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West Partnership Improvement Plan and Evaluation Report ECSPB

Renfrewshire Council · 2 November 2023
Back to Education and Children's Services Policy Board — 2 November 2023 and its agenda

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To:  Education and Children’s Services Policy Board
On: 2 November 2023
___________________________________________________________________ 
Report by:  Interim Chief Education Officer 
___________________________________________________________________ 
Heading:  West Partnership Improvement Plan and Evaluation Report
___________________________________________________________________
1. Summary
1.1. Regional Improvement Collaboratives (RICs) were established in 2017 as a
national initiative to bring about improvement for all schools in Scotland. They
are intended to bring together local authorities and Education Scotland,
facilitate collaborative working and provide educational support to
practitioners.  
1.2. The Glasgow City Region Education Improvement Collaboration, known as
the West Partnership brings together authorities from across the Glasgow City
Region; East Renfrewshire is a member of the West Partnership. 
1.3. To purpose of this paper is to inform the Committee of the contents of the
West Partnership’s Improvement Plan 2023 – 2024 and Evaluation Report
2022 – 2023. 
___________________________________________________________________
2. Recommendations
2.1. The Education and Children’s Services Policy Board is asked: to note the
contents of the Improvement Plan and Evaluation Report.  
___________________________________________________________________ 
3. Background
3.1. The report was considered and endorsed at the last Glasgow City Region
Education Committee on 12 September 2023.

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4. Progress
4.1. The attached report (Appendix 1) details progress over the academic year
2022-2023 towards achieving each of the associated target outcomes and
expected impacts as detailed in the West Partnership Improvement Plan for
2022-2023.
4.2. Each year, we see the growing benefit of working collaboratively and
systematically across the West Partnership area, and the difference this is
making to staff, children and young people. The report captures the very good
progress made within the West Partnership across our three main
workstreams.  This is testament to the dedication and commitment of all staff
who have worked to support our children and young people.
4.3. Throughout the report, there are strong examples of how the Partnership is
supporting authorities to improve attainment and achievement for all, while
closing the poverty related attainment gap.  This focus on excellence and
equity is underpinned by an approach with enables staff to take collective
action and deliver improvement. 
4.4. Included in this report is an overview of the strengthened evaluation model
including the three drivers of improvement. The report showcases progress in
enhancing collaboration, improving knowledge and confidence and changing
practice. Three main illustrations which demonstrate impact in these three
improvement areas have been included along with an overview of the work
that has been completed in each workstream. 
4.5. Critical indicators have been updated demonstrating progress across the
region. The West Partnership continues to compare favourably against
national figures across most measures.
4.6. Work has also been carried out to make a stronger link between the critical
indicators and the values of excellence, equity and empowerment.
Furthermore, some critical indicators have been added in recognition of our
commitment to closing the poverty related attainment gap as well as the
Promise.
4.7. The Partnership is also required to produce an annual improvement plan
which outlines the vision, purpose and key activities of the collaborative for the
year ahead.  The West Partnership Improvement Plan 2023 – 2024 (Appendix
2) sets out the key areas for collaborative action to bring about improvement
across the Glasgow City Region.  
4.8. Education Committee should note that the plan captures those areas where
collaboration between the partners will be beneficial.  Not all schools or local
authorities will participate in all activities, but the plan sets out the
partnership’s offer to schools, based on what stakeholders have indicated
they would benefit from.
4.9. As such the plan does not replicate or duplicate the individual local
improvement plans of each partner authority, but enhances our own efforts to
support and challenge schools to improve.
4.10. Over the past session, a comprehensive range of engagements with key
stakeholders took place, complementing the ongoing evaluation activity;
giving a clearer set of qualitative and quantitative data to ensure the 2023-24

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Improvement Plan meets the needs of practitioners and officers across the
West Partnership.
4.11. The feedback gathered from the stakeholder engagements, recommendations
from the Robert Owen Centre evaluation and consensus building
conversations with workstream sponsors, workstream members, programme
participants and Education Scotland colleagues, all contributed to the
Improvement Plan 2023-24.
4.12. Taking account of all consultation to date, there is clear consensus that
existing programmes and activity are broadly meeting the needs of officers
and practitioners across the West Partnership. It is suggested most
programmes continue, following review and in some cases, augmentation.
4.13. The three main workstreams will continue to be: Wellbeing for Learning;
Leadership, Empowerment and Improvement; and Curriculum, Learning,
Teaching and Assessment.  The Partnership will work closely with local
authorities, as well as with colleagues from Education Scotland and the
Robert Owen Centre for Educational Change, to achieve key objectives set
out for each workstream. 
4.14. The approach towards Specialist Networks that was introduced last year will
continue. These Specialist Networks meet with a common purpose to
enhance the work of the local authorities in themed areas such as curriculum,
additional support needs and digital learning. East Renfrewshire is benefitting
from the collaboration and support from the networks.  
4.15. A revised Plan on a Page has been included which attempts to more clearly
articulate: vision, values, purpose and priorities of The West Partnership. 
Implications of this report
1.  Financial 
None. 
2.  HR and Organisational Development 
None. 
3. Community/Council Planning 
None. 
4.  Legal 
None. 
5.  Property/Assets 
None. 
6.  Information Technology 
None. 
7.  Equality and Human Rights 
(a) The Recommendations contained within this report have been
assessed in relation to their impact on equalities and human rights.

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No negative impacts on equality groups or potential for infringement
of individuals’ human rights have been identified arising from the
recommendations contained in the report because it is for noting only. 
If required following implementation, the actual impact of the
recommendations and the mitigating actions will be reviewed and
monitored, and the results of the assessment will be published on the
Council’s website.   
8. Health and Safety
None. 
9. Procurement 
None. 
10. Risk 
None. 
11. Privacy Impact
None. 
12.  Cosla Policy Position 
Not applicable. 
13. Climate Risk 
None.   
List of Background Papers 
(a) Background Paper 1: None. 
The foregoing background papers will be retained within children’s services for
inspection by the public for the prescribed period of four years from the date of the
meeting.  The contact officer within the service is Lauren Johnston, Service
Improvement Manager, 0141 618 4023, lauren.johnston@renfrewshire.gov.uk.
___________________________________________________________________ 
Author:  Lauren Johnston

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The West Partnership
EVALUATION REPORT 2022–2023
Equity, Excellence
& Empowerment

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Contents.
Foreword
Introduction
\ Vision
\ Context
How does the West Partnership compare?
\ Broad General Education
\ Senior Phase
Evaluation Framework: Three Drivers of Improvement
Mapping
\ Leadership, Empowerment, and Improvement
\ Curriculum, Learning, Teaching, and Assessment
\ Wellbeing for Learning
Illustrations
\ Improving our Classrooms
\ My Thinking About Headship Journey
\ Evaluating the impact of 1140 Hours
Pupil and Practitioner Voice
Critical Indicators
Conclusion
3
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I am pleased to present the West partnership Regional Improvement Collaborative Evaluation Report
2022-23. This report details progress over the academic year towards achieving each of the outcomes
and expected.
Impacts detailed in the West Partnership Improvement Plan. The West Partnership has a clear vision:
we want to embed the values of equity, excellence and empowerment in everything we do. In doing
so, we aim to establish a culture where working collaboratively across our eight local authority areas
allows us to build a Networked Learning System and continually improve learning experiences and
outcomes for every learner across the Glasgow City Region.
This year, we have reached further across the range of staff teams
represented within the partnership: senior and middle leaders,
teachers, practitioners, support staff, central teams, CLD colleague
and more. We are more able to see the added value that the West
Partnership Regional Improvement Collaborative brings and the
impact our activities are having in classrooms and playrooms.
The report highlights some interesting illustrations which show
significant and sustained impact in learning and teaching through
the Improving Our Classrooms Programme; the impact on one
participant of the professional support offered through the Thinking
About Headship Programme and the methodology and progress
made to date in the partnership’s research into the impact of 1140
hours in early years. In addition, the voice of our children, young
people and staff are captured and shared, allowing us to see practical
applications and effects of working collaboratively with others across
the West Partnership. We continue to have our work recognised by
external evaluations carried out by the Robert Owen Centre for
Educational Change, Glasgow University and use this information as part of our self-evaluation and
planning process.
We continue to organise our work across three workstreams: Wellbeing for Learning; Leadership,
Empowerment and Improvement; and Curriculum, Learning, Teaching and Assessment. Programmes
are developed to ensure we are adding value to local and national offers and avoiding unnecessary
duplication. Ensuring we are designing an offer which meets the need of colleagues, and in turn children
and young people, is paramount. This report shows very good progress across all three workstreams
again this year. 
Face to face opportunities have increased this session as colleague tell us that collaboration takes place
more easily when you are in the room together. However, our wide geographical reach also means we
are sensitive to the time constraints of travel and make very effective use of digital technology in our
delivery approach.
As I step down from my role as Regional Improvement Collaborative Lead, I do want to express
my gratitude to colleagues across the partnership and beyond who have worked tirelessly,
especially in the most trying of situations during the pandemic, to work together for the continued
improvement of the experience we give our children and young people. Your commitment
and passion are inspiring. I leave knowing the West Partnership will continue to flourish,
adding a bespoke offer to the system and under the leadership of Mark Ratter, the new RIC Lead. 
Tony McDaid, Regional Lead Officer West Partnership
Foreword

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Introduction
Our evaluation report provides an overview of
the collective impact and added value of the West
Partnership annual activity which is delivered through
three core workstreams.  These are:
¬ Curriculum, Learning, Teaching and Assessment 
¬ Wellbeing for Learning 
¬ Leadership, Empowerment, and Improvement
¬ 8 local authorities across the West of Scotland; East Dunbartonshire, East Renfrewshire, Glasgow
City, Inverclyde, North Lanarkshire, Renfrewshire, South Lanarkshire, and West Dunbartonshire.
¬ 35% of Scotland’s school population attend
a West Partnership school.
¬ Over 1000 nurseries, primary, secondary,
and special schools.
¬ More than 246,000 children and 
young people.
¬ Over 50% of all West Partnership pupils
reside in SIMD quintiles 1 and 2.
The West Partnership has a clear vision:  to embed
the values of equity, excellence, and empowerment in
everything we do, building a collaborative, networked learning system to improve learning
experiences and increase attainment for every learner across the region.
VISION
CONTEXT

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How does the West Partnership compare?
BROAD GENERAL EDUCATION
Percentage of pupils m
eeting the expected level for Literacy
Percentage of pupils in P1, P4, P7 combined meeting the expected level for Literacy
∞ West Partnership    ∞ National
Data from 21/22 shows an increase in the number of primary pupils meeting their expected literacy levels at P1, P4 and
P7. The percentage of West Partnership pupils meeting the expected level increased from 69.7% in 20/21 to 72.4% in 21/22.
This figure is slightly below the last pre-pandemic session (18/19) but in line with the figures from 17/18. West Partnership
primary pupils continue to be more likely than all Scottish pupils to meet the expected level for literacy.
Data from 21/22 shows an increase in the number of primary pupils meeting their expected numeracy levels at P1, P4 and
P7. The percentage of West Partnership pupils meeting the expected level increased from 77.3% in 20/21 to 79.6% in 21/22.
This figure is slightly below the last pre-pandemic session (18/19) but in line with the figures from 17/18. West Partnership
primary pupils continue to be more likely than all Scottish pupils to meet the expected level for numeracy.
2016/17 2017/18
Year
2018/19 2020/21 2021/22
2021/22
75
70
65
60
55
50
71.3
65.8
70.1 71.0
66.4
70.5
77.9
72.4 73.0
69.7
72.4
79.6
Percentage of pupils m
eeting the expected level for Num
eracy
Percentage of pupils in P1, P4, P7 combined meeting the expected level for Numeracy
∞ West Partnership    ∞ National
2016/17 2017/18
Year
2018/19 2020/21
85
80
75
70
65
60
78.1
76.4
78.4 79.1
74.7
79.5 80.3
77.3

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How does the West Partnership compare?
SENIOR PHASE
Percentage of leavers achieving 1 or m
ore passes at SCQF Level 5
Percentage point gap between Q1 and Q5 leavers achieving 1+ at SCQF Level 5
Percentage of leavers achieving 1 or more passes at SCQF Level 5
∞ West Partnership    ∞ National
Percentage point gap between Q1 and Q5 leavers achieving 1+ at SCQF Level 5
The percentage of leavers achieving 1 or more passes at SCQF Level 5 decreased by 1.2 percentage points to 89.4%
from 90.6% in 20/21. Whilst a reduction on the previous year, the 21/22 figure remains higher than all other years since
2016/17. The West Partnership continues to have a higher percentage of leavers achieving 1 or more awards at this level
compared to Scotland as a whole.
Progress towards closing the gap between SIMD quintiles 1 and 5 in relation to leavers achieving 1 or more passes at
SCQF level 5 remains stable. Since 2018 the gap between quintiles 1 and 5 has decreased by 1.5 percentage points,
moving from 18.6% in 2018 to 17.3% in 2022.
At the senior phase level, a variety of assessment models have been used over the previous three academic sessions. As
such, caution should be noted in making year on year comparisons.
2016/17 2017/18
2017/18
Year
Year
2018/19
2018/19
2019/20
2019/20
2020/21 2021/22
2020/21 2021/22
90
80
70
60
50
40
20%
15%
10%
5%
0%
87.3 86.1 86.0 85.1
88.0 89.5
88.987.0
18.6% 18.0%
19.3%
16.9%
17.3%
86.5 88.8 90.6
89.4

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How does the West Partnership compare?
Percentage of leavers achieving 1 or m
ore passes at SCQF Level 6 Percentage of leavers achieving 1 or more passes at SCQF Level 6
∞ West Partnership    ∞ National
The percentage of leavers achieving 1 or more passes at SCQF Level 6 has fallen by 3.4 percentage points. The figure of
69.4% is now in line with the last session which had a traditional model of assessment (18/19). West Partnership pupils
continue to outperform the national figure on this measure.
Progress towards closing the gap between SIMD quintiles 1 and 5 in relation to leavers achieving 1 or more passes
at SCQF level 6 has reversed slightly from 2021. Since 2018 the gap between quintiles 1 and 5 has decreased by 1.4
percentage points, moving from 37.9% in 2018 to 36.5% in 2022.
Year
80
70
60
50
40
SENIOR PHASE
2016/17 2017/18 2018/19 2019/20 2020/21 2021/22
67.3
61.2 62.2
60.5
68.2
70.2
67.168.7 69.3
70.4 72.8
69.4
Percentage point gap between Q1 and Q5 leavers achieving 1+ at SCQF Level 6 Percentage point gap between Q1 and Q5 leavers achieving 1+ at SCQF Level 6
2017/18
Year
2018/19 2019/20 2020/21 2021/22
40%
30%
20%
10%
0%
37.9% 37.6% 37.0%
34.8% 36.5%

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How does the West Partnership compare?
SENIOR PHASE
Percentage of leavers achieving 5 or m
ore passes at SCQF Level 6 Percentage of leavers achieving 5 or more passes at SCQF Level 6
∞ West Partnership    ∞ National
As in other measures at Level 6, the percentage of leavers achieving 5 or more passes has decreased against 20/21
figures. The figure of 41.5% for 21/22 is a 2.8 percentage point decrease from the high of 44.3% in 20/21. The 21/22 figure
remains higher than the last non-disrupted session of 18/19. As in other senior phase attainment measures, a higher
percentage of West Partnership leavers are achieving this standard than their national peers.
Progress towards closing the gap between SIMD quintiles 1 and 5 in relation to leavers achieving 5 or more passes at
SCQF level 6 continues to slowly decrease. Data prior to 2019/20 is unavailable for this measure, but since 2020 the gap
between quintiles 1 and 5 has decreased by 0.6 percentage points.
2016/17 2017/18
Year
2018/19 2019/20 2020/21 2021/22
50
40
30
20
10
0
36.2
29.9
30.4
28.7
40.1 42.1
38.737.6 38.3
42.1
44.3 41.5
Percentage point gap between Q1 and Q5 leavers achieving 5+ at SCQF Level 6
Percentage point gap between Q1 and Q5 leavers achieving 5+ at SCQF Level 6
Year
2019/20 2020/21 2021/22
40%
30%
20%
10%
0%
45.3%
44.9% 44.7%

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How does the West Partnership compare?
SENIOR PHASE
Percentage of school leavers in an initial positive destination (2009–2022)
Percentage of school leavers entering Higher Education (2009–2022)
Percentage of school leavers in an initial positive destination (2009–2022)
∞ West Partnership    ∞ National
Percentage of school leavers entering Higher Education (2009–2022)
∞ West Partnership    ∞ National
The percentage of West Partnership leavers entering initial positive destinations is at the highest it has been since
records began. This continues a trend of year-on-year increases that was only interrupted in 19/20, when pandemic
related disruption significantly reduced the percentage of leavers entering employment. The figure of 96.3% continues
the progression from 88.3% in 2010. For the fourth year in a row, West Partnership leavers were more likely than their
national peers to be in an initial positive destination.
The percentage of West Partnership leavers entering Higher Education has fallen to 46.1% in 21/22, down from historic
highs of 49.3 in 20/21. This figure is higher than the last non-pandemic-disrupted session in 18/19. West Partnership
leavers have consistently been more likely to enter Higher Education when compared to their national peers, a trend that
continued in 21/22.
2009/10
2009/10
2015/16
2015/16
2010/11
2010/11
2016/17
2016/17
Year
Year
2011/12
2011/12
2017/18
2017/18
2012/13
2012/13
2018/19
2018/19
2013/14
2013/14
2019/20
2019/20
2014/15
2014/15
2020/21
2020/21
2021/22
2021/22
100
95
90
85
80
75
55
50
45
40
35
30
88.3
38.0
92.9
42.9
87.7
36.2
93.5
40.3
89.3
36.3
93.7
40.7
90.3
37.8
94.6
41.1
91.9
37.1
95.0
40.3
92.6
39.0
93.4
44.2
93.2
38.8
95.5
45.1
95.7
41.3
88.5
38.0
93.7
44.9
89.9
40.8
94.4
45.1
91.2
39.2
95.2
44.7
92.1
41.4
93.6
48.6
92.6
41.8
95.8
49.3
96.3
46.1

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How does the West Partnership compare?
SENIOR PHASE
The percentage gap between SIMD Q1 and Q5 leavers entering a positive destination has decreased in comparison to
20/21 and is the lowest it has been in the last 5 years. Leavers in the 19/20 cohort were impacted by a lower number of
leavers entering employment, a trend reversed in 2022 with 7.3 percentage point more leavers entering employment than
in 2020.
Percentage gap between Q1 and Q5 leavers entering a positive destination Percentage gap between Q1 and Q5 leavers entering a positive destination
Year
2017/18 2018/19 2020/212019/20 2021/22
8
6
4
2
0
7.9
4.8 5.1
6.6
4.2

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Evaluation Framework: Three Drivers of Improvement
Our evaluation framework demonstrates
the added value and collective impact
of the partnership activity.  Through
the development of clear workstream
outcomes and measures, three
common themes have emerged from
the evidence leading to the creation
of the three drivers of improvement
evaluation framework.
The three drivers of improvement are
defined below and summarised in
diagram 1.
We recognise that collaboration is desirable in our system but also that it is necessarily varied with regards
to its form. Some collaboration may involve short-term interactions whilst others demand sustained
collaborative working around areas of interest. This is necessary in meeting the needs of a range of
practitioners, some of whom desire relatively light-touch association and networking opportunities
whilst others require more hands-on sustained co-production activities on areas of shared importance.
Our collaborative work and our aim to affect practice change is supported through partnership activity.
Practice change at all levels of the system is a key aspiration for the West Partnership. This extends from
the way in which our teachers deliver in the classroom to the ways in which local authority central
teams interact across our region. As such, we envisage partnership activity as facilitating practice
change as a consequence of a dynamic offering which targets all practitioners irrespective of their role.
Our region contains just over 19,000 practitioners, some 36% of all practitioners in Scotland. We see our
work as enhancing practitioner knowledge, understanding and confidence at all levels, from those newly
qualified to those at the most senior level. The enhancement of practitioner knowledge, understanding
and confidence is inherently linked to our collaborative working.  There is a great amount of expertise
and experience across our 8 authorities and the exchange of knowledge and sharing of practice is a
key role that the partnership plans for and supports
DRIVER 1: FACILITATING VARIOUS FORMS OF COLLABORATION
DRIVER 3: SUPPORTING PRACTICE CHANGE AT VARIOUS LEVELS
DRIVER 2: ENHANCING PRACTITIONER KNOWLEDGE,
UNDERSTANDING AND CONFIDENCE

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West Partnership Drivers Model
Drivers of Improvement
Practitioner DevelopmentCollaboration
Association
and
networking
Access to
expertise and
knowledge
Practitioner
level
Enhanced
classrooms
and playrooms
Knowledge
exchange
Space to
share and
learn
Senior
Leadership
Team level
Enhanced
school
communities
Collaborative
Working
Contribution
to work
cross sector/
authority
Local
Authority
level
Enhanced
Partnership
working
Confidence to
implement/change
Knowledge and
understanding
Change to Practice

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Mapping
LEADERSHIP, EMPOWERMENT, AND IMPROVEMENT
In the section below we provide a map of work which has been completed in each workstream. These maps give an
overview of the breadth of work which has been completed.
Across the last session, the Leadership, Empowerment, and Improvement workstream has delivered 5 programmes
involving practitioners from all West Partnership local authorities. Projects in this workstream aim to produce highly
effective development opportunities which mean that leaders of learning and school leaders are best equipped to deliver
successful practice change. In total, the workstream has engaged with approximately 900 practitioners. A breakdown is
included in the visual below:
Leadership,
Empowerment
and Improvement
Workstream
Improving
Our Schools 40
practitioners (leaders
and teachers) Primary
Only
Improving Our
Classrooms 143
teachers across all
sectors
Improving Our
Department/Faculty
175 Practitioners
(PTs and Teachers)
Secondary only
Mudd
Partnership
Executive Coaching
(20 HTs) Hexagon
Coaching (20 HTs)
Learning Sets 
(46 Leaders)
Thinking About
Headship 40 DHTs and
PTs across all sectors

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Mapping
CURRICULUM, LEARNING, TEACHING, AND ASSESSMENT
Across the last session, the workstream has delivered work across 4 broad areas. The workstream facilitates 7 specialist
networks with 68 representatives from all 8 local authorities. Furthermore, Development Officers have delivered work
specifically around West OS and Assessment and Moderation. Four workstream specific programmes have also been
delivered.
In total, the workstream has engaged with approximately 1900 practitioners. A breakdown is included in the visual below:
Curriculum,
Learning, Teaching
and Assessment
West OS Assessment and
Moderation
Workstream
Programmes/
ProjectsWest OS Video
Resources 90% of
all WP schools have
used the tool
Two specialist
networks (ASN and
Non-ASN Assessment
and Moderation)
7 Networks with
representation
from every LA (68
representatives)
West OS Lice - 19 BGE
sessions, 61 Senior
Phase Sessions
Training offers (1613
participants across 6
separate offers)
Primary
Curriculum
(10 schools)
BGE
Secondary
Curriculum
(49 schools)
Podcasts, Transitions, 
Resources, Parent
Channel and
Masterclasses
Assessment
& Moderation
Resources created
and hosted by the
West Partnership
Pedagogy
for All (170
Participants)
Keep Scotland
Beautiful
(39 Schools)
Specialist
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Mapping
WELLBEING FOR LEARNING
Across the last session, the workstream has delivered work via specialist networks and also centrally. The workstream has
7 specialist networks with 56 members from across all West Partnership local authorities. Nine programmes of work have
been delivered centrally by the workstream. In total, just under 1700 practitioners have engaged in workstream related
work. A breakdown is included in the visual below:
Wellbeing
For Learning
Workstream
Workstream
Programmes/
Project
Attendance Spotlight
Event - 261 participants
FVWL Tool session - 163
participants 
UNCRC
3 Sessions
205 participants
7 Networks with
representation from
all LAs (56 Network
members)
Youthlink Enquiry
8 partnerships
Circle Training
8 Sessions
334 participants
Young Leaders of
Learning
6 LAs
68 school leads
408 CYP trained
PSE
6 Sessions
202 participants
Inclusion in
Mainstream
7 Sessions
217 participants
Keeping Trauma 
in Mind
4 Sessions
86 participants
9 CAR projects
Family Learning
5 Sessions
151 participants
Specialist
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Illustrations: Improving our Classrooms
Improving Our Classrooms (IOC) is part
of the West Partnership’s Improving
Our... professional learning programmes.
The others are Delivering Mentorship
(Masters module), Improving Our
Schools, Improving Our Departments
and Faculties, and Leadership of Learning
Groups. All have the same focus on high
quality self-evaluation at classroom level,
leading to:
¬ improved learning and teaching
¬ use of data informed targeted interventions
¬ improved attainment and achievement
¬ a relentless focus on equity and excellence for all children and young people; and
¬ expanding the networks of participants across the West Partnership area.
IOC is a Masters level, year-long programme for teachers in all sectors. Those who successfully complete
IOC are awarded 30 Masters Credits and GTCS Professional Recognition. In 2022-23, 100 teachers from
eight local authorities submitted case studies. These are focused on their class data, the learners they
work with and their own practice. Two examples of case studies are provided below:
Does active learning lead to improved attainment in National 5 Reading for Understanding,
Analysis and Evaluation for a target group of S4 pupils?
Can the use of retrieval practice lead to improved strategy skills when adding and
subtracting within 20 for a target group of EAL learners in P3?
Attainment increased in the target area for all young people. They were also more engaged
and asking more questions. This approach is now being used across year groups and across
the department.
All children could identify and use a greater number of strategies. This was the case in
the target group and beyond in the class. The group’s engagement and attendance also
increased.
QUESTiON
QUESTiON
iMPACT
iMPACT

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Illustrations: Improving our Classrooms
Participating teachers were asked to evaluate the impact of their participation in IOC on both the learners
they work with and their own practice. An overview of this data, based on 83 practitioners, is presented below.
95% saw an increase
4% said they didn’t
yet have enough
evidence
1% saw no increase
94% said they were
using data more
6% said their use of
data was the same
Attainment
use of
data
confidence
confidence to
change practice
engagement attitude to
learning
understanding
of area of
improvement
skilles as a
practitioner
100% saw an
improvement
96% said they were
more confident
4% said this was
unchanged
95% saw an
improvement
5% said it stayed 
the same
96% said their skills
had increased
4% said this had
stayed the same
94% saw an
improvement
5% said it stayed the
same
1% said it decreased
98% said their
understanding
increased
2% said it stayed the
same
IMPACT ON CHILDREN AND YOUNG PEOPLE
IMPACT ON TEACHERS

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My Thinking About Headship Journey
In addition to the Improving Our Classroom illustration, an insight from a Thinking About Headship
participant from South Lanarkshire is shared below. The case study below was produced by DHT
Hazel Buchanan and is an example of how work in the Leadership, Improvement, and Empowerment
workstream can enhance practitioner knowledge, skills, and confidence.
My Thinking About Headship Journey
It has encouraged
me to look at my
own practice and to
identify the type of
leadership qualities I
hold and the leader
I want to become.
Understand
Myself Build Relationships
I have enjoyed the
many guest speakers
and hearing about
their journey and
experience. It has
filled me with hope
and positivity. It has
ignited something
within me.
Learn from
Others
It has helped me to
clarify who I am as
a leader and what
my next steps will
be. It has filled me
with reassurance
and clarity.
Develop a Clear
Vision
Next Steps
I have enjoyed working
with colleagues from a
variety of
backgrounds. The
professional dialogue
has been superb and
has allowed me to
grow my network of
support.
This programme has truly been a useful and highly worthwhile preparatory step in my journey towards becoming a Headteacher.
Working with colleagues in similar roles in other local authorities, has supported me to further develop my understanding of
leadership from a strategic perspective. It has allowed me to see the bigger picture.
I have increased self-knowledge, leadership knowledge and system-change awareness. This programme has also helped me to
further understand the impact of my leadership actions at a school, local and national level. It has made me question the
decisions I make daily and has given me answers as to why I make these decisions. It has made me look more deeply at how
these decisions/leadership actions impact myself, my staff and my pupils. Thanks to this programme I have secured a place on
next year’s Into Headship course. I am unbelievably grateful and excited. I can’t wait to take this next step in my journey.
Hazel Buchanan
Crawforddyke Primary 
DHT
WWhhaatt  hhaavvee  yyoouu  lleeaarrnneedd  aabboouutt  yyoouurrsseellff  aanndd  wwhhaatt  ddooeess  tthhiiss  mmeeaann  ffoorr  yyoouurr  lleeaaddeerrsshhiipp  iinn  rreellaattiioonn  ttoo 
tthhee  rroollee  ooff  hheeaaddtteeaacchheerr??
I have learned:
• My Big 5-Learner, Discipline, Restorative, Responsibility, Developer
• More about myself as a person and leader-The type of leader I am and aspire to be
• I have more confidence when making decisions
• More confidence dealing with tricky situations and conversations
• I now have a bigger network of support and realise how important this is moving forward
• My emotional intelligence is not as strong as I thought, something I have really worked on this year
• I have a deeper understanding of Government policies and legislation and what this means for me in my current/future role
• I am more aware of my own personal values- (I believe these are ever changing as we grow and adapt to situations) Trust,
Integrity, Honesty, Dependability, Self-Respect
• I am ready for the next step in my journey
What does this mean for me:
• I have increased knowledge of what it means to be a Headteacher and the weight of responsibility this brings (me eyes are
wide open!)
• I have self reflection tools that I can use to help me process and reflect (professional learning/research, professional
dialogue, situations). This is very important to me and has had the biggest impact on my practice. I will use this throughout
my Into Headship journey
• I feel prepared and ready for the next step. The guest speakers and course leaders have truly been inspirational, a huge
support
• I have the courage and self belief to face situations/conflict that I may have shied away from in the past
• I have a much better understanding of what makes a good leader and I am actively putting this into practice
• This has been an amazing opportunity, something that will stay with me forever. I will certainly call upon the things I have
learned/knowledge I have gained to ensure I can be the best leader I can be

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Evaluating the impact of 1140 Hours
In the 2022/23 session we also saw the commencement of research into the impact of the 1140 hours
early years policy. The research aims to understand what impact the policy has had on children and
families within our region. The research also aims to gather insight into the experience of practitioners
in the area and central authority teams who are involved in the delivery of early learning at a local
authority level. Excellent progress has been made so far. A taste of our initial findings can be found in
the visual below:
88%
1140 Hours Evaluation
The Evaluating and Reporting Team within the West Partnership are
conducting an evaluation of the recent increase in funded early
learning and childcare (ELC). This study aims to explore the impact of
this policy for children's outcomes across the region. 
Nurseries have been completing the Ages and Stages
Questionnaire (ASQ) with children in their setting as they turn
four years of age. This questionnaire provides a snapshot of
where a child sits across different domains, which can be
compared with the average scores for their age group.
The current findings show that the majority of children are
meeting their developmental milestones, with 74% to 88% of
children being on schedule across each domain. However, time
spent accessing 1140 did not have an effect on these
outcomes, making it difficult to identify if these findings are a
result of 1140.  These findings may change as we continue to
build a larger sample over time.
Measuring Children's Outcomes
Parents and practitioners completed
online surveys, and participated in
interviews and focus groups to
understand their perceptions of 1140
hours.
Parent and Practitioner Views
To ensure children's views were included in our analysis,
child-led tours have taken place in nurseries across the West
Partnership. This is an innovative approach where children can
take control of the session, to talk about what this time in
nursery means for them.
Children who have participated so far have discussed how
much they enjoy the variety of experiences available in their
nursery setting, and demonstrate a sense of belonging
amongst their peers and staff.
Child-led Tours
The Ages and Stages Questionnaire
Interviews and Focus Groups
Surveys
Child-led Tours
97 nurseries across the West Partnership have been participating in
a range of research methods to gain a wider understanding of the
impact of 1140. This includes:
of parents perceive their child to be more enthusiastic and engaged with
their learning 
Since accessing 1140 hours...
87% of parents perceive their child to be more independent 
81% of parents feel more confident with supporting their child with their
learning at home 
Many parents and practitioners spoke of
the increased opportunities for children to
socialise and interact with their peers
through the extended entitlement:
'I am grateful for the opportunity for our
child to spend additional time in the
company of other children, building both
skills and confidence in social situations
which were very restricted over the course
of the pandemic.'  Parent, South
Lanarkshire
The increased hours have enabled
practitioners to develop stronger
relationships with the children they
support, and better understand their
needs and interests:
'It has allowed staff to track children's
learning better and see what age and
stage of development the children are at,
it also gives staff and children better
bonding time  and gives staff better
information of home life and where they
need more support.'  Early Years Officer,
Glasgow City
With greater expectations placed on
practitioners, staff highlighted the need
for greater awareness of their work and
the importance of ELC amongst parents
and the wider community:
'A lot of people think its an easy job, and I
think across even parents and other
professionals, we need to raise our
professionalism, and show that it's a
worthwhile job, and all of the benefits
and the hard work and dedication that
staff put in to attract more people into
the profession.'  Equity and Excellence
Lead, East Dunbartonshire
0 25 50 75 100
Communication
Gross Motor
Fine Motor
Problem Solving
Personal Social
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Pupil and Practitioner Voice
This section provides a range of quotes from pupils and practitioners who have engaged in partnership
activity this year. The quotes provide an insight into the impact that the activity has had on learning,
improving practice, increasing knowledge and confidence as well as strengthening relationships and
network through collaboration. 
“I really enjoyed making really great friendships in the STEM group. 
We have worked really well together through our whole project and are looking forward to
doing more challenges together in the future.”
(P7 PUPiL, KEEP SCOTLAND BEAUTiFUL)
“The STEM the Flow project has allowed me to see how small impacts locally can impact
the planet on a bigger scale, and how we can take action and stop plastic damaging the
environment and hurting wildlife.”
(S3 PUPiL, KEEP SCOTLAND BEAUTiFUL)
“We loved the interviewing task where we had to interview pedestrians in the park, 
I enjoyed hearing their opinions and discussing the conditions of the park. Lots [of people]
said litter was a problem and they want it to improve.”
(S1 PUPiL, KEEP SCOTLAND BEAUTiFUL)
“Develop additional ways to gather and evaluate impact of collaborative working.” 
(RENFREWSHiRE COUNCiL PARTiCiPANT, YOUTH WORK SCHOOL 
PARTNERSHiPS PARTiCiPANT)
“As a group we all agree that this challenge has been an extraordinary experience for all of
us and it opened our eyes to how bad pollution is in Scotland and all over the world. It has
helped us build up our communication and team working skills. We are happy to be part
of a solution that is affecting our generation and making a better future for ourselves and
generations to come.”
(S3 PUPiL, KEEP SCOTLAND BEAUTiFUL)
“Good to see how other schools 
do youth work”
(GLASGOW CiTY COUNCiL, YOUTH
WORK SCHOOL PARTNERSHiPS
PARTiCiPANT)
“Very interesting and detailed 
session.  Answer to Q3 relates to needs
of my own establishment”
(SOUTH LANARKSHiRE COUNCiL,
YOUTH WORK SCHOOL PARTNERSHiPS
PARTiCiPANT)

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Our critical indicators below are used as benchmarks to assess the collective impact of the West Partnership. These should be
thought of as measures which, if our work is effective, will improve because of our interventions. Our drivers of improvement
explain the mechanisms by which we aspire to impact on our system – our critical indicators tell us if we are having an
impact on the system. At the same time, we recognise that our critical indicators are influenced by a significant number of
variables which makes it difficult to assign direct causality from our work to our indicators. Nevertheless, we see our work as
a contributory factor which should influence these outcomes.
This session we made a number of small changes to better link our critical indicators to our values as a Regional Improvement
Collaborative. Firstly, in this evaluation report we have themed our critical indicators around our values of excellence, equity,
and empowerment. Secondly, we have strengthened our commitment to equity through the addition of a few key measures.
These related primarily to the poverty-related attainment gap, which we had included in previous evaluation reports, but not
formally through our critical indicators. To demonstrate our commitment to The Promise, a new measure has been included
on looked after young people.
indicators
ExcEllEncE,
Equity or
EmpowErmEnt
2017-18
ValuE
2018-19
ValuE
2019-
20
ValuE
2020-
21
ValuE
2021-
22
ValuE
% of primary pupils (P1, P4 and P7 combined) achieving expected
levels or better in literacy (based on reading, writing and talking and
listening)
Excellence
72.4 73.0 ** 69.7 72.4
% of primary pupils (p1, p4 and p7 combined) achieving
expected levels or better in numeracy 79.5 80.3 ** 77.3 79.6
% of leavers achieving 1 or more awards at SCQF Level 6 or better 68.7 69.3 70.4 72.8 69.4
% of leavers achieving 5 or more awards at SCQF Level 6 or better 37.6 38.3 42.1 44.3 41.5
% of leavers achieving SCQF Level 5 or better in literacy 82.8 82.6 83.1 84.6 82.7
% of leavers achieving SCQF Level 5 or better in numeracy 70.2 69.2 70.8 72.8 71.3
Primary Attendance Rates N/A 94.2 N/A 93.4 N/A
Secondary Attendance Rates N/A 90.3 N/A 88.4 N/A
Initial School Leaver Destinations (Positive) 94.4 95.2 93.6 95.8 96.3
% point gap between Quintile 1 and Quintile 5 primary pupils (P1, P4
and P7 combined) achieving expected levels or better in literacy
Equity
23.5 22.4 ** 26.1 22.6
% point gap between Quintile 1 and Quintile 5 primary pupils (P1, P4
and P7 combined) achieving expected levels or better in numeracy 17.8 17.5 ** 21.7 18.3
% point gap between Quintile 1 and Quintile 5 leavers achieving 1 or
more awards at SCQF Level 6 or better N/A 39.6 36.9 34.8 33.4
% point gap between Quintile 1 and Quintile 5 leavers achieving 5 or
more awards at SCQF Level 6 or better N/A 48.1 42.5 44.0 44.7
% point gap between Quintile 1 and Quintile 5 leavers achieving SCQF
Level 5 or better in numeracy and literacy N/A 34.7 35.7 34.4 34.0
% point gap between Quintile 1 and Quintile 5 leavers entering initial
positive destinations N/A 4.8 6.6 5.1 4.2
% of looked after school leavers achieving 1 or more awards at SCQF
Level 6 or better N/A N/A N/A 29.8%
% of looked after school leavers achieving 5 or more awards at SCQF
Level 6 or better N/A N/A N/A 8.9%
Number of Practitioners accessing professional learning opportunities
provided by the West Partnership
Em
powerm
ent
TBC TBC 3185 3137 4467
Percentage of practitioners reporting an increase in their knowledge
following participation in West Partnership activities N/A N/A N/A 85.1 85.3
% of establishments evaluated as good or better for leadership of
change 63 73 * * 91
% of establishments evaluated as good or better for learning, teaching
and assessment 66 71 * * 88

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The partnership continues to make very good progress in driving
forward equity, excellence, and empowerment.  The internal
evaluation framework has enabled the partnership to build a bank
of evidence to demonstrate the impact on children, young people,
and practitioners.  Our progress has been further recognised
externally through research carried out by Glasgow University’s
Robert Owen Centre (ROC) for Educational Change. In their Phase
1 Defining and Understanding Impact report (2023) the ROC
findings complement that of the internal evaluation providing a
strong triangulated approach to evaluation. 
The key findings included: 
¬ Strengthened relationships across
authorities 
¬ Accelerated improvements across 
the system
¬ Grown capabilities’ in and across the
system, with school practitioners and
LA officers working across multiple
boundaries
¬ Increased opportunities for practitioners
to learn and try new approaches to
practice
¬ Collective agency being built
There is a collective commitment and relentless focus across the West Partnership to ensure
that we are getting it right for every child and young person.  We are achieving this through
embedding a culture of equity, excellence, and empowerment and by enhancing the work of
each local authority to improve our schools and outcomes for our learners continuously. 
Conclusion

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How to connect with us
T  / WP_EDUCATiONWWW.WESTPARTNERSHiP.CO.UK

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T h e W e s T P a r T n e r s h i P • e v a l u a T i o n
r e P o r T 2 0 2 1 – 2 2

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The West Partnership
IMPROVEMENT PLAN 2022–23
Equity, Excellence
& Empowerment

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Contents.
Introduction
West Partnership Vision
Governance & Operational Structure:
\ Overview
\ Regional Education Committee
\ West Partnership Board
\ West Partnership Implementation Group
\ Finance Sub Group
West Partnership Delivery Model:
\ The West Partnership Approach
\ The Role of West Partnership Core Team
\ The Role of Central Officers, Teachers and Practitioners
\ The Role of Education Scotland’s Regional Improvement Team
\ Specialist Networks
Developing Through Consultation
Evaluating the Impact of the Improvement Plan
Critical Indicators 2020–21
The West Partnership  |  Plan on a Page 2022–23
The West Partnership Delivery Model
\ Key Activities & Programmes 2022–23
3
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As the new Regional Lead Officer, I am pleased to introduce the West Partnership Improvement Plan which
sets out our priorities and key activities in 2023-24.
From the beginning of the West Partnership in 2017, we have recognised the fundamental importance
of teachers and practitioners, local authority officers and communities working together to improve the
experiences and outcomes of every learner across the City Region.
The last two years have highlighted the importance of this as we
continued to recover from the impacts of the Covid-19 pandemic.
Through our collaborative efforts, we have embraced the benefits of
this partnership and our Evaluation Report 2022-23 highlights the
very good progress we have made towards achieving our vision of
a networked learning system. The report demonstrates the way we
have…grown the reach of West Partnership activities whilst maintaining
the effectiveness of each offering. We are now beginning to see
positive signs of recovery and progress through our critical indicators.
For example, over the last 18 months, 91% of West Partnership schools
who were inspected were labelled as good or better for leadership of
change – up from 73% in the year before the pandemic. Furthermore,
88% judged as good or better for learning, teaching and assessment –
an improvement on the 71% achieved in 2018/19. The impact of these
leadership and curricula achievements permeates into our pupil-
focused indicators, with a record 96.3% of school leavers entering
a positive destination. The percentage gap between our 20% most
deprived and 20% least deprived school leavers who enter a positive
destination is also at a record low of 4.2%.
As we look forward, we know there is more we can do as a partnership to strengthen our collaborative working
and increase the number of staff and learners benefitting from our shared endeavours; ensuring impact in
all of our playrooms and classrooms.  In addition to the feedback from our stakeholders, it is essential we
take account of the national context particularly the National Discussion and Professor Hayward’s Review
of Qualifications and Assessment.
The Improvement Plan is structured around our three main workstreams - Wellbeing for Learning; Leadership
Empowerment and Improvement; and Curriculum, Learning, Teaching and Assessment.  It is underpinned
by our values of equity, excellence and empowerment and reflects three strategic drivers of improvement
ensuring we:
1. fosters collaboration on a variety of levels;
2. provide professional learning and specialist network opportunities for practitioner which increase
knowledge, understanding, confidence and deliver improvement; and,
3. stimulates changes to practice, impacting on children, young people and their families. 
The West Partnership Improvement Plan enables each of us to look beyond our own establishment and
local authority to foster a culture of collaboration, learning and innovation that empowers and enables our
children and young people to achieve and flourish. In doing so, we will continue to work closely with our
colleagues from Education Scotland, other Regional Improvement Collaboratives and the Robert Owen
Centre for Educational Change to achieve our key objectives and continue to improve outcomes for all our
staff and learners.
Mark Ratter, Regional Lead Officer, West Partnership
Introduction

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West Partnership Vision
The West Partnership has a clear vision:  to embed the values of equity, excellence
and empowerment in everything we do, building a collaborative, networked learning
system to improve learning experiences and increase attainment for every learner
across the region.
The West Partnership sets an ambitious and aspirational agenda to close the poverty-
related attainment gap (equity) and improve attainment and achievement for all
(excellence). By creating the conditions for authentic empowerment, the ownership
of change can be shifted and enable all staff to take collective action to deliver this
ambitious vision. 
As the largest of Scotland’s Regional Improvement Collaboratives, with approximately
one third of Scotland’s school population, to truly deliver sustainable improvement,
change needs to be driven collectively.  This means ensuring that every stakeholder
is empowered to address the needs of each individual learner, design experiences
which will enthuse and engage them and support them to lead their own learning. 
This will in turn, lead to improvements in learners’ achievements and attainment. 
In the longer term, there is a commitment to ensure each educator in the West
Partnership has the opportunity to engage and collaborate with colleagues and
partners to bring about improvement in their class and playrooms.
In the West Partnership, building collective agency to improve results and supporting
individuals to work together to secure what they cannot accomplish on their own
is a key focus.  Our purpose, therefore, is to establish and facilitate networks of
professionals to work collaboratively to achieve our vision of equity, excellence and
empowerment.

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OVERVIEW
As part of evaluation and review procedures, the West Partnership continues to reflect on the effectiveness
of the existing governance and operational structures, ensuring the Partnership continues to operate
efficiently, while adding value to the provision of the eight partner local authorities.
The structure has been recognised as a key strength of the West Partnership in our formative years,
whilst seeking to strengthen the strategic role of senior leaders to maintain our ongoing successes.
West PartnershiP Board
GlasGoW City reGion eduCation Committee
West PartnershiP ImPlementation GrouP
equity
exCellenCe
emPoWerment
evaluatinG
& rePortinG
CuRRiCuLuM,
LEARNiNg, TEAChiNg,
AssEssMENT
FInanCe suB GrouP
WELLbEiNg fOR LEARNiNg
data,
inFormation 
& researCh
LEAdERshiP,
EMPOWERMENT, 
IMPROVEMENT
Governance & Operational Structures

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The West Partnership is overseen by the Glasgow City Region Education Committee (the Committee),
made up of the Education Conveners (or similar) from each of the eight partner authorities, as follows:
The Committee is responsible for scrutinising and endorsing the West Partnership Improvement
Plan, receiving regular reports on the progress of the plan and its impact on stakeholders.  Chaired by
the Convener elected by the membership, the Committee is also attended by the eight Directors of
Education/Chief Education Officers and the Senior Partnership Officer, with other attendees invited 
as appropriate.
Additionally, the governance framework in which the Committee operates, provides the opportunity
for regular engagement with the Glasgow City Region Cabinet, allowing a further level of oversight
and scrutiny, and enabling strategic links to be established with the wider Glasgow City Regional 
Economic Strategy.
GlasGoW City
reGion eduCation
Committee
West
Dunbartonshire
Council
Renfrewshire
Council
East Renfrewshire
Council
Glasgow City
Council
Inverclyde
Council
North Lanarkshire
Council
South Lanarkshire
Council
East
Dunbartonshire
Council
REgIONAL EduCATION COMMITTEE
Governance & Operational Structures

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Governance & Operational Structures
The West Partnership Board (the Board), has responsibility for
the strategic overview of the work of the West Partnership,
with overall responsibility for the development and delivery
of the West Partnership Improvement Plan, including overall
responsibility for the finance and resources for the Partnership.
The Board is made up of the Director of Education/Chief
Education Officer of each of the eight partner authorities which
make up the West Partnership.  In addition, the Board is advised
by the West Partnership’s Senior Partnership Officer, the Senior Regional Advisor appointed by Education
Scotland, and has professorial representation from the University of Glasgow.  Staff supporting the work
of the West Partnership also attend by invitation.
Specific, identified Board members link with each workstream as sponsors, and have responsibility for
the strategic direction of that workstream and for reporting to the Board on its progress.  Workstream
Lead Officers support Board members with this work and provide leadership for all aspects of the
operational activity of the workstream including: planning, implementation, evaluation and reporting.
This group is chaired by the Regional Improvement Collaborative
Lead (RIC Lead) and attended by the Senior Partnership Officer,
Senior Regional Advisor from Education Scotland and professorial
representation from the University of Glasgow. Meeting quarterly,
this provides an opportunity for rich professional discussion on
the progress of the West Partnership Improvement Plan and the
contributions of the core team and partners.
The West Partnership Board continues to be supported very
well by the Finance Sub-Group. The Finance Group meets
quarterly and includes senior representatives from all eight local
authorities, providing additional rigour and accountability, as
well as streamlining financial procedures across the partnership.
, They also provide advice on staffing and other resource issues,
as required. The partnership is supported further by a finance
officer who advises and assists with the operational management
of the grant award from the Scottish Government.
WEsT PARTNERshIP bOARd
WEsT PARTNERshIP 
IMPLEMENTATION gROuP
fINANCE subgROuP

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The West Partnership Delivery Model
ThE ROLE Of CENTRAL
OffICERs, TEAChERs 
ANd PRACTITIONERs
Our approach within the West Partnership is underpinned by
the development of a networked learning system; a system
that enables collaboration, encourages ‘connectedness’ and
supports practitioners at all levels. Our work is built around
collaborative learning and practitioners are supported to
develop ways of working together that are effective and build
upon well-established research based models of delivery.
We continue to work in partnership with the Robert Owen
Centre for Educational Change and the Education Scotland
Regional Improvement Team to ensure these approaches to
collaborative learning make the greatest difference for our
practitioners and learners.
The work of the West Partnership is predominantly delivered
through the structure of three key workstreams, each led by
a Workstream Lead Officer (WLO), seconded to work with
The West Partnership core team.
For 2023-24, the three workstreams are:
¬ Wellbeing for Learning;
¬ Leadership, Empowerment and Improvement; and
¬ Curriculum and Learning, Teaching & Assessment
These workstreams provide ‘umbrella themes’ for the programmes and activity of the West Partnership.
Regular opportunities are provided to link the work of the workstreams and ensure connectivity 
and cohesion.
ThE WEsT PARTNERshIP APPROACh
ThE ROLE Of ThE WEsT PARTNERshIP CORE TEAM
A small core team, led by the Senior Partnership Officer, has been appointed to lead and facilitate the
operational aspects of the West Partnership Improvement Plan. They work collaboratively to ensure that
the Improvement Plan is based on strong self-evaluation, implemented timeously, rigorously evaluated
and reported upon to the Board and the Committee. They ensure that all activities and opportunities for
colleagues across the collaborative, provide added value to what is on offer both locally and nationally.

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The West Partnership Delivery Model
ThE ROLE Of EduCATION
sCOTLANd’s REgIONAL
IMPROVEMENT TEAM
There is clarity that all colleagues who support learning
across the eight connected local authorities are defined
as The West Partnership, and not simply the core team.
As such, all central officers, teachers and practitioners
networking & sharing, collaborating and changing
practice together are working towards the values and
purpose of The West Partnership. A primary function
of the core team is to provide systematic and supported opportunities to work collaboratively with
these colleagues. The West Partnership Improvement Plan provides opportunities for colleagues to co-
create programmes and activities, such as the forthcoming Secondary BGE Curriculum Programme,
as well as participate in those planned and delivered by the core team. This provides a unique setting
for collaboration, builds capacity and grows connection, all leading to our vision of a networked 
learning system.
The West Partnership values, collaborative work
with colleagues from Education Scotland’s
Regional Improvement Team.  This team provides
a helpful external perspective drawn from good
practice identified across the country. Education
Scotland Workstream Links (WLs) meet regularly
with West Partnership WLOs to discuss planning,
evaluations and impact of various activities and
programmes. They contribute to the delivery
of some of these programmes, providing
expertise from a national perspective. They
also attend workstream meetings, providing a
further opportunity to contribute to the strategic
direction of the Improvement Plan. This year, a
series of consensus-building conversations with
WLs, provided a place to discuss both the ‘what’
and ‘how’ of Improvement Plan activities for the
coming session.
ThE ROLE Of CENTRAL OffICERs,
TEAChERs ANd PRACTITIONERs

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Senior
Inclusion
Officers
Literacy
Officers
Specialist Networks, comprise of representatives from across
the eight local authorities, and meet with a common purpose
and remit.
Each Specialist Network creates its own short action plan
containing 2-3 priorities which have been self-generated from
existing local authority focus areas. This allows the work of the
West Partnership to support ongoing local authority priorities,
avoiding additional workload for central officers. The West
Partnership core team support this collaborative approach
to overtaking the action plan. The WLOs are responsible for
supporting evaluation and reporting on progress and impact as
part of governance procedures. This work will be supported by
the WP’s data officer in the coming session.
Specialist Networks have been reviewed and again been planned across all three workstreams with
special consideration given to contribution made by Community Learning & Development colleagues,
third sector staff and partners in each. Some additional networks have been requested from central
officers which are already producing fruitful discussion and change.
The groups planned for 2023-24 include networks for:
The West Partnership core team recognises the high quality work undertaken by a small number of West
Partnership Networks which pre-date the establishment of the Regional Improvement Collaborative.
Most notable are the Early Years and the Senior Educational Psychologists Networks. WLOs liaise and
work alongside these networks to support cohesion and add value.
Home
Education
Officers
Assessment
Co-ordinators
English as an Additional
Language Co-ordinators
Maths
Officers
Family & 
Community Officers
Stand-alone
ASN HT
/Officers
Community 
Learning & Development 
Officers
The West Partnership Delivery Model
sPECIALIsT NETWORKs

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The three Workstream Lead Officers, spoke with a wide range of stakeholders including: director
sponsors, workstream members, Education Scotland WLs, programme and network participants.
The conversations covered topics which included:
¬ Purpose of West Partnership;
¬ Motivation for engagement;
¬ Strengths of programme or network;
¬ Impact of provision (using the lexicon of the three newly-established drivers);
¬ Developments for improvement; and
¬ Communications.
Feedback has been synthesised and shared with the Board. It informs the plan for session 2023-24 and
has served to produce a more co-created approach to the improvement planning process.
Developing Through Consultation
The West Partnership remains committed to
ensuring that it reflects the views and ambitions of
the workforce, parents and learners across the eight
partner authorities to achieve our vision of equity,
excellence and empowerment.
As the largest of the Regional Improvement
Collaboratives, the West Partnership is home to over
one third of Scotland’s school population, with more
than 25,000 headteachers, teachers and support staff
working in around 1000 schools and early learning
centres, in some of Scotland’s most diverse and
challenged communities.
Taking account of the on-going pressures on
stakeholders, the West Partnership has had to be flexible
and agile in its approach to stakeholder engagement as
part of the improvement planning process. While regular
evaluations are undertaken at the end of professional
learning sessions or programmes, it was agreed that a
set of ‘consensus-building conversations’ would be undertaken this session to provide a more holistic
review and reflection of the West Partnership’s activity during the last session, and allow this feedback
to inform the plan for session 2023-24.

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The Evaluating and Reporting Lead Officer retains overall
responsibility for evaluating and reporting on the progress and
impact of the West Partnership’s Improvement Plan.
This work, supported by the data officer, is crucial in supporting
the West Partnership to evaluate its activities and programmes,
as well as using the quantitative and qualitative evidence to
identify future priorities. Regular highlight and evaluation reports
include updates on the progress and impact of each workstream,
as well as more holistic evaluations. Tools to systematically
evaluate the quality of West Partnership professional learning
events / programmes, and the important longer term impact
on participants and learners allow us to gather evidence to
demonstrate the added value of collaboration. 
To assist in this process, workstream planning processes focus
more acutely on outcome-based planning and reporting, not
only on progress, but on impact in the classroom or playroom
too. Evaluation strategies and approaches planned by the
Workstream Lead Officers at the start of each professional
learning session/ programme, ensure appropriate and robust
evidence is gathered systematically and evaluated. This serves
to strengthen the work done in this area by the Evaluating and
Reporting Lead Officer.
From exploring qualitative feedback data from our professional learning, collaborative enquiry, and
specialist networks this session, the Partnership’s work is now conceptualised as being driven by three
holistic drivers:
Please see diagram on next page.
Evaluating The Impact of
The Improvement Plan

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Evaluating The Impact of
The Improvement Plan
Drivers of Improvement
Practitioner DevelopmentCollaboration
Association
and
networking
Access to
expertise and
knowledge
Practitioner
level
Enhanced
classrooms
and playrooms
Knowledge
exchange
Space to
share and
learn
Senior
Leadership
Team level
Enhanced
school
communities
Collaborative
Working
Contribution
to work
cross sector/
authority
Local
Authority
level
Enhanced
Partnership
working
Confidence to
implement/change
Knowledge and
understanding
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The first driver, collaboration, is at the heart of the Regional
Improvement Collaborative’s work. As such, collaborative
working and the exchange of expertise and practice around our
system is a key mechanism for improvement and also a broad
term which captures interactions that differ in depth. From
exploring our qualitative feedback data from our professional
learning, collaborative enquiry, and specialist networks, the
partnership’s collaboration is conceptualised as occurring on
a three-point continuum.
The continuum is based on the available data and is
presented below:
Evaluating The Impact of
The Improvement Plan
The continuum, with three overlapping concepts, is designed to describe the different ways in which
collaborators interact. The partnership provides a range of opportunities which differ in terms of how
‘deep’ collaboration is. As such, this continuum is not intended to be a scale from ’ineffective’ to ‘most
effective’, but instead one that recognises different levels of collaboration as a positive.
The development of these drivers allow the partnership to report more effectively, more holistically and
to crystallise the key purposes of the West Partnership’s work.
The West Partnership continues to engage the services of the Robert Owen Centre for Educational
Change, University of Glasgow (ROC), as external evaluators. During last session, research was carried
out by ROC. It offers insight into the progression of the West Partnership Regional Improvement
Collaborative. Findings and recommendations in the interim report, have been discussed fully by the
West Partnership core team and the Board and have influenced the Improvement Plan for session
2023-24.
assoCIatIon
and
netWorKInG
KnoWledGe
exChanGe
CollaBoratIve
WorKInG

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Critical Indicators
indiCators
exCellenCe,
equity or
emPoWerment
2017-18
value
2018-19
value
2019-
20
value
2020-
21
value
2021-
22
value
% of primary pupils (P1, P4 and P7 combined) achieving expected
levels or better in literacy (based on reading, writing and talking and
listening)
Excellence
72.4 73.0 ** 69.7 72.4
% of primary pupils (p1, p4 and p7 combined) achieving
expected levels or better in numeracy 79.5 80.3 ** 77.3 79.6
% of leavers achieving 1 or more awards at SCQF Level 6 or better 68.7 69.3 70.4 72.8 69.4
% of leavers achieving 5 or more awards at SCQF Level 6 or better 37.6 38.3 42.1 44.3 41.5
% of leavers achieving SCQF Level 5 or better in literacy 82.8 82.6 83.1 84.6 82.7
% of leavers achieving SCQF Level 5 or better in numeracy 70.2 69.2 70.8 72.8 71.3
Primary Attendance Rates N/A 94.2 N/A 93.4 N/A
Secondary Attendance Rates N/A 90.3 N/A 88.4 N/A
Initial School Leaver Destinations (Positive) 94.4 95.2 93.6 95.8 96.3
% point gap between Quintile 1 and Quintile 5 primary pupils (P1, P4
and P7 combined) achieving expected levels or better in literacy
Equity
23.5 22.4 ** 26.1 22.6
% point gap between Quintile 1 and Quintile 5 primary pupils (P1, P4
and P7 combined) achieving expected levels or better in numeracy 17.8 17.5 ** 21.7 18.3
% point gap between Quintile 1 and Quintile 5 leavers achieving 1 or
more awards at SCQF Level 6 or better N/A 39.6 36.9 34.8 33.4
% point gap between Quintile 1 and Quintile 5 leavers achieving 5 or
more awards at SCQF Level 6 or better N/A 48.1 42.5 44.0 44.7
% point gap between Quintile 1 and Quintile 5 leavers achieving SCQF
Level 5 or better in numeracy and literacy N/A 34.7 35.7 34.4 34.0
% point gap between Quintile 1 and Quintile 5 leavers entering initial
positive destinations N/A 4.8 6.6 5.1 4.2
% of looked after school leavers achieving 1 or more awards at SCQF
Level 6 or better N/A N/A N/A 29.8%
% of looked after school leavers achieving 5 or more awards at SCQF
Level 6 or better N/A N/A N/A 8.9%
Number of Practitioners accessing professional learning opportunities
provided by the West Partnership
Em
powerm
ent
TBC TBC 3185 3137 4467
Percentage of practitioners reporting an increase in their knowledge
following participation in West Partnership activities N/A N/A N/A 85.1 85.3
% of establishments evaluated as good or better for leadership of
change 63 73 * * 91
% of establishments evaluated as good or better for learning, teaching
and assessment 66 71 * * 88
Our critical indicators below are used as benchmarks to assess the collective impact of the West Partnership. These should be
thought of as measures which, if our work is effective, will improve because of our interventions. Our drivers of improvement
explain the mechanisms by which we aspire to impact on our system – our critical indicators tell us if we are having an impact
on the system.
This session we made a number of small changes to better link our critical indicators to our values as a Regional Improvement
Collaborative. Firstly, in this evaluation report we have themed our critical indicators around our values of excellence, equity,
and empowerment. Whilst many of our measures could arguably broach more than one of these values, we have labelled
each by what we believe is their primary value.
Secondly, we have strengthened our commitment to equity through the addition of a few key measures. These related
primarily to the poverty related attainment gap, which we had included in previous evaluation reports but not formally
through our critical indicators. To demonstrate our commitment to The Promise, we have also included new measures on
looked after young people.

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Critical Indicators
A review of reporting and evaluation processes and paperwork
was conducted ahead of the new session.  Some improvements
have been agreed to further strengthen the approach.  This
includes minor updates to templates, regular progress and
impact meetings which will include discussions on progress
towards achieving workstream outcomes and a tighter
monitoring of data planners to ensure that all data is gathered
and analysed as scheduled.  A session will be conducted with
workstream lead officers on the evaluation and reporting cycle
focusing on planning, appropriate methodologies and support
available from the data team. 
In order facilitate a shared focus on building confidence, clarity and coherence, a new self-evaluation
framework has been developed. It makes use of Fullan and Quinn’s ‘Coherence Framework’ (2016) and
is organised around each of the four components:
¬ Focusing Direction – purpose driven goals that bring clarity of strategy and change leadership
¬ Cultivating Collaborative Cultures – Collaborating is not just about creating a place where people
feel good but rather about cultivating the expertise of everyone to be focused on a collective purpose
¬ Deepening Learning – Shifting to a deeper understanding of the process of learning and how we
can influence it. This requires knowledge building partnerships for everyone engaged
¬ Securing Accountability – Developing conditions that maximise ‘internal accountability’ and
reinforce internal accountability with external accountability
The framework uses each of the four Coherence components listed above to evaluate RIC roles and
responsibilities, with a clear focus on the Scottish education context in relation to policy, process and
language.
Whilst the framework aims to build a shared understanding and expectations of the role of the RICs,
it also facilitates local responses to the unique contexts and operating models within each of the
regions. It is our intention to use the self- evaluation framework, when finalised, to support self and
peer evaluation in the coming session.
REVIEW Of EVALuATION PROCEssEs
sELf-EVALuATION fRAMEWORK

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Knowledge &
Understanding
Confidence
To achieve our priorities, we will:
OUR DRIVERS:
emPoWerCollaBorateConneCtFaCIlItate
Practitioner
SLT
Local Authority
System
The West Partnership
Plan on a Page 2022-23
By building a networked learning system,
improve learner experience, attainment and
achievement across the West Partnership.
E Q u I T Y • E X C E L L E N C E • E M P O W E R M E N T
Our Purpose Our Priorities
Provide
support to
practitioners
Facilitate
collaborative
working
Learn from
each other
To develop readiness 
for learning with learners 
and families
To build
networks
To build capacity
in leaders at 
all levels
To support innovation in
curriculum design and 
promote high quality
approaches to pedagogy
To promote practice-based
research and innovation
develoP
Association & Networking
Knowledge Exchange
Collaborative Working
suPPort
o
ur
visio
n
our values
PRACTiTiONER
dEVELOPMENT
COLLAbORATiON
PRACTiCE
ChANgE

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West Partnership Delivery Model
Key activities & programmes 2023-24
WELLbEINg fOR LEARNINg
LEAdERshIP, EMPOWERMENT & IMPROVEMENT
CuRRICuLuM & LEARNINg, TEAChINg & AssEssMENT
¬ Supporting Learners:
•  Keeping Trauma IN Mind –CAR
•  Inclusion in Mainstream – series
•  Attendance – CAR
•  Inclusive Practice in Early Learning 
and Childcare Settings
¬ UNCRC (by sector)
¬ Youth Participation:
• Young Leaders of Learning
• Youth Participation Training
¬ Families and Communities
• Youthlink Scotland Enquiries
• Family Learning
¬ Stand-alone ASN Headteachers* 
¬ CLD Lead Officers* 
¬ Senior Inclusion Lead Officers* 
¬ PSHE EY/Primary/Secondary Officers*
¬ Home Education Officers* 
¬ Attendance*
¬ The Promise*
¬ UNCRC Lead officers*
¬ Hexagon Coaching
¬ Thinking About Headship
¬ Improving Our Classrooms 
¬ Improving Our Schools 
¬ Improving Our Departments / Faculties
¬ FOCUS tool and CLPL
¬ Focus on Improvement*
¬ SAC / Equity Lead Officers
¬ Digital Officers
¬ Assessment & Moderation
¬ West OS 
¬ Secondary BGE Curriculum 
¬ Spotlight on Effective Practice 
¬ Pedagogy Partnerships
¬ Primary Curriculum 
¬ Keep Scotland Beautiful: STEM the flow
¬ Research on Impact of 1140 hours (lead by
Evaluation Lead Officer) 
¬ Assessment & Moderation Co-ordinators* 
¬ ASN Assessment & Moderation* 
¬ Maths Lead Officers* 
¬ Literacy Lead Officers* 
¬ Gaelic Lead officers* 
¬ BGE Curriculum* 
¬ English as an Additional Language Lead Officers* 
¬ Early Years Senior Officers* 
¬ Early Education Leads*
¬ Tracking & Monitoring*
¬ Digital Pedagogy*
PROGRAMMES/ACTIVITIES
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