Education Performance Data Analysis 2023-24
Argyll and Bute Council · 12 December 2024
Back to Community Services Committee — 12 December 2024 and its agenda
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ARGYLL AND BUTE COUNCIL COMMUNITY SERVICES COMMITTEE EDUCATION 12 DECEMBER 2024 EDUCATION PERFORMANCE DATA ANALYSIS 2023-24 1.0 EXECUTIVE SUMMARY 1.1 This report aims to give an overview of essential performance data and outcomes for all students in Argyll and Bute's ten secondary schools for the 2023-2024 academic session. It utilises local authority attainment data along with information provided by the Scottish Government's Insight tool. 1.2 The Insight tool is designed to allow fair comparison of a group of pupils in Argyll and Bute with larger groups of pupils with similar backgrounds (gender, additional support needs, stage, and SIMD band) taken from the remaining 31 local authorities. It should be noted that the current Virtual Comparator methodology does not incorporate any measure of rurality. The Virtual Comparator (VC) is a key feature of Insight and allows for both school and authority level comparison. Insight also allows comparison of attainment in Argyll and Bute with national performance. 1.3 As well as presenting performance data relating to presentations for certificated subject awards in schools, the report also highlights the broad range of Wider Achievement awards gained by pupils across the authority, both in schools and through work with partners. 1.4 It should be noted that a further update of Insight will occur in February 2025. Included in this update will be all post-appeal results, further wider achievement attainment and specific information on the attainment of young people who left school in 2023-2024. A paper outlining key content of the update will be presented to committee thereafter. 1.5 It is recommended that the Community Services Committee: a) Considers the information contained in this report. b) Commends the hard work and commitment of pupils and staff in securing these levels of attainment and achievement and recognises the crucial role in such success played by parents and carers in partnership with our schools.
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c) Notes the SQA directive that, because of the different assessment arrangements in place each year over the period 2020-2023, meaningful comparison between results in 2024 and the other years in this period, specifically 2020 and 2021, is limited. d) Notes that a further report will come to a future meeting of the Committee once final Insight data for session 2023-2024 is made available in the February 2025 Insight update.
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ARGYLL AND BUTE COUNCIL COMMUNITY SERVICES COMMITTEE EDUCATION 12 DECEMBER 2024 EDUCATION PERFORMANCE DATA ANALYSIS 2023-2024 2.0 INTRODUCTION 2.1 In August 2024, the Council received notification of SQA awards for all pupils in Argyll and Bute entered for National Qualifications in session 2023/24. 2.2 The 2023/24 academic session was the third successive year in which pupil attainment has been determined through a diet of examinations. In 2020 and 2021, examinations were cancelled because of Covid-19, and attainment was determined through the submission of provisional results to the SQA, based on teacher professional judgement which considered a wide range of candidate assessment evidence. 2.3 The 2022 SQA examination diet was characterised by Covid-related modifications. The arrangement whereby internal and external assessment elements of some courses were reduced was continued into the 2023 diet. However, unlike 2022, the 2023 diet did not include SQA advice to candidates on the range of topics to be assessed in examinations for some courses, to support their studying and revision activities. 2.4 The 2024 diet saw a return to established awarding procedures for most courses. As a result of these modifications, the SQA has advised that comparison to 2019, the last pre-pandemic diet, is most appropriate for comparative purposes. The SQA has advised that extreme caution should be applied in comparing 2024 attainment data to data from results produced between 2020 and 2023. 3.0 RECOMMENDATIONS It is recommended that the Community Services Committee: 3.1 Considers the information contained in this report. 3.2 Commends the hard work and commitment of pupils and staff in securing these levels of attainment and achievement and recognises the crucial role
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in such success played by parents and carers in partnership with our schools. 3.3 Notes the SQA directive that, because of the different assessment arrangements in place each year over the period 2020-2023, meaningful comparison between results in 2024 and the other years in this period, specifically 2020 and 2021, is limited. 3.4 Notes that a further report will come to a future meeting of the Committee once final Insight data for session 2023-2024 is made available in the February 2025 Insight update. 4.0 PRESENTATIONS AND PASSES 4.1 Presentation rates measure the average volume of presentations per pupils across award types and stages. This is important contextualising information for pass rates. For example, pass rates could increase at the expense of presentations per pupils. On the other hand, if the average presentation per pupil rate increases then a fall in pass rates may not necessarily be a negative thing if the number of awards per pupil increases. Presentation rates by stage and commonly presented award types are provided below. 4.2 The table below shows the number of S4 pupils who were presented for National 5 qualifications in each of the last 5 sessions: Table 1 – S4 and National 5 Presentations S4 Presentations Year Number of pupils presented Number of Nat 5 Presentations Nat 5 Presentations per pupil 2020 799 3371 4.22 2021 738 3229 4.38 2022 783 3614 4.62 2023 771 3449 4.47 2024 830 3595 4.33 • The Nat 5 presentations per pupil rate has decreased slightly from a high in 2021/22, but remains above the presentation rate experienced in 2019/20.
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4.3 The table below shows the number of S5 pupils who were presented for National 5 and Higher qualifications in each of the last 5 sessions: Table 2 – S5 and National 5/Higher Presentations S5 Presentations Year Number of pupils presented Number of Nat 5 Presentations Number of Higher Presentations Nat 5 Presentations per pupil Higher Presentations per pupil 2020 612 633 1710 1.03 2.79 2021 659 532 1847 0.81 2.80 2022 563 523 1639 0.93 2.91 2023 593 478 1747 0.81 2.95 2024 588 550 1573 0.94 2.68 • The Nat 5 presentations per pupil rate has increased from a low in 2023, but remains below the presentation rate experienced in 2019/20. • The Higher presentation rate has fallen against the highs of 2022/23 and remains marginally below 19/20 figures. 4.4 The table below shows the number of S6 pupils who were presented for Higher and Advanced Higher qualifications in each of the last 5 sessions: Table 3 – S6 and Higher/Advanced Higher Presentations S6 Presentations Year Number of pupils presented Number of Higher Presentations Number of Adv Higher Presentations Higher presentations per pupil Adv Higher presentations per pupil 2020 398 709 249 1.78 0.63 2021 448 713 316 1.59 0.71 2022 431 604 339 1.40 0.79 2023 391 556 281 1.42 0.72 2024 410 565 314 1.38 0.77 • The Higher presentations per pupil rate has fallen slightly from 2022/23, and remains below the presentation rate experienced in 2019/20. • The Advanced Higher presentation rate has increased against the figure of 2023 and remains marginally higher than 19/20 figures.
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4.5 Pupils in each of the ten secondary schools in Argyll and Bute were presented for a range of SQA external examination qualifications in April, May and June of 2024. Following the release of results, Education Services conducted an initial analysis of the attainment data to support the preparation of a summary report for presentation to and consideration by Elected Members at Committee in August 2024. This can be accessed via the following link: August 2024 Community Services Committee - SQA Update Additionally, all secondary schools have engaged in analysis of their own SQA attainment, and will present data and conclusions, following the February 2025 Insight update, at the relevant Area Committees. An initial overview will be presented in January/February during Elected Members’ visits to schools. 4.6 The pre-appeal A-C SQA attainment results for pupils in academic year 2023- 2024 are outlined in the following table: Table 4 – A-C Awards 2024 – A&B/National – National 4, National 5, Higher, Advanced Higher 2023 - 2024 A&B Attainment A-C % (pre-appeal) National Attainment A-C % (pre-appeal) Difference A&B 23/24 to National A-C (pre-appeal) Nat 4 100% 84.47% +15.53% Nat 5 75.57% 77.24% -1.67% Higher 72.02% 74.87% -2.85% Adv H 76.43% 75.25% +1.18% To maintain the integrity of comparison with the national data, the following analysis reflects on pre-appeal data, as national post-appeal data has not yet been released. • National 4 results are above the national pass rate by 15.53% points. • National 5 results are below the national pass rate by 1.67% points. • Higher results are below the national pass rate by 2.85% points. • Advanced Higher results are above the national pass rate by 1.18% points. 4.7 The pre-appeal A-D SQA attainment results for pupils in academic year 2023- 2024 are outlined in the following table:
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Table 5 – A-D Awards 2023 – A&B/National – National 5, Higher, Advanced Higher • National 5 results are above the national pass rate by 0.15% points. • Higher results are below the national pass rate by 0.16% points. • Advanced Higher results are above the national pass rate by 0.6% points. 4.8 The following graphs illustrate A-C and A-D presentation pass rates at school level across our secondary schools in 2023. Figures for Argyll and Bute and Scotland are also provided for comparative purposes: Figure 1: A-C Pass Rates by School, Argyll and Bute and Scotland * It should be noted that, because of low presentation numbers, statistical variance at Advanced Higher level must be carefully interpreted. For example, 100% pass rate can be because of a single pupil presentation resulting in a pass. 2023 - 2024 A&B Attainment A-D % National Attainment A-D % Difference A&B 23/24 to National A-D Nat 5 89.15% 89.05% +0.15% Higher 89.32% 89.48% -0.16% Adv H 90.45% 89.85% +0.60%
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A-C by School Analysis: • All 10 secondary schools maintained their 100% pass rate for National 4, outperforming the national average. • Five of our secondary schools were equal to or above the 2024 A-C national average for National 5 (77.2%). • Three of our secondary schools were above the 2024 A-C national average for Higher (74.9%). • Five of our secondary schools were above the 2024 A-C national average for Advanced Higher (75.3%). One school did not present at this level. Figure 2 - A-D Pass Rates by School, Argyll and Bute and Scotland * It should be noted that, because of low presentation numbers, statistical variance at Advanced Higher level must be carefully interpreted. For example, 100% pass rate can be because of a single pupil presentation resulting in a pass. A-D by School Analysis • Six of our secondary schools were equal to or above the 2023 A-D national average for National 5 (89.1%). • Six of our secondary schools were above the 2023 A-D national average for Higher (89.5%).
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• Five of our secondary schools were above the 2023 A-D national average for Advanced Higher (89.9%). One school (Tiree HS) did not present at this level. Again, it should be noted that statistical variance at Advanced Higher level must be carefully interpreted. For example, 100% pass rate can be because of a single pupil presentation resulting in a pass. 4.9 The following graphs detail 2024 attainment for the whole of Argyll and Bute across National 5, Higher and Advanced Higher against national figures. There are separate charts for attainment at grades A-C and attainment at Grades A-D. For comparison, data from previous years has also been supplied: this comprises 2018 and 2019 as ‘pre-pandemic sessions’ and 2022 and 2023 as ‘post-pandemic’ sessions. In 2020 and 2021, there were no examinations due to COVID-19, rendering comparisons with these years invalid. Figure 3 - National 5 Pass Rates Trend • At National 5 level in Argyll and Bute, attainment at both grades A-C and grades A-D followed the national trend. Argyll and Bute performance for A-C is slightly below the national average, while A-D performance is slightly above the national average. In both cases, pass rates have fallen from highs in 2021/22 for both Argyll and Bute and Scotland.
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Figure 4 – Higher Pass Rates Trend • Argyll and Bute’s Higher level pass rates at both grades A-C and A-D in followed the national trend. Argyll and Bute performance for A-C passes has fallen below the national average, whilst the A-D pass rate remains in line with the national figure. Both measures had highs in 2021/22 at an authority and national level. Figure 5 - Advanced Higher Pass Rate Trend
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• Argyll and Bute’s Advanced Higher pass rates at both grades A-C and A- D followed the national trend. Both Argyll and Bute and Scotland have seen a fall in pass rate at Advanced Higher since 2021/22. Argyll and Bute’s A-C pass rate and A-D pass rates are both above the national figure. 5.0 Insight Analysis 5.0.1 The Scottish Government’s Insight tool provides valuable analysis of attainment from a multitude of perspectives. Below, attainment analysis is provided from three such perspectives: 1. attainment in Literacy and Numeracy – a key element of the Scottish Government’s National Improvement Framework; 2. average attainment of young people in the context of the top 20% of attainers, the middle 60% of attainers and the lowest 20% of attainers; 3. attainment in the context of the Scottish Index of Multiple Deprivation (SIMD). In line with the Scottish Government’s conditions on the use of Insight, such data is here being used both to inform members of key aspects of attainment in Argyll and Bute and as part of the Education Service’s self- evaluation and professional reflection. As mentioned above, the Virtual Comparator is a key feature of Insight which allows comparison of Argyll and Bute pupils with a larger group of pupils with similar backgrounds (gender, additional support needs, stage, and SIMD band) taken from all the other 31 local authorities. Nevertheless, rurality of pupil is not included in the virtual comparator methodology and may have a limiting impact on the comparison. 5.1 Attainment in Literacy and Numeracy 5.1.1. SCQF levels 4 and 5 Literacy and Numeracy are achieved via the passing of National 4 or 5 English or Maths, or through the completion of separate Literacy and Numeracy units at levels 4 and 5 which do not require an examination. It should be noted that attainment is only included in the S4-S6 senior phase. Any attainment achieved in S3 is not included in these figures, so a pupil who ends their Mathematics attainment with a National 5 in S3 will be presented as not having any numeracy attainment in senior phase. The same occurs with English/Gàidhlig attainment, which has an impact on literacy figures .
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Figure 6 - 2024 Attainment in Literacy (cumulative attainment by the end of S6, based on original S4 roll) Summary: • In 2024, Literacy attainment at SCQF Level 4 decreased by 2.0% points to 92.5%, and the gap with the virtual comparator has also grown from 0.4% points to 2.3% points. Literacy at Level 4 remains above the 19/20 figure. • Literacy attainment at SCQF Level 5 fell marginally from 2023 by 1.6% points to 80.3%. The gap with the virtual comparator has increased in 2024 and is now 3.8% points, up from 2.3% points in 2023. • As part of Attainment Meetings with individual secondary Head Teachers, key steps are being discussed to improve Literacy attainment in all secondary schools. Principal considerations relate to four key principles of raising attainment: o a culture of high expectations underpinning aspirational presentation policies within schools; o rigorous tracking and monitoring of pupils’ attainment in Literacy at frequent, regular intervals; o frameworks of supportive intervention for pupils achieving below their potential in Literacy;
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o and high-quality, learner-centred learning, teaching and assessment experiences in literacy across the curriculum continuing into the Senior Phase. Figure 7 2024 Attainment in Numeracy (cumulative attainment by the end of S6, based on original S4 roll) Summary: • In 2024, attainment in Numeracy at SCQF level 4 fell by 1.7% points from 2023. This extended the gap to the virtual comparator, which is now 6.2% points ahead compared to 4.0% points ahead in 2023. • Numeracy attainment at SCQF Level 5 improved by 0.7% points on 2023 performance. Similar increases were experienced nationally and within the virtual comparator, meaning that Argyll and Bute remains 3.4% points behind the virtual comparator. • As with Literacy, as part of Attainment Meetings with individual secondary Head Teachers, key steps are being discussed to improve Numeracy attainment in all secondary schools. Principal considerations relate to the same four key principles of raising attainment: o a culture of high expectations underpinning aspirational presentation policies within schools; o rigorous tracking and monitoring of pupils’ attainment in Numeracy at frequent, regular intervals;
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o frameworks of supportive intervention for pupils achieving below their potential in Numeracy; o and high-quality, learner-centred Numeracy learning. teaching and assessment experiences across the curriculum continuing into the Senior Phase. 5.2 Improving attainment for all 5.2.1 This measure details the average attainment of pupils in three attainment cohorts – the highest 20% of attainers, the middle 60% of attainers and the lowest 20% of attainers – using as the key measure tariff points gained for the passing of courses at different levels. As mentioned in the literacy and numeracy section above, any attainment achieved in S3 is discounted from these figures, which has a detrimental impact on Argyll and Bute figures. The two tables below demonstrate performance over the last 5 years and provides comparison to the virtual comparator and national figures. Table 7 - Average cumulative tariff points by the end of S6, based on original S4 roll – trend to 2024 Cohort Group 2020 2021 2022 2023 2024 Lowest 20% 158 130 159 152 139 Middle 60% 817 886 882 827 811 Higher 20% 1811 1924 1960 1885 1863 Table 8 - Average cumulative tariff points by the end of S6, based on original S4 roll 5-year trend against virtual comparator and Scotland Lowest 20% Middle 60% Highest 20% Argyll and Bute Virtual Comparator Scotland Argyll and Bute Virtual Comparator Scotland Argyll and Bute Virtual Comparator Scotland 2020 158 148 138 817 843 830 1811 1892 1903 2021 130 156 137 886 942 905 1924 1969 1977 2022 159 188 154 882 961 913 1960 1952 1964 2023 152 167 142 827 885 853 1885 1927 1937 2024 139 160 136 811 870 841 1863 1932 1924 Summary: The tables above shows that in 2024:
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a. Argyll and Bute pupils in the lowest 20% of attainment performed slightly better than the national average, but marginally below the Virtual Comparator. b. Argyll and Bute pupils in the lowest 20% of attainment have outperformed the national figures in 4 of the last 5 years. c. Argyll and Bute pupils in the Middle 60% of attainment performed marginally below the national average and the Virtual Comparator. Argyll and Bute pupils in the Middle 60% of attainment have been marginally below the national figure in each of the last 5 years. d. Argyll and Bute pupils in the Highest 20% of attainment performed marginally below both the Virtual Comparator and the national average. e. Argyll and Bute pupils in the Highest 20% of attainment performed marginally below both the Virtual Comparator and the national average. f. Argyll and Bute pupils in the Highest 20% of attainment have been marginally below the national figure in each of the last 5 years. • As well as implementing the clear strategies to raise attainment referenced in 5.1 above, Head Teachers in all secondary schools are being challenged and supported to continually examine their curriculum structures and options frameworks to ensure that they allow all young people to attain and achieve to their maximum potential. This includes planning future learning and attainment pathways with pupils and their families at the earliest opportunity, to ensure that, as well as the required breadth of the S1-S3 Broad General Education, there is also the focus on depth of learning, specialisation and coherent progression in S1-S3 which reflects each young person’s aspirations and interests and prepares them for high levels of Senior Phase attainment. • Secondary Head Teachers are also being challenged and supported to ensure their Senior Phase curricula are wide and dynamic. Head Teachers are also ensuring that the curriculum offer in their schools meets the needs, interests and aspirations of all pupils. The range of accredited wider achievement opportunities for young people is expanding, supported by partnership with UHI Argyll and Community Learning. This will ensure that there are meaningful attainment and achievement opportunities for all young people – not only in the traditional academic context, but also in terms of vocational and skill-focused courses and certification. In line with national policy, schools are also working to develop the culture where there is parity of esteem between academic and vocational attainment, and all young people have access to relevant, stimulating courses which take them towards their preferred post-school positive destinations. • Schools are also implementing personalised curriculum arrangements for individual young people – particularly those who are disengaged – which involve an element of work-based vocational learning through regular placement with employers. These Flexible Learning Plans (FLPs) are supporting not only attainment and achievement, but also engagement with
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school, the development of key skills for life and work, and emotional health and wellbeing in young people. • By ensuring such wide, accessible and equitable senior-phase curricula are in place in our schools, the attainment and achievement of all young people will increase, regardless of their academic ability or to which percentage of attainers they belong. 5.3 Attainment in Context of the Scottish Index of Multiple Deprivation (SIMD) 5.3.1 In interpreting the graphs below, it is helpful for members to acknowledge that the mechanism nationally for defining the SIMD status of young people from decile 1 (the most disadvantaged) to decile 10 (the least disadvantaged), based as it is on post codes, is not always helpful in categorising families in this way. In a predominantly rural area region such as Argyll and Bute, such a mechanism may not be effective in defining the actual level of poverty experienced by a young person, as the rural environment and large areas covered by a single post code can lead to many different levels of advantage and disadvantage existing side by side. Schools in Argyll and Bute ensure they know every young person’s situation individually, regardless of SIMD level ascribed by post code, and work to meet their individual needs on that basis. 5.3.2 One limitation of exploring attainment via SIMD data is that the SIMD profile of Argyll and Bute is skewed to the middle deciles. For example, last year’s S6 cohort had 8% of its pupils from Deciles 1 and 2 (20% most deprived), and a further 8% from Deciles 9 and 10 (20% least deprived). Therefore, 84% of all pupils came from the 6 deciles between 3 and 8. The use of SIMD to report attainment gap statistics frequently uses Quintile 1 (20% most deprived) versus Quintile 5 (20% least deprived). Whilst this undoubtedly has statistical value at a national level, for Argyll and Bute this essentially compares the performance of two very small groups. Small sample sizes are open to natural variation as the under/overperformance of a small number of pupils can skew significantly the performance of the entire group. 5.3.3 To overcome the limitation detailed above, the visual below looks at Argyll and Bute performance using an alternate SIMD grouping split. To better capture the relationship between SIMD and attainment, the data has been split into three groups; 1) 30% most deprived, 2) 40% middle and 3) 30% least deprived. Whereas quintile 1 and 5 covered only 16% of last year’s S6 cohort, comparing the least and most deprived 30% covers 34% of all pupils. This limits the impact of year-on-year natural variation through increasing the size of each sample group. 5.3.4 Tariff point averages are used in this measure of performance. Tariff points are accumulated through gaining attainment at difference levels and across subjects. Wider achievement awards which operate out with the SQA national awards also contribute tariff points. As in the two previous
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measures, it should be noted that any attainment achieved in S3 is not included in these figures. Therefore, a pupil with 5 National 5 passes at Grade A in S3 will be missing 420 tariff points from their Insight profile. Understandably this can have a significant impact on those schools who present at S3 and a smaller impact for the local authority overall. Figure 8 – Average Complementary Tariff Points (S6 by S4 roll) trend and comparison to Scotland and Virtual Comparator Table 9 Average Complementary Tariff Points (S6 by S4 roll) trend and comparison to Scotland and Virtual Comparator 2019/20 2020/21 2021/22 2022/23 2023/24 Argyll & Bute 1. 30% Most Deprived 538 578 529 513 472 2. 40% Middle 644 673 692 638 627 3. 30% Least Deprived 829 901 830 839 833 Scotland 1. 30% Most Deprived 499 519 523 501 490 2. 40% Middle 652 687 684 652 634 3. 30% Least Deprived 842 885 879 847 829 Virtual Comparator 1. 30% Most Deprived 525 575 557 529 520 2. 40% Middle 656 694 700 678 657
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3. 30% Least Deprived 810 894 876 849 831 Summary: • The 2023-24 data in the figure and table above shows the average tariff points achieved by pupils in each of three Scottish Index of Multiple Deprivation (SIMD) groupings in Argyll and Bute compared with the National data and the Virtual Comparator. • Argyll and Bute candidates in the 30% most deprived SIMD deciles (1 2 and 3) are in line with performance nationally but behind the virtual comparator. Argyll and Bute performance has exceeded the National figure in 4 of the last 5 years for pupils in this SIMD grouping. • Argyll and Bute candidates in the 40% middle SIMD deciles (4,5,6 and 7) are in line with performance nationally but behind the virtual comparator. The gap between Argyll and Bute performance and National/Virtual Comparator performance has closed in 2024. Argyll and Bute are now 7 points behind the national figure, down from 14 points in 2023, and 30 points behind the Virtual Comparator figure, down from 40 points the year before. • Argyll and Bute candidates in the 30% least deprived SIMD deciles (8,9 and 10) are in line with both the national and virtual comparator figures. In 2023, Argyll and Bute was slightly behind both the national and virtual comparator figures. • As part of the annual school improvement planning process, in their Standards and Quality Reports all secondary schools now complete detailed analysis of the impact their Pupil Equity Fund (PEF) allocation has had on identified groups of the least advantaged young people. In their School Improvement Plans, Head Teachers also present detailed planning of how their PEF allocation will be spent in the coming year to reduce inequality and support the wellbeing and progress of pupils from the most deprived backgrounds. In their Standards and Quality Reports, schools have provided numerous examples of PEF funding being used to ensure our most vulnerable young people reach their potential: o PEF-funded Family Liaison Officers (FLOs) support targeted young people’s attendance, with positive recorded impact. High attendance is a fundamental requirement for progress and attainment. o FLOs are also working successfully to reduce late coming and the associated missed learning in targeted groups of young people. o FLOs are establishing positive family-school relationships with the parents of vulnerable young people, enabling better support for learning at home. o FLOs also are supporting learning at home for young people who struggle to attend school regularly or full-time, thus allowing learner progress while they work to re-engage young people with school. Again, significant progress has been recorded.
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o PEF has been successfully invested in employing trained staff, or to train existing staff, to help young people with dysregulated and disruptive behaviours which are barriers to their own progress. o PEF has funded Principal Teachers of Nurture to support young people with social, emotional and behavioural needs in their engagement with learning, and to improve their wellbeing. o PEF has allowed our schools to successfully employ and resource MCR Pathways Co-ordinators, providing our most vulnerable young people with adult mentors to support and advise them towards successful pathways and destinations. o PEF has facilitated extra in-class support in schools for the young people who most need it. o PEF has allowed schools to run extra learning sessions for young people after school. o Young people and their families have been supported financially through PEF with the cost of the school day, regular meals, school equipment and financing school trips and visits. • Through these and other PEF-funded interventions across our secondary schools, we have been able to support and improve wellbeing, attendance and the quality of learning experiences for identified young people, all three of which are central to attainment and achievement in education. • Additionally, Head Teachers must account for the attainment and achievement of the most disadvantaged pupils in their schools as part of the annual Attainment Meeting with the Executive Director, Heads of Service, Education Manager and Education Lead. In 2023, two additional sections were added to the Attainment Meeting template, requiring schools to analyse both S3 attainment in the Broad General Education phase of Curriculum for Excellence, and Senior Phase attainment, in the context of SIMD. This is in line with the Argyll and Bute Council’s Stretch Aims, as required by the Scottish Government, in which the gaps between the lowest and highest SIMD quintiles in achieving one qualification at SCQF levels 5 and 6 are measured. From 2024 we have also added a section on presentation rates, which influence all the Insight measures covered in this report. • Central to achieving such targets is teachers’ understanding of assessment standards and progression at both Broad General Education and the Senior Phase, which is being addressed through programmes of in-school and cross school moderation of assessment. • Equally important in maximising attainment and achievement is high-quality learning, teaching and assessment, which is a focus on every secondary School Improvement Plan and is supported by Argyll and Bute’s internally developed and Education Scotland accredited Guided Approaches to Pedagogical Enquiry (GAPE) programme.
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6 Wider Achievement of Young People in Argyll and Bute • Alongside National Qualifications, Argyll and Bute’s secondary schools offer a wide and ever-increasing range of opportunities for wider achievement. Such opportunities develop skills for life and work, broaden young people’s range of experiences, and are recognised by employers and further and higher education establishments as valuable indicators of young people’s attributes and capabilities. • The report by Professor Ken Muir on the next steps for Scottish education (2022), the associated review of secondary assessment in Scottish education, led by Professor Louise Hayward (2023), and the Independent Review of the skills delivery landscape by James Withers (2023) all emphasise the importance of wider achievement and building skills for young people, and stress the importance of parity of esteem between such qualifications and the more traditionally academic range of qualifications. • The table below summarises Wider Achievement across the authority’s secondary schools in 2023-24, which is broken down in greater detail by the subsequent graphs. Table 10: Summary of Wider Achievement Awards 2023-2024 SCQF Level Presentations Number of Passes Pass Rate SCQF Level 4 360 285 79.2% SCQF Level 5 758 645 85.1% SCQF Level 6 467 377 80.7% SCQF Level 7 8 8 100.0% All Awards 1529 1251 81.8% Summary: • Wider Achievement awards were gained at SCQF levels 4-7 and 82% of all entries in Wider Achievement gained an award. • Young people across Argyll and Bute gained a total of 1251 awards, up from 1167 Wider Achievement Awards in 2022-23. • The 2023-24 percentage pass rate for Wider Achievement at SCQF Level 5 was 85.1% • The 2023-24 percentage pass rate for Wider Achievement at SCQF Level 6 was 80.7% • The types of Wider Achievement awards gained by SCQF level are illustrated below: 6.1 SCQF Level 4 Awards
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• Young people were presented for 22 awards with passes achieved in 20 different courses • The most popular SCQF Level 4 award was the Employability Award, which had 54 passes 6.2 SCQF Level 5 Awards 3 3 4 29 18 1 1 28 16 41 2 14 54 21 4 12 29 1 31 1 0 10 20 30 40 50 60 Travel and Tourism Steps to Work Award Science and Technology Rural Skills Photography Personal Finance Award PC Passport Mental Health and Wellbeing Hospitality Hairdressing Esports Engineering Skills Employability Award Early Learning and Childcare Dance Customer Service Construction Craft and Technician Communication Beauty Skills Award in Religion, Belief and Values Number of Passes Wider Achievement SCQF Level 4 Awards
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• Young people were presented for 41 SCQF Level 5 awards with passes achieved in 38 different courses • The most popular SCQF Level 5 award was the Scottish Studies award, with 65 passes 6.3 SCQF Level 6 Awards 23 36 62 21 5 65 19 2 14 18 50 2 3 37 14 14 5 22 1 5 44 32 8 7 21 9 11 15 15 5 3 4 1 3 61 31 1 1 0 10 20 30 40 50 60 70 Travel and Tourism Sport and Recreation Sport and Fitness: Team Sports Sport and Fitness: Individual Sports SCQF Level 4 Award in STEM Leadership Scottish Studies Award Rural Skills Radio Broadcasting Qualification in Community Sports Leadership Personal Finance Award Mental Health and Wellbeing Maritime Studies Maritime Skills Make-Up Skills Leadership Award Hospitality Health Sector Hairdressing Goal Setting Esports Engineering Skills Early Learning and Childcare Digital Media Animation Cyber Security Customer Service Criminology Creative Industries Construction Skills Computer Games Development Business with Information Technology Business and Marketing Beekeeping Beauty Care and Make-Up Award in Religion, Belief and Values Award in Customer Service: Principles and… Automotive Skills Art and Design: Digital Media Applied Sciences Number of passes Wider Achievement SCQF Level 5 Awards
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• Young people were presented for 24 SCQF Level 6 awards with passes achieved in 20 different courses • The most popular SCQF Level 6 award was the Leadership award, with 88 passes 6.4 SCQF Level 7 Awards 39 9 8 64 0 88 12 4 0 0 23 9 16 0 1 2 15 1 19 17 11 18 20 1 0 10 20 30 40 50 60 70 80 90 100 Sports Development Social Services: Children and Young… Scottish Studies Award SafeCert SCQF Level 6 Award in… Personal Finance Award Leadership Award Journalism Foundation Apprenticeship in Social… Foundation Apprenticeship in… Foundation Apprenticeship in Creative… Exercise and Fitness Leadership Esports Engineering Systems Diploma in Digital Application Support Dance Cyber Security Criminology Creative and Digital Media:… Computer Games Development Business with Information Technology Business Skills Beauty Award in Religion, Belief and Values Award in Emergency First Aid at Work Number of passes Wider Achievement SCQF Level 6 Awards
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• Young people were presented for 2 SCQF Level 7 awards with passes achieved in both courses • The most popular SCQF Level 7 award was the Swimming Teaching award, with 5 passes 7.0 CONCLUSION 7.1 This report presents an overview of the key attainment performance data, and details outcomes for all pupils across the ten secondary schools for session 2023-2024, incorporating the authority’s perspective on both data received from SQA in August 2024, and data from the Scottish Government’s Insight tool. The Education Service will continue to take forward its programme of challenge and support with schools across the authority to secure further improvement in attainment and achievement outcomes for young people. 7.2 Heads of Service, the Education Manager and the Education Lead are taking forward a programme of challenge and support with secondary schools across the authority involving a range of actions and measures to support schools to secure further improvement in examination outcomes and Wider Achievement for young people. These include formal School Reviews and detailed analysis and evaluation on attainment and achievement at Secondary Attainment Meetings. Increasing attainment and achievement and ensuring that all young people achieve to their potential, regardless of location, circumstance or potential barriers, is at the heart of the work of the Education Service. 7.3 Heads of Service and Area Managers continue to meet regularly with Head Teachers to ensure appropriate levels of both scrutiny and collaboration are in place in relation to performance and securing positive outcomes for young people. This work is reinforced and enhanced by Central Team staff through their involvement with national performance networks which allows them to share best practice with wider Local Authority colleagues. 7.4 Additionally, as referred to above, the Education Service has overhauled the process for analysis and evaluation of attainment data. Attainment Meetings with individual secondary Head Teachers take place in October/November, at 3 5 0 1 2 3 4 5 6 Reach West Programme Swimming Teaching Number of passes Wider Achievement SCQF Level 7 Awards
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which all aspects of attainment from S1-S6 are analysed and key improvement strategies to raise attainment are discussed and agreed. 7.5 Head Teachers will present individual school performance analysis using the data currently available, along with a wider holistic update at Local Area Committees in March 2025. 8.0 IMPLICATIONS 8.1 Policy: This report links directly to Education in the Argyll and Bute Corporate Plan 2023-2027 (Attaining and achieving at all stages). NIF: Priorities 3 and 5 8.2 Financial: None 8.3 Legal: None 8.4 HR: None 8.5 Fairer Scotland Duty: None 8.5.1 Equalities – This report links directly to NIF Priority 3: Closing the attainment gap between the most and least disadvantaged children and young people. 8.5.2 Socio-economic Duty – None 8.5.3 Islands – None 8.6 Climate Change – None 8.7 Risk: The performance of Argyll and Bute schools in national examinations can significantly enhance or detract from the Council’s reputation and attractiveness as an area to work and live in. 8.8 Customer Service: This report provides elected Members with an overview of Service Performance. 8.9 The Rights of the Child (UNCRC) – This report links to Article 29 (goals of education) Douglas Hendry - Executive Director with responsibility for Education Councillor Audrey Forrest - Policy Lead for Education For further information contact:
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Wendy Brownlie Head of Education – Performance and Improvement wendy.brownlie@argyll- bute.gov.uk Jennifer Crocket Chief Education Officer/ Head of Education – Wellbeing, Inclusion and Achievement Jennifer.crocket@argyll-bute.gov.uk Brendan Docherty Education Manager – Secondary Performance and Improvement Brendan.docherty@argyll-bute.gov.uk James Bowness Education Lead – Benchmarking, Data and Performance james.bowness@argyll- bute.gov.uk December 2024