Appendix 1 - Education and Learning Review of 2025-2026
Perth and Kinross Council · 16 September 2026
Back to Learning and Families Committee — 16 September 2026 and its agenda
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Education and Learning Review of 2025/2026 A Perth and Kinross where everyone can live life well, free from poverty and inequality Appendix 1
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Contents Progress Report 2025/2026 ................................................................................................................. 2 Outcome 1 ........................................................................................................................................ 2 Awards and Recognition ................................................................................................................... 6 Outcome 2 ........................................................................................................................................ 9 Case Study – Partnership Working with Live Active Leisure ............................................................. 9 Case Study – Working in Partnership to Support Positive Destinations .......................................... 13 Case Study – Impact of the PEEP Progression Pathway ............................................................... 14 Outcome 3 ...................................................................................................................................... 17 Outcome 4 ...................................................................................................................................... 20 Case Study – Improving Wellbeing and Attainment in Early Years through Do be Mindful ............. 28 Case Study – Use of Data to Inform Planning ................................................................................. 30 Outcome 5 ...................................................................................................................................... 32 Case Study – Neuro-developmental Forum .................................................................................... 33 Outcome 6 ...................................................................................................................................... 41 Case Study – Improving Attendance at Crieff High School ............................................................ 41 Case Study – Working in Partnership to Improve Wellbeing and Engagement ............................. 43 Case Study – Improving Relationships and Behaviour at Inch View Primary School ...................... 46 Outcome 7 ...................................................................................................................................... 48 Appendices ........................................................................................................................................ 51 Appendix 1 – PKC Corporate Priorities ........................................................................................... 51 Appendix 2 – School self-evaluation of quality indicators ............................................................... 52 Appendix 3 – Glossary of Terms ..................................................................................................... 56
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EIP Review of 2025/2026 2 A Perth and Kinross where everyone can live life well, free from poverty and inequality As in 2024/2025, the strategic outcomes from the National Improvement Framework (NIF) provide the structure for reporting on the progress achieved in Education and Learning during 2025/2026. Outcome 1 A globally respected, empowered, and responsive education system with clear accountability at every level that supports children, young people, and adult learners to thrive. The system enables the development of their knowledge, skills, values, and attributes that give them the best opportunity to succeed and contribute to Scotland’s society and economy. 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 set out in the National Improvement Framework 2026 of delivering excellence and achieving equity. Overall, schools and Early Learning and Childcare (ELC) settings in PKC perform well and deliver high quality education as evidenced through internal and external scrutiny, review and inspection detailed below. Children and young people experience a curriculum which considers equity and excellence with work ongoing to ensure due consideration to the Cost of the School Day. Our Early Learning and Childcare settings outperformed both national and comparator benchmarks in all Quality Indicators reflecting consistently high standards across Perth and Kinross. Local Government Benchmarking Framework (LGBF) data for 2024-20251 indicates that 98% of funded early years provision in Perth and Kinross is graded as good or better, compared with 89% nationally. For individual quality indicators reported in 2025/2026 through Care Inspectorate Inspections, our settings outperform comparator authorities and the national average in all but one measure. 1 National Benchmarking Overview Report 2024-2025 Progress Report 2025/2026 Education Improvement Plan (EIP) 2025/2026 Planned Outcome By June 2026, the number of schools who receive good or very good evaluations for Quality Indicator 2.3, Learning, Teaching and Assessment, in HMIE visits will improve. 92% 85% 92% 92% 90% 66% 86% 71% 58% 70%82% 86% 84% 75% 82% 0% 50% 100% Care, Play and Learning Setting Staff Team Leadership All QIs How good is our ... Quality Indicator (QIs) - Good or better (%) Perth & Kinross Council Comparator Authorities National
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EIP Review of 2025/2026 3 A Perth and Kinross where everyone can live life well, free from poverty and inequality His Majesty’s Inspectorate for Education in Scotland (HMIE) inspected ten schools in 2025-2026, nine primaries and one all-through school. In addition, there were two reports published for inspections which took place in 2024-2025. There are 3 reports still to be published for reviews undertaken in 2025/2026. HM Inspectors evaluate how well a school is performing in a range of key areas. They use quality indicators (QIs) from How good is our school? (4th edition). A variety of inspection models are used including a full model inspection which covers four QIs, and a short model inspection which covers two QIs. A summary of the percentage of quality indicators rated as good or better from 2023/2024 through to 2025/2026 demonstrates that Perth and Kinross consistently outperforms both comparator authorities and the national picture. The tables below summarise the outcomes of the school reports published in 2025/2026 and provide a comparison with previous years’ gradings. Six inspections were short model where two quality indicators (1.3 and 3.1) were assessed, with the other four being full model inspections. Excellent Very Good Good Satisfactory Weak QI 1.3 – Leadership of change 0 3 3 0 0 QI 2.3 – Learning Teaching and Assessment 0 1 7 2 0 QI 3.1 – Ensuring Wellbeing, Equality and Inclusion 0 3 3 0 0 QI 3.2 – Raising Attainment and Achievement 0 3 4 3 0 81% 76% 77% 84% 79% 30% 53% 49% 36% 54% 38% 69% 68% 40% 70% 0% 20% 40% 60% 80% 100% Leadership of change Learning, teaching & assessment Raising attainment & achievement Ensuring wellbeing, equality & inclusion All QIs Quality Indicators (QIs) - Good or better (%) Perth & Kinross Council Comparator Authorities National
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EIP Review of 2025/2026 4 A Perth and Kinross where everyone can live life well, free from poverty and inequality Grading 2023-2025 % of total gradings 2025-2026 % of total gradings Weak 2 5.3% 0 0 Satisfactory 7 18.4% 5 15.6% Good 23 60.5% 17 53.1% Very Good 6 15.8% 10 31.3% Excellent 0 0 0 0 Strengths identified in the reports include: • Strong, nurturing and inclusive relationships, with children and young people reporting feeling safe, respected and well supported. • Well-established rights-respecting, nurturing and values-based cultures underpin positive behaviour, wellbeing and engagement. • Effective leadership of change, with increasing staff ownership of improvement priorities and strong cultures of collaboration and professional learning. • Effective pastoral care and wellbeing support, including targeted interventions for children and young people with additional support needs. • A rich range of wider achievement, leadership and partnership opportunities that develop skills for learning, life and work. • Increasingly robust approaches to tracking and monitoring attainment in literacy and numeracy which support improved professional judgement and targeted intervention Common improvement themes included ensuring consistency in levels of challenge, pace and differentiation within learning and teaching, particularly for children capable of achieving more; and the requirement for more coherent and progressive approaches to play-based learning, outdoor learning and digital learning across all stages. Quality Improvement Reviews (QIR) have been undertaken in five schools over the course of 2025/2026. The school’s Quality Improvement Officer (QIO) leads the review, and the team consists of central staff, the school’s leadership team and may also include senior leaders from other schools. The visiting team works with school leaders to triangulate quality assurance evidence and validate the self-evaluation of the school. Through relevant support and challenge, strengths and next steps for the school are established to ensure continuous improvement. Schools are identified for a QIR based on a range of risk factors including proximity to inspection. The visits have a particular focus on key areas within quality indicators from How Good is Our School, 4th Edition (HGIOS4).
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EIP Review of 2025/2026 5 A Perth and Kinross where everyone can live life well, free from poverty and inequality The QIRs undertaken during 2025-2026 identified key strengths and areas for development which largely correlate with the inspection findings undertaken by HMIE over the course of the year. These include key strengths such as: • Strong leadership and positive school ethos underpinned by clear vision, values and aspirations. • Consistently positive relationships between staff, learners and families, contributing to safe, nurturing and inclusive learning environments. • High levels of learner wellbeing with universal nurture approaches embedded or developing across most settings. • Growing culture of distributed leadership, staff collaboration and collegiate professional learning. • Effective use of attainment, wellbeing and inclusion data to identify priorities and support learners, particularly in literacy and numeracy. • Rich range of wider achievement, pupil leadership and community partnership opportunities supporting learner engagement and equity. Areas identified for development included further development of digital and outdoor learning, consistency and quality of learning and teaching across classes, particularly in relation to challenge, pace, differentiation and depth of learning. Priorities for digital learning are included within the improvement plan for 2026/2027. The new shared framework for ELC settings was launched in September 2025 and a working group was established to review PKC Quality Improvement documents for the early learning and childcare sectors. These are now in place and all materials and supporting documentation have been updated to reflect the new framework. The revised paperwork was trialled in two settings and feedback from these along with feedback from inspections in other local authorities will ensure greater alignment with HMIE. Support has been provided for staff in PKC settings and partner providers through the creation of an online resource and the delivery of two development sessions which were well attended and received positive feedback. Education Improvement Plan (EIP) 2025/2026 Planned Outcome By June 2026, all quality assurance of quality improvement work in ELC will reflect the Quality Improvement Framework for the early learning and childcare sectors. By June 2026, practitioners across ELC settings will be confident in using the new Quality Framework and self-evaluation will be consistent with the new shared quality indicators.
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EIP Review of 2025/2026 6 A Perth and Kinross where everyone can live life well, free from poverty and inequality Awards and Recognition Across Perth and Kinross, our schools undertake programmes of accreditation in a range of different areas. This includes schemes such as Digital Schools Awards Scotland (DSAS), Rights Respecting Schools Awards (RRSA), Learning for Sustainability (LfS) and the Scottish Credit and Qualifications Framework (SCQF) School Ambassador Programme. Digital Schools Awards Scotland (DSAS) The DSAS is a national programme designed to encourage a whole-school approach to integrating digital technology in nursery, primary, special education, and secondary schools. Schools that successfully complete the programme receive a nationally recognised award accredited by Education Scotland, highlighting their commitment to digital learning, teaching, and assessment. Fifty schools in Perth and Kinross have received accreditations under this programme. This is an increase of four on 2024/2025 and 20 on 2023/2024. Rights Respecting Schools Award (RRSA) The RRSA programme through which young people and the school community learn about children’s rights and putting them into practice, is being undertaken by a number of schools. In Rights Respecting Schools, children’s rights are promoted and realised, with adults and children working towards this goal together. 74 schools are registered for the RRSA, with 21 having achieved Bronze Accreditation; 23 Silver (16 in 2024/2025) and 20 Gold (14 in 2024/2025). The remainder are either registered for the award or awaiting reaccreditation. SCQF School Ambassador Programme The SCQF School Ambassador Programme is designed to raise awareness of the Scottish Credit and Qualifications Framework among pupils, parents, and staff, helping them understand the range and equivalence of qualifications in Scotland. It encourages schools to embed the SCQF in their curriculum, offering pupils a broader choice of learning pathways, including vocational and academic options, and supporting parity of esteem between different types of qualifications Ten out of 11 PKC secondary schools are registered: six Ambassador Schools; one holding a Bronze Award; and three holding Silver Awards. Learning for Sustainability – Eco-Schools The Eco-Schools framework supports schools to increase environmental education and deliver projects that increase sustainability, develop green skills and model green careers. Schools connect their activities to Eco-Schools topics which break large, global issues like climate change into more manageable and directed themes that prompt young people to consider environmental changes that they can make in their school and everyday lives.
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EIP Review of 2025/2026 7 A Perth and Kinross where everyone can live life well, free from poverty and inequality 30% of our schools are currently engaged with Eco-schools which is ahead of the national average of 27%. The number of “active schools” in Perth and Kinross, ie either holding a current Green Flag Award or having submitted a draft action plan within the last 12 months has remained static since 2023/2024. The Health and Wellbeing (HWB) for the Education and Learning Workforce project has undertaken a range of different workstreams over the course of 2025/2026 which will ultimately inform the development of the Health and Wellbeing Strategy. It is anticipated that this will be completed by December 2026. These have included establishing best practice models for communication to and within schools; reviewing workloads across the service; working with two schools to support specific staff wellbeing needs; raising awareness of resources to support staff wellbeing; developing continuing professional learning specific to the identified HWB needs of the education workforce; and offering programmes of trauma-informed professional learning for staff at a range of levels. A revised approach to communications has led to the development of a weekly news alert which goes to schools, reducing the volume of emails that staff receive. This has been well received, and further feedback will be sought to improve this for 2026/2027. Format of News Alert implemented to improve communication with schools Education Improvement Plan (EIP) 2025/2026 Planned Outcome By June 2026, a Health and Wellbeing Strategy for the Education and Learning Workforce will have been developed. Working with school leaders, education staff, professional associations and other local authority services, this will engender a cultural transformation in support for the health and wellbeing of the education workforce.
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EIP Review of 2025/2026 8 A Perth and Kinross where everyone can live life well, free from poverty and inequality With a number of staffing reviews currently underway, it is anticipated that the number of fixed term contracts within Education and Learning will reduce significantly as staff are moved to permanent contracts. It is not possible to remove these altogether as there will always be specific circumstances in which engagement for a fixed term period is required. Cover for maternity leave or fixed term funding, for example, may necessitate a fixed term appointment. However, by maximising the number of permanent opportunities available, recruitment and retention of staff should be improved through this important change. Two new programmes of trauma-informed professional learning have been introduced for staff at a range of levels. These have been delivered to probationers, to Headteachers and Senior Leadership Teams with workshops also attended by Pupil Support Assistants during the November and February In-service Days. The aims of the training are to explore and identify the causes of trauma and its impact on people and systems and to recognise behaviours which could relate to trauma and consider practical skills to respond. Delivery of this programme will continue in 2026/2027.
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EIP Review of 2025/2026 9 A Perth and Kinross where everyone can live life well, free from poverty and inequality Outcome 2 Young people experiencing the benefit of schools and early years settings working in excellent partnerships with wider children’s services and other partners, families, and communities, in line with the GIRFEC approach. The Education and Learning service has a wide range of partnerships which support children and young people to achieve their potential. One of these is the well-established partnership with Live Active Leisure and Active Schools. Case Study – Partnership Working with Live Active Leisure Active Schools supports the Perth and Kinross Education Improvement Plan through four priorities: • increasing participation to improve physical health, wellbeing, confidence, resilience, engagement and relationships; • reducing barriers so children and young people experiencing disadvantage can access high- quality physical activity; • addressing gender inequalities and supporting girls to participate, lead and thrive; • developing leadership, volunteering, qualifications, employability pathways and wider achievement. Health and Wellbeing (Participation) Active Schools continues to support Education and Learning by providing inclusive extracurricular sport and physical activity that improves health and wellbeing, confidence, resilience, school engagement and connectedness. Participation rose to 44% of all pupils in 2025/26, continuing the upward trend from 42% in 2023/24 and 43% in 2024/25, and is now approaching pre-pandemic levels. • Primary participation increased to 48%; secondary participation increased to 40%, the second highest in Scotland; girls’ participation increased to 42%; and boys’ participation increased to 47%. • Primary participation increased to 48%. • Secondary participation increased to 40% (2nd highest in Scotland) • Girls' participation increased to 42% • Boys' participation increased to 47% These opportunities give pupils regular access to safe, inclusive environments where they can develop physically, socially and emotionally, build positive relationships and participate regardless of ability, interest or background.
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EIP Review of 2025/2026 10 A Perth and Kinross where everyone can live life well, free from poverty and inequality Fifteen Perth and Kinross schools achieved Gold status through the sportscotland School Sport Award, an increase of four from last year, reflecting strong practice in pupil voice, leadership, participation and community connection. Inclusion, Equity and Closing the Gap Reducing inequalities remains central to Active Schools, with targeted and partnership-based approaches helping remove barriers for children and young people most at risk of disengagement. Participation rates amongst priority groups during 2025/26 were: Target Group Participation Rate SIMD 1–2 33% ASN (Any ASN) 31% Any Disability 42% Assessed Disabled 36% Young Carers 32% Looked After/Previously Looked After 32% Ethnic Minority Pupils 42% Improvements were particularly encouraging for pupils with disabilities, where participation increased from 36% to 42%. Participation also rose for Young Carers and Looked After Children, both from 30% to 32%, demonstrating the impact of targeted support and inclusive practice. Girls' Participation and Gender Equality Girls’ participation remains a strategic priority. Secondary girls’ participation increased from 29% in 2024/25 to 32% in 2025/26, one of the strongest improvements across targeted groups, supported by the Girls for Change Programme, which now provides a pathway through key transition points where disengagement often occurs. Leadership, Learner Participation and Wider Achievement Developing young leaders remains a key contribution to the Education Improvement Plan. Leadership opportunities help pupils build confidence, communication, teamwork, organisation, resilience and responsibility, while supporting Curriculum for Excellence capacities and wider achievement. The LEAD Sport Programme, delivered with schools, Live Active Leisure, UHI Perth and community clubs, provides structured pathways into volunteering, coaching and leadership. Across 2025/26: • 205 young people supported extracurricular delivery.
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EIP Review of 2025/2026 11 A Perth and Kinross where everyone can live life well, free from poverty and inequality • 93 young people achieved Certified Coach status. • 90 young people gained recognised coaching or officiating qualifications. • More than 100 SCQF points were achieved through leadership pathways. The third annual Aspiring Coaches Conference engaged 115 secondary pupils and offered accredited qualifications through Scottish Sports Futures’ Education Through Cashback programme. Participants developed practical coaching, leadership and employability skills while gaining nationally recognised awards. A dedicated football coaching pathway using Disney UEFA Playmakers further expanded opportunities for young leaders. To provide clarity in local implementation of GIRFEC for staff in services delivering for children, young people and families, a series of practitioner guidance notes have been produces and shared across services. A refreshed Integrated Children’s Services Plan (ICSP) has been developed and was approved by the Council’s Learning and Families Committee in May 2026, marking a key strategic milestone. Ctrl and Click on image to access the Perth and Kinross Integrated Children’s Services Plan 2026-2029 Education Improvement Plan (EIP) 2025/2026 Planned Outcome By June 2026, a refreshed Getting it Right for Every Child (GIRFEC) approach will be established which will better support the needs of children and young people.
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EIP Review of 2025/2026 12 A Perth and Kinross where everyone can live life well, free from poverty and inequality The plan sets out shared multi-agency priorities and outcomes for children, young people and families, with a focus on early intervention, prevention and improved wellbeing. This establishes a clear framework for aligned delivery across education, health and social care, ensuring that transformation activity contributes directly to agreed system-wide outcomes. The next steps will focus on embedding delivery and governance arrangements from August 2026, including aligned performance measures and reporting. The intended outcome is a more integrated and preventative system, with improved coordination of support, earlier intervention and measurable improvements in outcomes for children, young people and families. A two-year project is developing the PKC P6 to S2 Transition Framework; work has progressed from initial scoping into a more structured design phase, with wider school representation being strengthened to support consistency across sectors. This creates a stronger foundation for an early, proactive and legally compliant transition process. Engagement with other local authorities, the use of national effective transition guidance, and the gathering of local case studies will strengthen the evidence base for a common set of planning tools and approaches Through extensive consultation, clear priority areas for improving key stages of transition have been identified. Four workstreams will be focused on • community and belonging across the learning community • curriculum continuity from P5 to S2 • extending pedagogy and practice across sectors, and • the development of consistent processes of data sharing between schools alongside equity of preparation experiences for all children, regardless of their primary school. For post-school transition, a significant milestone has been achieved through the completion of multi- agency process mapping across Education and Learning, Social Work, Health, Skills Development Scotland (SDS), SCOPE, Throughcare and Aftercare, Day Opportunities and Perth UHI to establish an improved pathway for young people. This has informed the 16+ Transition Guidance, support the development of an interactive interface for staff and the creation of a parent/carer flowchart for implementation from August 2026. The framework is being aligned to the staged levels of intervention and strengthened through collaboration on data-sharing arrangements and pathway planning. This is delivering a more Education Improvement Plan (EIP) 2025/2026 Planned Outcome By August 2027, transition frameworks will be in place to support successful ELC to Primary, primary to secondary and secondary to post-school transitions supporting learners at key points in their learning journey.
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EIP Review of 2025/2026 13 A Perth and Kinross where everyone can live life well, free from poverty and inequality graduated, joined-up transition process for young people with complex needs and their families, with clearer professional responsibilities, earlier planning and improved support for young people, particularly those with additional support needs, moving into post-school destinations. A further milestone is the proposed joint training offer with ARC Scotland, intended to build a shared understanding of roles, responsibilities and planning expectations across services. The outcome of this will be a more consistent and equitable transition experience for young people with significant additional support needs, with reduced variation in practice and improved coordination of support before and after leaving school. Pathway planning is becoming clearer through work to align post-school transition processes to staged levels of intervention and through improved links with specialist and locality-based partners. Current work with NHS Tayside and the Health and Social Care Partnership (HSCP) has established an annual audit of intellectual disability and wider functional need in secondary schools. This is strengthening the evidence base for future service planning and identifying young people who may previously have fallen between existing pathways. This will ensure a more transparent and responsive pathway offer, with better onward planning for young people requiring support from adult care. Embedding of the Compass App has further progressed through local use and ongoing local feedback to ARC Scotland and the Scottish Transitions Forum, supported by wider development work on accessible planning tools. A key milestone has been the successful trial of a symbolised transition planner and social story resource with young people and families, with positive feedback and clear alignment to Compass pathways. This will be strengthened further through written guidance and implementation activity planned for August 2026. Case Study – Working in Partnership to Support Positive Destinations Perth and Kinross Council Education and Learning has worked in partnership with a local employer and Skills Development Scotland (SDS) to support the recruitment of apprentices as part of the community benefits delivered through a PKC contract. Sureserve approached PKC Education and Learning due to ongoing challenges in recruiting apprentice gas engineers within Perth and Kinross. Support was provided to develop a targeted job advertisement, which was shared with school Guidance staff and SDS Careers Advisers. These partners actively encouraged and supported young people who were at risk of not entering a positive post school destination to apply. To reduce barriers and support engagement, interviews were held within school settings where young people felt more comfortable. All applicants were required to undertake a skills assessment under the supervision of the Sureserve Operations Manager. Using this approach, Sureserve successfully recruited one apprentice in 2024. Following the renewal of their PKC contract in 2025, they have engaged with partners and recruited a second apprentice through the same process. Sureserve has maintained ongoing engagement and, subject to further contract renewal, plan to recruit an additional apprentice. Click here to view video
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EIP Review of 2025/2026 14 A Perth and Kinross where everyone can live life well, free from poverty and inequality On this occasion, rather than undertaking a full recruitment exercise, Sureserve intends to offer the opportunity to a young person who applied and passed the skills assessment in the previous year. This individual is currently not in a positive destination but has maintained engagement with SDS and will be supported into the opportunity should it proceed. This work demonstrates the value and impact of sustained partnership working across council services, employers and key education stakeholders in supporting positive outcomes for young people. Funding was approved for the fixed-term appointment of a co-ordinator from 1 October 2025 to implement a package of opportunities for young people and parents seeking employment within the ELC Sector. This includes supporting young people at key points in their journeys, for example when course choices are made; the promotion of opportunities in childcare, whether employment, courses or work experience; and delivering the PEEP Progression Pathway. PEEP stands for the PEEP Learning Together Programme. PEEP is an evidence-based early intervention programme designed to engage children from birth up to five years old, alongside their parents or carers. It focuses on supporting child development through everyday activities such as talking, playing, singing, and reading. The programme emphasises the role of parents in fostering learning and provides practical strategies to enhance the home learning environment. PEEP Progression Pathway is a recognised qualification designed specifically for parents. It comprises units which are SCQF credit rated by Qualifications Scotland (QS). Participants on the programme are able to use their existing skills and knowledge gained as a parent, together with the things they learn at PEEP Progression Pathway groups, to build a portfolio with then provides them with formal accreditation. This can then be used to support applications for work experience, further training or employment. Four parents and one young person successfully passed at SCQF level 5 (4 SCQF credit points) in Peep: Development of Toddler; whilst two parents successfully passed at SCQF level 5 (4 SCQF credit points) in Peep: Development of Pre School. Case Study – Impact of the PEEP Progression Pathway Current Lisa (name changed for the purpose of this case study) is a 20-year-old parent of a 1-year-old child who is currently completing the PEEP Progression Pathway (PPP). She is on track to complete this within the next couple of months to gain her first qualification at SCQF Level 5. Lisa attends a weekly PEEP group with her son and completes her portfolio each week at home once she has covered the Education Improvement Plan (EIP) 2025/2026 Planned Outcome By March 2027, there will be an increase in recruitment in Early Years and Childcare sector through a co-ordinated approach to developing the workforce, including the young workforce.
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EIP Review of 2025/2026 15 A Perth and Kinross where everyone can live life well, free from poverty and inequality relevant topic at group. Feedback and support are provided by her assessor by phone, text and email with visits to the PEEP group and additional catch-up sessions as and when required. Background Lisa grew up with a Traveller background, initially in England, moving to Scotland when she was 10 years old. She attended school one or two days per week at most and was withdrawn from school completely at the start of P7. She did not attend secondary school. From that point she helped with housework and looking after her siblings. She started working at the age of 14, with her earnings kept by her mother. At 16 years of age, she left home. Lisa had started a Health and Social Care course at Perth UHI during COVID-19 and was progressing well when learning from home. However, as restrictions lifted and in-person attendance was expected, her mother would not let her continue and she withdrew from the course. An information session delivered to the SDS team in November identified Lisa as a potential candidate for the programme. Commitment When Lisa registered with PPP, due to the location of the next available PEEP group, she and her son travelled from a rural location into Perth taking three buses there and back each week. She has attended every week with her son and has engaged fully with the PEEP group and with building her portfolio. She has always made herself available for feedback sessions and is rightly proud of her own commitment and progress. Impact At the start of the PEEP course Lisa wanted to be able to learn new things and to better understand babies and children. Post evaluation feedback stated, “I feel as if I now know more and understand children better”, “I enjoyed how much my son has learned from it” and “I now have more ideas for playtime so I would say it has made us more creative”. The PPP has confirmed for Lisa that a career in childcare is something that she wants to do. She indicated that she felt ‘lost’ before, but this programme has helped her to see things more clearly. Her self-belief has grown through receiving positive feedback on her work throughout the process. This opportunity was exactly what she needed and had been waiting for. It was delivered in a way that she could manage it in her own time around her family and gave her a focus, something for herself. Next Steps Lisa has recently had a PVG completed to allow her to volunteer with LOGOS, a charity that helped her a lot growing up. She would be keen to volunteer at PEEP groups in the future when her son goes to nursery to gain some more experience and the opportunity for a reference. Perth UHI are being contacted to determine what she has completed previously and whether there might be an opportunity for Lisa to continue her studies.
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EIP Review of 2025/2026 16 A Perth and Kinross where everyone can live life well, free from poverty and inequality The revised organisational structure, aligning central officers with Perth City and Rural localities has been in place for the last school year. Changes in staffing over that period have resulted in some further realignment of roles and remits, however, as we move towards 2026/2027, the structure is stable and embedded with the benefits of improved communication, collaboration and cross-sector working are starting to become evident. Education and Learning Organisational Structure Education Improvement Plan (EIP) 2025/2026 Planned Outcome By September 2025, we will fully implement revised organisational structure aligning central officers with Perth City and Rural localities. This will enable cross-sectoral working, improve communication and collaboration and effect change in the allocation of resource to more effectively meet identified needs.
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EIP Review of 2025/2026 17 A Perth and Kinross where everyone can live life well, free from poverty and inequality Outcome 3 Inclusive and relevant curriculum and assessment which gives young people the knowledge and skills necessary to contribute to society, and shape a sustainable future, while celebrating and supporting progression for all. The Improving Listening and Talking in Primary 1 project was developed to support children’s early speech, language and communication skills through the creation of language-rich primary 1 environments. It focused on 17 targeted schools where developmental milestone data showed a higher proportion of children not yet achieving expected speech and language and attention milestones when entering primary school. These schools also aligned with those receiving Early Childhood Practitioner (ECP) support in primary 1, providing a clear opportunity to strengthen early intervention and help close the attainment gap. Strategic Equity Funding (SEF) was used to purchase resource kits and support implementation across the targeted schools. The project set an ambitious aim that, by June 2026, children in primary 1 classes in the 17 schools would experience daily language-rich environments designed to improve talking and listening skills through play. Four schools engaged directly with the programme, with class teachers and practitioners invited to online training. Participants used their developmental milestone data to identify specific gaps and then selected an area of focus linked to improving interactions, experiences and spaces within their classrooms. Implementation was supported through an improvement methodology approach, with schools completing a simplified Plan – Do – Study – Act (PDSA) cycle and submitting funding applications to select resources matched to their local needs. This gave schools autonomy while ensuring guidance from the Early Years team, drawing on best practice from ELC settings. All schools were provided with an online training package, and over half attended an introduction to the story pack resource, “The Scarecrows’ Wedding”. Early outcomes include strengthened staff understanding of children’s speech, language and communication needs, more targeted use of play- based resources, and a developing evidence base to capture the impact of language-rich environments on children’s talking and listening skills. The first part of the outcome, the language rich environments is therefore in place. The impact of these environments on listening and talking will be measured through the achievement of Developmental Milestones around speech and language and attention. This will be reported upon in the coming year. Education Improvement Plan (EIP) 2025/2026 Planned Outcome By June 2026 targeted schools and children in primary 1 classes will experience language rich environments daily which improve their talking and listening.
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EIP Review of 2025/2026 18 A Perth and Kinross where everyone can live life well, free from poverty and inequality The Curriculum Improvement Cycle (CIC) has been a major focus at Headteacher Forum and Senior Leader Development days over the course of the session with staff across early years, primary and secondary participating in professional learning to prepare the ground for the implementation of the CIC. This has included focussing on the “why”, the “what” and the “how” of curriculum, reflecting on the rationale for and principles of curriculum design. Images from Curriculum Development Workshops Staff from Early Years are involved in the Core Group for Maths, with two settings and a focus group of Early Years Support Teachers working to provide feedback to Education Scotland on the draft curriculum for Mathematics. The Strategic Lead is the joint chair of the Health and Wellbeing core group. Significant work has also been undertaken to ensure that a range of Foundation Apprenticeships (FA) will be piloted in secondary schools from August 2026. Foundation Apprenticeships are a work-based learning opportunity for young people in the senior-phase at secondary school. These provide a qualification at SCQF Level 6, equivalent to a Higher, and can lead to progression on to a job, such as a Modern or Graduate Apprenticeship. FAs are recognised as entry qualifications by all Scottish colleges and universities. Foundation Apprenticeships help young people gain valuable, real-world work experience and access to work-based learning while they are still at school. This provides them with the opportunity to develop the skills, knowledge and experience that they will need when they leave school by providing industry-recognised qualifications and the opportunity to work on real projects. Various partnerships have been established which will enable the piloting of FAs as detailed in the table below. Education Improvement Plan (EIP) 2025/2026 Planned Outcome By June 2026, all schools and settings will engage in the work of the Curriculum Improvement Cycle and will implement initial curriculum actions that are required.
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EIP Review of 2025/2026 19 A Perth and Kinross where everyone can live life well, free from poverty and inequality Foundation Apprenticeships School FA Scientific Technologies Kinross High School Perth Grammar School FA Business Skills Breadalbane Academy Blairgowrie High School Perth Grammar School FA IT Software and Gaming Perth High School Level 6 Global Infrastructure and Built Environment Blairgowrie High School Perth High School FA Creative and Digital Media Breadalbane Academy
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EIP Review of 2025/2026 20 A Perth and Kinross where everyone can live life well, free from poverty and inequality Outcome 4 High levels of achievement across the curriculum for all learners, with action to close the poverty-related attainment gap. In setting Stretch Aims for PKC, we have used the “core plus” model stipulated by the Scottish Government: the "core" sets a minimum requirement for aims measurable by a subset of the NIF key measures based on national data and Insight data, and local data for health and wellbeing, which for PKC is attendance and exclusion data. The "plus" reflects our additional local priorities, such as developmental milestones for children starting P1, literacy and numeracy at the end of the Broad General Education (BGE) and aims for improved outcomes for children and young people who have experienced care. In all of the measures, the latest available data is included. Where measures are based on school leaver data, this will be 2024/2025 data, whilst for other measures, 2025/2026 data is included. The poverty-related attainment gap figures reflect the difference between Scottish Index of Multiple Deprivation (SIMD) Quintile 1 and Quintile 5, which is the Scottish Government’s preferred measure for the gap between pupils from the most and least deprived backgrounds. NB: The scales on the following charts are different, and comparisons should therefore be undertaken with caution. Primary Literacy Primary Numeracy 2022/2023 2023/2024 2024/2025 2025/2026 Stretch Aim 2025/2026 % of P1, 4 and 7 pupils achieving expected level in literacy 70% 73% 75% 74% 75% Poverty-related attainment Gap (Gap between SIMD Q1 and Q5) 26% 22% 25% 22% 18% 70% 73% 75% 74% 75% 67% 68% 69% 70% 71% 72% 73% 74% 75% 76% 2022/23 2023/24 2024/25 2025/26 Stretch Aim 2025/26 % of P1, 4 and 7 pupils achieving expected level in Literacy 26% 22% 25% 22% 18% 0% 5% 10% 15% 20% 25% 30% 2022/23 2023/24 2024/25 2025/26 Stretch Aim 2025/26 Poverty-related attainment gap (Gap between SIMD Q1 and Q5)
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EIP Review of 2025/2026 21 A Perth and Kinross where everyone can live life well, free from poverty and inequality 2022/2023 2023/2024 2024/2025 2025/2026 Stretch Aim 2025/2026 % of P1, 4 and 7 pupils achieving expected level in numeracy 77% 79% 81% 80% 81% Poverty-related attainment gap (Gap between SIMD Q1 and Q5) 19% 21% 20% 18% 15% Senior Phase attainment, 1@52 Senior Phase attainment, 1@6 2 As senior phase attainment measures are based on the attainment of school leavers, the latest available data is for 2023/2024. 2024/2025 data will not be available until February 2026. 2022/2023 2023/2024 2024/2025 Stretch Aim 2024/2025 Stretch Aim 2025/2026 % of leavers attaining 1 or more pass at SCQF Level 5 90% 88% 88% 92% 93% Poverty-related attainment Gap (Gap between SIMD Q1 and Q5) 17% 19% 24% 22% 21% 77% 79% 81% 80% 81% 75% 76% 77% 78% 79% 80% 81% 82% 2022/23 2023/24 2024/25 2025/26 Stretch Aim 2025/26 % of P1, 4 and 7 Pupils Achieving Expected Level in Numeracy 19% 21% 20% 18% 15% 0% 5% 10% 15% 20% 25% 2022/23 2023/24 2024/25 2025/26 Stretch Aim 2025/26 Poverty-related attainment gap (Gap between SIMD Q1 and Q5) 17% 19% 24% 22% 21% 0% 5% 10% 15% 20% 25% 30% 2022/23 2023/24 2024/25 Stretch Aim 2024/25 Stretch Aim 2025/26 Poverty-related attainment gap (Gap between SIMD Q1 and Q5) 90% 88% 88% 92% 93% 85% 86% 87% 88% 89% 90% 91% 92% 93% 94% 2022/23 2023/24 2024/25 Stretch Aim 2024/25 Stretch Aim 2025/26 % of leavers attaining 1 or more pass at SCQF Level 5
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EIP Review of 2025/2026 22 A Perth and Kinross where everyone can live life well, free from poverty and inequality 2022/2023 2023/2024 2024/2025 Stretch Aim 2024/2025 Stretch Aim 2025/2026 % of leavers attaining 1 or more pass at SCQF Level 6 66% 66% 66% 68% 69% Poverty-related attainment Gap (Gap between SIMD Q1 and Q5) 29% 28% 37% 32% 30% Annual Participation Measure (APM) 2022/2023 2023/2024 2024/2025 Stretch Aim 2024/2025 Stretch Aim 2025/2026 % of 16-19 year olds participating in education, employment or training 94.7% 92.5% 93.7% 96% 97% Poverty-related Gap (Gap between SIMD Q1 and Q5) 9.5% 14.3% 10.4% 6% 5% Primary attendance 66% 66% 66% 68% 69% 65% 66% 67% 68% 69% 70% 2022/23 2023/24 2024/25 Stretch Aim 2024/25 Stretch Aim 2025/26 % of leavers attaining 1 or more pass at SCQF Level 6 29% 28% 37% 32% 30% 26% 28% 30% 32% 34% 36% 38% 2022/23 2023/24 2024/25 Stretch Aim 2024/24 Stretch Aim 2025/26 Poverty-related attainment gap (Gap between SIMD Q1 and Q5) 95% 93% 94% 96% 97% 90% 92% 94% 96% 98% 100% 2022/23 2023/24 2024/25 Stretch Aim 2024/25 Stretch Aim 2025/26 % of 16-19 year olds participating in education, employment or training 10% 14% 10% 6% 5% 3% 5% 7% 9% 11% 13% 15% 2022/23 2023/24 2024/25 Stretch Aim 2024/25 Stretch Aim 2025/26 Poverty-related gap (Gap between SIMD Q1 and Q5)
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EIP Review of 2025/2026 23 A Perth and Kinross where everyone can live life well, free from poverty and inequality 2022/2023 2023/2024 2024/2025 2025/2026 Stretch Aim 2025/2026 Primary attendance 93% 93% 93% 93% 95% Poverty-related Gap (Gap between SIMD Q1 and Q5) 5% 5% 5% 5% 2% Secondary attendance 2022/2023 2023/2024 2024/2025 2025/2026 Stretch Aim 2025/2026 Secondary attendance 87% 87% 87% 87% 92% Poverty-related Gap (Gap between SIMD Q1 and Q5) 8% 11% 12% 11% 5% 5% 5% 5% 5% 2% 0% 1% 2% 3% 4% 5% 6% 2022/23 2023/24 2024/25 2025/26 Stretch Aim 2025/26 Poverty-related gap (Gap between SIMD Q1 and Q5) 93% 93% 93% 93% 95% 91% 92% 93% 94% 95% 96% 2022/23 2023/24 2024/25 2025/26 Stretch Aim 2025/26 Primary Attendance 8% 11% 12% 11% 5% 0% 2% 4% 6% 8% 10% 12% 14% 2022/23 2023/24 2024/25 2025/26 Stretch Aim 2025/26 Poverty-related gap (Gap between SIMD Q1 and Q5) 87% 87% 87% 87% 92% 86% 87% 88% 89% 90% 91% 92% 93% 2022/23 2023/24 2024/25 2025/26 Stretch Aim 2025/26 Secondary Attendance
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EIP Review of 2025/2026 24 A Perth and Kinross where everyone can live life well, free from poverty and inequality Primary exclusions 2022/2023 2023/2024 2024/2025 2025/2026 Stretch Aim 2025/2026 Exclusion incidents per 1,000 pupils 3.6 6 5 4.1 2 Poverty-related Gap (Gap between SIMD Q1 and Q5) 4.6 3.7 9.3 5 3 Secondary exclusions 2022/2023 2023/2024 2024/2025 2025/2026 Stretch Aim 2025/2026 Exclusion incidents per 1,000 pupils 43 28 29 15 25 Poverty-related Gap (Gap between SIMD Q1 and Q5) 27 52 39 19 20 3.6 6.0 5.0 4.1 2.0 1.0 2.0 3.0 4.0 5.0 6.0 7.0 2022/23 2023/24 2024/25 2025/26 Stretch Aim 2025/26 Exclusion incidents per 1,000 pupils 4.6 3.7 9.3 5.0 3.0 0.0 1.0 2.0 3.0 4.0 5.0 6.0 7.0 8.0 9.0 10.0 2022/23 2023/24 2024/25 2025/26 Stretch Aim 2025/26 Poverty-related gap (Gap between SIMD Q1 and Q5) 27 52 39 19 20 15 20 25 30 35 40 45 50 55 2022/23 2023/24 2024/25 2025/26 Stretch Aim 2025/26 Poverty-related gap (Gap between SIMD Q1 and Q5)43 28 29 15 25 10 15 20 25 30 35 40 45 2022/23 2023/24 2024/25 2025/26 Stretch Aim 2025/26 Exclusions incidents per 1,000 pupils
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EIP Review of 2025/2026 25 A Perth and Kinross where everyone can live life well, free from poverty and inequality Developmental Milestones (data available late August) 2022/2023 2023/2024 2024/2025 2025/2026 Stretch Aim 2025/2026 % of children starting P1 who meet all expected developmental milestones 80% 76% 78% 83% Poverty-related Gap (Gap between SIMD Q1 and Q5) 14% 35% 8% 11% BGE Attainment – S3 Level 3 Attainment 2022/2023 2023/2024 2024/2025 2025/2026 Stretch Aim 2025/2026 % of young people attaining Literacy and Numeracy at SCQF Level 3 in S3 90% 91% 91% 93% 93% Poverty-related attainment Gap (Gap between SIMD Q1 and Q5) 10% 15% 17% 12% 7% 14% 35% 8% 11% 0% 5% 10% 15% 20% 25% 30% 35% 40% 2022/23 2023/24 2024/25 2025/26 Stretch Aim 2025/26 Poverty-related gap (Gap between SIMD Q1 and Q5) 80% 76% 78% 83% 75% 76% 77% 78% 79% 80% 81% 82% 83% 84% 2022/23 2023/24 2024/25 2025/26 Stretch Aim 2025/26 % of children starting P1 who meet all expected developmental milestones 90% 91% 91% 93% 93% 88% 89% 90% 91% 92% 93% 94% 2022/23 2023/24 2024/25 2025/26 Stretch Aim 2025/26 % of young people attaining Literacy and Numeracy at SCQF Level 3 in S3 10% 15% 17% 12% 7% 4% 6% 8% 10% 12% 14% 16% 18% 2022/23 2023/24 2024/25 2025/26 Stretch Aim 2025/26 Poverty-related attainment gap (Gap between SIMD Q1 and Q5)
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EIP Review of 2025/2026 26 A Perth and Kinross where everyone can live life well, free from poverty and inequality Leaver Tariff Points 2022/2023 2023/2024 2024/2025 Stretch Aim 2024/2025 Stretch Aim 2025/2026 Average total tariff points for school leavers 942 925 938 975 1,000 Poverty-related Gap (Gap between SIMD Q1 and Q5) 479 453 595 610 580 Attainment of care-experienced children and young people (CECYP) 2022/2023 2023/2024 2024/2025 2025/2026 Stretch Aim 2025/2026 CECYP P1, 4 and 7 Attainment3 50% 39% 57% 56% 56% Over the course of 2025/2026, the Stretch Aims have been reviewed and a revised set of measures which are more meaningful in supporting improvement in schools will be implemented. We will 3 Year-on-year comparison should be undertaken with caution as the cohort sizes for CECYP are small and can vary significantly from year to year. 942 925 938 975 1000 900 920 940 960 980 1000 1020 1040 2022/23 2023/24 2024/25 Stretch Aim 2024/25 Stretch Aim 2025/26 Average total tariff points for school leavers 479 453 595 610 580 400 450 500 550 600 650 2022/23 2023/24 2024/25 Stretch Aim 2024/25 Stretch Aim 2025/26 Poverty-related gap (Gap between SIMD Q1 and Q5) 50% 39% 57% 56% 56% 30% 35% 40% 45% 50% 55% 60% 2022/23 2023/24 2024/25 2025/26 Stretch Aim 2025/26 CECYP P1,4 and 7 Attainment
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EIP Review of 2025/2026 27 A Perth and Kinross where everyone can live life well, free from poverty and inequality continue to report to government on their requirements as listed above, however, our internal reporting will focus on these revised measures. The proposed measures are listed below and reporting will encompass the overall measure; the SIMD Q1 versus SIMD Q5 gap (reflecting poverty); comparisons of the outcomes of children and young people with additional support needs (ASN) versus overall; and comparisons of the outcomes of children and young people who are care-experienced (CECYP) vs overall. Stretch Aims – 2026/2027 Onwards 1 % of children who meet all expected developmental milestones when entering P1 2 % of children and young people (P1, 4 and 7) who have achieved expected levels in Literacy, split into Reading, Writing, Listening and Talking 3 % of children and young people (P1, 4 and 7) who have achieved expected levels in Numeracy 4 % of young people (S3) who have achieved expected levels in Literacy 5 % of young people (S3) who have achieved expected levels in Numeracy 6 Senior Phase Attainment using cohort data from Insight • In S4 – 5@3; 5@4; 5@5 • In S5 – 5@5; 3@6 • In S6 – 3@6; 1@7 7 Staying on rates – S4 to S5 8 Initial leaver destinations 9 Annual Participation Measure 10 % attendance in Primary 11 % attendance in Secondary 12 Exclusion (Secondary) Exclusion incidents per 1,000 pupils 13 Exclusion (Primary) Exclusion incidents per 1,000 pupils Measures 10 to 13 are the current measures being used to reflect wellbeing. However, over time the Glasgow Motivation and Wellbeing Profile (GMWP) will become the measure for HWB. Full embedding of this will not be for another year or so.
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EIP Review of 2025/2026 28 A Perth and Kinross where everyone can live life well, free from poverty and inequality Case Study – Improving Wellbeing and Attainment in Early Years through Do be Mindful Do-Be-Mindful (DBM) is a programme to support children’s resilience, confidence and regulation. It has a wide range of activities and resources to improve children’s health and wellbeing. Staff at St John’s Academy ELC setting took part in an introductory session in 2024, with staff then completing online modules. Staff were sceptical at first, feeling that it was a lot to take on, on top of an already busy workload. The first step was to look at the environment, adding wellbeing resources and making quiet and calm spaces. In the Rainbow Room which is used for soft starts, end of day quiet time and as a calm space, wellbeing resources were added as well as calm music, lighting and comfortable soft furnishings. The delivery of Do be Mindful was targeted at children in the 3 to 5 room who were at risk of not achieving their pre-school Developmental Milestones and this was further broken down based on the identified needs – confidence, resilience or regulation. Sharing techniques and activities such yoga, meditation and finger breathing with staff and parents supported the roll out of the programme across the group and enabled its use at home as well as in the nursery. “Mindful Moment” videos were shared with parents on Learning Journals. Over the two-year delivery of the programme, tracking data demonstrated an improvement with most of the children in the targeted group meeting their milestones by the end of the intervention. Parents have commented, “We use our finger breathing daily, it helps to calm my child down”; “We used what we learned to help make bedtime easier. I don’t dread bedtime anymore”. The initial group is now in Primary 1 and feedback from parents and teachers is that the techniques learned are still being used to support discussions around emotions and self-regulation. Pupils at St John’s Academy ELC taking part in Do Be Mindful activities
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EIP Review of 2025/2026 29 A Perth and Kinross where everyone can live life well, free from poverty and inequality A range of training has been offered to support schools with the use of the Power BI data dashboards which have been developed to support the analysis and interpretation of a range of data. In addition to drop-in sessions, content has been delivered at Senior Leader Development Days, with one-to-one support also available as required. Help videos for all tools are also now embedded within the dashboards. Screenshot from home page of Attendance Absence and Exclusions Power BI Dashboard This has resulted in improvements in the quality of self-evaluation and in the identification of priorities which have been informed by the effective use of data. External scrutiny from organisations such as HMIE and Care Inspectorate have identified use of data as a strength with targeted data-informed interventions helping to improve the outcomes of children and young people over time. All relevant central officers and school staff have had accounts set up enabling access to the SDS Participation Portal and have received training in its use. This provides access to up-to-date intended and actual leaver data which will play a key role in informing curriculum development. Education Improvement Plan (EIP) 2025/2026 Planned Outcome By June 2026, all schools will have been provided with appropriate support to ensure that staff are using recently developed data tools, that they understand the data contained within and are confident in the interpretation and use of that data to inform improvement.
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EIP Review of 2025/2026 30 A Perth and Kinross where everyone can live life well, free from poverty and inequality All self-evaluation documents, Quality Improvement Plans and Standards and Quality Reports completed by school leaders at the end of 2024/2025 were reviewed by central Quality Improvement Officers with feedback provided as appropriate. These completed documents informed (in part) the level of support which a school received from its Quality Improvement Officer during the course of 2025/26. The Quality Indicators from the 2025/2026 documents are contained within Appendix 2. The Headteacher Forum in May 2026 focussed on the strategic area of Leadership, Performance and Quality Improvement. Its aims were to support school leaders to reflect on 2025/2026 and to prepare for 2026/2027 through collaborative self-evaluation and improvement planning. This included discussions around the gathering of evidence, involvement of different stakeholders and a presentation on how Artificial Intelligence (AI) might be used to support this process. Sharing best practice in this way helps to build an empowered system by facilitating opportunities to connect, collaborate and learn from and with each other. Case Study – Use of Data to Inform Planning In developing the new Apprenticeship and Career Education (ACE) offer, two principal sources of evidence have been considered: labour market information and pupils’ Intended Leaver Data. Intended Leaver Data comprises young peoples’ anticipated leaving date, preferred post-school route and preferred occupation. There is a statutory requirement for this information to be recorded on SEEMiS from S4 onwards. Over the past three years, significant work has been undertaken to improve the consistency and completeness of this data across schools in Perth and Kinross. While further improvement remains possible, current completion rates are now significantly above the national average across all measures. This strengthened dataset is being used to inform strategic planning, ensuring that young peoples’ career aspirations are reflected within curriculum design. The data was shared and scrutinised at the Curriculum Consultation event in January 2026, attended by primary and secondary Headteachers, parents, pupils and other key stakeholders, to support collaborative planning for the development of a new 2 to 18 Curriculum for Perth and Kinross. All schools now have two designated account holders for the new Skills Development Scotland (SDS) Participation Portal, and monthly updates on data completion rates are issued to headteachers to support ongoing progress, accountability and engagement. Education Improvement Plan (EIP) 2025/2026 Planned Outcome By June 2026, all schools and settings will be supported to ensure that priorities identified in quality improvement and planning documentation are informed by robust data-informed self- evaluation which incorporates the views of all stakeholders including the voice of children and young people.
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EIP Review of 2025/2026 31 A Perth and Kinross where everyone can live life well, free from poverty and inequality Screenshot from SDS Participation Portal Labour market information was accessed through the SDS Data Matrix, which provides evidence on current and projected skills gaps and workforce demand across key industries to 2035. The data includes analysis of anticipated growth sectors and the associated qualification levels required to meet future labour market needs. This evidence was shared with participants at the Curriculum Consultation event to support discussion on the need to refresh and rebalance traditional academic course provision, ensuring that the curriculum is better aligned with future workforce requirements and regional economic demand.
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EIP Review of 2025/2026 32 A Perth and Kinross where everyone can live life well, free from poverty and inequality Outcome 5 Highly skilled teachers and school-leaders driving excellent learning, teaching and assessment for all, especially those with additional support needs. Over the course of 2025/2026, an increasing number of school leaders have been involved in whole system improvement priorities. As well as membership of ASN Transformation Project Teams, senior leaders have been involved in projects relating to workforce planning, attendance, health and wellbeing, digital strategy development, professional learning, relationships and behaviour, quality improvement and apprenticeships and career education. This has included, through Headteacher Fora and Senior Leader Development Days, involvement in planning for the next phase of the ASN Transformation programme, including transitions and local senior leader ownerships of locality resource allocation; and in the work supporting the development of guidance and support materials in respect of responding to behaviour in line with the new national guidance. For the first time in 2025/2026, collaborative attainment discussions were held which involved secondary leaders presenting and discussing their senior phase attainment data. Head teachers and depute head teachers worked in collaborative trios and quads alongside Quality Improvement Officers and Quality Improvement Managers to provide challenge and support around a shared set of secondary attainment data. Feedback from this activity was positive with participants highlighting the consistency provided by the shared data pack and the opportunity to learn from approaches taken in other schools as particularly successful. A number of schools continued to work together sharing approaches and materials following the session. As a result of this success, secondary head teachers have agreed to embed this approach into annual quality improvement activity. All Headteachers worked together in collaborative trios to share and then provide challenge and support around school approaches to self-evaluation. 100% of participants fed back that this session was good or better in strengthening their knowledge, understanding, confidence and skills. Comments highlighted the activity as providing a good opportunity to share practice. A number of participants described the practical ways they would apply any learning from peers and also shared plans for follow up work. Following a five-year programme of improvement activity, all schools within PKC are now engaged with the Nurturing Relationships programme. The programme aims to • improve wellbeing and promote resilience through an emphasis on quality relationships within the whole school community Education Improvement Plan (EIP) 2025/2026 Planned Outcomes By June 2026, headteachers will have improved confidence in embedding and implementing effective Quality Improvement and Inclusive Practice processes to create conditions for improvement. School Leaders will be empowered to meaningfully engage in and lead whole system improvement priorities.
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EIP Review of 2025/2026 33 A Perth and Kinross where everyone can live life well, free from poverty and inequality • promote individual and collective understanding and confidence in the importance of nurturing relationships • enhance progression in learning through applying nurture as a whole school approach • use implementation science to promote nurturing approaches, support developing practice and ensure sustainability. The change programmes implemented as a result of this approach include supporting transitions into and out of school with “Toast for All” which ensures that children have had breakfast and are ready to learn and “Final Focus” ensuring a consistent end of day routine to minimise dysregulation; playground redesign and the introduction of structured playtime activities; peer support and mediation models; and celebrating achievement and success. A second cohort of ELC settings including partner providers have also embarked on the programme. The quality and impact of this work has been recognised in the Educational Psychology in Scotland journal. Application of nurturing approaches in the early years: Evaluation of a pilot programme for funded providers of early years establishments in Perth and Kinross | BPS - British Psychological Society. A further 13 schools have been granted levels 1 or 2 accreditation with further applications still being reviewed. Over the course of the year, 1,119 staff have participated in a range of inclusive practice training in response to continued increases in additional support needs. This is an increase of over 30% on the previous year, demonstrating growing engagement with inclusion-focussed professional learning. This includes topics such as autism and neurodevelopmental support, communication and Makaton, regulation, behaviour and low arousal approaches and digital inclusion. Of those participating, 95.1% either strongly agreed or agreed that the outcomes of the professional learning were met with 93.7% reporting excellent or good for the overall training experience. Case Study – Neuro-developmental Forum Overview When NHS Tayside closed their Neuro-Developmental (ND) pathway for diagnostic referral in March 2025, schools experienced parents turning to them for answers around options and support for their children. While strategic discussions about the diagnosis pathway continue at a Tayside level, Education and Learning staff considered what could be done to best support schools to support parents and their children at this time. At the same time, it was considered that it would be helpful for PKC and partners to pilot a multi-agency approach to ND working in preparation for the general national strategic direction of work in this area. Format Colleagues from local Child and Adolescent Mental Health Services (CAMHS) mental health education team, Parenting and Family Learning, Primary Outreach, Educational Psychology, SHINE and Perth Autism Support (PAS) all agreed to contribute to a multi-agency consultative forum, with the ability to escalate any appropriate potential referrals. It was noted that these partners were already accessible to schools through GIRFEC planning systems, but it was considered helpful to bring partners together to help collaborative problem solving.
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EIP Review of 2025/2026 34 A Perth and Kinross where everyone can live life well, free from poverty and inequality Aims At the start, three objectives were agreed with all partners, namely for the forum to: • Provide an additional support opportunity for schools/education staff • Trial an education based multi-agency triaging forum • Collate any strategic issues relating to ND. As the forum progressed through an initial pilot phase the need to provide a collaborative reflective space was emphasised. Development Over the course of the year some of the processes and information given were refined following feedback. A greater emphasis emerged on a jointly constructed consultation focus. Outcomes The forum has met 6 times, with 22 situations coming forward for discussion. Feedback on satisfaction with the process and on outcomes has generally increased over the time that the forum has been running. Impact Feedback comments have highlighted the need for some potential adjustments to timings whilst also providing evidence that the aims for the forum are being met. That is, that school staff are provide with the opportunity and potential inputs to help problem solve in this area: “I think this is great way to provide extra support and advice from other agencies as it can feel tricky on what to do next. I think for families as well to know there is another way to get support and advice for ND children.” “Supports are available, but determining which supports are best for the young person and their family can be tricky.” “This was a first try and I was grateful for the opportunity to discuss a case which has been a challenge for us to problem solve internally for a long time.” “My colleague and I found the suggestions offered by the panel for supporting the young person discussed excellent. It was extremely valuable to be able to brainstorm potential support and strategies with the experts on the panel. I very much hope that more sessions become available in the future.” Next steps The ND Forum will continue into next session. Some of the learning around the added value of agencies coming together to problem solve will be taken into wider discussions emphasising the importance of greater partnership co-ordination and collaboration in support processes for children, young people and families. This is in addition to providing a template for multi-agency review and potential triaging for situations involving Neuro-Developmental concerns.
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EIP Review of 2025/2026 35 A Perth and Kinross where everyone can live life well, free from poverty and inequality Over the course of 2025/2026 a Leadership Strategy Group has been established involving four local authorities from our Local Government Benchmarking Framework family groups. Working with colleagues from East Dunbartonshire, Orkney Islands and Aberdeenshire councils, shared priorities relating to developing leadership and quality improvement capacity have been identified and a draft action has been plan agreed for 2026/2027. The three key actions will be to: • develop existing professional learning opportunities and frameworks thereby strengthening aspiring middle leadership and middle leadership development; • define and refine coaching and mentoring pathways for middle and senior leaders; • review current processes for Professional Review and Development (PRD). This work will be undertaken during 2026/27. Almost all schools have implemented the principles of the Learning Teaching and Assessment Framework with a number of schools having also created their own local Frameworks or Policies appropriate for their context. Education Improvement Plan (EIP) 2025/2026 Planned Outcome By June 2026, almost all schools and settings will have fully implemented the principles of the PKC Learning, Teaching and Assessment Framework leading to improvements in learning, teaching and assessment and as a result, improved outcomes for children and young people. Education Improvement Plan (EIP) 2025/2026 Planned Outcomes Shared project with identified family group local authorities – Developing Leadership and Quality Improvement Capacity within and across our linked local authorities
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EIP Review of 2025/2026 36 A Perth and Kinross where everyone can live life well, free from poverty and inequality Strategic Equity Funding (SEF) allocated through the Scottish Attainment Challenge (SAC) funded ten 0.2FTE Principal Teachers of Learning and Teaching who worked on projects within the Local Management Groups (LMG) to which they were allocated. The projects, which were based on the principles of the Learning, Teaching and Assessment Framework and identified needs within the LMG, included areas such as developing consistent practice for lesson observation; providing coaching and mentoring support for class teachers, assessment and moderation for literacy and numeracy; Interdisciplinary and Cooperative Learning and creating snapshots of excellent teaching and learning practice. The impacts were shared at an event at the end of March Principal Teachers of Learning and Teaching at Dissemination Event, March 2026 A further SEF-funded project will be undertaken in 2026/2027 taking some of the learning from this and focussing further on improving the quality of learning and teaching, particularly within schools where levels of deprivation are higher. Professional Learning in Co-operative Learning was delivered to staff from 21 schools. The programme was rated by all participants as either good or excellent and the learning from the programme has been implemented at class level, across schools and, in some cases, across LMGs. This approach, which involves children and young people working in small groups, enhances learning through dialogue and teamwork. This promotes interaction, social skills development whilst also encouraging individual accountability. 71.2% of schools have a Learning, Teaching and Assessment policy in place. 17 schools have identified that this needs to be reviewed, with the remainder identifying their policies as either Education Improvement Plan (EIP) 2025/2026 Planned Outcome By June 2026, all schools and settings will have a Learning, Teaching and Assessment policy that incorporates the use of CIRCLE and universal approaches to ensure that the needs of all learners are being met.
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EIP Review of 2025/2026 37 A Perth and Kinross where everyone can live life well, free from poverty and inequality effective or highly effective. During term 1 of 2025/2026, schools were asked about the implementation of CIRCLE and universal approaches to support inclusion. Responses indicated that CIRCLE is embedded at universal level in 88% of schools, whilst 90% of schools reported that use of the Participation Scale was embedded in school processes. Targeted support for the implementation of CIRCLE in the remaining settings has been provided on the basis of quality improvement information alongside support for assessment and planning. A comprehensive review of SEBN provision and pathways has is in the process of being completed. This will be aligned to levels of staged intervention, with primary and secondary models developed through an options appraisal and service redesign. Delivery is progressing through pilot and test-of-change activity, exploring environment, curriculum, staffing and localised models, alongside a range of partnership approaches to strengthen system response. Stakeholder engagement to date including a multi-agency event, alongside benchmarking and critical friend input, are strengthening the evidence base. These milestones will triangulate pilot learning, stakeholder insight and expert challenge to inform robust options appraisal and final recommendations in January 2027, establishing clear staged (universal to enhanced) pathways and an intensive offer. This work will be supported by data audit activity, which is currently underway, ensuring an accurate baseline ahead of operational guidance and phased rollout. A clear locality model has been established through collaboration of Headteachers representing LMGs and Inclusion Officers. The four Locality Co-ordinator posts have been agreed, progressed through job evaluation and trade union processes, and have been recruited to, marking a key implementation milestone. Progress continues on modelling team allocations to localities and finalising a consistent process for reviewing, prioritising and responding to requests, strengthening clarity, equity and consistency of provision. Ongoing analysis of termly school requests for support is informing demand-led design. Education Improvement Plan (EIP) 2025/2026 Planned Outcome By June 2026, there will be clear and identifiable pathways of support for children and young people with social, emotional and behavioural needs (SEBN) in both Primary and Secondary education which will more effectively meet their needs. Education Improvement Plan (EIP) 2025/2026 Planned Outcome By June 2026, teams supporting children and young people with additional support needs will be reorganised to a locality model ensuring that identified needs are appropriately supported through effective integrated working across schools and inclusion teams, supporting multi- agency delivery that is responsive to local context.
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EIP Review of 2025/2026 38 A Perth and Kinross where everyone can live life well, free from poverty and inequality This supports the outcome of locality-based teams that are operational from August 2026, delivering timely, coordinated and needs-led support, reducing duplication and improving responsiveness to schools and partners. The focus will now shift to mobilisation and embedding delivery, supported by operational guidance, performance measures and ongoing review. The programme of work to ensure learning environments are appropriate and responsive to the needs of children and young people remains ongoing, with two new statutory consultations undertaken in 2025/2026. This builds on earlier phases which have already seen the implementation of Intensive Support Provisions (ISPs) in Viewlands Primary School, Perth High School and Kinross High School in August 2025. Images from primary school Intensive Support Provision The second key milestone was achieved with approval from the Council’s Learning and Families Committee (May 2026) to establish new ISPs at St John’s RC Academy and Community School of Auchterarder (CSoA), both all-through schools. Due to the extent of building work to be completed to deliver a purpose-designed refit of space at CSoA, interim provision will operate from the at Errol PS enabling early delivery ahead of full implementation in August 2027. The ISP at St John’s RC Academy also introduces the first faith-based ISP in Perth and Kinross, and the first faith-based special education base in Scotland. This continues to increase local special education capacity within PKC, reducing reliance on independent Special School placements and strengthening the continuum of universal, additional, enhanced and intensive support. Education Improvement Plan (EIP) 2025/2026 Planned Outcome By June 2026, further work will be undertaken to ensure that learning environments supporting children and young people are appropriate for and meet their needs. This will include the introduction of new Intensive Support Provisions.
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EIP Review of 2025/2026 39 A Perth and Kinross where everyone can live life well, free from poverty and inequality Elected representatives visiting the new Intensive Support Provision at Kinross High School Following a period of collaborative development and design with individual schools, planned works to install Communication Boards in primary school playgrounds was completed during January and February 2026. Using Boardmaker images that align with the symbolised communication used in classrooms and by both Speech and Language Therapy Teams and occupational Therapists, the communication boards highlight core vocabulary chosen by each school to reflect the resources, equipment and spaces their children to play and learn with. Reflecting the feedback from staff and parents, each board includes a QR code where adults who support children can access video guidance on using alternative communication approaches such as the core communication boards to support children in their communication. Each communication board is 120cm wide and 80cm high and boards have been installed at a suitable height to be meaningfully accessible to children. In total 59 primary schools across Perth and Kinross chose to have a board commissioned and installed. Each of these schools now have an all-weather communication board installed in their outdoor space with a PDF version of their board to allow for printing of smaller, portable versions as they feel would benefit smaller groups or individual children. Area Schools A9 Auchtergaven, Murthly, Royal School of Dunkeld Aberfeldy Kenmore, Logierait Auchterarder Aberuthven, Blackford, Community School of Auchterarder, Dunning Blairgowrie Alyth, Coupar Angus, Newhill & St Stephens, Rattray Carse of Gowrie Abernyte, Errol, Inchture, Invergowrie, St Madoes Crieff Comrie, Crieff, Muthill, St Dominics Kinross Cleish, Fossoway, Kinross, Milnathort, Portmoak North Perth RDM, Stanley
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EIP Review of 2025/2026 40 A Perth and Kinross where everyone can live life well, free from poverty and inequality Area Schools Perth City North Goodlyburn, Letham, Our Lady's, Riverside, St Johns, St Ninians, Tulloch Perth City South Craigie, Fairview, Inch View, Kinnoull, Moncreiffe, Oakbank, Viewlands Pitlochry Blair Atholl, Kinloch Rannoch, Kirkmichael, Pitlochry High School South Perth Arngask, Dunbarney, Forgandenny Strathmore Balbeggie, Burrelton, Collace, Guildtown West Perth Logiealmond, Methven, Pitcairn, Ruthvenfield Communication board from Portmoak Primary School Communication boards in situ at Burrelton and Newhill/St Stephens Primary Schools
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EIP Review of 2025/2026 41 A Perth and Kinross where everyone can live life well, free from poverty and inequality Outcome 6 Improving relationships and behaviour, and attendance, with increased engagement in learning and a culture of dignity and respect for all. Over the course of 2025/2026 a multi-agency Attendance Steering Group involving colleagues from primary and secondary sectors as well as other services and agencies has been working on identifying and implementing actions in relation to supporting attendance and engagement in learning. This work has involved analysing data to identify any patterns and trends, undertaking self- evaluation to establish areas of good practice and identify areas for development as well as looking at operational issues such as how absence is recorded within Management Information Systems. The case study that follows is an example of good practice that was identified and is being shared. Whilst there have been some improvements in primary attendance over time, secondary remains a particularly challenging picture with only very marginal improvements over the last 3 years. Data analysis indicates that there are two schools where particular focus on overall attendance is required in the coming year, whilst all schools will have support in relation to SIMD Quintile 1 attendance. A project team is being established, funded by SEF, to provide the additional resource that will be required to effect this change. Within the overall figures, however, there are some success stories as exemplified in the case study below. Case Study – Improving Attendance at Crieff High School Background Over the course of 2025/2026 staff at Crieff High School embarked on a project to improve overall attendance across the school. Through regular monitoring and analysis of attendance data, it was identified that attendance at Crieff High School required improvement. Overall attendance by the end of Term 3 (2024/2025) was sitting at 86.2% The approach taken centred on developing a positive attendance culture through a combination of universal strategies alongside targeted interventions for specific pupils. This required the involvement of teaching and support staff in a whole school approach. Education Improvement Plan (EIP) 2025/2026 Planned Outcome Over the course of 2025/2026, there will be a renewed focus on supporting attendance in secondary schools with the aim of increasing attendance from the current level of 88% to 90% and a reduction of 2% in the gap between young people living in areas of lowest and highest levels of deprivation.
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EIP Review of 2025/2026 42 A Perth and Kinross where everyone can live life well, free from poverty and inequality The school used reflection and planning tools from Education Scotland and the Education Endowment Foundation to evaluate current practice and identify key areas for development. A particular focus was placed on improving school culture around attendance. Actions – Universal Approaches • Developed a stronger attendance culture across the school through update of the Attendance Policy which included views of young people, staff and parents/carers. • Introduced termly Praise Postcards for pupils with attendance above 91%. • Built attendance focused discussions into Friday Form Time, allowing Form Tutors to engage regularly with pupils in line with a nurturing schools approach. • Continued to highlight attendance in Year Group Assemblies. • Introduced a system of department level attendance monitoring to encourage whole school responsibility and response to attendance. • Introduced an 'out of class' monitoring system via SEEMiS to target specific young people who were in school but regularly taking time out of class. This contributed to overall expectations of a positive attendance culture. • Strengthened links between attendance and attainment for pupils through Personal and Social Education (PSE). Targeted Approaches • Created a Staged Intervention Framework for Attendance (SIFA) Tracker to identify all pupils below 91% attendance and track intervention strategies (updated weekly). • Used assessment tools such as School Experience Contextual Assessment Tool (SECAT) or Force Field Analysis with specific pupils to identify barriers to attendance and plan to overcome them. • Refined attendance meeting structures to focus on one house per week, enabling more personalised discussion and targeted follow up. • Monthly 'group focus' meetings to review attendance and support for pupils in different groups with lower attendance (Young Carers, Acorn 6, Care Experienced, S3 Year Group) • Referring to and working with external partners for targeted support. • Adapted direct communication with home where required, ensuring a more personalised and responsive approach Impact There was a clear improvement in attendance outcomes following the implementation of these strategies. Overall attendance by the end of Term 3 (2025/2026) had increased by 2.7 percentage points to 88.9%.
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EIP Review of 2025/2026 43 A Perth and Kinross where everyone can live life well, free from poverty and inequality • Both whole school and group attendance improved significantly • A combination of universal cultural shifts and targeted support contributed to positive change • Pupils responded positively to recognition through Praise Postcards and Form Time discussions around attendance. • Staff reported noticing fewer pupils out of class during class time, contributing to a more positive culture of attendance both in school and in class. • It was recognised that no single intervention led to improvement, but rather a series of small, consistent changes contributed to overall impact. Next Steps 1. Continue to use data to identify and support smaller target groups. 2. Further develop targeted interventions for pupils below key thresholds. 3. Introduce strategies to reduce lateness, recognising its impact on attendance culture. 4. Sustain and embed current approaches to maintain positive momentum. Case Study – Working in Partnership to Improve Wellbeing and Engagement Thirteen pupils from Kinross High School undertook a 10-week Judo programme organised in partnership with Live Active Leisure. The young people presented with challenges around attendance, behaviour, peer relationships, emotional regulation, confidence, and overall engagement in school. The programme, which was delivered over 10 weeks (1 hour per week) by a judo coach, produced significant positive changes in most participants’ behaviour and attendance, with strong evidence of improved wellbeing and school engagement and belonging. Key Outcomes There were significant improvements reported for almost all participants. These included: • Improved peer relationships, with young people overcoming issues relating to peer conflict • Young people who initially lacked confidence became more engaged and positive about school life • Improved attendance for nine participants, including substantial increases for two young people of between 4 and 5 percentage points
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EIP Review of 2025/2026 44 A Perth and Kinross where everyone can live life well, free from poverty and inequality • Young people struggling with consistent attendance reported feeling more motivated to attend school on “Judo days”. • Concerns around behaviour reduced significantly with fewer referrals and demerits reported; some young people receiving merits for the first time Conclusion and Next Steps The Judo programme delivered strong evidence of positive behavioural, social, and attendance outcomes. For the vast majority of pupils, it reduced behavioural incidents, increased attendance, strengthened relationships, and improved self-esteem. The programme has also gained status and credibility among pupils, which will support ongoing engagement. Although the implementation of the GMWP was slightly delayed due to the Data Protection Impact Assessment (DPIA) process, it has now been implemented across primary and secondary schools with completed assessments being submitted by schools twice per year. These results are being collated on a Power BI dashboard which provides information at stage, school, LMG, sector and local authority level in relation to overall wellbeing, and children and young people’s feelings of safety, affiliation, agency and autonomy. This dashboard also enables comparison by cohort and over time. Screenshot from Power BI Dashboard showing average scores over time This will provide a rich evidence base from which to drive improvements at school and local authority level in relation to wellbeing. Education Improvement Plan (EIP) 2025/2026 Planned Outcome By June 2026, all schools and settings will have implemented the use of the Glasgow Motivation and Wellbeing Profile (GMWP) to provide an accurate local authority data set regarding all aspects of pupils’ wellbeing to better meet their needs.
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EIP Review of 2025/2026 45 A Perth and Kinross where everyone can live life well, free from poverty and inequality The Relationships and Behaviour Framework was published in June 2026 and outlines the PKC rationale, approach and expectations for best practice in relationships and behaviour in all schools and ELC settings. It aims to: • create a shared language for relationships and behaviour • act as a benchmark for expectations of practice in excellent relational practice • support ELC settings and schools in self-evaluation and reflection; • support development of career-long professional learning; and • outline clear expectations and responsibilities for school and ELC leaders and practitioners. In addition, local guidance on Responding to Behaviour – Consequences was also published in June 2026 following extensive consultation. This will provide guidance to early years, primary and secondary practitioners in relation to expectations and principles for the use of consequences in our settings. This guidance will provide increased clarity, consistency and confidence about the place of consequences within a relationship-based approach, as well as empowering practitioners to take ownership within their context. This clarity and confidence will then lay the foundation for helping children, young people and families understand the Perth and Kinross approach, as the basis for working in partnership. The guidance has been developed through consultation with practitioners, senior leaders, Quality Improvement Managers and Officers, union representatives, and children and young people from P2 to S6. Accompanying materials will be developed to support understanding among staff, children and young people, and families. Both the Framework and Guidance complement and contextualise the national guidance “Fostering a positive, inclusive and safe environment: guidance” published in 2025, as well as local work on relationships and behaviour. It has been agreed to pause action on a monitoring system until such time as national guidance is published in the summer of 2026. This action will therefore be carried forward to 2026/2027. Education Improvement Plan (EIP) 2025/2026 Planned Outcome By June 2026, PKC will have in place guidance and related support materials in respect of responding to behaviour in line with new national guidance and an agreed system for the monitoring of relationships and behaviour data across Education and Learning.
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EIP Review of 2025/2026 46 A Perth and Kinross where everyone can live life well, free from poverty and inequality Case Study – Improving Relationships and Behaviour at Inch View Primary School Background Inch View Primary School identified a need to strengthen its whole-school approach to relationships and behaviour. Feedback from staff and pupils indicated that transitions after break and lunch were sometimes challenging, particularly when playground incidents affected pupils’ readiness to return to learning. Staff also identified increased low-level behaviour in classrooms, with the potential to disrupt learning and reduce consistency across the school. To understand the issues more clearly, the school gathered staff and pupil views. Pupils were asked about their understanding of school expectations and whether these were visible in classrooms and shared areas. Staff reflected on how expectations were communicated, taught and reinforced, and what further support was needed to ensure consistency. This evidence identified the need for a shared, visible and accessible framework for behaviour, relationships and learning. Actions The school introduced a consistent set of expectations based on being Ready, Respectful and Safe. These were displayed in classrooms and shared spaces so that all members of the school community could refer to them throughout the day. Staff agreed shared phrases to use when supporting pupils. These were displayed in classrooms and included on staff lanyards to promote consistency, including when pupils were supported by different adults. This helped establish a common language across the school. Positive behaviour was reinforced through stickers and weekly certificates linked directly to the school expectations. Certificates were presented at assemblies, allowing pupils to be recognised publicly for positive behaviour in class, corridors, the playground and other shared areas. The school reviewed transitions and playground routines. Senior leaders increased their playground visibility; adults wore high-visibility vests; support staff were positioned in agreed areas at key times; and staff accompanied classes to and from the playground and lunch hall when required. These changes aimed to provide clearer supervision, reduce uncertainty and support smoother transitions back to learning. Pupils contributed to the approach through a competition to create an Inch View song, designed to strengthen pupil ownership and promote the school expectations during assemblies and school events. Impact The work has contributed to a more consistent whole-school approach to relationships and behaviour. Staff report that pupils have a clearer understanding of expectations and what this looks like in classrooms, corridors and playground areas. Pupil feedback indicates that the approach is helping children feel recognised and encouraged. Pupils reported that certificates helped them feel proud and that increased adult presence in the playground supported positive behaviour.
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EIP Review of 2025/2026 47 A Perth and Kinross where everyone can live life well, free from poverty and inequality Staff feedback has also been positive. Teachers identified certificates and assemblies as effective ways to reinforce expectations and celebrate pupils making positive choices. Staff also reported that visual displays made it easier to refer to expectations during the school day. The number of exclusions are small, but in 2024/2025 four children were excluded; in 2025/2026 at the end of term 3, there were only two children who had been excluded. Overall, most teachers reported reduced low-level behaviour for the majority of pupils in their classes. The approach has supported a calmer, more predictable learning environment and strengthened shared understanding of expectations among pupils and staff. Next Steps • The school will continue to develop its approach by creating clear support pathways for common classroom situations, setting out agreed steps for staff so pupils receive consistent and appropriate support. • The school will review its relationships policy to ensure it reflects current local guidance and supports a fair, consistent and restorative approach to behaviour. • A further priority is to strengthen pupil voice. The school is considering ways for pupils to nominate classmates who demonstrate the school expectations, helping children take a more active role in recognising and promoting positive behaviour. Staff believe the work has been highly beneficial. It has enabled the school to identify strengths, address areas for improvement and build greater consistency for pupils and staff. The approach will continue to be refined, monitored and embedded across Inch View Primary School.
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EIP Review of 2025/2026 48 A Perth and Kinross where everyone can live life well, free from poverty and inequality Outcome 7 An education system engaging in digital technology to enhance all aspects of learning and teaching, supported by a digitally skilled workforce and tackling digital inequality. During 2025/2026, Perth and Kinross has made strong progress in digital learning across schools and Early Learning and Childcare settings. A draft Digital Strategy for 2026/2030 has been developed to guide the use of digital technology in supporting learning, teaching, inclusion and improving outcomes for children and young people. The Strategy has been shaped by engagement with headteachers, practitioners and stakeholders, ensuring priorities reflect local needs and that digital learning is recognised as part of effective learning and teaching. Final consultation is underway and it is anticipated that this will be published in term 1. Professional learning has become more focused, with support designed around the needs of schools and settings. This has helped practitioners with the use of digital tools to meet learner needs, rather than focusing only on individual products or platforms. Delivery has included 15 in-person or collegiate sessions, training for six schools on Children and Young People (CYP) tenancy tools, and two central online sessions attended by 67 participants. Four practitioners completed the Digital Improvement Project and gained Education Scotland accreditation. Digital Schools Award and Improvement The Digital Schools Award continues to support schools and early learning and childcare settings to review practice, plan improvement and gather evidence of progress. By June 2026, 50 schools had achieved the award, including four during the year. Six nurseries achieved the award, including three during the year, and three schools were reaccredited. Engagement with related awards has also continued. Eight schools have achieved Equitable Coding Awards, including three during the year, and seven schools have achieved Digital Wellbeing Awards, including three during the year. Digital Improvement Programme The Digital Improvement Programme has supported practitioners to undertake tests of change in their settings and reflect on the impact on learners. Four participants have completed enquiry projects and gained Education Scotland accreditation. Each project used digital tools to support a child or group of children with additional support needs. The programme has improved staff confidence and supported a more evidence-informed approach to digital improvement. It also highlighted the value of starting with an identified learning need, testing a manageable change and using evidence to understand impact. Education Improvement Plan (EIP) 2025/2026 Planned Outcome By August 2026, a Digital Strategy for Education and Learning will have been developed, presenting a shared digital vision for 2026 to 2030.
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EIP Review of 2025/2026 49 A Perth and Kinross where everyone can live life well, free from poverty and inequality Early Learning and Childcare The Early Learning and Childcare Digital Improvement Programme, delivered with the Early Years Team, has continued to show positive impact for both children and practitioners. The third cohort included nine new settings and five returning settings, building on an initial group of 16 settings. Evidence has demonstrated progress in children’s learning, engagement and independence, including early problem solving, literacy and numeracy, communication and fine motor skills. Practitioners also reported greater confidence in using digital technology within play-based learning and to support children with additional needs. Digital Inclusion, Safeguarding and Accessibility Digital inclusion has remained a key priority. The Festival of Digital Inclusion at the end of May brought together 210 attendees from 56 settings, with 20 workshops and 26 presenters, sharing practical approaches to reducing barriers to learning and increasing participation for all learners. Feedback showed that the attendees valued learning about accessibility tools, support for learners with additional support needs and the use of resources that are already available within schools. Confidence ratings for applying learning were positive, ranging from 3.5 to 4.1 out of 5. Work has continued to strengthen digital safeguarding and accessibility. The Digital Safeguarding Group supported updated guidance and more consistent approaches to online safety. An Assistive Technology framework has also been developed. Collaboration through the Assistive Technology Referral Group and the multi-agency communication group has strengthened support for learners with communication and accessibility needs. Digital Champions Network The Digital Champions Network continued to support leadership, shared practice and school-level improvement. In 2025/2026, 43 out of 77 settings had a Digital Champion attend at least one network meeting, and 16 settings were represented at every meeting. The network provided regular opportunities for staff to consider how digital technology can support learning, teaching, inclusion and accessibility. Feedback helped identify the resources, support and professional learning needed to strengthen practice across settings. Children and Young People Microsoft 365 Environment Significant progress was made in establishing a secure and consistent Microsoft 365 environment for children and young people. Phase 1 was completed within the Perth Grammar School Local Management Group, creating a foundation for wider rollout in the coming year. A training and support model was developed and trialled, including a structured roadmap, professional learning and dedicated support during migration. This increased staff confidence and supported a smoother transition for participating schools. The rollout provided key infrastructure to support the 2026/2030 Digital Strategy and improve consistency across the education system.
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EIP Review of 2025/2026 50 A Perth and Kinross where everyone can live life well, free from poverty and inequality Overall, work in 2025/2026 has strengthened the foundations for more consistent digital learning across Perth and Kinross. Progress supports the wider aims of improving learning, reducing barriers and ensuring all children and young people benefit from effective use of digital technology.
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EIP Review of 2025/2026 51 A Perth and Kinross where everyone can live life well, free from poverty and inequality Appendix 1 – PKC Corporate Priorities Appendices
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EIP Review of 2025/2026 52 A Perth and Kinross where everyone can live life well, free from poverty and inequality Appendix 2 – School self-evaluation of quality indicators Our self-evaluation processes use the Education Scotland six-point scale to grade quality indicators. These are: 1 Unsatisfactory 2 Weak 3 Satisfactory 4 Good 5 Very Good 6 Excellent The aim is that all schools in Perth and Kinross will achieve evaluations of Good or better for each quality indicator. Where this is not the case, this has been highlighted with gold shading. The red and green arrows indicate where there has been a change from last year’s gradings. Further quality assurance may result in minor changes to these ratings in the coming weeks. Primary and Special schools Q1.3 Leadership of Change Q2.3 Learning, Teaching and Assessment Q3.1 Ensuring wellbeing, equality and inclusion Q3.2 Raising attainment and achievement Abernethy Primary School 4 4 5 4 Abernyte Primary School 5 5 5 5 Aberuthven Primary School 5 5 5 5 Alyth Primary School 4 4 4 4 Arngask Primary School 5 5 5 5 Auchtergaven Primary School 4 4 4 4 Balbeggie Primary School 4 3 4 3 Blackford Primary School 4 4 4 4 Blair Atholl Primary School 4 3 3 3 Braco Primary School 4 4 5 4 Burrelton Primary School 5 5 5 5 Cleish Primary School 4 4 4 4 Collace Primary School 4 4 4 4 Comrie Primary School 4 4 5 4 Coupar Angus Primary School 4 4 4 4 Craigie Primary School 4 4 4 4 Crieff Primary School 4 4 4 4 Dunbarney Primary School 4 4 5 5 Dunning Primary School 5 4 5 5 Errol Primary School 5 4 5 4 Fairview School 4 4 5 4
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EIP Review of 2025/2026 53 A Perth and Kinross where everyone can live life well, free from poverty and inequality Q1.3 Leadership of Change Q2.3 Learning, Teaching and Assessment Q3.1 Ensuring wellbeing, equality and inclusion Q3.2 Raising attainment and achievement Forgandenny Primary School 5 5 5 5 Fossoway Primary School 4 4 5 5 Glendelvine Primary School 5 4 5 5 Glenlyon Primary School 5 5 5 5 Goodlyburn Primary School 4 4 5 4 Grandtully Primary School 4 4 4 4 Guildtown Primary School 4 4 4 4 Inch View Primary School 5 4 5 5 Inchture Primary School 4 4 4 5 Invergowrie Primary School 4 4 4 4 Kenmore Primary School 5 4 4 4 Kettins Primary School 5 4 5 4 Kinloch Rannoch Primary School 3 3 4 4 Kinnoull Primary School 5 4 4 4 Kinross Primary School 5 5 5 4 Kirkmichael Primary School 4 4 5 4 Letham Primary School 4 4 4 4 Logiealmond Primary School 4 3 3 4 Logierait Primary School 4 3 3 3 Longforgan Primary School 5 4 5 5 Luncarty Primary School 4 5 4 4 Madderty Primary School 4 4 4 4 Meigle Primary School 5 4 5 4 Methven Primary School 4 4 4 4 Milnathort Primary School 4 4 4 4 Moncreiffe Primary School 5 4 4 3 Murthly Primary School 5 4 5 5 Muthill Primary School 5 4 5 5 Newhill Primary School 5 4 4 4 Oakbank Primary School 5 4 5 5 Our Lady's RC Primary School 5 5 5 5 Pitcairn Primary School 4 3 4 4 Portmoak Primary School 5 5 5 5 Rattray Primary School 5 4 4 4 Riverside Primary School 4 3 4 3 Robert Douglas Memorial Primary School 5 4 5 4 Royal School of Dunkeld 4 4 4 4
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EIP Review of 2025/2026 54 A Perth and Kinross where everyone can live life well, free from poverty and inequality Q1.3 Leadership of Change Q2.3 Learning, Teaching and Assessment Q3.1 Ensuring wellbeing, equality and inclusion Q3.2 Raising attainment and achievement Ruthvenfield Primary School 4 3 4 3 St Dominic's RC Primary School 4 4 5 5 St Madoes Primary School 4 3 4 4 St Ninian's Episcopal Primary School 4 4 5 4 St Stephen's RC Primary School 5 4 5 4 Stanley Primary School 3 3 4 4 Tulloch Primary School 4 4 5 4 Viewlands Primary School 4 4 5 4 All-through schools For all-through and secondary schools, data included is the latest available self-evaluation data. Where a school is highlighted in bold, the data is for 2024/2025; those schools not highlighted in bold have not yet submitted their self-evaluation documents at the time of publication. This will be updated when these are available. Q1.3 Leadership of Change Q2.3 Learning, Teaching and Assessment Q3.1 Ensuring wellbeing, equality and inclusion Q3.2 Raising attainment and achievement Breadalbane Academy 4 4 4 3 Community School of Auchterarder 4 4 4 3 Pitlochry High School 4 4 4 4 St John's RC Academy 3 3 3 3 Secondary Q1.3 Leadership of Change Q2.3 Learning, Teaching and Assessment Q3.1 Ensuring wellbeing, equality and inclusion Q3.2 Raising attainment and achievement Bertha Park High School 5 4 5 5 Blairgowrie High School 4 3 3 3 Crieff High School 4 4 5 4 Kinross High School 5 5 4 4 Perth Academy 3 3 2 3
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EIP Review of 2025/2026 55 A Perth and Kinross where everyone can live life well, free from poverty and inequality Perth Grammar School 3 4 3 4 Perth High School 3 3 3 3
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EIP Review of 2025/2026 56 A Perth and Kinross where everyone can live life well, free from poverty and inequality Appendix 3 – Glossary of Terms Acronym Meaning ACE Apprenticeship and Career Education AI Artificial Intelligence APM Annual Participation Measure ASN Additional Support Needs BGE Broad General Education CAMHS Child and Adolescent Mental Health Services CECYP Care-experienced Children and Young People CIC Curriculum Improvement Cycle CIRCLE Child Inclusion Research into Curriculum Learning Education CYP Tenancy Secure Microsoft 365 Education Environment DBM Do Be Mindful DPIA Data Protection Impact Assessment DSAS Digital Schools Award Scotland ECP Early Childhood Practitioner EIP Education Improvement Plan ELC Early Learning and Childcare FA Foundation Apprenticeship GIRFEC Getting it Right for Every Child GMWP Glasgow Motivation and Wellbeing Profile HGIOS How Good is our School HMIE His Majesty’s Inspectorate for Education in Scotland HSCP Health and Social Care Partnership HWB Health and Wellbeing ICSP Integrated Children’s Services Plan ISP Intensive Support Provision LfS Learning for Sustainability LGBF Local Government Benchmarking Framework LMG Local Management Group ND Neuro-developmental NIF National Improvement Framework PAS Perth Autism Support PKC Perth and Kinross Council PDSA Plan – Do – Study – Act PRD Professional Review and Development PSE Personal and Social Education PPP PEEP Progression Pathway PVG Protecting Vulnerable Groups QI Quality Indicators QIO Quality Improvement Officers
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EIP Review of 2025/2026 57 A Perth and Kinross where everyone can live life well, free from poverty and inequality QIR Quality Improvement Review QS Qualifications Scotland (Previously SQA) RRSA Rights Respecting Schools Awards SAC Scottish Attainment Challenge SCQF Scottish Credit and Qualification Framework SDS Skills Development Scotland SEBN Social, Emotional and Behavioural Needs SECAT School Experience Contextual Analysis Tool SEEMiS Scottish National Management Information System SEF Strategic Equity Fund SIFA Staged Intervention Framework for Attendance SIMD Scottish Index of Multiple Deprivation UEFA Union of European Football Associations UHI University of the Highlands and Islands
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EIP Review of 2025/2026 58 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