicitly Teaching Writing programme at a cost of £21,000. With the aim of increasing teacher confidence in the teaching of writing, the programme was open to practitioners in both primary and secondary. Over the course of the year, 31 schools took part in the programme, with 2 places funded per school. The initial offer was made to schools who had identified through their self-evaluation and in their Quality Improvement Plan that attainment in writing was a priority area for development. The programme will be rolled out to a further 5 schools during 2024/25, including 2 secondary schools. Attainment in writing across P1, 4 and 7 has increased by 2% in 2024. The following case study from Tulloch Primary School demonstrates the impact that this programme has had.
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7 Explicitly Teaching Text Types Tulloch Primary School Tulloch Primary School have engaged with Stephen Graham’s Explicitly Teaching Text Types training over the last two years. This approach systematically teaches children to write through a focus on different text types. It breaks down the teaching of writing into small and manageable chunks and closely links writing to the development of oral language. All teaching staff have attended the training workshops and have implemented the approaches within their planning and delivery of writing across the school. The school has revised its whole school planner for writing to ensure appropriate coverage of all text types across the primary and to ensure opportunities are given for progression. The school has also developed its approaches to the assessment and tracking of children’s writing. Assessments are carried out before a teaching block and then used again to assess pupils progress at each tracking period November, March and May. Assessments track the value added for each pupil and so even small steps of progress are captured. Children are at the centre of this process, self and peer reviewing their own work using clear success criteria to assess their writing and set next steps for improvement weekly. The school has also engaged with the National Improving Writing programme training across both P4 classes last academic year and has very successfully used their learning from both programmes to inform their own whole school approach to writing. As a result, the school has seen attainment in writing increase from 72% in 2023 to 76% in 2024 (% of children in P1,4 and 7 achieving expected level in Writing). ‘I found writing in smaller chunks easier because then I could think about it and come back the next day to do another piece of the writing or my story. There were lots of different types of writing to practice and you knew different types of writing were for different purposes.’ Tilly P4 ‘I liked writing by splitting it into small sections. When you assess it, you read over it and can see mistakes and can fix them to improve your writing for the next time.’ Jake P4 ‘I liked writing in a different way, the run chart showed us where the ‘highs’ of our writing were, and we wanted to all get better as a class.’ Mason P4 ‘I really enjoyed writing over 3 days – we are a chatty class, so this helped us to really focus on our success criteria which was on our target sheet then we self-assessed it, changed it if we needed and this showed where the improvement was needed.’ Caoilfhinn P4 ‘Using the Stephen Graham approach along with the structure of the National Improving Writing Programme allows for specific quality teaching and pupil friendly feedback that is succinct. This is done in short, sharp bursts to improve focus of pupils and provide clear next steps.’ Miss McKinnon P4 teacher ‘Writing daily meant pupils could take ownership of their writing and develop skills to identify and assess their own tools for writing. Targets and success criteria were very specific, and pupils could peer and self-assess and respond to teacher feedback. The writing helped their organisational and planning skills recognising their successes. Motivation was high as different text types were changed frequently and writing was over 3/4 times per week.’ Mrs Moncrieff P4
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8 3.3.3 Supporting Attendance Our data evidences that attendance levels in both primary and secondary are significantly below pre- pandemic levels. This has been and will continue to be an area of focus as the gap between Acorn 1 and 5 has widened over time whilst other gaps in literacy and numeracy attainment have narrowed over the same period as shown in 2.2.1 and 2.3. A range of approaches have been taken to address this including engagement with Education Scotland, and in-depth data analysis identifying trends and patterns in absence codes. These, along with SEF- funded support from the Educational Psychology Service, including a literature review of attendance interventions, provide an evidence base for the Staged Intervention Framework for Attendance as well as informing and enabling the delivery of specific projects to support families and staff in schools with addressing non-attendance. A total of £75,000 has been invested in this area and it is anticipated that 2024/25 attendance data will show improvement across both primary and secondary sectors. Attendance Fora In one approach to address ongoing concerns around school attendance, three “forum” events were held over the course of the year, two in-person and one virtual, looking at attendance through local, national and international perspectives. These well-attended events with delegates including school staff, PKC elected members and representatives from other local authorities and Education Scotland, provided an opportunity to discuss and share good practice and to look at evidence-based approaches to support improving attendance. Schools attending made public promises to implement approaches which would improve attendance. These included parental engagement to raise awareness of the impact of non-attendance on outcomes, monitoring and analysis of attendance data and targeting interventions to effect improvement. A specific outcome from the first forum was the sharing of an attendance monitoring tracker for secondaries. The tracker was devised by one of our secondary schools and presented as an example of good practice. From this, a generic template was created which could be shared with other schools. The tool takes core data from SEEMiS, the council’s core management information system and provides analysis options for attendance and exclusions with filters enabling the segmentation of data by various demographic criteria. This also enables the identification of patterns which might not otherwise be apparent. All secondary schools have been issued with the tracker and the majority are now using this to support the effective monitoring of attendance. It is also being rolled out to some of the larger primary schools.
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9 The impact of this will be seen in the coming year as data-informed targeted interventions impact on overall attendance rates. Connecting Families Perth Autism Support have been commissioned to provide targeted support for up to 50 families in the first year through the ‘Connecting Families’ programme at a cost of £40,000. This project is designed to support families affected by poverty where their child or young person has an attendance level between 60% and 70%. Working with the family, they will identify barriers to attendance, agree actions and signpost to additional support services where that is appropriate. Evidence of impact is limited at this stage, as this work began in April 2024, but progress is being reviewed on an ongoing basis through monthly contract management meetings. 3.3.4 Positive Destinations SEF also part-funds a Project Officer for wider achievement and equity at a cost of £22,000 annually. This officer works with schools and external partners to ensure that appropriate provision is in place for young people to access positive destinations. This includes employability provision, connections with employers and the development and implementation over the course of 2023/24 of a 16 plus framework. This framework has enhanced communication between partners with positive feedback from a range of stakeholders. Skills Development Scotland (SDS) commented that they had noticed positive improvements resulting from the implementation of the new 16+ framework, one of the key differences being that the right young people are being discussed at the right time with the appropriate professionals in place to provide any support required. This will, in turn, enhance the outcomes of young people leaving school and support the achievement of positive destinations. 3.4 Planning for 2024/25 SEF expenditure in 2024/25 will continue to support the projects above with an additional focus on improving learning and teaching practices with an initial focus on secondary education. Connecting Families Project Leaflet
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10 “When we were first doing it, some stuff was really hard but we’re better now. Getting the cement in the mixer was much harder than it looked!” “I’m much more confident about trying things now because I know I can do it” Targeting Positive Destinations S3 Construction Academy, Perth High School As part of the community benefits associated with the contract for the construction of the new Perth High School building, Robertson’s Construction were approached to develop a pilot work experience programme for eight S3 pupils. As communities seek to recover and rebuild following the Covid-19 pandemic, schools across Scotland have reported a negative impact on attendance and “in-school truancy”, engagement, mental health and positive destinations. Data shows that S3 pupils have the lowest attendance across PKC and within the context of Perth High School a number of young people had been identified as at risk of not achieving a positive destination. The Construction Academy was offered from March to June 2024, one morning per week for 17 weeks. The eight young people selected had expressed interest in a career in the construction industry but were considered to be at risk of not achieving in school. The selection process involved a range of stakeholders including school staff, representatives from the construction company, the young people themselves and their parents. The young people had the opportunity to get a very genuine experience working alongside Robertson’s and supply chain staff on a site close to the new build. Outcomes • Almost all young people involved in this project have gone on to secure places on the Perth UHI Multi-skills link course for S4. The one S4 participant has secured a full-time college place for multi-skills and a construction apprenticeship. • Three young people have been specifically identified by Robertson’s staff as having real potential and dedication and will have the opportunity to lead and mentor the next cohort of trainees. This will allow them to maintain their relationship with the team with potential opportunities for apprenticeships/summer programs when they are sixteen. • All of the young people involved have reported having a greater understanding of the construction sector and the world of work. • All young people involved feel that this will be beneficial to them in terms of being ready to take on a job or training in Construction. “This is amazing, I never would have thought that we could have used a cement mixer at school and been able to lay blocks and bricks properly. I kind of thought we would just have to watch, but even getting all the proper gear like the steel toe cap boots and jackets has been great. It’s not just a school thing, it’s like really being on a site”
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11 4. Pupil Equity Funding (PEF) 4.1 Background and Allocations The operational guidance published by the Scottish Government states that PEF must be used to provide targeted support for children and young people (and their families if appropriate) affected by poverty to achieve their full potential, focusing on targeted improvement activity in literacy, numeracy and health and wellbeing. PEF is allocated directly from the Scottish Government to schools based on the estimated number of children and young people in P1-S3 registered for free school meals (FSM) under the national eligibility criteria. This meant that in the year 2023-2024, schools in Perth and Kinross received a total of £1,873,930. 78 schools in Perth and Kinross received funding (all through schools have separate allocations for primary and secondary), with 75% allocated to the primary sector and 25% to secondaries. Allocations varied between schools and are summarised below. Financial Range Number of Schools £0 3 £1-£9,999 32 £10,000-£19,999 19 £20,000-£29,999 5 £30,000-£39,999 3 £40,000-£49,999 6 £50,000-£59,999 3 £60,000-£69,999 5 £70,000-£79,999 2 £80,000-£89,999 0 £90,000-£99,999 2 >£100,000 1 Full details of allocations are available on the Scottish Government website. This funding is only one part of much broader approaches across PKC schools to narrowing the poverty related attainment gap. It enables the enhancement of existing approaches and the implementation of targeted interventions based on identified need. However, there is a significant amount of work undertaken at universal level which also impacts on achievement and attainment. 4.2 Guidance and Planning The PKC Raising Attainment Strategy 2024-2027 sets out a shared vision, priorities, and expectations in relation to raising attainment and achievement for every child and young person. This strategy reflects the national ambitions of attaining excellence and achieving equity. It outlines the approaches used to address all attainment gaps including those identified for learners affected by poverty. PEF local guidance which is shared with all schools has been developed in line with The Pupil Equity Funding National Operational Guidance 2023. It includes local information including planning, tracking, monitoring and reporting expectations as well as providing information on finance and procurement processes and detailing the central support that is available to all schools.
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12 Information has also been shared with staff through frequently asked questions, the PKC Equity Network, case studies to disseminate good practice, and a range of supporting information and guidance. An Education Interventions Tool was launched in the autumn of 2023/24. This provides a ‘one stop shop’ for schools to explore commonly identified needs and evidenced-based interventions and resources that might support learners within their schools or settings. 4.3 Tracking and Monitoring The use of the Closing the Gap Tool (CTGT) is now embedded in planning and self-evaluation processes and is being used by all schools to plan, track, monitor and evaluate their PEF-funded interventions. This has enabled schools and central officers to enhance their understanding of how PEF is being used and to monitor and review the impact of interventions. A Power BI interactive dashboard linked to the CTGT which enables the straightforward analysis and interrogation of all schools’ data is now available to school leaders and education service staff. This promotes collaborative working and information sharing as well as providing an enhanced analysis from which future support is planned. Detailed PEF plan feedback is provided to all school leaders and the financial spend is tracked throughout the academic session. School leaders regularly review PEF spend and discuss progress as part of quality improvement visits working closely with their allocated Finance Officer or Business Manager. 4.4 Progress on 2022/23 Actions Action Progress Maintain the focus on spend to ensure that funds are spent in year thereby maximising the impact on children and young people affected by poverty. The proportion of PEF spent within the financial year 2023/24 increased from 92.5% to 93.8%. Monitor and review the impact, quality and efficacy of PEF spend using attainment and other data to analyse the impact of interventions and how those have improved outcomes for children and young people. PEF sampling visits undertaken during the course of 2023/24, attainment data and case study evidence included within this report clearly demonstrate the impact of PEF-funded interventions on improving outcomes of those affected by poverty. Further build on professional development offer to senior leaders to enhance whole staff capacity to engage with data analysis by delivering a package of support for school leaders to explore data with staff teams. Senior leaders will be offered a session focused on pedagogical approaches to close attainment gaps. Ongoing support for equity using PEF with sessions covering needs analysis, aims, interventions and measures. A range of professional learning has been delivered over the course of the year as detailed in 4.6 below. Further sessions are planned in 2024/25 to support new senior leaders and ensure that approaches are embedded in practice across all settings. Support ongoing usage of the CTGT to track interventions, and support schools to use the data dashboard to monitor impact and spend. Support has been provided to a range of staff to use the CTGT to track and monitor PEF-funded interventions. Analysis of plans submitted for 2023/24 shows clear evidence of impact. Support the implementation of the Education Interventions Tool and monitor its usage and impact in supporting evidence- Evidence-based interventions for literacy, numeracy and HWB are being promoted to all settings through the Education Interventions Tool. Support has been
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13 based interventions to address identified needs. provided for this at Headteacher and Senior Leader days, with usage monitored on an ongoing basis. The tool has been accessed 538 times. Enhance the focus on closing gaps particularly in attainment vs deprivation. Progress is being made in closing the poverty-related attainment gap in a range of measures. 4.5 Support and Professional Development Professional support from Education Scotland and central officers has been key to the effective deployment of PEF together with relevant professional learning. Central Officers provide PEF support to all schools on an as required basis and more formally at termly meetings with school leaders. Targeted support has also been provided to identified schools by the Education Scotland Attainment Advisor. The focus of these visits has included: PEF planning; selecting appropriate interventions and supporting schools to analyse their data, identify gaps and particular learner needs. In addition, support and training has been delivered to schools covering a range of topics including: • Planning to maximise the impact of PEF • Pedagogy for Equity • Closing the Gap Tool • Cost of the School Day • The Effective Use of Data for Improvement • Quality Improvement Methodology The impact of this support and training is evidenced when comparing PEF plans for 2023-2024 and those submitted for 2024-2025 which have shown an improvement in terms of clear, data-informed and measurable aims and intended outcomes based on identified gaps. PEF sampling visits have also highlighted the impact of the training with school leaders sharing examples of how they have applied learning and improved provision and outcomes for learners. 4.6 Data for Improvement Significant support has been provided to school leaders to develop capacity to analyse data to inform improvement. Senior leaders from all schools have attended training to develop skills in data collection, analysis, and planning for improvement. Training has included the ‘data on a page’ approach enabling schools to gather and analyse data in a clear and diagnostic way. The impact of this work is evidenced in more effective analysis of data which is reflected in improved PEF plans for 2023-2024 which are increasingly data-led and evidence-based with clear measures in place to evaluate the impact of interventions. 4.7 PEF Interventions Summary All schools used the CTGT in the 2023-24 academic year. 610 interventions were recorded on the tool accessed by 17,309 pupils.
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14 Analysis of that data identified literacy as the most frequently targeted area of support followed by health and wellbeing. When analysed by subject, the majority of these interventions were targeted towards writing and learner engagement. Details of the number of interventions by subject area and by identified need are exemplified in the graphs below. 4.7.1 Impact 78% of PEF interventions (344 interventions) were recorded as successful for the majority of learners undertaking them (10,348 pupils). The most commonly targeted year groups for PEF-funded interventions were Primary 4 (1497 pupils) and Primary 5 (1292 pupils). In secondary, the most commonly targeted year group is S1 (1115 pupils). The most commonly identified barriers are attainment (383) and learner engagement (148). 52% all interventions where targeted towards literacy needs, 32% towards health and wellbeing and 16% towards numeracy. Literacy, 311, (52%) Numeracy, 95, (16%) HWB, 195, (32%) PEF-funded Interventions by Subject Area 151 148 115 85 65 62 41 32 22 17 16 12 10 10 10 8 8 4 0 20 40 60 80 100 120 140 160 PEF-funded Interventions by Identified Need
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15 4.7.2 Impact of Specific Interventions Ongoing analysis of intervention impact is identifying the most successful interventions, with that information then being shared across the authority. Core interventions, such as the National Writing Programme, which are demonstrating success, are being scaled up and rolled out to additional groups of schools on a targeted basis. Effective data analysis is key to maximising impact for those schools with clearly identified gaps. Analysis of interventions implemented by primary schools who have made a significant impact on their poverty-related attainment gap shows that Precision Teaching along with targeted number facts, targeted phonics, targeted reading, targeted grammar and targeted spelling were the most frequently used interventions. Interventions such as Emotion Works (focussing on emotional resilience), Toe by Toe, Wave 3, Power of 1 and Power of 2 were also widely used by these schools to address identified gaps. 17% 23% 18% 25% 18% 17% 14% 24% 31% 15% 18% 16% 10% 4% 6%7% 6% 5% 11% 6% 7% 0% 5% 10% 15% 20% 25% 30% 35% HWB Literacy Numeracy Impact of Intervention by Subject All: 100% Almost all: over 90% Most: 75-90% Majority: 50%-74% Less than half: 15-49% A few: Up to 15% (blank)
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16 Letham Primary School – Targeting PEF to Support Identified Learner Needs Letham Primary School have used some of their PEF allocation to employ a teacher who supports a number of children with reading, writing and numeracy. Using effective data analysis, individual and small group support is provided to address identified gaps. This had had significant impact for the children concerned as the anonymised examples below demonstrate. • C did not achieve Early Level on track (2 years behind national expectations). • C lives in SIMD1. • A range of social, emotional and behavioural difficulties contributed to a lack of readiness to learn. C was initially supported in nurture provision from March of P1 to May in P2. When he reached P5, concerns were identified across reading, writing and numeracy. C was supported in a small group for reading and writing three times per week with the PEF-funded teacher. Screening was started and dyslexia established. Throughout P6 and P7, C has been supported by the PEF-funded teacher using the Precision Teaching model in reading, writing and numeracy. Despite achieving First Level 2 years behind national expectations, the interventions put in place have enabled him to make accelerated progress and achieve Second Level in line with national expectations. • M did not achieve Early Level on track (over 1 year behind national expectations). • M lives in Acorn 4 • There were a range of additional support needs which contributed to him not achieving Early Level on track including poor motor planning. Throughout P6 and P7, M was supported in a small group for writing and numeracy three time per week with the PEF-funded teacher using the Precision Teaching model. Despite achieving First Level over a year behind national expectations, the interventions put in place have enabled him to make accelerated progress and achieve Second Level in line with national expectations.
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17 Robert Douglas Memorial School – Forest School Supporting Engagement and Wellbeing RDM primary have used some of their PEF allocation to support their weekly Forest School sessions for targeted children. They had identified a cohort of learners who demonstrated a lack of engagement in classroom situations as well as, in some cases, difficulties with regulation and motivation. Many of the cohort had poor connections with their peers and the wider school community and needed to develop positive connections and feelings of inclusion. Weekly Forest School sessions were delivered to this cohort. • 1.5 hour Forest School sessions delivered on a weekly basis throughout the academic session. • The cohort of learners remained consistent enabling the development of a Forest School community. • Adult support remained consistent throughout the academic session to ensure the establishment of trusting relationships. • Play and skill-based opportunities were planned based on individual needs and interests and provided in a dynamic way to ensure high levels of engagement. The impact of this approach is evidenced in increased levels of regulation, motivation and engagement: • All learners were able to demonstrate increased levels of regulation in the Forest School setting and for almost all that carried over to the classroom setting. • Almost all learners demonstrated an increased ability to develop positive relationships with adults and other learners in the Forest School community. Tentative observations demonstrated that these also carried over to other settings. • The majority of learners reported that a “Forest School day” was their favourite day in school. • Almost all learners demonstrated increased levels of resilience within the Forest School setting. • All learners demonstrated increased levels of motivation and engagement within the Forest School setting. This intervention has had a significantly positive impact in the school context and supported a significant number of learners to maintain a positive view of school when set against their significant (potential) barriers to learning. The project has supported learners’ engagement in school and offered alternative opportunities for those learners who find a classroom setting challenging and require alternatives to ensure positive well-being and self-esteem.
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18 4.8 Quality Assurance A broad range of quality assurance activity was undertaken at different levels to ensure the effective use of PEF. Information gathered was used throughout the academic year to inform ongoing support and challenge. 4.8.1 PEF Planning All PEF plans were reviewed with individual feedback from the Attainment Advisor provided to school leaders alongside follow up discussions by Quality Improvement Officers (QIOs). Specific consideration was given to the quality of aims and measures, whether interventions were evidenced based and met the conditions of the fund and any potential underspend. An analysis of all PEF plans was used to inform a programme of universal and tailored support. 4.8.2 Tracking and Monitoring The CTGT was used to track the impact of all PEF interventions at school and local authority level. Additional team members recruited through SEF have supported schools to ensure that all elements of the tool are completed accurately, and that impact is being appropriately recorded. Regular meetings with the finance team ensure that PEF spend is reviewed and support offered to schools with any potential underspend. A central tracking system has been developed to provide an overview of all schools’ PEF spend, planning, attainment, engagement in professional learning and support received. 4.8.3 Self Evaluation Schools review the impact of PEF planning and interventions as part of their ongoing self-evaluation processes. QIO’s offer support with discussions at termly meetings. Images from Forest School at Robert Douglas Memorial School
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19 4.8.4 Sampling Visits PEF sampling visits have been conducted throughout 2023-24. These follow a standard format with schools asked to discuss their approach to the identification of needs, planning, tracking, monitoring of progress and measurement of impact. The discussion also focuses on collaboration, partnerships, successes and challenges. During sampling visits school leaders consistently highlighted the effective use of data, clear planning processes, the success of evidenced-based interventions and the impact of staff as strengths. All leaders talked positively about the training and support they had received from education centre staff and the Attainment Advisor. All school leaders reported that PEF was an important part of providing appropriate support to identified learners to raise attainment and close gaps. Almost all school leaders provided examples of effective collaboration with a range of partners and stakeholders. All school leaders could provide clear evidence of the impact of interventions on improved outcomes for learners. Several school leaders talked about how learning from PEF had also positively influenced approaches to wider school improvement such as planning and data analysis. Challenges varied across settings depending on the context, however a few leaders talked about the difficulties associated with the recruitment and retention of staff particularly in more rural areas. To support schools a bank of job specifications linked to PEF has been collated and training has been provided including a focus on developing ‘plan b’s’ if PEF cannot be spent on staff recruitment. Several leaders also discussed increasing numbers of learners with ASN and the occasional need to utilise additional staff to support them. Additionally, 3 schools have taken part in Scottish Government PEF sampling visits during term 4 of 2023/24, with 2 further visits planned for 2024/25. These are being conducted in collaboration with schools across all local authorities and it is anticipated that information on the findings will be shared in due course. 4.9 PEF Expenditure 2023/24 In line with national and local guidance, funding was allocated by schools for a range of purposes as identified through their planning and self-evaluation processes. Schools have been supported to commit and spend their full PEF allocation in year to maximise the benefit for children and young people affected by poverty. At the end of the financial year, 93.8% of the 2023/24 allocation had been spent. This is an improvement from 92.5% in 2022/23 and 64% in 2021/22. £115,957 was carried forward into 2024-2025, representing 6.2% of the 2023-2024 allocation with the majority of this committed to be spent before the end of the school year. Spent £1,757,973 94% Unspent £115,957 6% PEF Spend 2023-2024 Allocation at end of Financial Year
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20 Expenditure has largely focused on two main areas, staffing and resources. The breakdown of this allocation for session 2023-2024 is shown below along with the split of staff costs between teaching and single status staff. Year on year analysis indicates that there has been a move away from the use of PEF for property related costs and also a reduction in the purchase of resources, with a corresponding increase in the amount spent on staffing. This change may also be related to the increasing levels of additional support needs within schools and ensuring that there is appropriate support in place to meet that need. 4.10 Summary Progress has continued to be made during 2023-2024 in effectively planning, tracking, monitoring and evaluating PEF interventions and ensuring that funds are spent in-year to maximise impact, supporting children and young people affected by poverty to achieve their potential. Case studies, data and information gathered through quality assurance processes have demonstrated improved outcomes for learners. Evidence also demonstrates the positive impact of programmes of professional development and training as delivered through Quality Improvement and Data for Improvement training, the Equity Network and the Educational Psychology Service. It is important that this progress continues to be built upon in 2024-2025 to ensure that all schools are effectively planning the most impactful use of their PEF monies. Central officers will continue to focus attention on the quality and impact of the evidence-based interventions chosen to address attainment gaps for learners affected by poverty. Staff costs £1,488,377 79% Transport £6,062 0% Resource costs £403,616 21% Breakdown of Spend by Type Teacher (inc supply) £574,582 (39%) Single Status (inc supply) £910,346 (61%) Other £3,450 (0%) PEF Funded Staff Costs
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21 5. Care Experienced Children and Young People Funding (CECYPF) 5.1 Background and Allocations CECYPF is a targeted resource provided to local authorities to support care experienced3 children and young people from birth to the age of 26. The funding is provided to local authorities and aims to improve the educational outcomes for care experienced children and young people, supported by the strategic goals of The Promise and the SAC. The Operational Guidance published by the Scottish Government states that CECYPF must be used to deliver additional activities, interventions or resources, specifically for the benefit of care experienced children and young people, and to enhance any current targeted provisions. Funding is provided at a figure of £1,225 per looked after child aged 5-15, as reported in the Children’s Social Work Statistics Scotland publication. For Perth and Kinross, this equated to £238,875 in 2023/24. 5.2 What our data tells us The number of care experienced children supported by PKC according to census data in 2023 was 284. This is in line with the comparator local authority average rate and less than the national average rate. This number includes 161 children and young people who access education in PKC Early Learning and Childcare (ELC) settings and schools. 5.2.1 % of Children meeting expected Developmental Milestones There has been an improvement over time in the proportion of care-experienced children entering primary school who have achieved expected developmental milestones. Whilst there is still a gap between those who are care-experienced and their peers, that gap has narrowed significantly over the last three years. 3 The term 'care-experienced' refers to anyone who has been or is currently in care or from a looked-after background at any stage in their life, no matter how short, including adopted children who were previously looked-after. The use of this terminology ensures inclusivity and ensures that the maximum number of children and young people can benefit from this support and funding. 2020/21 2021/22 2022/23 2023/24 Not Care Experienced 82 81.7 80.6 75.5 Care Experienced 55.6 55.6 72.2 70 50 55 60 65 70 75 80 85 % of Children meeting Expected Developmental Milestones
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22 5.2.2 Attendance of Care-experienced Children and Young People Attendance levels are a concern across Perth and Kinross for all cohorts. Our data shows that levels of attendance remain lower than the whole population for groups such as children and young people in more deprived areas, with additional support needs, Young Carers and those that are care experienced. This will be an area of focus for schools, supported by the Promise Improvement Lead for 2024/25. 5.2.3 Attainment of Care-experienced Children and Young People Attainment of care experienced children and young people in PKC schools is improving overall; however, this progress is not consistent across all sub-sets of the care experienced group, with the attendance and attainment of those looked-after at home being lower than that of all looked-after children and young people and the school population as a whole. Over the next year, this group (approximately 50), will be the focus of the Raising Attainment Board Care Experienced Sub-group and the Promise Delivery Group. 2020/21 2021/22 2022/23 2023/24 Not Care Experienced 95.3 92.5 92.8 93.1 Care Experienced 93.1 90.1 89 90.4 85 86 87 88 89 90 91 92 93 94 95 96 Primary Attendance % 2020/21 2021/22 2022/23 2023/24 Not Care Experienced 91.3 88 87.2 86.8 Care Experienced 86.4 83.4 81.3 78.2 70 75 80 85 90 95 Secondary Attendance %
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23 Achievement of CfE Levels (ACEL) P1, 4 & 7 combined 5.2.4 Positive destinations The Annual Participation Measure (APM) published by SDS which reports on the Government’s preferred measure of education and employment activity of 16–19-year-olds in Scotland does not capture statistics for care-experienced young people. Local data for initial positive destinations is captured and detailed below. However, this should be viewed with caution as the cohort sizes for care- experienced school leavers each year are very small (2-4). 2020/21 2021/22 2022/23 2023/24 Not Care Experienced 81% 85% 85% 87% Care Experienced 49% 66% 72% 58% 40% 50% 60% 70% 80% 90% ACEL Listening & Talking P1, 4 & 7 2020/21 2021/22 2022/23 2023/24 3rd level or better Not Care Experienced 76% 92% 92% 92% 3rd level or better Care Experienced 72% 69% 67% 60% 70% 80% 90% 100% S3 Attainment, Literacy and Numeracy 2020/21 2021/22 2022/23 2023/24 Not Care Experienced 73% 77% 77% 80% Care Experienced 40% 50% 66% 40% 30% 40% 50% 60% 70% 80% 90% ACEL Numeracy P1, 4 & 7 2020/21 2021/22 2022/23 2023/24 Not Care Experienced 67% 71% 72% 76% Care Experienced 33% 45% 53% 42% 30% 40% 50% 60% 70% 80% 90% ACEL Writing P1, 4 & 7 2020/21 2021/22 2022/23 2023/24 Not Care Experienced 75% 78% 78% 81% Care Experienced 41% 50% 53% 50% 30% 40% 50% 60% 70% 80% 90% ACEL Reading P1, 4 & 7
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24 5.3 Guidance and Planning The PKC Corporate Parenting Plan sets out the authority’s shared vision for all children and young people to have the best start in life and for Perth and Kinross to be the best place in Scotland to grow up. It outlines the high aspirations and ambitions the authority has for children and young people who are looked after or have care experience. It recognises that the outcomes for young people who have experienced care often fall short of their peers and states that through strong collaboration and partnership working the authority will strive to close outcome gaps and to achieve significant improvements in the life changes for care experienced children and young people. PKC remains committed to Getting It Right for Every Child (GIRFEC) with children and young people in Perth and Kinross feeling safe, healthy, achieving, nurtured, active, respected, responsible and included. There is also a commitment to ensuring that they and their families receive the help they need when they need it. Good progress has been made through the PKC Corporate Parenting Plan to build the foundations to realise The Promise for local care experienced children. Planning for CECYPF is also guided by the Raising Attainment Strategy 2024-27 and informed by national operational guidance. Progress and the impact of the spend is monitored through the Care Experienced Children and Young People sub-group of the Raising Attainment Board. 5.4 Spend and Activity 2023/24 5.4.1 Promise Improvement Lead CECYPF has been used to part-fund the new role of Promise Improvement Lead who was appointed in February 2024. This role will focus on raising the attainment of our care experienced children and young people to ensure they achieve their potential and to close the gap with their peers. Using data-informed approaches, the Promise Improvement Lead will work in partnership with schools, other services and other agencies to devise and implement targeted interventions and supports, identifying what attainment looks like for each individual child or young person and setting individual targets for their attainment and wider achievement. This post will also be supported with budget motion funding from April 2025. The Promise Improvement Lead provides a link into national networks and will work closely with school leaders, partners and social work colleagues to help develop policy and shape practice within our local context. 2020/21 2021/22 2022/23 Not Care Experienced 96.7% 95.3% 96.1% Care Experienced 88.9% 72.7% 81.3% 60.0% 65.0% 70.0% 75.0% 80.0% 85.0% 90.0% 95.0% 100.0% Initial Positive Destinations for School Leavers Not Care Experienced Care Experienced
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25 The initial focus for the role has been on undertaking the preparatory work for this, creating the policy, processes and partnerships. • Policy development The Care Experience Guidance for Education has been updated to provide clarity on roles and responsibilities, outlining new processes for inter-authority transition and collating information on interventions and services within PKC to support raising attainment. • Processes Processes for capturing and refreshing data to support challenge to schools on individual cases and to report headline improvement on key measures have been taken forward. A core data set has been established for tracking and monitoring attendance, the use of part-time timetables, exclusions, attainment data and post-school destinations. Additional tracking of targeted interventions now sits alongside the core data set to enable individual tracking for planning which will allow for robust data-based discussion with schools. Processes to support education transitions, including inter-authority transitions, are now clearly outlined in the refreshed Care Experience Guidance. The Promise Improvement Lead role has enabled timely coordination of planning, often with multiple partners to ensure that education transitions are planned for effectively. • Partnerships and Practice There has been close collaboration with partners, such as working with Social Work Reviewing Officers on a standard education report format. This is designed with specific questions to include discussion at Looked After reviews on improving education outcomes through robust education planning while meeting our Additional Support Legislation requirements. The education data requested through the Looked After Process aligns with our key measures. A further example of partnership working is the collaboration with the Children’s Rights Officer and Inclusion Teams including Community Link Workers to develop a “Mini-Champs” pilot project. This will enable care experienced children to come together after school for fun activities and to develop relationships which will support transition to secondary schools. Sharing inclusive practice and nurturing relationships developments within education with partners has been ongoing. This has included sessions with Services for Young People, Foster Carers and Independent Advocacy to build understanding of approaches within education and to highlight support and advice available to improve the experience for our care experienced children and young people. A Keeping the Promise Award implementation plan is currently being developed to ensure a structure approach to ensuring our promise to our care experienced children and young people is fulfilled using the Nationally recognised Education Scotland Award.
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26 5.4.2 Youth Workers Youth workers funded by CECYPF have supported the work of the Champions’ Boards with 56 care- experienced young people engaged in these groups across nine secondary schools. The Champions’ Boards are a platform for care experienced young people to get to know, and build strong positive relationships with, some of their many Corporate Parents and to help to change and develop policies and procedures in relation to their care, and to the care of future young people. By building relationships with their corporate parents in this way, young people are empowered to set the agenda, learn leadership skills, and advocate on behalf of their peers. A range of drop-in groups, social activities and events, 1-2-1 meet ups and regular group meetings ensure that these young people are able to learn about Corporate Parenting and UNCRC, whilst also developing their social and life skills through a range of different activities. Promise Improvement Lead Education and Inter-authority Transitions There have been 12 care experienced children and young people who have required significant education planning support between local education authorities. This has included planning for: • 3 young people returning to PKC education from residential units where they were not able to access mainstream schooling. • 9 children and young people who have moved home requiring a change school across local authority areas. • 6 of the 12 children and young people have experienced interrupted learning with either no, or limited access, to education due to changes of home and uncertainty of temporary placements. Many more education transitions within Perth and Kinross schools and between local authorities have been supported by the Promise Improvement Lead. For each care experience child or young person, there was a requirement to establish an accurate profile of their education needs to be share with the new education provision. This has involved gathering information and assessments from professionals in a range of roles within local authorities across Scotland, England and Wales. The education profile forms the basis for effective transition planning and support. Due to differences in planning formats and process across local authorities and countries, this is an area where ongoing work is required to ensure that our care experience children have a clear profile of their needs established and their education progress tracked. The addition of the Promise Improvement role has enabled timely coordination of partners to ensure there is a shared understanding of each child or young person, their experiences impacting on their participation in education, and their resulting needs we must support to enable them to achieve their personal outcomes.
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27 Young people have shared that they have felt listened to and respected as well as enjoying a safe space to share their experiences, develop peer relationships and reduce feelings of isolation. Youth workers are also supporting young people with the attainment of Youth Scotland Hi5 and Dynamic Youth Awards. These SCQF credit-rated awards provide a framework to record and recognise young people’s achievements while supporting the development of skills in leadership, problem-solving and teamwork, improving young people's self-esteem and confidence. In 2023/24 39 awards were achieved, with 10 to be completed. 5.4.3 Volunteer Tutors Organisation (VTO) – Prosper Project Through the Prosper project, now in its third year, VTO has provided support to 25 children and young people during 2023/24 which is a 25% increase on the previous year, although less than the available capacity of 40 places. At the end of the academic year there are 29 active referrals for one-to-one tutoring, 15 pupils are paired with tutors with 13 awaiting pairing and one “on hold”. Referral Status at End of School Year Number Paired with a tutor - online 13 Paired with a tutor – face to face 2 Total Paired 15 Being paired for short term HND support 1 Referrer chasing family 2 Pre-paired and waiting for tutors – will start in the new term 7 New referrals – end June – pre pairing in July 3 Total Awaiting Pairing 13 On hold - started tutoring then withdrew – contact with referrer/family/school to review need in August 1 TOTAL 29 “I don’t feel alone. I didn’t know there were other people like me” “I felt heard when I was talking about my care experience and what was bad and what should be better” “We’ve learned so many life skills that will help our future.” “It’s been so good being able to take part in something with my sister in school” “It opens your eyes to new opportunities. It’s fun and educational” “It’s made school more manageable.”
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28 Over the year, 11 pupils were archived (archiving is the term VTO uses to mean the tutoring did not start or has finished and the case is now closed), a decrease from 24 in 22/23 which illustrates the improved quality of referral. Archived Pupils 2023/24 Received tutor support No tutor support Archived – goals achieved 4 Archived – change in circumstances 1 2 Archived – pupil not ready for engagement 2 2 Total 7 4 One-to-one tutoring seeks to improve academic performance through the development of positive and encouraging relationships, encouraging children and young people to build their confidence, resilience and motivation for learning. Feedback has been gathered from pupils, families, tutors and teachers which demonstrates that most agree that tutoring has improved academic skills in literacy and numeracy alongside growing confidence, motivation to learn and resilience. It also demonstrated that the matching and pairing processes employed are considered and offer the support needed for tutors and the young people. This reflects the importance of each child or young person being fully included, consulted, and listened to within the pairing process to ensure a successful tutoring outcome. Comments from young people included in the feedback responses have reflected successful engagement in a one-to-one situation. VTO have engaged with a range of stakeholders across the local authority, including the newly appointed Promise Improvement Lead, to maximise reach and ensure that the opportunities available are included within the guidance being provided to schools to support care experienced children and young people. The first VTO Learning Hub was launched in Letham Primary School in 2023/24 and following a successful first year, a second will be opened in Riverside Primary School in 2024/25. “Helped me to get more work done” “He’s really cool and fun and easy to chat to” “Helped a lot and learned a lot from it” “It helps my confidence” “It helps with learning” “Someone to talk to. We play spin the wheel to decide which question to answer next” “Having a tutor is really helpful because I’ve learned things I didn’t know before and stuff I wasn’t taught yet”
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29 VTO Learning Hub The first PKC Learning Hub launched on 8 November 2023 in Letham Primary School supported by senior pupil volunteers from Perth Academy. The Hub has a roll of 10 primary pupils and 5 senior pupil volunteers, with an average weekly attendance of 7 primary and 4 senior pupils. From January, this was augmented with two further adult volunteers. Learning resources were coordinated by VTO staff in collaboration with the school’s Raising Attainment Teacher and included maths jotters with bespoke learning alongside personalised ‘Big Maths’ learning. ‘Stile’ literacy resources were also used to encourage reading and understanding of text with self-correcting puzzle tiles. Times tables games, educational quiz games and books provided additional variety. The VTO coordinator explained, “The dynamic has been fantastic with children excited and ready to learn after the school day. The senior pupils are popular and have expressed their own appreciation of the benefits they have experienced as volunteers, working with children, and establishing a new friendship group among themselves.” The hub was also assessed by the senior VTO staff and received excellent feedback in terms of session structure, resource organisation, and behaviour management. In a survey of pupils, their teachers and volunteers: • All pupils agreed or strongly agreed that they were improving in both literacy and numeracy • All pupils agreed that they felt more motivated to learn • All class teachers of participating pupils agreed that they were improving in literacy and numeracy • All teachers reported that pupils appeared more confident and resilient Pupil feedback was very positive about their volunteer tutors: • “They are funny, so learning is fun!” • “They help you learn more and you can ask them questions. They show you how to do things” Class teacher feedback has also reflected the impact of the Learning Hub • “Mixing with a wider range of pupils and adults helps build K’s confidence.” • “R lacks confidence and was reluctant to attend at first. But it is clear to see he loves it and feels relaxed with the tutors and pupils from other classes now.” • “L has really enjoyed working with the S6 pupils. This has really helped her confidence and preparation for secondary school which has been an unexpected benefit.
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30 5.4.4 Volunteering Matters – Grandmentors Volunteering Matters is a UK-wide charity which works with people in communities to overcome complex issues through the power of volunteering. They partner with communities to tackle social isolation and loneliness, improve health, develop skills and opportunities, and ensure young people can lead change. Grandmentors, one of their flagship projects, is an intergenerational mentoring opportunity for young people who are care-experienced or have faced adverse childhood experiences (ACEs). Through the life and professional experience they bring, Grandmentors support young people to be autonomous and empowered young adults. A mentor is typically aged 50 years or above, with young people typically aged 16-26. Once trained, Grandmentors are matched with a young person, based on factors such as location, personality, common interests, specific skills or experience. Together, the pairing work on establishing trusting and positive relationships which will support and challenge the young person to unlock their skills and shape their own futures. With the support of their Grandmentor, young people work through concerns, usually around employment, education and training, finance, housing, and health and wellbeing. Over the course of 2023/24: • 14 referrals have been processed across Perth & Kinross for care-experienced young people. • 17 mentoring relationships have been supported, with 4 of these achieving successful conclusions. Most referrals were made as a result of social isolation and anxiety preventing young people from moving forward and achieving positive outcomes. Feedback from stakeholders has been positive with testimony, such as that provided by a referrer below, offering an insight into the positive outcomes the support provides. “I referred a young person to the programme who is autistic, was socially anxious and would not use public transport. We received notification that a suitable Grandmentor had been identified and a meeting was set up, with me supporting the young person and the potential mentor. The mentor was brilliant and took time to tell the young person about themselves and what they enjoyed. The young person relaxed, and the relationship started to build. Both agreed that the mentoring match was a positive experience. Throughout his engagement with his mentor, the young person gained confidence in going into new social spaces – played pool and successfully started to build his confidence on public transport. He looked at timetables, went to the bus stop and eventually went on the bus with his mentor. The outcome is the young person has accepted his place at Perth College UHI as he can now successfully get there. He still meets his mentor and has really got to know him. It was a real positive partnership between us at SDS, Grandmentors, the mentor and the young person, and the outcome was so positive.” Referrer from SDS
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31 5.5 Summary Despite the interventions that are funded by the CECYPF, it is clear from the available data that there is further work to be done to ensure that this group of children and young people achieve their potential and achieve similar outcomes to their peer group. This will be an area of focus for all schools for 2024/25 supported by the work of the Promise Improvement Lead. In order to evidence improvement, it will be essential that in addition to the qualitative evaluation which is being undertaken, there is analysis of quantitative data to establish the effectiveness of the spend and the impact for the children and young people concerned.
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32 Appendix 1 – Glossary of Terms Acronym Meaning ACE Adverse Childhood Experience ACEL Achievement of Curriculum for Excellence Levels ACORN CACI Demographic Segmentation Tool APM Annual Participation Measure ASF Attainment Scotland Fund ASN Additional Support Needs BGE Broad General Education CECYPF Care-experienced Children and Young People Fund CfE Curriculum for Excellence CoSD Cost of the School Day CTGT Closing the Gap Tool ELC Early Learning and Childcare FSM Free School Meals GIRFEC Getting it Right for Every Child HWB Health and Wellbeing PEF Pupil Equity Fund PKC Perth & Kinross Council PSA Pupil Support Assistant QIO Quality Improvement Officer SAC Scottish Attainment Challenge SCQF Scottish Credit and Qualifications Framework SDS Skills Development Scotland SEEMiS Management Information Database SEF Strategic Equity Fund SIMD Scottish Index of Multiple Deprivation UHI University of the Highlands and Islands VTO Volunteer Tutors Organisation