Appendix 1 - Scottish Attainment Challenge Funding Report 2024-25
Perth and Kinross Council · 12 November 2025
Back to Learning and Families Committee — 12 November 2025 and its agenda
Text extracted from the council's PDF. Layout and reading order may differ from the original.
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Scottish Attainment Challenge Funding Report 2024/25 A Perth and Kinross where everyone can live life well, free from poverty and inequality Appendix 1
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Scottish Attainment Challenge Funding Report – 2024/25 2 A Perth and Kinross where everyone can live life well, free from poverty and inequality Contents 1. Introduction ........................................................................................................................... 3 1.1 Background ....................................................................................................................... 3 1.2 Purpose of the report ......................................................................................................... 3 2. Setting the Context – What our data tells us ................................................................................ 4 2.1 Closing the Poverty-related Attainment Gap ...................................................................... 4 3. Strategic Equity Funding .............................................................................................................. 7 3.1 Background ....................................................................................................................... 7 3.2 Planning and Monitoring .................................................................................................... 7 3.3 SEF Expenditure in 2024/25 .............................................................................................. 8 4. Pupil Equity Funding .................................................................................................................. 17 4.1 Background and Allocations ............................................................................................ 17 4.2 Guidance and Planning ................................................................................................... 18 4.3 Tracking and Monitoring .................................................................................................. 18 4.4 Support and Professional Development .......................................................................... 18 4.5 Data for Improvement ...................................................................................................... 19 4.6 PEF Interventions Summary ............................................................................................ 19 4.7 Quality Assurance............................................................................................................ 25 4.8 PEF Expenditure 2024/25 ................................................................................................ 26 4.9 Summary ......................................................................................................................... 27 5. Care Experienced Children and Young People Funding ..................................................... 28 5.1 Background and Allocations ............................................................................................ 28 5.2 What our data tells us ...................................................................................................... 28 5.3 Guidance and Planning ................................................................................................... 31 5.4 Spend and Activity 2024/25 ............................................................................................. 32 5.5 Summary ......................................................................................................................... 39 Appendix 1 – Glossary of Terms .................................................................................................... 40
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Scottish Attainment Challenge Funding Report – 2024/25 3 A Perth and Kinross where everyone can live life well, free from poverty and inequality 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 2025 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 combines all three funding streams and provides 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 improvement activity in literacy, numeracy and health and wellbeing and in closing the poverty related attainment gap. 1. Introduction
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Scottish Attainment Challenge Funding Report – 2024/25 4 A Perth and Kinross where everyone can live life well, free from poverty and inequality 2.1 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. The Scottish Index of Multiple Deprivation (SIMD) is used to understand the effects of poverty, in line with Scottish Government and Education Scotland approaches. However, for many schools in PKC, SIMD provides a limited picture of poverty, particularly in more rural or semi-rural areas. For example, only 5.91% of the population of Perth and Kinross live in areas classified as being within SIMD Quintile 1, the classification for the 20% most deprived areas across Scotland. This equates to 7.8% of the school population (1548 children and young people) in 2024/25. 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. Just over a quarter (28%) of families in Perth and Kinross are living in households affected by a level of deprivation, falling into ACORN categories 5 and 6. The methodology for gathering ACORN segmentation data changed in 2024, and year on year comparison between the categories is no longer possible as the measures are different. For this reason, SIMD data is used throughout this report. 2.1.1 – Overall Attainment The tables on the following page demonstrate improvement over time in narrowing the gap between the most and least deprived cohorts in the Achievement of Curriculum for Excellence Levels (ACEL) in Literacy and Numeracy in P1, P4 and P7. 2. Setting the Context – What our data tells us
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Scottish Attainment Challenge Funding Report – 2024/25 5 A Perth and Kinross where everyone can live life well, free from poverty and inequality In numeracy, attainment for learners living in Q1 has increased by 9% since 2020/21. This is a larger increase than learners living in SIMD Q5. However, the rate of progress has slowed, and the attainment gap is now consistent. While S3 attainment of Literacy and Numeracy remains steady at 91%, the gap between SIMD Q1 and Q5 has widened over time. This is a concern and will be an area of focus for 2025/26. 2020/21 2021/22 2022/23 2023/24 2024/25 Overall 65% 68% 71% 73% 75% SIMD Quintile 1 47% 54% 53% 60% 58% SIMD Quintile 5 74% 75% 78% 81% 83% Gap 27% 21% 26% 21% 25% 0% 20% 40% 60% 80% 100% ACEL P1, 4, 7 Combined: Literacy Overall SIMD Quintile 1 SIMD Quintile 5 Gap 2020/21 2021/22 2022/23 2023/24 2024/25 Overall 72% 77% 77% 79% 81% SIMD Quintile 1 57% 65% 64% 65% 67% SIMD Quintile 5 81% 83% 84% 87% 87% Gap 24% 18% 19% 22% 20% 0% 20% 40% 60% 80% 100% ACEL P1, 4, 7 Combined: Numeracy Overall SIMD Quintile 1 SIMD Quintile 5 Gap
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Scottish Attainment Challenge Funding Report – 2024/25 6 A Perth and Kinross where everyone can live life well, free from poverty and inequality Senior phase leaver data demonstrates a significant narrowing of the gap over time. These figures do need to be viewed with some caution due to the alternative assessment arrangements which were in place during the Covid-19 pandemic. The graph below shows the reduction in the poverty related attainment gap over time – for young people leaving school with at least one Level 6 qualification the gap between SIMD Q1 and SIMD Q5 has reduced from 40% in 2021/22 to 28% in 2023/24, whilst for those leaving with at least one qualification at level 5 has reduced from 27.8% to 19% in the same period. 2020/21 2021/22 2022/23 2023/24 1@ SCQF Level 5 27.8% 23.6% 16.6% 19.0% 1@ SCQF Level 6 40.7% 34.7% 28.9% 28.0% 0% 5% 10% 15% 20% 25% 30% 35% 40% 45% SIMD Q1 vs Q5 Attainment Gap Senior Phase Leavers 1@ SCQF Level 5 1@ SCQF Level 6 2021/22 2022/23 2023/24 2024/25 Overall 91% 90% 91% 92% SIMD Quintile 1 86% 83% 79% 80% SIMD Quintile 5 94% 93% 94% 97% 70% 75% 80% 85% 90% 95% 100% S3 Level 3 Attainment in Literacy and Numeracy Combined Overall SIMD Quintile 1 SIMD Quintile 5
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Scottish Attainment Challenge Funding Report – 2024/25 7 A Perth and Kinross where everyone can live life well, free from poverty and inequality 2.1.2 – Overall Attendance Overall primary attendance has improved slightly, with figures of 93.8% in 2024/25 compared with 93.1% in 2023/24. However, it still remains 1.2% lower than pre-pandemic levels (95% in 2018/19). Secondary attendance was 87% in 2024/25 which is a very slight increase from 86.9% in 2023/24. This remains significantly lower than pre-pandemic levels (90.6% in 2018/19). There are differences between schools with percentages ranging from 83.3% to 89.6%. In both primary and secondary, the poverty-related gap in attendance has widened, although the picture varies by setting. Area 2018/19 2019/20 2020/21 2021/22 2022/23 2023/24 2024/25 Primary 2.7% 3.2% 3.3% 3.3% 3.3% 3.8% 4.2% Secondary 6.6% 6.7% 4.9% 6.1% 6.9% 8.3% 10.2% Attendance remains an area of focus in the Education Improvement Plan for 2025/26. 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. The National Operational Guidance states that 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. 3. Strategic Equity Funding
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Scottish Attainment Challenge Funding Report – 2024/25 8 A Perth and Kinross where everyone can live life well, free from poverty and inequality 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. 3.3 SEF Expenditure in 2024/25 SEF planning and expenditure has focussed on maintaining an infrastructure which supports the identification, implementation and analysis of evidence-based approaches and interventions designed to raise attainment and achievement and widen opportunities for children and young people affected by poverty. This support continues to be provided across the entirety of the ASF funding streams. There has been a continuing focus 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 – Cost of the School Day (CoSD) During 2024/25 the Education and Learning service has created guidance for all PKC schools and settings in relation to reducing the cost of the school day. This will ensure that all staff working in Perth and Kinross schools and ELC settings have an awareness of the impact of poverty on children and families and the need to reduce or remove costs related to all aspects of the school day. As well as incorporating national guidance relating to school uniform; removal of core curriculum charges; and benefits such as Free School Meals (FSM), School Clothing Grant (SCG) and Education Maintenance Allowance (EMA); it also incorporates the priorities identified in the Child Poverty Action Group (CPAG) Cost of the School Day Big Question report. A range of funding options which schools could potentially access to mitigate the impacts of poverty on families have also been included. For the first time, actions to reduce the Cost of the School Day have been included within school Quality Improvement Plans for 2025/26. These include a number of initiatives to reduce barriers to participation relating to cost and the provision of support for families who may be impacted by poverty. Plans cover areas such as uniform; resources and materials required for school; meals, snacks and drinks; trips and transport; digital access; extra-curricular activity and clubs; health and wellbeing; and fundraising events/themed days.
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Scottish Attainment Challenge Funding Report – 2024/25 9 A Perth and Kinross where everyone can live life well, free from poverty and inequality Schools and settings have been working creatively to ensure that children and young people are ready to learn and that no one misses out due to their socio-economic background. Pre-loved clothing banks; uniform swap shops; breakfast clubs; Christmas jumper swaps; Big Hoose referrals; support for the free travel element on National Entitlement Cards; Welfare Rights referrals; and consideration of approaches where digital access may be problematic are some of the examples of approaches being taken to support children, young people and their families. 3.3.2 – Positive Destinations SEF is funding a Project Officer who works with a range of partners to ensure that young people are supported to develop the skills required to achieve positive post-school destinations. There is now close involvement in the Local Employability Partnership (LEP) which is improving communication channels, and more effective information sharing between partners has resulted in positive steps towards a more structured approach to post-school destination planning. Skills Development Scotland (SDS) are now attending fortnightly 16+ Operational Group meetings with central Education and Learning (E and L) and Employability staff. This ensures that work around school leaver destinations is joined up, the right information is shared with schools at the right time, and data is closely monitored. Additionally, there are Developing the Young Workforce (DYW) Co-ordinators in all secondary schools who deliver work inspiration events and attend a wide variety of workplace visits. Recently, UHI Perth have also agreed to participate in the 16+ Operational Group and will attend every second meeting to focus on greater cooperation around post-school provision. This is a further positive step towards closer collaboration around employability. The School/College Partnership with Perth UHI has been working more strategically through a number of working groups, using data, self-evaluation and pupil voice to drive improvement. The impact of this work means that the offer from the partnership is now fully shared with all pupils on course choice forms, providing them with a wider range of curricular pathways. There are agreed performance measures to evaluate the work undertaken; the application process is more streamlined ensuring more young people experience fewer barriers to applying for courses; and places on courses are now allocated based on suitability rather than the first come first served model used previously which affected equity. Partnerships with third sector organisations are vital in this work and there are projects underway with YMCA who are working with young people identified as being at risk of not achieving a positive destination in Perth High School and Blairgowrie High School. This targeted approach focusing on increasing participation in school and the local community is showing initial positive indications, however work is still at an early stage. 3.3.3 – Principal Teachers of Learning and Teaching High quality learning and teaching is essential to raising attainment and closing the poverty related attainment gap. Ten Principal Teachers of Learning and Teaching have therefore been appointed one day per week and are allocated to each Local Management Group (LMG) until 31 March 2026. The remit of these roles is to focus on equity by improving learning and teaching across each of the LMGs, building sustainability into that improvement beyond March 2026. The key remit of the roles is to build a shared knowledge and understanding of high-quality learning and teaching
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Scottish Attainment Challenge Funding Report – 2024/25 10 A Perth and Kinross where everyone can live life well, free from poverty and inequality across LMGs, how that enhances equity and to support senior leaders within schools to gather and analyse self-evaluation information about learning and teaching and plan for improvement, addressing poverty-related attainment gaps. The work of these roles will be directed by the Quality Improvement Officer (QIO) with responsibility for learning and teaching to ensure a coherent and consistent approach and ensure that the principles of the Learning Teaching and Assessment Framework are embedded within schools, one of the priorities in the Education Improvement Plan for 2025/26. 3.3.4 – Nurturing Relationships SEF supports the delivery of the whole school nurture programme. In term 1 of the 2024/25 session, 14 schools began implementation of their Nurturing Relationships journey, joining a further 26 schools who are already enrolled on the long-term programme. During term 3 of the 2024/25 session, a further 18 schools have enrolled on Phase 5 and have undertaken Nurturing Relationships Leadership Training, with implementation due to start in August 2025. In Term 4 of the 2024/25 session, the programme reached a significant milestone with the first setting completing their nurture journey and achieving Level 4 accreditation. School Nurture Leads are supported to use the model for improvement to identify which aspect of nurture (six nurture principles) is an area for development in their setting and to create an action plan for implementation which aligns with outcomes of the level of accreditation which they are working towards. Evaluation is undertaken in term 4, with the impact of changes shared at an end of year practice sharing event. In addition to the whole school programme, a pilot Early Learning and Childcare (ELC) Nurture Programme was delivered in eight partner provider settings. Following completion of the programme, practitioners involved reported a marked rise in their understanding of the ethos and values of nurture from 69% to 88%.
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Scottish Attainment Challenge Funding Report – 2024/25 11 A Perth and Kinross where everyone can live life well, free from poverty and inequality Case study: Journey to Level 4 – Murthly Primary School Over the course of the last 4 years Murthly Primary School has progressed through all six nurture principles and four levels of accreditation. Their Level 4 accreditation was attained through evidencing the following: • Establishing weekly wellbeing group ‘Thrive’ for target learners. • Development of the school environment which offers low sensory demand. • Consistent roll out of emotional literacy and providing regulation stations with classrooms • Organisation of voluntary activities which support staff’s mental, physical and social wellbeing. • Nurturing Transitions built into school week to include Smart Starts, flexible pickup/drop offs and ‘Family Fridays’ for staff. • Staff, learners and parents collaborated to create ‘Stronger Relationships Policy’ which firmly places nurturing approaches at its core and exemplifies how nurturing approaches underpin policy and embedded into practice. As part of their Nurturing Schools Journey, Murthly have evidenced the impact on learner wellbeing, school connectedness and professional development.
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Scottish Attainment Challenge Funding Report – 2024/25 12 A Perth and Kinross where everyone can live life well, free from poverty and inequality 3.3.5 – Connecting Families Across Scotland, there is a system-wide concern about reduced levels of attendance, particularly since the COVID-19 pandemic. Our data demonstrates that during 2024/25 there was an overall improvement in primary attendance from 93% in 2023/24 to 93.8% in 2024/25. The national primary attendance figure in 2023/24 was 92.5%. Secondary attendance presents a more challenging picture with 87% attendance recorded in 2024/25. This is an improvement of 0.5% on 2023/24 and is the highest level recorded since 2021/22. The national secondary attendance figure in 2023/24 was 87.6%. Scottish Government also publishes figures for “persistent absence”, i.e. the percentage of pupils that are absent for 10% or more of the school year, equivalent to at least 19 full days. In 2023/24 the national figure was 31.4% whilst the PKC figure was slightly lower at 31% (21.3% primary, 43.1% secondary). This means that almost a third of children and young people in Perth and Kinross were absent for 19 days or more in 2023/24. The “Connecting Families” project funded by SEF has been providing support for families where the school attendance of their child or young person is between 60% and 70% and where attendance has not improved following additional in-school support. Although the number of referrals to this service is relatively small due to the limited capacity of the project, progress is being demonstrated as relationships are developed with young people and their families and work undertaken collaboratively to address barriers to attendance. For one young person whose attendance was 66% at the point of referral, the support provided increased their attendance to 85%. They had been identified as having dyslexia and were embarrassed to ask for help, preferring to avoid the situation by not attending school. The parents of this young person also had a negative view of the available supports and timetable demands. In addition to the improvement in attendance, there has been a change in the relationship between home and school, with improved communication and collaboration. There is now consensus on the importance of working together in the best interests of the young person. For a second young person whose attendance was 60% at the point of referral, the support provided increased that by around 10%. The parent shared with the project team that there was a family history of neurodiversity, and they believed that the young person had an undiagnosed condition but that they had struggled to engage with Child and Adolescent Mental Health Services (CAMHS). The team was able to focus on understanding the barriers to attendance, identifying what would make school easier and working through anxiety management resources. Regular engagement with the family and the young person resulted in a positive impact on both. 3.3.6 – MCR Pathways MCR Pathways has established trusting relationships with young people and staff in three of our secondary schools. The target group of young people are either ‘care experienced young people’ or those considered by the schools to be on the ‘edges of care’ or ‘vulnerable’. The latter include those in informal kinship care, experiencing family bereavement, young carers, asylum seekers or refugees, living in families with the addiction issues, with a family member in prison, or on cusp of social work intervention. Over the academic year 2024/25, MCR Pathways have experienced a 32% increase in engagement with 170 young people participating in one of their programmes. 34 young people are participating in groupwork and 126 are supported through their mentoring programme. A further 10
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Scottish Attainment Challenge Funding Report – 2024/25 13 A Perth and Kinross where everyone can live life well, free from poverty and inequality young people are engaging towards mentoring. These figures include 34 care experienced young people. Attainment for S5 mentored young people 2023/24 Lit. and Num. at Nat. 4+ 1+ qualifications at Level 5+ 3+ qualifications at Level 5 + All mentored 70% 7/10 90% 9/10 40% 4/10 Care Experienced mentored 75% 3/4 75% 3/4 50% 2/4 Local Authority care-exp 72.7% 8/11 63.6% 7/11 45.5% 5/11 National care-exp 69.3% 494/713 62.7% 447/713 45.6% 325/713 National all students 92.0% 45,360/49,283 92.0% 45,365/49,283 83.5% 41,167/49,283 Leaver attainment for mentored young people 2023/24 Lit. and Num. at Nat. 4+ 1+ qualifications at Level 5+ 3+ qualifications at Level 5 + All mentored 75% 12/16 81.3% 13/16 56.3% 9/16 Care Experienced mentored 71.4% 5/7 71.4% 5/7 71.4% 5/7 Staying on rates for S4 to S5 mentored young people 2023/24 All mentored Care Experienced mentored S4>S5 Staying on rate 76% 19/25 60% 3/5 Positive Destinations for mentored young people 2023/24 All Mentored Care Experienced mentored MCR Positive 87.5% 14/16 71.4% 5/7 Scottish Govt 93.8% 15/16 85.7% 6/7
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Scottish Attainment Challenge Funding Report – 2024/25 14 A Perth and Kinross where everyone can live life well, free from poverty and inequality MCR Pathways Case Study – Mentoring Programme Our young person was already part of the MCR program, having previously engaged in group work before starting his mentoring journey. His attendance was around 70%, as he generally disliked school and only found specific subjects, like Home Economics, engaging. He would also frequently skip classes if he disliked the teacher or had conflicts with other students. His mentoring relationship was established, and he shared many similar interests with his mentor: a compatible sense of humour and they genuinely enjoyed each other's company. The mentor provided him with a valuable, fresh perspective on school and what life could be like after finishing his education. Their strong bond has kept them together on the programme since April 2023. Through mentoring, the young person’s attendance steadily improved, and he began engaging with school more consistently, looking forward to his meetings with his mentor. The young person discussed challenges he faced, whether with homework, peer relationships, or anything else causing him worry. His mentor also provided practical support, helping him prepare for his college interview by brainstorming practice questions and strategizing how to approach them. This preparation equipped the young person to confidently handle potential scenarios during his interview. The young person’s confidence has significantly grown, and he has a clear vision for his future. He has applied to college, with his dream job being a chef in the hospitality industry. Beyond his personal growth, his increased confidence led him to actively assist with other school activities, such as lunch clubs, and even volunteered his time to support the Coordinator and Community Links team engage with S1 students. He successfully secured a place at college to study hospitality.
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Scottish Attainment Challenge Funding Report – 2024/25 15 A Perth and Kinross where everyone can live life well, free from poverty and inequality MCR Pathways are working with our Promise Improvement Lead and 16+ Project Officer with a focus on using a skills-based approach to support attendance, participation and achievement. There will be systematic approach to tracking skills which will be reported on next academic session. 3.3.7 – Promise Improvement Lead SEF has been used to part-fund the role of Promise Improvement Lead who was appointed in February 2024. This post is also being supported with budget motion funding from April 2025. This role focuses 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 is working in partnership with schools and other agencies to focus on ensuring effective planning is in place. Our initial focus is on children and young people who are Looked After at home who have poorer educational outcomes. There is ongoing scaffolding work linking into our existing Staged Intervention Framework for Attendance (SIFA) with education, social work colleagues and youth workers around understanding of barriers around attendance and participation within education. It is anticipated that improving joint planning outcomes with partners will more effectively identify interventions and supports to improve attainment for each individual child or young person and that progress and achievements will be effectively tracked, recognised and reported on. 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. 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. An information session was provided for all education settings around the updated Guidance and Care Experience SharePoint page where links have been created for direct supports and further resources. 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.
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Scottish Attainment Challenge Funding Report – 2024/25 16 A Perth and Kinross where everyone can live life well, free from poverty and inequality 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 Care Experience Lead networks within each sector of education, ELC Settings, Primaries and Secondaries are being established for 2025/26. They will meet 4 times per year, allowing for focussed time to take forward identified priority areas around care experience from their self- evaluation of their individual settings and contexts. This network will signpost further opportunities for professional learning such as Trauma Informed Practice and Keeping the Promise Award. The Promise Implementation Lead has developed close collaboration with partners, such as working with Social Work Reviewing Officers to improve inclusive practice, through an increased focus on multi-agency planning in education planning and a standard education report format for Looked After Reviews. This is designed with specific questions on improving education outcomes while meeting our Additional Support Legislation requirements. The multi-agency Care Experienced Children and Young People’s sub-group of the Raising Attainment Board routinely scrutinises education data relating to children and young people currently and previously Looked After at or away from their home. Establishment of this data set has enabled targeting of activity to address interventions that will drive improvement that will support improvement against our key measures. A further example of partnership working is the collaboration between the Promise Implementation Lead, the Children’s Rights Officer, Youth Services, MCR Pathways and our 16+ Project Officer with a focus on using a skills-based approach to support attendance, participation and achievement. This development is being shared wider, contributing to our Staged Intervention Framework for Attendance and as a useful approach for our 16+ partners to track development of transferable skills.
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Scottish Attainment Challenge Funding Report – 2024/25 17 A Perth and Kinross where everyone can live life well, free from poverty and inequality 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 2024/25, schools in Perth and Kinross received a total of £1,863,500. 78 out of 81 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. Three schools do not receive any PEF funding. Allocations varied between schools and are summarised below. Financial Range Number of Schools £0 3 £1-£4,999 19 £5,000 - £9,999 13 £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 1 £90,000-£99,999 1 >£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. Pupil Equity Funding
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Scottish Attainment Challenge Funding Report – 2024/25 18 A Perth and Kinross where everyone can live life well, free from poverty and inequality 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. Information has also been shared with staff through frequently asked questions, case studies to disseminate good practice, and a range of supporting information and guidance. An Education Interventions Tool has been implemented and continues to be developed and updated. 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 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:
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Scottish Attainment Challenge Funding Report – 2024/25 19 A Perth and Kinross where everyone can live life well, free from poverty and inequality • Closing the Gap Tool • The Effective Use of Data for Improvement • Quality Improvement Methodology The impact of this support and training is evidenced when reviewing PEF plans on the CTGT which now have clear, data-informed and measurable aims and intended outcomes based on identified gaps. 4.5 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 delivered during 2024/25 included “Effective Use of Data – a Deeper Dive” which has supported schools to be more analytical in their use of data to inform improvement and effect change. 4.6 PEF Interventions Summary All schools who receive PEF used the CTGT in the 2024/25 academic year. 517 interventions were recorded on the tool and these supported 14,991 pupils. Analysis of the data submitted on the CTGT identified literacy as the most frequently targeted area of support followed by HWB. When broken down by subject, the majority of the literacy interventions were targeted towards writing attainment, whilst HWB interventions focussed on learner engagement. Details of the number of interventions by subject area and by identified need are shown in the graphs below. Subject Area Share Literacy 49% Numeracy 16% Health and Wellbeing 35% HWB 35% Literacy 49% Numeracy 16% Interventions by Subject Area
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Scottish Attainment Challenge Funding Report – 2024/25 20 A Perth and Kinross where everyone can live life well, free from poverty and inequality Area of Need Number of Interventions Writing Attainment 125 Learner Engagement 112 Reading Attainment 97 Numeracy Attainment 87 Learner Mental Health 70 Learner Participation 54 Attendance 38 Wider Achievement 27 Listening and Talking 16 Parental Engagement 15 Learner Physical Need 13 Digital Access 12 Family Support 9 General Language 7 Other 6 Exclusion 6 Cost of the School Day 5 Speech and Language 3 Literacy Attainment 1 0 20 40 60 80 100 120 140 PEF Interventions by Area of Need
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Scottish Attainment Challenge Funding Report – 2024/25 21 A Perth and Kinross where everyone can live life well, free from poverty and inequality 4.6.1 – Impact The graph below illustrates how successful PEF funded interventions were for learners. It shows the percentage of learners split into ranges for whom the intervention had been successful. This information is recorded by schools in the Impact section of the Closing the Gap Tool. Based on the data submitted, 71% of interventions were successful for more than half of learners suggesting a positive impact for the majority of pupils involved. 4.6.2 – Impact of Specific Interventions The graph on the next page shows how successful PEF funded interventions were, split by subject area. This demonstrates that Health and Wellbeing interventions achieved greater success than literacy and numeracy although the number where impact has not been recorded may have impacted on these figures. This is particularly true for Numeracy interventions. All: 100% Almost all: over 90% Most: 75- 90% Majority: 50%-74% Less than half: 15-49% A few: Up to 15% (blank) PEF 25% 17% 15% 15% 6% 7% 7% 0% 5% 10% 15% 20% 25% 30% Impact of PEF-funded Interventions
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Scottish Attainment Challenge Funding Report – 2024/25 22 A Perth and Kinross where everyone can live life well, free from poverty and inequality HWB Literacy Numeracy All: 100% 27% 23% 25% Almost all: over 90% 19% 15% 17% Most: 75-90% 27% 24% 18% Majority: 50%-74% 12% 17% 15% Less than half: 15-49% 5% 7% 5% A few: Up to 15% 5% 8% 8% (blank) 5% 7% 12% 0% 5% 10% 15% 20% 25% 30% Impact of PEF Intervention by Subject
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Scottish Attainment Challenge Funding Report – 2024/25 23 A Perth and Kinross where everyone can live life well, free from poverty and inequality Pupil Equity Fund Case study – Inclusion Practitioner at Crieff Primary School The Inclusion Practitioner role was introduced in response to a clear need for targeted support to address poor attendance, low engagement, and barriers to learning among a group of vulnerable pupils. Baseline data showed that some children were persistently absent or disengaged from learning even when present, often due to complex social, emotional, and family-related challenges. Staff observed increasing emotional regulation difficulties, low resilience, and strained peer relationships, all of which were impacting classroom learning and wellbeing. Family engagement was also limited for some pupils, further hindering progress. The role, funded through PEF, was designed as a flexible, responsive intervention aimed at building relationships, improving attendance, and supporting wellbeing, while being adaptable to meet pupils’ needs as they change. The role is embedded in the daily life of the school and works collaboratively with the Senior Leadership Team, Class Teachers, and Pupil Support Teachers (PPSTs) to lead a dedicated Inclusion Project. This project supports targeted pupils through carefully planned learning environments with a strong focus on health and wellbeing, and real-life skills. Pupils receive tailored support that helps build resilience, self-esteem, and coping strategies, essential for success in school and in life. The Inclusion Practitioner plays a key role in family engagement, providing regular communication with home to build positive, supportive relationships. Their input in multi- agency meetings ensures that pupils needs are clearly understood and addressed holistically. By delivering highly targeted support, responding flexibly to emerging needs, and maintaining close links with families and wider support services, this role demonstrates how PEF can be used to close the attainment gap through inclusive and responsive practice. Since the introduction of the Inclusion Practitioner role at Crieff Primary School, the school has seen a measurable and meaningful improvement in outcomes for targeted pupils. Over the past two years, attendance among identified pupils has increased by an average of 10%, demonstrating the effectiveness of the personalised, relational approach in re- engaging children who were previously at risk of school refusal. Pupils who had previously withdrawn from learning have also shown increased participation and confidence through regular involvement in Life Skills groups. Staff observations and pupil feedback highlight improved emotional regulation, more positive peer interactions, and a stronger sense of belonging within the school community.
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Scottish Attainment Challenge Funding Report – 2024/25 24 A Perth and Kinross where everyone can live life well, free from poverty and inequality Pupil Equity Fund Case Study – Music Therapy at Dunbarney Primary School Dunbarney Primary School are working toward being a nurturing school and have a number of children across the school who are either regularly dysregulated, struggle to communicate, struggle with confidence, or would benefit from additional support to develop their language skills at a natural stage of development. Music Therapy can be used to stimulate growth and create greater wellbeing in many different ways which include: • Social and Communicative Development • Developing musical potential to grow self-esteem and confidence • Developing capacity for relationships • Developing capacity for concentration and focus Pupil Equity Funding was used to fund a music therapist to attend the school one day per week over a 16-week period to support emotional health and wellbeing of learnings, readiness to learn and the development of communication and language. The therapist delivered a mix of interventions depending upon needs including 1:1 sessions, group work, choir and a nursery development group. Evaluations completed at the end of the project demonstrated a positive impact for children, young people and their families. Staff commented, • “Music therapy is very helpful on days/weeks when a child has been dysregulated. It channels a focus and taps into an interest” • “This has been amazing and makes a big impact.” • “The child I support leaves each time very happy, calm and relaxed which helps leaving school more positive for returning home.” Young people commented, • “It makes me happy and ready to learn” • “When we play music, it makes me forget all my worries” 94% of evaluation participants said they would like the music therapy service to continue. The school has negotiated a further 16-week block for the new school year. Allocation of children will be based on school data and knowledge of learners at the time.
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Scottish Attainment Challenge Funding Report – 2024/25 25 A Perth and Kinross where everyone can live life well, free from poverty and inequality 4.7 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. 4.7.1 – PEF Planning All PEF plans were reviewed with individual feedback from the Attainment Advisor provided to school leaders alongside follow up discussions with 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. 4.7.2 – 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 continues to provide an overview of all schools’ PEF spend, planning, attainment, engagement in professional learning and support received. 4.7.3 – 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. 4.7.4 – Sampling Visits Over the course of the year, eight PEF sampling visits have been undertaken in one secondary, one all-through and six primary schools by our Attainment Adviser. These highlight a number of strengths as well as some challenges and areas for development. Strengths Challenges/Areas for Development All schools’ spending is in line with conditions of fund. All schools were concerned re the future of the fund as they rely on the support it provides. Schools had a clear understanding of needs and where appropriate were using other measures such as Acorn or local knowledge to identify learners and families affected by poverty. Schools raised an increase in additional support needs (ASN) and the pressure that this puts on resources across schools and their ability to meet these changing needs. Schools increasingly using a range of evidenced-based interventions as opposed to bespoke or tailored support. Schools in rural areas talked about the challenges of recruitment into posts. Particular success shared in Wave 3 and Precision Teaching where training has been provided by Education and Learning Service. Schools raised the need to use other measures such as Acorn and local understanding to identify those affected by poverty – SIMD not an effective measure for
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Scottish Attainment Challenge Funding Report – 2024/25 26 A Perth and Kinross where everyone can live life well, free from poverty and inequality Strengths Challenges/Areas for Development the majority of schools samples in this session due to low or no numbers in SIMD Q1. Schools report that education service training for PSA’s has been helpful for specific programmes. Schools are aware that many interventions have been HWB and literacy focused. Some schools are considering numeracy approaches into next year where this is a data gap. Clear tracking systems are in place including measures and benchmarks to identify progress. Schools are using the Closing the Gap Tool and all had underlying pupil level tracking systems in place as well as processes to review progress with staff. Schools gave examples of using the Power BI dashboard linked to CTGT to explore interventions delivered by schools in the authority. Some good examples of engaging with partners and the community. 4.8 PEF Expenditure 2024/25 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, £1,784,185 of the overall PEF allocation of £1,863,500 plus carry forward from 2023/24 of £115,957 has been spent leaving an overall underspend of £195,272. This means that 90.14% of our total allocation plus carry forward has been spent at financial year end. The total % spend has decreased when compared with previous years (93.8% in 2023/24 and 92.5% in 2022/23). The remaining £195,272 is fully committed to be spend by 30 June 2025, with the majority of the carry forward committed to funding staff costs through to the end of the school year. There has been a slight change in focus this year, with less money spent on staffing (68% vs 79% in 2023/24) and an increase in resource spend (32% vs 21% in 2023/24).
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Scottish Attainment Challenge Funding Report – 2024/25 27 A Perth and Kinross where everyone can live life well, free from poverty and inequality Breakdown of Spend by Type PEF-funded Staff Costs Amount % Amount % Resources £562,114 32% Single status £874,603 72% Staff costs £1,217,862 68% Teacher £326,192 27% Transport £4,209 0.2% Other £17,785 1% The split of staffing spend has also changed with an increase in non-teaching (73% vs 67% in 2024/25) and a corresponding reduction in teaching (27% vs 33% in 2023/24) perhaps reflecting the increasing levels of need and requirement for support for children and young people in schools. Overall, although the spend on staffing has declined by 11% the amount spend on non- teaching staff has increased by 6%. 4.9 Summary Progress has continued to be made during 2024/25 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, and by the Educational Psychology Service. It is important that this progress continues to be built upon in 2025-2026 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 £1,217,862 68%Transport £4,209 0% Resource costs £562,114 32% Breakdown of Spend by Type Teacher (inc supply) £326,192 (27%) Single Status (inc supply) £874,603 (72%) Other £17,785 (1%) PEF Funded Staff Costs
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Scottish Attainment Challenge Funding Report – 2024/25 28 A Perth and Kinross where everyone can live life well, free from poverty and inequality 5.1 Background and Allocations CECYPF is a targeted resource provided to local authorities to support care experienced1 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 £143,325 in 2024/25. 5.2 What our data tells us The total number of Looked After children and young people that PKC has Corporate Parenting responsibility for was 247 at census date on 31 July 2024. This is less than the comparator local authority average rate and less than the Scotland average rate. The number of Care Experienced children and young people (CECYP), which is a broader definition and includes previously Looked After Children, was 374, 2.1% of the school population of PKC. This figure includes 67 CECYP who accessed education in PKC and are Looked After by other local authorities. Over the course of 2024/25 this figure has increased by 6% to 397 CECYP in our schools. Data has been provided, however, it is important to note that due to the very small cohort sizes, comparisons should be undertaken with caution. Schools and the Promise Improvement Lead have access to detailed data to support planning for this group of children and young people. 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. 1 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. 5. Care Experienced Children and Young People Funding
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Scottish Attainment Challenge Funding Report – 2024/25 29 A Perth and Kinross where everyone can live life well, free from poverty and inequality 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 is particularly evident in secondary attendance, and this will continue to be an area of focus for schools, supported by the Promise Improvement Lead, during 2025/26. It is important to note in the charts which follow that the numbers in the care experienced cohort are small and therefore percentage comparisons should be made with caution. 2020/21 2021/22 2022/23 2023/24 2024/25 Not Care Experienced 95.3 92.5 92.8 93.1 93.9 Care Experienced 93.1 90.1 89 90.4 88.2 84 86 88 90 92 94 96 Primary Attendance % 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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Scottish Attainment Challenge Funding Report – 2024/25 30 A Perth and Kinross where everyone can live life well, free from poverty and inequality 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. Achievement of CfE Levels (ACEL) P1, 4 and 7 combined 2020/21 2021/22 2022/23 2023/24 2024/25 Not Care Experienced 91.3 88 87.2 86.8 87.4 Care Experienced 86.4 83.4 81.3 78.2 73.1 70 75 80 85 90 95 Secondary Attendance % 2021/22 2022/23 2023/24 2024/25 3rd level or better Not Care Experienced 92% 92% 92% 93% 3rd level or better Care Experienced 72% 69% 67% 61% 50% 60% 70% 80% 90% 100% S3 Attainment, Literacy and Numeracy 2021/22 2022/23 2023/24 2024/25 Not Care Experienced 77% 77% 80% 82% Care Experienced 50% 66% 40% 62% 30% 40% 50% 60% 70% 80% 90% ACEL Numeracy P1, 4 and 7 2021/22 2022/23 2023/24 2024/25 Not Care Experienced 68% 71% 73% 76% Care Experienced 36% 50% 39% 48% 30% 40% 50% 60% 70% 80% 90% ACEL Literacy P1, 4 and 7
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Scottish Attainment Challenge Funding Report – 2024/25 31 A Perth and Kinross where everyone can live life well, free from poverty and inequality 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. 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. 2021/22 2022/23 2023/24 All leavers 94.9% 96.0% 96.4% Care Experienced 72.7% 81.3% 95.2% 60.0% 70.0% 80.0% 90.0% 100.0% Initial Positive Destinations for School Leavers All leavers Care Experienced
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Scottish Attainment Challenge Funding Report – 2024/25 32 A Perth and Kinross where everyone can live life well, free from poverty and inequality 5.4 Spend and Activity 2024/25 5.4.1 – Youth Workers In February 2023, two workers were employed through the CECYPF. One further youth worker was employed in June 2024. Their work focuses on the outcomes achieved through early intervention, Dynamic Youth Awards, and working collaboratively with colleagues in Social Work, Education and with parents/carers. This increase to the capacity of the Youth Work team enables additional focus on the outcomes of care experienced children and young people. All work carried out is planned and evaluated through the National Framework of Youth Work Outcomes which describe the key overarching impacts of youth work: 1. Young people build their health and wellbeing. 2. Young people develop and manage relationships effectively. 3. Young people create and apply their learning and describe their skills and achievements. 4. Young people participate safely and effectively in groups and teams. 5. Young people consider risk, make reasoned decisions, and take control. 6. Young people grow as active citizens, expressing their voice and enabling change. 7. Young people broaden their perspectives through new experiences and thinking. Over the course of the year, Youth Workers have been allocated 76 young people to support through 1:1 support and thematic group work. 67 of these young people are care experienced. The young people have actively engaged with their youth workers across three secondary schools and their localities. This engagement has provided essential support and guidance, helping these young people navigate their way through personal and educational challenges. Youth workers have been engaging with young people on the edge of care and statutory services, particularly those displaying risk-taking behaviours. Through early intervention, youth workers have successfully prevented these behaviours from escalating into more serious issues that would require support or intervention from statutory services. This proactive approach has safeguarded the well-being of the young people and reduced the demand on statutory services. Social workers and the child protection duty team have noted a reduction in the need for their intervention when youth workers are involved. Youth workers have also worked collaboratively with the PKC Welfare Rights team to ensure that young people, especially those with care experience, know their entitlements and advocate for their rights. This has led to an increase in young people and families accessing their entitled benefits and support services. Dynamic Youth Awards These awards support the closing of the attainment gap by recognising and celebrating the achievements of young people. They motivate participants to strive for higher attainment levels and provide a sense of accomplishment. The awards are nationally recognised and aligned with the Scottish Credit and Qualifications Framework (SCQF), ensuring they hold value and credibility.
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Scottish Attainment Challenge Funding Report – 2024/25 33 A Perth and Kinross where everyone can live life well, free from poverty and inequality The awards have played a crucial role in boosting the confidence and self-esteem of young people. They encourage continued effort in educational pursuits and help young people develop valuable skills and competencies. Youth Workers provide guidance and support throughout the process, helping young people set goals, track their progress, and reflect on their achievements. A total of 64 Care-experienced Young People have completed Dynamic Youth Awards at SCQF Level 3. Care Experienced Children and Young People Fund Case Study Transformative Youth Work Support A 13-year-old young person was referred for Youth Work support by his Guidance Teacher. He had been excluded from school on a number of occasions and relationships both with home and school had broken down. His behaviour was dysregulated and potentially heading towards offending. He had very negative feelings about himself and struggled to connect with anything positive due to peer pressure and sensory overload. Using a range of different techniques, the Youth Worker allocated to the case worked with the young person in the following areas: • Providing advocacy for meetings in school to establish the right plan, working around the barriers the young person was facing. • Relationship building with the young person outside of school. • Supporting the young person to feel comfortable in new places. • Supporting positive relationship building with parent. • Providing positive feedback for the young person to empower some self-belief and confidence. • Building possibilities to encourage young person to build aspirations using a DYA. • Working on routines and goal setting Using methods such as graded exposure, positive reassurance and affirmations at home, the young person was supported to develop resilience when things go wrong. He was able to engage in a range of activities including group work opportunities, outreach programmes and has been able to return to school on a part-time basis. He has also achieved SCQF Level 4 in English and Maths. Feedback from the guidance teacher indicated that the work undertaken has been completely transformative and that the young person is now in a much more positive position. His parent commented that it was amazing how far he had come, and that their relationship is much improved with discussions around issues which would never have happened previously.
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Scottish Attainment Challenge Funding Report – 2024/25 34 A Perth and Kinross where everyone can live life well, free from poverty and inequality Drop-In Contact and Relationship Building On average, 80 unallocated young people have drop-in contact weekly across the three schools. This consistent interaction has allowed youth workers to build strong relationships with these young people, facilitating an early intervention approach. These relationships are crucial in identifying and addressing issues before they escalate. Stabilising Placements Youth workers have also worked to stabilise foster, kinship, and home placements, reducing the need for further statutory input. By providing support and intervention at critical times, youth workers have helped maintain stable living environments for young people, contributing to their overall well-being and development. Successful Champions Boards Champions Boards have been successfully run in each school, using the GIRFEC principles and eight wellbeing indicators (SHANARRI) to measure impact. Young people and staff assess and evaluate the effectiveness of the program using the outcomes below. The engagement of youth workers with care-experienced young people and those requiring early intervention has had a significant impact over the past several months. The introduction of Dynamic Youth Awards has contributed to closing the attainment gap as these are levelled against the SCQF framework, while early intervention strategies have effectively mitigated risk-taking behaviours for many young people. Feedback from teachers, foster carers, parents, and the young people themselves highlight the positive outcomes of these efforts.
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Scottish Attainment Challenge Funding Report – 2024/25 35 A Perth and Kinross where everyone can live life well, free from poverty and inequality 5.4.2 – Volunteer Tutors Organisation (VTO) – Prosper Project Now in its fourth year working with PKC, VTO had 40 pupils on the one-to-one tutor roll in May 2025. The maximum number of places available for the academic year is 40. Referral Status at End of School Year Number Paired with a tutor and accessing weekly support 22 Received tutor support and have now finished tutoring (archived*) 7 Awaiting pairing – tutor searches in progress 8 On hold – 1 due to tutor availability; 2 awaiting school feedback 3 TOTAL 40 *Archived pupils have received tutor support, but they remain on the caseload and the family, school or initial referrer can ask for tutoring to be restarted. An additional 12 care experienced primary pupils are supported through after school Learning Hubs in Riverside and Letham Primaries taking the total to 52 pupils.
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Scottish Attainment Challenge Funding Report – 2024/25 36 A Perth and Kinross where everyone can live life well, free from poverty and inequality One-to-one Tutoring – Impact Impact on Attendance For the pupils who have received tutoring, attendance has generally improved with most pupils attaining the expected attendance levels (96% for primary school and 92% for secondary). There are 2 large decreases: one of these is due to a complex issue at school which led to a long absence; and one was a medical/surgery absence. Pupil Year 2023/24 Attendance Rate (%) 2024/25 Attendance Rate (%) Difference P2 97 99 2 P5 100 96 -4 P5 98 98 0 P5 96 100 4 P5 96 100 4 P6 99 86 -13 P7 98 99 1 P7 99 99 0 P7 91 96 5 S1 91 57 -34 S1 100 98 -2 Paired for P7 and diagnosed with dyslexia, this pupil had a great tutoring journey and established a good relationship with his tutor. Attendance was good and his feedback was always positive. We had great information from school to support learning in English including reading, sentence construction, spelling, parts of speech, and figurative speech. At the end of P7 Mum reported that the pupil was now spontaneously reading and had had a great school report. Pupil had a great start to tutoring with improvement noted in maths. Family noted that pupil was 'soaking up' the tutoring. Tutoring ended as pupil was doing well at school with improved confidence. A pupil required support for Nat 5 Maths and Physics. Physics was key and finding a tutor was challenging. A fabulous tutor agreed to take a second pupil on this short-term basis, offering two sessions per week which were snapped up. Both pupil and foster carer were highly motivated to ensure the tutoring was successful. The foster carer established great communication with the tutor and believed the tutoring was a great help. The pupil was successful in both exams and the referring social worker, and her team leader were very complimentary about VTO’s service. A pupil had had a tutor for Higher Maths since the previous October and tutoring focussed on past papers practice. It was deemed useful, and improvement was identified with a great prelim. result. Confidence and ability were both improved – this combined with other commitments, led to the student deciding to finish tutoring. A P6 pupil, further to tutoring, noted ‘I can stop and think now’ – rather than racing for the answer and often ‘tripping up’! This development had been a focus for the tutor.
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Scottish Attainment Challenge Funding Report – 2024/25 37 A Perth and Kinross where everyone can live life well, free from poverty and inequality Pupil Year 2023/24 Attendance Rate (%) 2024/25 Attendance Rate (%) Difference S1 100 99 -1 S1 100 98 -2 S2 90 96 6 S2 97 96 -1 S2 71 82 11 S3 95 94 -1 S4 87 93 6 S4 87 93 6 S4 73 79 6 S4 99 99 0 S4 96 98 2 S4 81 78 -3 S5 100 100 0 S6 98 98 0 S6 76 85 9 Three pupils are below the secondary attendance expectation but are all demonstrating an attendance improvement this year. Only one pupil is below the expectation with a lower attendance rate this year. VTO is just a part of the education provision for these pupils alongside school and other interventions from a range of services, however the figures above illustrate some good attendance impacts. Learning Hubs From November 2024 there have been after-school Learning Hubs at Riverside and Letham Primary Schools. These are supported by senior pupils from Perth Grammar School and Perth Academy respectively. There is a very good dynamic in each setting, with children excited and ready to learn after the school day. The feedback from all parties is excellent with improvements noted in literacy, numeracy, confidence, and resilience. Letham Primary School has 10 children on the roll with an average weekly attendance of 9. Of these, 5 children are care experienced and all of the care experienced children in the school were considered initially. Riverside Primary School started with a roll of 10 and has reduced to 7 (due to school and home moves) with an average attendance of 5. All the referred children are care experienced. Enrolment and attendance rely heavily on family engagement during the referral process and the Head Teachers review attendance and new referral opportunities regularly. The annual progress surveys took place in March to gather feedback from pupils, senior pupils, and schools. The table below summarises this year’s feedback.
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Scottish Attainment Challenge Funding Report – 2024/25 38 A Perth and Kinross where everyone can live life well, free from poverty and inequality Feedback Survey Responses Improved Literacy Improved Numeracy Softer Skills Primary Pupils 100% 100% All primary pupils knew where to turn for help and support with learning. All primary pupils felt more motivated. All primary pupils felt more confident. School 100% 100% 95% primary pupils seemed more resilient – the 5% were resilient already. 95 % pupils seemed more motivated. 95 % pupils seemed more confident. Senior Pupils 100% 100% All the senior pupils felt supported as tutors and felt more confident as individuals. All primary pupils seemed more motivated. All pupils seemed more confident. 5.4.3 – Volunteering Matters – Grandmentors Grandmentors is an innovative project that sees older volunteers use their lifetime of skills and experience to support care experienced young people. Mentors are people with a range of life skills and experiences, who have some time to regularly meet on a one-to-one basis with a young person, offering valuable emotional, practical, and social support. They help young people navigate the transition to independence into adulthood, by guiding them through life skills such as managing finances, accessing employment, education and training, and supporting their health and wellbeing. Impact is measured across four themes: • Tackling social isolation and loneliness • Improving health • Developing skills and opportunity • Making sure young people can lead change Care-experienced funding supported this initiative in Perth and Kinross during 2024/25. Over the course of the year, 6 mentor training events have been delivered along with 4 mentor meetups to build community and share best practice. To increase the number of referrals and reach socially isolated young adults, there is now a weekly presence within Youth Services (Scott Street) and Loch Leven Community Campus as well as developing links with a range of partners across Perth and Kinross.
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Scottish Attainment Challenge Funding Report – 2024/25 39 A Perth and Kinross where everyone can live life well, free from poverty and inequality There have been 16 referrals over the year with two referred from the Through Care and Aftercare Team. Eight referrals have been matched with a mentor, with 5 ongoing relationships continuing from the previous year. Twelve mentors are ready to be matched with a further 7 volunteers awaiting training. 5.5 Summary Despite the interventions that are funded by the CECYPF, it is clear from the available data that whilst there has been progress, 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 a continuing area of focus for all schools for 2025/26 supported by the work of the Promise Improvement Lead.
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Scottish Attainment Challenge Funding Report – 2024/25 40 A Perth and Kinross where everyone can live life well, free from poverty and inequality Acronym Meaning 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 CAMHS Child and Adolescent Mental Health Services CECYPF Care-experienced Children and Young People Fund CEYP Care-experienced Young Person/People CfE Curriculum for Excellence CoSD Cost of the School Day CPAG Child Poverty Action Group CTGT Closing the Gap Tool DYW Developing the Young Workforce E and L Education and Learning ELC Early Learning and Childcare EMA Education Maintenance Allowance FSM Free School Meals GIRFEC Getting it Right for Every Child HWB Health and Wellbeing LEP Local Employability Partnership LMG Local Management Group PEF Pupil Equity Fund PKC Perth and Kinross Council PPST Primary Pupil Support Teacher PSA Pupil Support Assistant QIO Quality Improvement Officer SAC Scottish Attainment Challenge SCG School Clothing Grant SCQF Scottish Credit and Qualifications Framework Appendix 1 – Glossary of Terms
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Scottish Attainment Challenge Funding Report – 2024/25 41 A Perth and Kinross where everyone can live life well, free from poverty and inequality SDS Skills Development Scotland SEF Strategic Equity Fund SHANARRI Wellbeing Indicators SIFA Staged Intervention Framework for Attendance SIMD Scottish Index of Multiple Deprivation UHI University of the Highlands and Islands VTO Volunteer Tutors Organisation YMCA Young Men’s Christian Association
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Scottish Attainment Challenge Funding Report – 2024/25 42 A Perth and Kinross where everyone can live life well, free from poverty and inequality If you or someone you know would like a copy of this document in another language or format, (on occasion, only a summary of the document will be provided in translation), this can be arranged by contacting the Customer Service Centre on 01738 475000. You can also send us a text message on 07824 498145. All Council Services can offer a telephone translation facility. BSL users can contact us via Contact Scotland BSL, the online British Sign Language video relay interpreting service. Find out more on the Contact Scotland BSL website https://contactscotland-bsl.org