Appendix 3 SAC report for CSC August 2023a
Argyll and Bute Council · 24 August 2023
Back to Community Services Committee — 24 August 2023 and its agenda
Text extracted from the council's PDF. Layout and reading order may differ from the original.
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1 Tackling the Poverty Related Attainment Gap in Argyll and Bute Strategic Equity Funding Plan 2023‐2026 August 2023 Argyll and Bute Council Education Service Appendix 3
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2 Contents 1.1 Introduction 3 1.2 Local context 3 2.1 Key themes and areas of focus 4 2.2 Three year theory of change logic model 4 2.3 One year operational action plan 5 2.4 Scottish Attainment Challenge Funding Streams 5 3.1 Stretch Aims 6 3.2 Monitoring, Evaluation and Reporting on Progress and Impact 6 Appendix 1: Argyll and Bute Theory of Change Logic Model- 2023-26 and action plan 2023-24 8-10 Appendix 2: Strategic Equity Funding Proposed Spending overview 2023-24 11 Appendix 3: Argyll and Bute PEF Guidance 2023-24 12-36 Appendix 4: Provisional Stretch Aims 2023-26 and interim stretch aims 2023-24 37-39
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3 1.1 Introduction Argyll and Bute Council is fully committed to delivering high quality educational experiences and to securing the best possible outcomes for all children, young people and adults. Our vision statement ‘Our Children, Their Future’ signals our commitment to ensuring positive outcomes and destinations for all of our young people, it is our aim to ensure that all of our children and young people are well-equipped with a range of skills and competencies that they can draw on and utilise now and in later life. Ambition, Excellence and Equality are our core values as a service and all of our work is underpinned by article 28 of the UNCRC which states that children and young people have the right to education. The impact of the Covid-19 global pandemic, has highlighted the equity gap and the need for us as an education service to take action. We maintain a relentless focus on tackling the poverty-related attainment gap as we strive to improve outcomes for those living in poverty. Due to the rural nature of many areas across Argyll and Bute, we are aware that national measures such as the Scottish Index of Multiple Deprivation (SIMD) is not always an accurate reflection of the level of poverty that exists within our communities. We know that our schools and educators know our families and communities best and therefore we empower them to use their local knowledge in order to target resources effectively. This document is closely linked to the education service strategic plan and is informed by a range of evidence and data including our annual progress and impact report 2022-23. It also outlines how we adhere to the key principles of planning for Strategic Equity Funding (SEF) within the Scottish Attainment Challenge (SAC). 1.2 Local Context Improving outcomes for all of our children and young people is our raison d’etre and it is through our relentless focus on removing barriers to learning and participation and ensuring excellence through equity that we will tackle the poverty related attainment gap. Our vision and work as an education service align closely to the priorities set out in Getting it Right for Every Child (GIRFEC) and the National Improvement Framework (NIF) and we have already made some progress towards closing the gap between our most and least disadvantaged learners but like every local authority, we have more to do. We must ensure greater consistency across all of our schools and services in order to ensure that there is equity of experience for all. Knowing our services, schools and settings well, through the use of a wide range of meaningful data and evidence is key to building on our strengths and identifying our next steps. Change has to be well informed and managed to ensure sustainability and long lasting impact. We know that the Scottish Attainment Challenge funding is not guaranteed infinitely and therefore, we must ensure that sustainability is a key factor in all initiatives and developments at both local authority and school level. We are ambitious for each and every one of our children and young people and in addition to our universal approaches we will use the funding to deliver more targeted support and interventions for those in key equity groups who need it most across our schools and settings. Our skill in gathering and analysing a range of data qualitative and quantitative data has improved at pace and it is this data, subsequent analysis and consultation with stakeholders that has informed our clear rationale for the use of Scottish Attainment Challenge Funding. We will continue to seek out opportunities to collaborate with other services and third sector organisations in order to ensure a strategic and cohesive approach to tackling the poverty related attainment gap. ‘Excellence and equity cannot be divided’ Ernest L. Boyer
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4 2.1 Key themes and areas of focus Argyll and Bute Council Education Service has actively consulted with school leaders around the planned spend of SEF. Consultation was through virtual HT sessions around the development of stretch aims and SEF funding as well as email communication. It is the intention of the Service that as the funding amount of SEF increases over the remaining years until 2026, there will be increased consultation and collaboration. Published national data and our own local data including Achievement of Curriculum for Excellence Levels (ACEL), school leavers’ SCQF data for attainment at Levels 5 and 6, attendance data and participation measure data for 16-19 year olds and a range of other evidence has informed our SEF plan. Three main areas of focus were evident. Whilst these areas are interconnected, each has their own clear set of associated actions and measures. Wellbeing – Readiness to Learn The impact of COVID-19 is still prevalent, particularly on our children and young people. In listening to their views and opinions and through analysis of both qualitative and quantitative data including attendance, exclusion and numbers of referrals to other services, we recognise that there is work required in order to ensure that every one of our learners are happy, confident and feel ready to learn. Post COVID-19 pandemic, attendance at school continues to be a local and national issue, with attendance rates consistently sitting lower than pre-pandemic levels. This has led us to undertake a major piece of work to address non-attendance across Argyll and Bute. This will be formally launched during session 2023-24. Whilst we have made good progress through our ‘Our Children, their Nurturing Education’ (OCTNE) programme, further work will be carried out in order to ensure that all children and young people feel secure and nurtured. Learning and Teaching We know that our practitioners are our greatest resource and the quality of the experiences that are delivered is pivotal to ensuring excellence for all through equity informed practice. From listening to children and young people, practitioners and our parents and carers coupled with our own quality assurance evidence, we have recognised the need for work to ensure consistent high quality learning and teaching across the authority. We believe in equity of experience and know that there is work need to ensure that this is consistent across all of our learning environments and that all of our practitioners feel empowered and supported to deliver experiences of the highest quality for all learners. Literacy and Numeracy Attainment in literacy for Argyll and Bute continues to be an area of focus for 2023-24 and the coming years this has informed our decision to spend a significant proportion of SEF on employing an Education Support Officer for Literacy and why we are continuing our participation in the CYPIC Improving Writing Programme. Through interrogation of data, it is evident that there is need for ongoing universal and targeted numeracy work in order to raise attainment for all whilst closing the poverty related attainment gap. We will utilise the skills and expertise of our existing practitioners in order to provide support and challenge for schools. High quality leadership and the use of research and data will be integral to all three themes. The short and long term outcomes and key themes in our Theory of Change Logic model (Appendix 1) are congruent with the national model. Whilst we will aim to build on existing practice, we will work to ensure a greater level of rigour around tracking and monitoring to ensure progress and achievement for all. In line with local and national priorities, Participatory Budgeting will be addressed through our plan in one Council locality each school session. A sum of money from SEF will be ring-fenced for this purpose and schools will be supported to lead a Participatory Budgeting approach within their own setting. One project proposal from the locality will then be selected and the funding awarded. This will provide a meaningful vehicle on which to further empower our schools and their communities. 2.2 Three Year Strategic Plan (Our Theory of Change-Logic Model) Our three year strategic plan (appendix 1) details the high level activities that will be undertaken to achieve the intended outcomes. The activities which we will deliver through SEF will complement the activities detailed on our Service Plan with the main aim of targeting additionality to those children and young people adversely affected by poverty. A degree of flexibility will be inbuilt in order for us to respond to findings from
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5 ongoing evaluation and monitoring and ongoing analysis of performance both quantitative and qualitative research will take place, allowing support, challenge and resource to be targeted at specific establishments. Local authorities remain accountable for the use of Attainment Scotland Funding, including PEF, therefore in collaboration with schools, a deep understanding of their context, rationale for improvement and use of Pupil Equity Funding (or core budget) will be considered to set ambitious individual targets. Our SEF funded Education Officer for the Scottish Attainment Challenge in partnership with our Education Scotland Attainment Advisor and other members of the central team, will coordinate a framework of support for schools in order to ensure that there is clear alignment across all funding streams and that all PEF interventions and initiatives are clearly based on evidence and data and that there is rigorous ongoing monitoring both in terms of impact on learners and budget. Our PEF guidance is included as appendix 3 and we will publish our PEF support framework early in session 2023-24. 2.3 One Year Operational Action Plan A one year action plan will be devised and shared for each year until 2026. This contains detail of the key areas of focus under each of the three overarching themes. The plan for session 2023-24 can be found in appendix 2. Following analysis of impact of activities from each annual plan, the 3 year plan may be refined or adapted in order to respond to what our data and evidence is telling us. 2.4 Scottish Attainment Challenge Funding Streams Our targets for the 3 year period are ambitious but achievable and will drive improvements in literacy, numeracy and health and wellbeing. We are cognisant of the fact that the various SAC funding streams (Strategic Equity Funding, Pupil Equity Funding and Care Experienced Children and Young People Fund) are designed to provide additionality to more universal plans and initiatives and must be utilised carefully in order to ensure a sharp focus on improving outcomes for those adversely affected by poverty. Due to the fact that funding has been guaranteed until session 2025-26, our service and schools have been able to plan ahead to ensure that initiatives and interventions which are proven to be having an impact can be scaled up or sustained. We are mindful of the fact that sustainability must be inbuilt to any work taken forward and that our ultimate goal is to ensure that the most effective approaches become embedded as routine practice in our schools and settings. The table below indicates Argyll and Bute allocations from the various funding streams that are part of the Scottish Attainment Challenge (SAC) Local Authorities 2022/23 2023/24 2024/25 2025/26 Argyll and Bute SEF £142,162 £282,615 £423,068 £563,522 Argyll and Bute PEF £1,366,800 £1,366,800 £1,366,800 £1,366,800 Argyll and Bute CECYPF £127, 400 TBC TBC TBC
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6 3.1 Stretch Aims Attainment Advisors within Education Scotland’s regional improvement teams work with authorities to identify core attainment measures and specific aims (Stretch Aims) which, informed by local evidence and data, are identified as local priority areas for improvement. The stretch aims are intended to be both ambitious and achievable within local contexts and targets are specific to individual authorities. Progress towards achieving the current stretch aims will be reported on later in 2023. Our stretch aims for 2022-23 and our provisional stretch aims for 2023-24 can be found in appendix 4. The Stretch Aims are intended to support recovery from the pandemic and accelerate progress in closing the attainment gap and include: Achievement of Curriculum for Excellence Levels (literacy P1/4/7 combined and numeracy P1/4/7 combined) Schools leavers achieving 1 + award SCQF level 5 School leavers achieving 1 + award at Level 6 Attendance 16-19 year old participation measure The stretch aims for literacy and numeracy identify the percentage of young people who achieve their expected Curriculum for Excellence (CfE) level: An overall attainment target, which includes all young people An attainment target for young people who live in the most deprived areas (SIMD quintile 1) An attainment target for young people who live in the least deprived areas (SIMD quintile 5) A target to reduce the attainment gap between the most and least deprived young people In addition, In order to measure the impact of our investment in nurture and nurturing approaches, we devised a ‘Core Plus’ stretch aim. This was a bespoke measure for schools engaged with Argyll and Bute’s ‘Our Children, Their Nurturing Education’ programme. Pupils across nine schools at P1, P4, P7 and S3 formed the sample group. Five questions to measure pupils’ perception of the wellbeing indicator for ‘achieving’ were developed using a Likert scale. The ‘overall’ measure above was a cumulative measure of those responses at scale level 5 for all questions. 3.2 Monitoring, Evaluation and Reporting on Progress and Impact The proposed SEF plan clearly signals our relentless focus on improving outcomes. The plan is ambitious and is part of the wider equity agenda as well as our longer term strategic goals to close the poverty related attainment gap in Argyll and Bute. We are committed to ensuring that our improvement activities are: Specific -The funding is specifically focusing on acute areas of required improvement which, as data suggests, is literacy and numeracy, health and wellbeing (readiness to learn) and learning and teaching. Measurable – Evidence of impact will be collected via collection and analysis of a range of qualitative and quantitative data including progress and achievement data collected 3 times a year, stakeholder views and our own quality assurance processes. The data used to produce our stretch aims for 2022-23 work as a reliable baseline for the SEF plan 2023-26. Progress and Achievement data is collected centrally 3 times over the academic year (Oct, Feb, June) and predictions for achievement of a level operate for P1,4 and 7. We are already closely tracking the attainment profile of pupils living in SIMD Q1 and conducting follow up conversations with Head teachers and school staff. The impact of Participatory Budgeting will be measured through qualitative data from participants within the school communities that are part of the target group. Measures for interventions/approaches/resources decided through the PB process will be developed as appropriate depending on the area of focus identified by the community.
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7 Achievable, Realistic and Timely – The aims of the SEF are achievable, realistic and timely because they are informed by and directly correspond to our 2023-26 stretch aims and our interim 2023-24 stretch aims. The education service’s SEF Plan and Strategic Plan clearly identifies how progress will be monitored and annually reported. Using existing quality assurance mechanisms, the Executive Director, Heads of Education and Education Management Team will scrutinise the progress and impact of the plan at identified points across the year, reviewing progress against the stretch aims. Quarterly meetings with our Education Scotland Attainment Advisor and Senior Regional Advisor will provide further support and challenge. Our annual Impact and Progress Report will also outline progress with improving outcomes for children and young people impacted by poverty. This report will be shared with Elected Members annually at Community Services Committee. In addition, progress measures relating to Primary Schools such as Achievement of Curriculum for Excellence Levels (ACEL) and attendance data will also be shared annually through primary area reports at area committee meetings. Education Managers will analyse performance data for all link schools as part of their support and challenge role. In addition, raising attainment will be continue to be a key focus for all Quality Improvement visits to schools and ELC settings. A robust PEF support framework is due to be finalised early in session 2023-24. This will outline the level of support and challenge that schools can expect on an annual basis and includes: Focus visit from Education Officer (SAC) Support from Attainment advisor if requested/required Budget support/information on a monthly basis from Administrative Finance Assistant (AfA) Opportunities to moderate PEF plans and progress with ‘family groups’ of schools with shared areas of focus. Targeted support as required from members of the Performance and Improvement and wider central team. Evidence gathered from school PEF reports, professional discussions and performance data as outlined above, will inform the department’s ongoing evaluation of the progress made towards meeting its annual stretch aims. This progress will be monitored externally through progress discussions with Education Scotland as well as written reports to Scottish Government. Schools report on the impact of Pupil Equity Funding to Parent Councils and the wider parent body on an annual basis through their Standards and Quality Report. The information should be accessible, succinct and focussed on progress/impact and next steps. Key messages and developments are shared at locality area committees on an annual basis. In Argyll and Bute, we believe that ensuring equity is everyone’s responsibility. It is only through our collective endeavours at all levels of the system that we will make significant progress in ensuring excellence for all through equity. Our schools are empowered to make best use of available resources for the benefit of their families and communities and they are cognisant of the fact that with empowerment and autonomy comes accountability. We challenge all staff across our establishments to think and act creatively and innovatively, informed by data, evidence and research in order to improve outcomes for all children and young people and especially those adversely impacted by poverty.
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8 APPENDIX 1
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11 Appendix 2 Proposed Spending Overview 2023-24 Description Total Duration Education Officer (SAC)* 104,199 1st of April 2023 to 31st of March 2024 Part salary for Lead Teacher (Recovery and Renewal)- Literacy and Numeracy 16,217 1st of April 2023 to 15th of August 2023 Nurture teacher 1.0FTE* 40,086.88 11th August 2023 to 31st of March 2024 Nurture Teacher 0.5 FTE* 20,043.44 11th August 2023 to 31st of March 2024 Education Support Officer-Literacy* 49,323 11th of August 2023 to 31st of March 2024 Cover costs- Numeracy Lead* 7,000 August 2023-March 2024 Travel and Subsistence – Literacy ESO/Numeracy Lead) 2000 August 2023-March 2024 Literacy and Numeracy resources/training TBC Dependent on what is left after calculated salary increase Participatory budgeting 5000 Carry forward from financial year 2022-23 (spent by August 2023) 29,255 Non-PEF schools 7,141 Cover 3,748 Lead Teacher (Recovery and Renewal)- Literacy and Numeracy 18,365 Income financial year 2023-24 282, 165 Total income inc carry forward 311,165 Total projected cost April 2023-March 2024 311,165 * denotes cost likely to increase due to teachers’ salary increase January 2024
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12 Appendix 3 PEF Information Pack and Guidance
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37 Appendix 4 Provisional Stretch Aims 2023-2026 June 2023 Subject to further consultation and confirmation of data from session 2022-23 Literacy (P 1/4/7 Combined) Stretch Aim Overall SIMD Q1 SIMD Q5 GAP (Q1- Q5) Confirmed ACEL Data 2022 (DEC) 62.4% 53% 80% 27.4pp Interim Stretch Aim 2023/24 71% 70% 81% 11pp Final Stretch Aim 2025-26 76% 75% 85% 10pp Numeracy (P 1/4/7 Combined) Stretch Aim Overall SIMD Q1 SIMD Q5 GAP (Q1- Q5) Confirmed ACEL Data 2022 (DEC) 72.7% 68.1% 85.9% 17.8pp Interim Stretch Aim 2023/24 78% 73% 89.5% 16.5pp Final Stretch Aim 2025-26 83% 78% 91% 13pp School Leavers with 1 or more pass at ALL SCQF Level 5 Overall SIMD Q1 SIMD Q5 GAP (Q1- Q5) Confirmed Data 2021-22 (Feb 2023) 90.93% (VC 91.32%) 83.61% (VC 86.23%) 98.04% (VC 98.43%) 14.43pp Stretch Aims 2023/24 91.5% 85% 98.5% 13.5pp Interim Improvement between 2023 and 24 0.57pp 1.39pp 0.46pp 0.93pp Final Stretch Aim 2025/26 93% 89% 100% 11pp
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38 School Leavers with 1 or more pass at ALL SCQF Level 6 Overall SIMD Q1 SIMD Q5 GAP (Q1- Q5) Confirmed Data 2021-22 (Feb 2023) 65.99% (VC 69.37%) 54.10% (VC 59.05%) 82.35% (VC 92.75%) 28.25pp Interim Stretch Aims 2023/24 66.5% 57% 84% 27pp Interim Improvement between 2023 and 24 0.51pp 2.9pp 1.65pp 1.25pp Final Stretch Aim 2025/26 69% 63% 89% 26pp HWB – Attendance in Primary - Free School Meal registered and Non Free School Meal Registered Overall FSM registered Non FSM registered GAP (FSM/non FSM) Confirmed Data May 2023 92.71% 88.86% 93.43% 4.57pp Interim Stretch Aims 2023/24 93.5% 89.5% 93.5% 4pp Interim Improvement between 2023 and 24 0.79pp 0.64pp 0.07pp 0.57pp Final Stretch Aim 2025/26 94.5% 92% 96% 4pp HWB – Attendance in Secondary - Free School Meal registered and Non Free School Meal Registered Overall FSM registered Non FSM registered GAP (FSM/non FSM) Confirmed Data May 2023 88.33% 81.24% 89.46% 8.23pp Interim Stretch Aims 2023/24 90% 82% 89.5% 7.5pp
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39 Interim Improvement between 2023 and 24 1.67pp 0.76pp 0.04pp 0.72pp Final Stretch Aim 2025/26 92% 87% 94% 7pp Participation Measure - 16-19 year olds in Education, Training and Employment Overall Q1 Q5 Gap (Q1 – Q5) Confirmed SDS Data 2021-22 (Aug 2022) 93.9% 89.1% 95.5% 6.4pp Snapshot Data SDS May 2023 92.7% 87.1% 94.2% 7.1pp Confirmed SDS Data 2022-23 (Aug 2023) TBC TBC TBC TBC Interim Stretch Aims 2023/24 93.5% 89.5% 96% 6.5pp Interim Improvement between 2023 and 24 0.8pp 2.4pp 1.8pp 0.6pp Final Stretch Aim 2025/26 95% 92.5% 97% 4.5pp Argyll and Bute – ‘Our Children, Their Nurturing Education’ Overall Confirmed Data (June 2023) 61.08% (N.B 2023 Stretch Aim = 60%) Interim Stretch Aim 2023/24 64% Interim Improvement between 2023 and 24 2.92pp Final Stretch Aim 2025/26 70%