Appendix 1 - Raising Attainment Report 2024-25

Perth and Kinross Council · 4 February 2026
Back to Learning and Families Committee — 4 February 2026 and its agenda

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Page 1

Enabling
children and
young people
achieve full
potential
Raising Attainment Report
2024/25
A Perth and Kinross where everyone can live
life well, free from poverty and inequality
Appendix 1

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Raising Attainment Report – 2024/25
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Contents
Executive Summary...........................................................................................................................3
Introduction........................................................................................................................................3
Excellence and Equity....................................................................................................................4
Scottish Qualifications Authority (SQA) Assessment Models 2020-2025......................................5
NIF Priority 1: Improvement in attainment, particularly in literacy and numeracy. ............................6
Pre-School Development: Proportion of P1 children meeting all developmental milestones prior
to starting school............................................................................................................................6
Case Study: Using Data to Improve Speech, Language and Communication in Early Learning
and Childcare (ELC) Settings.........................................................................................................7
Broad General Education...............................................................................................................8
Case Study: National Improving Writing Programme...................................................................10
Secondary S3 Literacy and Numeracy.........................................................................................11
Senior Phase................................................................................................................................12
Insight - Improving Attainment for All...........................................................................................13
Case Study: Raising Attainment at Bertha Park High School – 2025..........................................16
Case Study: Improving S4 Attainment in Perth Academy............................................................17
NIF Priority 2: Closing the attainment gap between the most and least disadvantaged.................18
Pre-School Development Milestones: Gap between SIMD Quintile 1 and Quintile 5 children
meeting all milestones..................................................................................................................18
Case Study: Tackling Inequalities at Westbank...........................................................................19
Broad General Education.............................................................................................................20
NIF Priority 3: Improvement in children and young people’s health and wellbeing.........................23
Attendance...................................................................................................................................23
Case Study: Perth Grammar School - Attendance and Family Engagement Officer...................24
Case Study: Changes in Approach to Attendance Monitoring at Perth High School...................25
Exclusion......................................................................................................................................26
Case Study – Lowering Exclusions at the Community School of Auchterarder (Secondary)......27
NIF Priority 4: Improvement in employability skills and sustained, positive school leaver
destinations for all young people.....................................................................................................28
Proportion of Young People (aged 16-19) in education, training or employment........................28
Key Developments in 2024-25.....................................................................................................28
Case study: From Work Experience to Employment, a Young Person’s Journey.......................30
Conclusion.......................................................................................................................................31
Appendix 1 – Glossary of Acronyms ...............................................................................................32

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The Education Service Improvement Plan 2025-2026 was produced and submitted to the Scottish
Government in September 2025. This annual plan meets the requirements set out by the Scottish
Government on planning and reporting progress on the priorities set out in the National
Improvement Framework (NIF) for education.
This supplementary report provides more detail on the attainment data and provides an update on
key achievements for the academic session 2024/25.
It is helpful to consider this report alongside the Education Service Improvement Plan 2025-2026
which considers the full breadth of services provided in the area, including those supporting
children and families in a range of ways which may not relate directly to school-based attainment
and achievement but act to support children and young people to achieve their fullest potential.
The Scottish Government document ‘Framework for Recovery and Accelerating Progress’ has
been developed to support the next phase of the Scottish Attainment Challenge. It aims to set high
expectations, including annual, ambitious, locally identified stretch aims. The objective is to help
ensure significant progress is made in recovering from the impact of the COVID-19 pandemic and
in achieving the mission of the Scottish Attainment Challenge. The PKC Raising Attainment
Strategy 2024-27 is the foundation of attainment focus.
The report outlines progress towards each of the relevant priorities identified in the NIF and
provides some exemplification of activity outlined in the Education Service Improvement Plan
2024-2025 against each of these priorities:
 Improvement in attainment, particularly in literacy and numeracy.
 Closing the attainment gap between the most and least disadvantaged.
 Improvement in children and young people’s health and wellbeing.
 Improvement in employability skills and sustained, positive school leaver destinations for all
young people.
 Placing the human rights and needs of every child and young person at the centre of
education
The additional priority is not addressed in this report due to a lack of attainment data around this
priority. However, it remains a priority in our Education Improvement Plan and in each of our
schools.
The Framework for Recovery and Accelerating Progress (the Framework) has been developed to
support the next phase of the Scottish Attainment Challenge (SAC). It aims to set high
expectations, including annual stretch aims, developed across all 32 education authorities, to help
Executive Summary
Introduction

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ensure significant progress is made in recovering from the impact of the Covid-19 pandemic and in
achieving the mission of the SAC.
These stretch aims in PKC last session were:
 Achievement of literacy and numeracy levels for stages P1, P4, P7 and S3.
 Achievement of literacy and numeracy levels looked after children in P1, P4 and P7.
 Proportion of school leavers attaining one or more passes at Scottish Credit and
Qualifications Framework (SCQF) level 5.
 Proportion of school leavers attaining one or more passes at SCQF level 6.
 Participation measure: proportion of 16-19 years olds participating in education,
employment or training based on Annual Participation Measure (APM) produced by Skills
Development Scotland (SDS).
 Attendance and Exclusion measures in primary and secondary schools.
 Average Insight tariff points for school leavers.
 Average Insight tariff points for looked after school leavers.
Excellence and Equity
In order to identify if the actions taken to improve our priorities have been effective, measures are
aligned to the strategy’s two overall objectives.
Excellence – we strive to improve performance across the board. In simple terms we aim to
increase the combined ‘average’ of all individuals and raise the line.
Equity – we strive to reduce the “gaps” between those disadvantaged in different ways because of
their circumstances. In simple terms, we aim to flatten the line across groups of different
advantage/deprivation.
These principles are shown simply above but progress will likely be a complex combination of
these two factors. In showing progress, we aim to draw upon a broad range of evidence rather
than relying on single, narrow measures. Changes are likely to be seen reliably over several years
and year-by-year comparison should be undertaken with care.

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At local authority level, the Scottish Index of Multiple Deprivation (SIMD) is used where necessary
to understand the effects of poverty, in line with national level approaches. However, for many
schools in PKC, SIMD is considered weak for differentiating pupil background or statistical
analysis, and the ACORN classification is used preferentially. However, due to a change in the
data gathering methodology for ACORN, it is not possible to compare data from 2024 onwards
with data gathered prior to this date. Therefore, SIMD quintiles are used throughout this report.
Scottish Qualifications Authority (SQA) Assessment Models 2020-2025
In 2020 qualifications were delivered purely as a result of teacher professional judgement over a
shortened school year; in 2021 we followed an “Alternative Certification Model” (ACM) allowing
young people more opportunity to evidence their learning than a one off examination; in 2022
there were mitigations and alterations to the assessment and examination landscape with SQA
stating that evidence would be marked “generously” and in 2023 these alterations remained but
rather than generously these scripts would now be marked “sensitively”. Each session since 2020
where the pass rate nationally was at a record high this has resulted in a year-on-year decline in
national pass rates. In 2024 pass rates fell nationally by up to 4%.
2025 is the first year since that there has been a return to normal assessment and marking.

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Pre-School Development: Proportion of P1 children meeting all developmental milestones
prior to starting school
The proportion of P1s meeting all of their expected developmental milestones increased in 2025 to
78% (969 of 1240 P1s), from 75.6% in 2024 (954 of 1262 P1s).
Although this cohort of children were born in 2020/21, when early supports were not available to
families due to the COVID-19 pandemic, we are now seeing a slight increase in the number of
children meeting their milestones due to increased practitioner knowledge, consistent practice and
approaches and the use of interventions which are planned and targeted following robust analysis
of a range of data.
19% of children (235) within the cohort have additional support needs (ASN), of which 141
children (60%) are reported to not be meeting one or more milestone.
This cohort has 26% (169) of boys who are not meeting one or more milestone (compared with
34% (230) last year). This demonstrates the impact of the work which has been undertaken to
ensure children across Perth and Kinross are supported with improved practitioner understanding
of the gender gap and sharing of up-to-date research. The gender gap has decreased to 8% which
is 7% lower than 2024.
The number of children meeting their attention, behaviour, emotional, fine and gross motor skills,
social, speech and language developmental milestones has increased since 2024.
Developmental Milestone 2024 2025 % Change
Attention 87% 88% +1%
Emotional development 85% 88% +3%
Fine motor skills 88% 92% +4%
Gross motor skills 84% 85% +1%
Hearing 99% 99% NC
Social development 87% 89% +2%
Speech and language 87% 89% +2%
Vision 99% 99% NC
All milestones met 76% 78% +2%
Through the embedded work of the leadership at all levels within every setting, staff plan and
model daily high-quality play and learning experiences, with a focus on early intervention to
support development.
NIF Priority 1: Improvement in attainment, particularly in literacy and
numeracy.

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Case Study: Using Data to Improve Speech, Language and Communication in Early
Learning and Childcare (ELC) Settings
Over the last two years, we have been using Improvement Methodology and data-informed
approaches to improve speech, language and communication in ELC settings across Perth and
Kinross.
Background and Rationale
At the outset, we were keen to understand why children were not meeting their early language and
communication outcomes. At the outset, we were keen to understand why children were not
meeting their early language and communication outcomes. We knew that data was being
collected in all settings however, not consistently. We wanted to use the data we had to inform
local authority improvement priorities and for individual settings to use their own data to make
informed changes and improvements which would impact positively on the quality of speech and
language learning experiences in their setting.
Approach
We had already established Communication Champion leadership roles in almost all ELC settings
focussing on speech, language and professional learning around communication. Our initial
ambitious improvement aim was that by June 2024 all children in ELC would experience language
rich environments daily which would improve their talking and listening.
We identified settings to be involved based on speech and language data and them having speech
and language on their improvement plan. 13 early years support teachers and the early years
Communication Champions in the identified settings tested the approach. The teachers supported
and demonstrated the benefit by using PDSA (plan, do, study, act) example that showed how
improvement methodology can be used. We met together to moderate assessments and learn
from each other. ELC staff could see it was helping them do their job and the impact on the
children involved.
Impact
We have increased settings’ knowledge of how to use data to analyse what aspects most need to
be improved with regards to speech, language and communication across almost all ELC settings.
This has resulted in an improvement in the proportion of pupils starting primary 1 who have met all
of their developmental milestones.
Benefits and next steps
We know we need to continue to have a focus on early language and communication, as this
continues to be an area of concern both locally and nationally. The Communication Champion
Leadership role will continue to as part of our core work with ELC settings.
We have also identified that we needed to work more closely with families, and our practitioners
working with our Strong Start 2-year-olds who will learn from a refreshed Story Safari programme
which is taking place as a test of change with 7 ELC settings.
This programme allows us to use measurable data to identify impact of the programme. This will
be built on in 2025/26 with the aim of supporting all our ELC settings who are working with our
most vulnerable families.

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Broad General Education
There has been steady and continuing progress over time in P1,4 and 7 Achievement of a
Curriculum for Excellence (CfE) Level (ACEL) across Perth and Kinross.
In both Literacy and Numeracy, our Stretch Aim for 2024/25 has been exceeded with steady
positive progress demonstrated each year since 2021/22. However, despite this improvement,
PKC remains slightly below the national average.
Challenges remain in addressing the poverty-related attainment gap in both measures and this is
a particular area of focus for all primary schools.
Primary Literacy over Time
Primary Numeracy over Time
2021/22 2022/23 2023/24 2024/25 Stretch Aim
2024/25
Stretch Aim
2025/26
% of P1, 4 and 7 pupils achieving
expected level in numeracy 77% 77% 79% 81% 80% 81%
Poverty-related attainment Gap
(Gap between SIMD Q1 and Q5) 18% 19% 22% 20% 16% 15%
2021/22 2022/23 2023/24 2024/25 Stretch Aim
2024/25
Stretch Aim
2025/26
% of P1, 4 and 7 pupils achieving
expected level in literacy 69% 70% 73% 75% 73% 75%
Poverty-related attainment Gap
(Gap between SIMD Q1 and Q5) 22% 26% 22% 25% 21% 18%
22%
26%
22%
25%
21%
18%
2021/22 2022/23 2023/24 2024/25 Stretch
Aim
2024/25
Stretch
Aim
2025/26
30%
25%
20%
15%
10%
5%
0%
Poverty-related Attainment Gap in
Pupils Achieving Expected Level in
Literacy
69%
70%
73%
75%
73%
75%
2021/22 2022/23 2023/24 2024/25 Stretch
Aim
2024/25
Stretch
Aim
2025/26
76%
75%
74%
73%
72%
71%
70%
69%
68%
67%
66%
65%
% of P1, 4 and 7 Pupils Achieving
Expected Level in Literacy

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77% 77%
79%
81%
80%
81%
2021/22 2022/23 2023/24 2024/25 Stretch
Aim
2024/25
Stretch
Aim
2025/26
82%
81%
80%
79%
78%
77%
76%
75%
% of P1, 4 and 7 Pupils Achieving
Expected Level in Numeracy
18% 19%
22%
20%
16% 15%
2021/22 2022/23 2023/24 2024/25 Stretch
Aim
2024/25
Stretch
Aim
2025/26
25%
20%
15%
10%
5%
0%
Poverty-related Attainment Gap in
Pupils Achieving Expected Level in
Numeracy

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Case Study: National Improving Writing Programme
Hyperlink to Sway - National Improving Writing 2024-25
During the 2024/25 session, 18 primary schools across Perth and Kinross participated in the
National Improving Writing Programme. The programme, available to schools since 2022/23, aims
to raise attainment in writing, with a particular focus on achieving First Level by Primary 4.
Practitioners engaged in professional learning receiving ongoing support to implement
improvement methodologies to enhance learning and teaching practices, resulting in positive
outcomes for learners. The programme involved over 30 practitioners, supported by central PKC
officers and the Children and Young People Improvement Collaborative (CYPIC).
The baseline, i.e. the percentage of pupils achieving expected levels in writing in the participating
schools, was 70%.
The writing bundle involves:
 writing for 15 minutes 3-5 times per week, with 5 minutes for self-checking.
 explicitly sharing Learning Intentions and Success Criteria
 providing assessment and feedback against Success Criteria
 involving children in the process – for example sharing data so they can see the progress
made.
All schools reported a significant improvement in learners’ writing with increased motivation and
engagement in writing. Teachers reported feeling positive about increasing writing outcomes and
welcomed the emphasis on involving the children in all of the writing and assessment process.
By the end of 2024/25 the proportion of pupils in Perth and Kinross achieving first level writing had
increased to 75.2%
2021/22 2022/23 2023/24 2024/25
76%
74%
72%
70%
68%
66%
64%
% of children achieving First Level
Writing in P4

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Secondary S3 Literacy and Numeracy
In S3 there has been steady improvement over time in the percentage of young people achieving
Literacy and Numeracy at third level. Schools are using data analysis to ensure that interventions
to support the achievement of literacy and numeracy are focussed on those most at risk of not
achieving. Whilst the gap between the achievement of our most and least deprived has widened, it
should be noted that only 8% of young people out of a cohort of almost 1500 did not achieve this
expected level.
BGE – S3 Third Level Attainment
2021/22 2022/23 2023/24 2024/25 Stretch Aim
2024/25
Stretch Aim
2025/26
% of young people attaining
Literacy and Numeracy at third
level in S3
90% 91% 91% 92% 92% 93%
Poverty-related attainment Gap
(Gap between SIMD Q1 and Q5) 10% 11% 15% 17% 8% 7%
91%
90%
91%
92% 92%
93%
2021/22 2022/23 2023/24 2024/25 Stretch
Aim
2024/25
Stretch
Aim
2025/26
94%
93%
92%
91%
90%
89%
88%
BGE - S3 Third Level Attainment
10%
11%
15%
17%
8%
7%
2021/22 2022/23 2023/24 2024/25 Stretch
Aim
2024/25
Stretch
Aim
2025/26
18%
16%
14%
12%
10%
8%
6%
4%
Poverty-related Attainment Gap
in S3 Third Level Attainment

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Although not a measure included within our Stretch Aims, fourth level attainment data for Literacy
and Numeracy in S3 demonstrates good evidence of improvement over time.
Senior Phase
SQA data for 2025 indicates that there were increases in the number of A-C passes at National 5,
Higher and Advanced Higher when compared with 2024.
A-C Pass rates at National 5 remain at 80%. Our pass rate for Higher has fallen slightly from 76%
in 2024 to 75% in 2025 whilst the Advanced Higher pass rate has increased from 74% in 2024 to
76% in 2025.
Comparatively, PKC exceeds the national pass rate at National 5 (79.7% vs 78.4%) and is just
below the national average at Higher (75.1% vs 75.9%) and Advanced Higher (76.5% vs 76.7%)
The table below represents our 2025 performance in terms of A-C pass rates in relation to the
national average and our comparator authorities.
2019 2023 2024 2025
82%
81%
80%
79%
78%
77%
76%
75%
National 5 Pass Rate 2019-2025
PKC Scotland
2019 2023 2024 2025
78%
77%
77%
76%
76%
75%
75%
74%
74%
Higher Pass Rate 2019-2025
PKC Scotland
40%
47% 48%
61% 62%
66%
2017/18 2018/19 2021/22 2022/23 2023/24 2024/25
70%
65%
60%
55%
50%
45%
40%
35%
30%
25%
20%
BGE - S3 Fourth Level
Attainment in Numeracy
21%
43%
49%
64% 67%
71%
2017/18 2018/19 2021/22 2022/23 2023/24 2024/25
80%
70%
60%
50%
40%
30%
20%
BGE - S3 Fourth Level
Attainment in Literacy

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Nat 5, Higher and AH Pass rates (A to C) PKC, National and Comparator Authorities
For our breadth and depth measures:
 The percentage of S4 pupils achieving 5 qualifications at National 5 has increased to 48%
from 46% in 2024.
 The percentage of S5 pupils achieving 3 qualifications at Higher has also increased to 35%
from 33% in 2024.
 However, the percentage of S6 pupils achieving 1 qualification at Advanced Higher has
decreased to 23% from 24% in 2024.
Insight - Improving Attainment for All
Data from the Insight Benchmarking Tool, which is managed by the Scottish Government, enables
schools and local authorities to benchmark achievement in the Senior Phase against a Virtual
Comparator (VC) and the national average. Insight is updated twice annually; in September for
attainment data and February for school leavers’ data. Comparisons using data from the
September update are detailed on the following pages.
The VC is made up of learners from schools in other local authorities who have similar
characteristics to learners in Perth and Kinross. This enables the performance of PKC learners to
be compared with a similar “virtual” group of learners from across Scotland.
S4 Tariff Points
The Insight tariff scale places a notional point value to attainment so that schools and local
authorities can compare attainment between the VC, schools, local authorities or other
breakdowns of cohorts in the Senior Phase (ready reckoner below). Tariff measures are designed
to evaluate the average performance of cohorts.
SCQF Level Grade Tariff Score SCQF Level Grade Tariff Score
A 480 A 84
B 440 B 74
C 400 C 647
D 380
5
D 59
A 204 Course Pass 33
B 182 Added value 15
C 1606
D 149
4
PKC Scotland
Argyll
and
Bute
Aberdeenshire Highland Scottish
Borders Stirling
Nat 5 79.7% 78.4% 77.4% 81.3% 76.6% 77.9% 82.2%
Higher 75.1% 75.9% 73.7% 77.3% 74.6% 76.7% 81.3%
AH 76.5% 76.7% 74.5% 72.3% 72.8% 71.5% 77.7%

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In S4, PKC performs ahead of the national picture in all but the highest 20%, but slightly behind
the VC. The gap between PKC and the VC widens when considering the achievement of the
highest 20% of learners. However, Insight analysis states that the difference is not statistically
significant.
S5 Tariff Points
Relative performance is similar in S5, with PKC performing ahead of the national picture in all but
the highest 20%. Insight analysis confirms that statistically, performance in the middle 60% and
highest 20% is lower than the Virtual Comparator.
Lowest 20% Middle 60% Highest 20%
800
700
600
500
400
300
200
100
0
S4 Attainment 2025 - PKC vs VC and National
Perth & Kinross
Virtual Comparator
The National Establishment
Lowest 20% Middle 60% Highest 20%
1400
1200
1000
800
600
400
200
0
S5 Attainment 2025 - PKC vs VC and National
Perth & Kinross
Virtual Comparator
The National Establishment

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S6 Tariff Points
For the S6 cohort, Insight analysis states that there is no statistically significant difference between
PKC and the VC.
Senior leaders in schools have access to data at school level. Training has been provided to
ensure that they understand and are able to use the data effectively to identify gaps, trends and
areas for improvement. This is also being used to inform curriculum development to maximise the
attainment opportunities for young people in Perth and Kinross.
Lowest 20% Middle 60% Highest 20%
2500
2000
1500
1000
500
0
S6 Attainment 2025 - PKC vs VC vs National
Perth & Kinross
Virtual Comparator
The National Establishment

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Case Study: Raising Attainment at Bertha Park High School – 2025
Highlights - Key Performance Indicators (KPIs):
 S4: 5@5, 5@4, 5@3
 S5: 5 Highers, 3 Highers, 1 Higher
 All measures have either remained consistent or improved from last year.
 All indicators show positive trends.
 All measures are closing the gap against the Virtual Comparator (VC), with some
surpassing it.
What Did We Do?
Our improved attainment is the result of several strategic initiatives, with the most significant factor
being the implementation of robust systems and processes. This begins with course choice, where
we are committed to being data-informed.
Data-Informed Course Choice
Guidance Teachers receive attainment data prior to the course choice process to ensure pupils
are on a trajectory that maximises their potential. For example, in previous years, we identified
pupils capable of achieving 5 Highers who were only opting for 4. This is now proactively
challenged. Principal Teachers (PTs) must approve course choices to ensure pupils are entered at
the appropriate level. Importantly, PTs are not permitted to drop pupils from their subject without
securing an alternative pathway.
Tracking and Monitoring
Tracking data is collected and shared via a centralised spreadsheet accessible to all staff. This
tool enables detailed analysis of performance by pupil, house, subject, and SCQF level. Tracking
points occur in September, December, February, and March.
Accountability and Intervention
Accountability is embedded in our processes. The tracking spreadsheet is reviewed during Depute
Head Teacher (DHT)/PT link meetings to ensure timely interventions. Strategic Departmental
Meetings, held monthly, also include data scrutiny. Support staff provide targeted interventions for
pupils identified during house meetings. The PT ASN oversees pupils at risk, particularly
supporting those working towards achieving 5 qualifications at SCQF Level 3.
Pupil and Staff Engagement
Progress on KPIs is regularly analysed and shared with both pupils and staff throughout the
session. Following prelims, attainment meetings are held with the Headteacher and link DHT.
Pupils can only be entered for a lower-level qualification if this has been agreed upon during these
meetings. The Senior Leadership Team (SLT) monitors the impact of interventions on KPIs,
ensuring all possible supports have been explored.
Evaluation and Reflection
Final exam results are added to the tracking spreadsheet in August, allowing for a comprehensive
comparison between target and actual grades. This provides valuable evaluation data for
departments and individual teachers, supporting continuous improvement.

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Case Study: Improving S4 Attainment in Perth Academy
Following a review of Insight Senior Phase Data, it was identified that S4 attainment at Perth
Academy had dipped in 2 key measures – the proportion of S4 pupils attaining 5 SCQF
qualifications at Level 4 (National 4) and at Level 5 (National 5).
Evidence suggested that levels of attendance had impacted significantly on attainment.
It was agreed that targeted interventions which had been successful at improving attainment at
National 3 should be widened.
Planning involved a range of staff across the school to ensure consistency and reinforce
everyone’s role in improvement. This planning included:
 Review of Presentation Policy and consideration of the timing of prelims
 Outreach planning
 Mentoring set up for 5@5 pupils at risk of not achieving
 Increased focus on attendance monitoring
 Improving learning and teaching
The resulting actions included:
 moving prelim exams and S4 reports to before Christmas enabling tracking analysis early in
term 3 using more robust data
 effective use of a range of data enabling evidence-based intervention.
 improved communication between staff and regular attainment discussions at house
meetings
 use of PSE time to discuss reports and set targets with young people
 changes of levels approved in accordance with presentation policy
 outreach approach in partnership with Letham Hub
 mentoring projects supporting attainment
 attendance monitoring supported by Pupil Care and Welfare Officers.
The combination of all of these approaches has led to significant improvements:
 5@3 – 89% (highest recorded and 2% improvement from previous session)
 5@4 – 82% (highest since 2017 and 8% improvement from previous session)
 5@5 – 55% (highest recorded apart from COVID 2020 year and 7% improvement since
previous session)

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Pre-School Development Milestones: Gap between SIMD Quintile 1 and Quintile 5 children
meeting all milestones
The poverty-related gap for this measure has improved significantly in 2024/25.
For children meeting all milestones when entering P1, the gap between SIMD Quintile 1 (74.5%)
and 5 (82.5%) shows a positive reduction to 8% from 35.6% in 2023/24. This reflects
improvements in data analysis in ELC settings and a more consistent approach to identifying
children for targeted support and intervention.
Analysis of data indicates several variables that are influencing the data.
 In 2024/25 the gender balance between the number of boys and girls continues to show a
higher percentage of boys transitioning to Primary 1 than girls.
 Research and previous data indicate that boys tend to meet their developmental milestones
later than girls. Indeed, in 2024/25 there is a higher percentage of boys (25.7%) than girls
(17.5%) not meeting their milestones.
 There is an increased number of children who have additional support needs not meeting
one or multiple milestones due to increases in early identification of ASN. Our data shows
that social and emotional development and gross motor skills are areas which require
further support.
Improvement continues across all ELC settings, with the aim of removing barriers to learning using
a staged intervention approach. Further work will continue, increasing practitioners' knowledge
and understanding of how children develop and learn, with a focus through Science,
Technologies, Engineering and Mathematics (STEM) learning to meet individual needs.
Children moving to school this year were born in 2020/21. Families at that time still had limited
opportunities for social interactions at a crucial early developmental stage in a baby`s
development. National Early Language and Communication (NELC) highlights Speech and
Language as an area of particular concern and as a result additional focused work is being
undertaken in collaboration with Strong Start 2s children and families, ELC settings and family
learning practitioners.
NIF Priority 2: Closing the attainment gap between the most and
least disadvantaged

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19  Perth and Kinross where everyone can live life well, free from poverty and inequality
Case Study: Tackling Inequalities – Westbank Project
The Early Learning and Childcare (ELC) Westbank Project provides valuable and enriching
outdoor learning opportunities for children aged 3-5 living within North Perth.
The project, which aims to close the poverty related attainment gap, is led with a passion and
desire to provide equity of access to natural and wooded spaces and to promote children’s
physical and mental good health. The project aims to improve learning and health outcomes for
nursery aged children living in some of the most deprived areas of Perth and Kinross by
addressing limited access to the outdoors, an inequity of particular note in a local authority with
such contrasting geographical locations impacting children’s access to learning in the outdoors. 
Limited access to learning outdoors is identified as a contributing factor leading to the opening of
the attainment gap whilst access to high quality outdoor learning is research backed to serve as a
tool to close this gap.
ELC Westbank allows for access to nature without barriers. Children, staff and families report that
the environment has had a direct and positive impact on children’s physical, cognitive, social and
emotional development.
Children attending ELC Westbank have demonstrated improved achievement in their gross motor
skills, language development and social and emotional wellbeing. Children have become resilient,
confident explorers of nature, taking ownership of the landscape and in turn their potential to
flourish as individuals and learners.
ELC Westbank strives to deliver excellence through a multi-faceted approach to addressing
inequality and improving health. Children attend the setting as part of their ELC entitlement,
families are engaged through peep family learning on site and poverty is tackled through school
holiday sessions that are free at the point of access and provide meals as part of the food
insecurity during holiday periods fund.

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Raising Attainment Report – 2024/25
20  Perth and Kinross where everyone can live life well, free from poverty and inequality
Broad General Education
When considering ACEL data at P1, 4 and 7, the poverty related attainment gap between SIMD
Q1 and SIMD Q5 in literacy has widened in 2024/25 to 25 percentage points. In numeracy, the
gap has closed slightly to 20 percentage points. Year-on-year comparison does need to be
undertaken with care due to variations in the cohorts being compared and changes are likely to be
seen reliably over several years.
Our data shows that Literacy and Numeracy attainment is on a steady upward trend in both Q1
and Q5 although the rates of change over time may differ.
There remains considerable focus in closing the poverty related attainment gap through a range of
interventions, many of which are made possible by Scottish Attainment Challenge funding. 
BGE – Care Experienced Children and Young People (CECYP)
The percentage of care-experienced primary school pupils at P1 achieving expected levels in
literacy and numeracy has increased in 2024/25 and there has been a steady upward trend since
2020/21.
There are also increases in both P4 and P7. This continues a sustained upward trend in
attainment for this group, although year-on-year comparison is statistically challenging due to the
very small number of pupils involved.
P1 Achievement of CfE Levels for CECYP
2020/21 2021/22 2022/23 2023/24 2024/25
Literacy 31.3% 40% 22.2% 41.7% 42.1%
Numeracy        62.5% 60% 44.4% 58.3% 68.4%
2020/21 2021/22 2022/23 2023/24 2024/25
90
80
70
60
50
40
Numeracy Attainment Q1 vs Q5 over
time
SIMD Q1 SIMD Q5
2020/21 2021/22 2022/23 2023/24 2024/25
90
80
70
60
50
40
Literacy Attainment Q1 vs Q5 over time
SIMD Q1 SIMD Q5

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P4 Achievement of CfE Levels for CECYP
2020/21 2021/22 2022/23 2023/24 2024/25
Literacy 18.8% 25% 54.5% 38.2% 53.6%
Numeracy 18.8% 25% 63.6% 41.2% 60.7%
P7 Achievement of CfE Levels for CECYP
2020/21 2021/22 2022/23 2023/24 2024/25
Literacy 26.7% 44.4% 66.7% 35.4% 46.9%
Numeracy 26.7%         50% 83.3% 35.4% 59.4%
The proportion of care-experienced young people in S3 who achieve the national benchmark of
third level improved every session from 36% in 2016/17 to 70% in session 2022/23 as a result of
focussed intervention work in schools. This has fallen slightly in the last 2 years; however, the
cohort size is very small (just 18 pupils in 2024/25) and the number varies from year to year, so
direct comparisons need to be undertaken with caution.
S3 Achievement of CfE Levels for CECYP
2020/21 2021/22 2022/23 2023/24 2024/25
Literacy and
Numeracy
Data not
collected 56.3% 69.6% 65.1% 61.2%
Senior Phase
In the Senior Phase there has been good progress overall in closing the poverty-related
attainment gap particularly when viewed against the national picture. For National 5 and Higher
this has reduced when compared with 2024 and is significantly better than the national picture.
However, there is work to be done at Advanced Higher level. 
Qualification PKC PRAG
2024
SIMD Q1
2025
SIMD Q5
2025
PKC PRAG
2025
National
PRAG 2025
National 5 9.1% 75.7% 83% 7.3% 16.6%
Higher 9.9% 71.5% 79.6% 8.1% 17.1%
Adv Higher 20.1% 59.3% 81.7% 22.4% 12.8%

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22  Perth and Kinross where everyone can live life well, free from poverty and inequality
Over time since 2019 we can see a sustained trend of improvement for this measure at National 5
and Higher level as seen in the following graphs.
Senior Phase – Care Experienced Children and Young People
Again, due to small cohorts, it is statistically challenging to make year-on-year comparisons and in
this instance the percentages in the graphs above do not accurately reflect the improvements
made in these measures.
In 2024, there were only 39 entries for CECYP for National 5, with 29 A-C passes (74.4%). In
2025, however, there were 110 entries with 73 A-C passes (66.4%) so while the percentage has
fallen, the number of passes has actually increased significantly.
For Higher, there were 30 entries in 2024, with 13 A-C passes. In 2025, this increased to 43
entries with 31 A-C passes.
2019 2023 2024 2025
20
18
16
14
12
10
8
6
4
2
0
Percentage Point Gap between
SIMD Q1 and SIMD Q5 at National 5
PKC Scotland
2019 2023 2024 2025
80.00%
75.00%
70.00%
65.00%
60.00%
National 5 % Pass Rate for
Care Experenced Children and Young
People
PKC
2019 2023 2024 2025
90.00%
80.00%
70.00%
60.00%
50.00%
40.00%
30.00%
20.00%
10.00%
0.00%
Higher % Pass Rate for
Care Experenced Children and Young
People
PKC
2019 2023 2024 2025
20
18
16
14
12
10
8
6
4
2
0
Percentage Point Gap between
SIMD Q1 and SIMD Q5 at Higher
PKC Scotland

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Raising Attainment Report – 2024/25
23 Perth and Kinross where everyone can live life well, free from poverty and inequality
In this section our reported measures are attendance and exclusion. While health and wellbeing
are complex and multifaceted areas of school improvement in the context of this report these
remain our key measures and indicators.
Attendance
Primary attendance has improved slightly in 2024/25 to 93.8% from 93.0% in 2023/24. However, it
still remains slightly lower than pre-pandemic levels (95% in 2018/19).
Secondary attendance has also improved slightly to 87% during academic year 2024/25 from
86.5% in 2023/24. While improvement in attendance is welcomed, this remains a key priority in
our effort to return to and exceed pre-pandemic levels (90.5% in 2018/19).
Whilst final national data is not yet available, it is anticipated that these figures will be in line with
national attendance patterns. Levels of attendance remain lower than the whole population for
groups such as children and young people in more deprived areas, those with additional support
needs, those that are care experienced and Young Carers. Improving levels in both sectors and
for groups most vulnerable to low attendance will continue to be a key improvement focus moving
ahead.
Over the course of this session a range of supports have been provided to our schools through our
Attendance Policy; Staged Intervention Framework for Attendance; Socially and Emotionally
Based Absence programme and Connecting Families Project.
NIF Priority 3: Improvement in children and young people’s health
and wellbeing.
2020/21 2021/22 2022/23 2023/24 2024/25
96.0%
94.0%
92.0%
90.0%
88.0%
86.0%
84.0%
82.0%
Primary and Secondary Attendance over Time
Primary Secondary

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Case Study: Perth Grammar School - Attendance and Family Engagement Officer
The Attendance and Family Engagement Officer plays a vital role in supporting Perth Grammar
School’s commitment to improving attendance and engagement among its most vulnerable
learners.
As identified in the school’s 2024 Quality Improvement Plan, this role is central to achieving the
target of increasing attendance rates by at least two percentage points for identified learners within
key demographic categories (ACORN 5/6 and SIMD deciles 1/2) by May 2025 and this work
continues to further increase attendance rates for future years.
Working as part of a whole school triaging system alongside the Pupil Care and Welfare Officer
(PCWO), the remit of the role focuses on young people whose attendance is below 70%,
particularly those from SIMD 1 and 2 backgrounds.
The Attendance and Family Engagement Officer has a caseload of approximately 25 pupils and
provides intensive, tailored support to both the young people and their families.
This role is designed to address persistent non-attendance and school refusal through long-term,
relationship-based work. The Attendance and Family Engagement Officer will identify and tackle
underlying barriers to attendance, develop personalised strategies, and foster strong, trusting
relationships between families and the school.
A significant aspect of the role involves outreach work, including home visits and community
engagement, to re-establish connections with pupils and support their return to learning.
ACORN 5/6 data for 2024/25 showed an increase when compared against 2023/24 of 2.2% from
80.7% to 82.9%.

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25 Perth and Kinross where everyone can live life well, free from poverty and inequality
Case Study: Changes in Approach to Attendance Monitoring at Perth High School
At Perth High School, we are committed to ensuring every young person has the opportunity to
thrive through consistent school attendance. While we monitor attendance data closely, we
recognise that numbers alone do not always tell the full story. To better understand the challenges
some families may face, we developed an attendance questionnaire for parents and carers, as
part of our Staged Intervention approach to improving attendance.
This questionnaire was sent as an addition to the A2 letter as part of the PKC Attendance Policy
and Guidance for Education and ELC Settings, where an A2 letter is sent for attendance, when
pupil attendance drops below 92%.
It was created reflecting on our context, as our catchment area spans a wide and diverse
geographical region, which can present unique barriers to regular attendance. These may include
transport difficulties, health concerns, caring responsibilities, or other socio-economic factors that
are not always visible through standard reporting mechanisms.
The purpose of this questionnaire is to:
 Identify underlying barriers to attendance that may not be immediately apparent.
 Strengthen communication between school and home, fostering a collaborative approach to
supporting pupils.
 Inform targeted interventions and support strategies that are sensitive to the needs of our
community.
 Ensure equity of access to education for all pupils, regardless of their location or
circumstances.
The responses to this questionnaire are shared with the Principal Teachers of Guidance to aid and
support planning, along with the identification of interventions that may not currently be being
utilised.
We value the insights of our families and believe that by working together, we can create a more
inclusive and supportive environment that promotes regular attendance and engagement in
learning.
Overall attendance at Perth High School improved from 87.4% in 2023/24 to 88.7% in 2024/25. At
the end of term 1 of 2025/26, data shows attendance at 90.2%.

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Exclusion
2024/25 exclusion levels have increased slightly from session 2023/24. Schools have continued to
share best practice in the provision of alternatives to exclusion to support vulnerable children and
young people and central guidance and support has been key to this.
There were 48 primary pupils (less than 1% of total primary roll of 9832) excluded in 2024/25 with
a total of 60 incidents. Of these, 44 pupils (92%) had additional support needs, accounting for 56
(93%) of the incidents. In secondary, 170 pupils (just over 2% of the total roll of 7881) were
excluded with a total of 235 incidents. Of these, 132 pupils (78%) had additional support needs
accounting for 187 (80%) of the incidents.
With a view to achieving a positive outcome for the children or young people concerned, the
decision to exclude would be taken as a last resort to enable the review of any risk assessments;
to review planning in place for the child or young person; or to undertake further assessment of
any additional support required to meet the identified needs of the child or young person.
A range of health and wellbeing interventions support the stretch aims relating to attendance and
exclusion.
20/21 21/22 22/23 23/24 24/25
30
20
10
0
Exclusions - per 1000 Pupils
Primary Secondary

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Case Study – Lowering Exclusions at the Community School of Auchterarder (Secondary)
Staff at the Community School of Auchterarder (CSoA) take great care to ensure that excluding
pupils from school is always a last resort. There have been a number of factors which have
contributed towards a reduction in exclusions from of 28 incidents in 2022/23 to zero in 2023/24
and one in 2024/25.
In August 2023, CSoA had a less formal Alternative to Exclusion process which was coordinated
on a case-by-case basis by Depute Head Teachers. A professional learning visit was arranged to
Perth High School to see how their “Reflect, Restore and Re-engage” provision worked, which had
demonstrated positive outcomes in 2022/23.
The refreshed approach at CSoA, which was launched with staff, pupils and families early in
session 2023/24, includes adapted elements of the process from Perth High School. Pupils are
supported in an alternative location on the school site, away from distractions during “Alternative to
Exclusion”; mobile telephones are handed over at the start of the day; and consideration is given
to alternative timings for interval and lunch.
Alongside this, the Relationships Policy which supports staff to take a staged approach to the
management of dysregulated and challenging behaviour was refreshed and an Anti-Bullying Policy
developed.
In addition, a wider range of partners are now available in school to provide enhanced levels of
pastoral and wellbeing support to pupils. The role of the Pupil Care and Welfare Officer has also
been developed to meet local needs.
A small number of pupils have been supported to access an alternative education plan.
The combination of all of the above innovations has contributed to a calmer and more inclusive
school environment and a staff team better equipped to respond well to dysregulated behaviour
and young people who are less likely to require to be excluded.
2020/21 2021/22 2022/23 2023/24 2024/25
30
25
20
15
10
5
0
Exclusion Incidents over Time
Community School of Auchterarder

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28 Perth and Kinross where everyone can live life well, free from poverty and inequality
Proportion of Young People (aged 16-19) in education, training or employment
To supplement the school leaver information, SDS also reports the APM. This measure reports on
participation in education, training or employment for all 16–19-year-olds from across the
population rather than focusing specifically on school leavers and is therefore a broader and
preferred measure of recording positive outcomes. The measure shows 93.7% of young people
are in education, training or employment (92.5% in 2024). The figures are slightly better than the
Scottish average (93.3% in August 2025) and the number not participating totals 209 (213 in 2024)
individuals, with 156 (213 in 2024) unconfirmed1.
Perth and Kinross data shows an improvement on previous years. Participation has increased
from 92.5% to 93.7%; Unconfirmed has gone down from 3.7% to 2.7% and those Not Participating
has gone down slightly from 3.7% to 3.6%.
Key Developments in 2024-25
 The delivery of work experience programmes is currently under review alongside the
curriculum.
 The PKC 16+ Framework is now fully embedded in schools’ practice and partners are
reporting more consistency in approach and planning across secondary schools. The
Framework is currently being updated to reflect changes to the SDS service offer and other
developments within PKC. This is being undertaken alongside ASN post-school transitions
planning with a view to consolidating both sets of guidance.
 Increased consistency and engagement across the 16+ network have resulted in changes
to the operational group structure. Meetings are now delineated between school and post-
school and take place every 8 weeks, rather than fortnightly. This is being kept under
review.
This aims to improve focus on outcomes at sector level and reduce the number of meetings
staff, including partners, are required to attend.
 Intended Leaver Information (collected from all senior phase young people in schools)
completion rates remain significantly above the national average for all measures. This
information is being used to plan post-school destinations and inform curriculum design.
NIF Priority 4: Improvement in employability skills and sustained,
positive school leaver destinations for all young people.
1 Unconfirmed status refers to those 16–19- year-olds who have an individual record within the participation measure
but despite multi partner data sharing and attempted tracking by SDS and their partners, it was not possible to identify
an up-to-date status for reporting.)

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 SDS Participation Portal accounts have been set up for relevant central officers, and 2
members of staff in each school. Central Officers attended training on this new system in
October, and further sessions have been scheduled for school staff in November. Staff,
including employability, data and performance officers, will now have direct access to up-to-
date destination data to inform planning, tracking and reporting.
 Collaboration between Education and Employability Services staff has resulted in increased
opportunities for young people. Education has incorporated a link to PKC financial support
into the communications employers receive regarding work experience. Employability Youth
Workers are also now all trained to approve work placements for pupils. This has resulted
in some pupils accessing employment as a direct result of a placement.

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Case study: From Work Experience to Employment, a Young Person’s Journey
A young person from Aberfeldy began working with the PKC Youth Employability Team through an
employability group as he prepared to take the next step from school into the world of work. A
student at Breadalbane Academy, he had always shown a strong passion for hands-on work,
particularly in estate and farm settings.
Diagnosed with autism, he found the traditional school environment challenging. However, his love
for practical learning led him to start working on a local farm at just 15 years old - a place where he
could thrive and grow.
Mains of Murthly Farm has a long-standing partnership with Breadalbane Academy and had been
offering work experience and seasonal employment to young people for over 20 years.
Now 16 years old, the young person’s enthusiasm for agriculture had truly blossomed after a year
of hands-on experience at the farm. During his placement, he steadily built his skills, confidence,
and knowledge. Recognising his potential and dedication, Mains of Murthly Farm were keen to
offer him a full-time opportunity. However, they faced uncertainty around the financial feasibility of
creating the role.
After hearing about funding opportunities from a neighbouring business, the farm contacted the
PKC Skills and Employment Support Team to explore the possibility of support. With guidance
through the application process, the farm successfully secured £4,000 in funding - helping to cover
a portion of the young person’s wages and making this opportunity possible.
Through his role as a farm worker, he will gain valuable skills and certifications, including his
tractor driving licence, quad bike certificate, and chainsaw course. He’s also developing essential
workplace skills such as time management, teamwork, and communication.
Now 13 weeks into his employment, he is progressing well with his Rural Skills course at SRUC
and has already achieved his tractor driving licence – a fantastic milestone in his journey.
With continued support from the farm, he is building a strong foundation for a future career in
agriculture.
His story highlights the power of meaningful work experience, tailored support, and inclusive
opportunities in helping young people to thrive.

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There is evidence that the actions from our Raising Attainment Strategy and the Education
Improvement Plan 2024-25 have improved outcomes for children and young people in terms of
attainment through the lenses of excellence and equity. The current iteration of our Raising
Attainment Strategy 2024-27 will consolidate these successes while addressing areas which
require further attention.
Our Education Improvement Plan 2025-26 through its three main areas for improvement:
improving leadership of change; improving learning teaching and curriculum and transforming our
ASN provision will explore these areas where maximum impact can be created for our children
and young people.
Conclusion

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Acronym Meaning
ACEL Achievement of a Curriculum for Excellence (CfE) Level
ACM Alternative Certification Model
APM Annual Participation Measure
ASN Additional Support Needs
CECYP Care-experienced Children and Young People
CfE Curriculum for Excellence
CYPIC Children and Young People Improvement Collaborative
DYW Developing the Young Workforce
ELC Early Learning and Childcare
NELC National Early Language and Communication
NIF National Improvement Framework
PDSA Plan, Do, Study, Act
PKC Perth and Kinross Council
SAC Scottish Attainment Challenge
SCQF Scottish Credit and Qualifications Framework
SDS Skills Development Scotland
SIMD Scottish Index of Multiple Deprivation
SQA Scottish Qualifications Authority
STEM Science, Technology, Engineering and Mathematics
UHI University of the Highlands and Islands
Appendix 1 – Glossary of Acronyms

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33  Perth and Kinross where everyone can live life well, free from poverty and inequality
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