Item 08 Appendix 2
West Dunbartonshire Council · 17 September 2025
Back to Educational Services Committee — 17 September 2025 and its agenda
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EDUCATIONAL SERVICES Stretch Aims Report 2024/25 & Improvement Plan 2025-2026 WEST DUNBARTONSHIRE COUNCIL Appendix 2
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West Dunbartonshire Council Core Stretch Aims The tables included in this report compare attainment and achievement for children and young people living in our most deprived and least deprived areas. The 2024/25 row in each table details the target range for attainment set in 2022/23. The 2025/26 Stretch Aim row in each table details the target set in 2022/23 to be achieved by the Local Authority by 2024/25. The end column in each table sets a target to narrow the poverty related attainment gap. The Scottish Government calculates the attainment gap by measuring the difference in educational outcomes between the most and least deprived areas, using the Scottish Index of Multiple Deprivation (SIMD) to define these groups. The gap is determined by comparing the proportion of pupils in the most deprived 20% of areas achieving a certain standard (like a pass grade or a specific Achievement of Curriculum for Excellence Levels (ACEL) to the proportion in the least deprived 20% of areas. (a) ACEL – Non rounded values ACEL Literacy P1, P4 and P7 Combined Overall levels SIMD Q1 SIMD Q5 Gap (Q1 v Q5)(pp) Published 2020-21 62% 57% 74% 18% Published 2021-22 71% 67% 85% 19% Published 2022-23 73% 68% 79% 12% Published 2023-24 72% 68% 81% 13% WDC analysis 2024-25 WDC * 72% 68% 80% 12% 2024-25 72-76% 68-72% 81-85% 13-17% 2025-26 Stretch Aim 76% 72% 85% 13% *Local analysis only. Data not been ratified by Scottish Government Progress Update 2024-2025 According to WDC analysis for ACEL for literacy, in June 2025 West Dunbartonshire has achieved the Stretch Aim for P1, P4, P7 combined for all children and for children in our most deprived quintile (Q1). The poverty related attainment gap has decreased from the published data in December 2024. ACEL Numeracy P1, P4 and P7 Combined
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Overall levels SIMD Q1 SIMD Q5 Gap (Q1 v Q5)(pp) Published 2020-21 72% 65% 82% 17% Published 2021-22 78% 74% 91% 18% Published 2022-23 80% 76% 90% 14% Published 2023-24 79% 75% 87% 12% WDC analysis 2024-25 WDC * 79% 76% 87% 11% 2024-25 77-81% 75-80% 86-90% 11-15% 2025-26 Stretch Aim 81% 80% 91% 11% *Local analysis only. Data not been ratified by Scottish Government Progress Update 2024-2025 According to WDC analysis for ACEL for numeracy, in June 2025 West Dunbartonshire has achieved the Stretch Aim for P1, P4, P7 combined for all children and for children in our most deprived quintile (Q1) and our least deprived quintile (Q5). The poverty related attainment gap has continued to decrease from the published data in December 2024. (b) SCQF Level 5 - SQA Nationals 1 or more at SCQF Level 5 Overall levels SIMD Q1 SIMD Q5 Gap (Q1 v Q5)(pp) Published 2020-21 85.9% 78.0% 97.1% 19.1% Published 2021-22 84.1% 77.8% 98.1% 20.3% Published 2022-23 81.5% 75.1% 90.8% 15.7% Published 2023-24 85.5% 78.4% 96.4% 18.0% 2023-24 86.4% 79.2% 98.1% 18.9% 2024-25 * 86.6% 79.4% 98.3% 18.9% 2025-26 Stretch Aim 86.8% 79.7% 98.5% 18.8% * Data not available until Insight February update, so stretch aim figures used. Progress Update 2024-2025 According to WDC analysis for SQA nationals SCQF Level 5 for 2023-24, West Dunbartonshire has not achieved the Stretch Aim for all children and for young people in our most deprived quintile (Q1) and our least deprived quintile (Q5). (c) SCQF Level 6 - SQA Nationals 1 or more at SCQF Level 6 Overall levels SIMD Q1 SIMD Q5 Gap (Q1 v Q5)(pp) Published 2020-21 62.2% 48.9% 85.3% 36.4% Published 2021-22 59.4% 50.0% 71.2% 21.2% Published 2022-23 52.6% 41.9% 80.0% 38.1%
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Published 2023-24 56.4% 47.3% 75.0% 27.7% 2023-24 62.8% 51.1% 87.3% 36.2% 2024-25 * 62.9% 51.3% 87.4% 36.1% 2025-26 Stretch Aim 63.0% 51.4% 87.4% 36.0% * Data not available until Insight February update, so stretch aim figures used. Progress Update 2024-2025 According to WDC analysis for SQA nationals SQA Level 6 for 2023-24, West Dunbartonshire has not achieved the Stretch Aim for all young people and for young people in our most deprived quintile (Q1) and our least deprived quintile (Q5). (d) Participation measure Participation Measure Overall levels SIMD Q1 SIMD Q5 Gap (Q1 v Q5)(pp) Published 2020-21 90.8% 86.9% 95.5% 8.6% Published 2021-22 90.1% 86.1% 95.7% 9.6% Published 2022-23 93.0% 90.4% n/a% n/a% 2023-24 * 90.7% 89.8% 97.3% 9.5% 2023-24 91.1% 87.0% 95.7% 8.7% 2024-25 91.6% 87.3% 95.8% 8.5% 2025-26 Stretch Aim 92.0% 87.5% 95.8% 8.3% *SDS Publication for 2022 / SDS annual participation measures for 2024 are not published until 27 August 2024 Progress Update 2024-2025 According to WDC analysis for Participation Measure for 2023-24, West Dunbartonshire has not achieved the Stretch Aim for all young people but has achieved the Stretch Aim for young people in our most deprived quintile (Q1) and our least deprived quintile (Q5). (e) Health and Wellbeing – Attendance Attendance Overall levels SIMD Q1 SIMD Q5 Gap (Q1 v Q5)(pp) 2020-21 94.3% 92.9% 96.9% 4.0% Published 2021-22* 91.3% 89.6% 94.4% 4.8%
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2022-23 91.3% 89.8% 94.4% 4.6 % 2023-24 89.0% 87.0% 93.3% 6.3% 2024-25 Actual 90.4% 88.9% 93.9% 5.0% 2024-25 90-94% 88-92% 91-95% 3-7% 2025-26 Stretch Aim 94% 92% 95% 3% *Scottish Government Attendance and Absence Publication for 2021/22 Progress Update 2024-2025 According to WDC analysis for attendance, in June 2025 West Dunbartonshire has achieved the Stretch Aim for attendance for all children and young people and for children and young people in our most deprived quintile (Q1) and our least deprived quintile (Q5). PLUS Stretch Aims Early Level Baseline attainment (pre-school) Early Level Literacy - Concepts of Print Overall levels SIMD Q1 SIMD Q4 SIMD Q5 Gap (Q1 v Q5)(pp) 2020-21 45% 40% 38% 43% 3% 2021-22 62% 52% 71% 82% 30% 2022-23 59% 56% 64% 70% 14% 2023-24 56% 55% 63% 52% -3% 2024-25 Actual 60% 55% 69% 61% 6% 2024-25 64-68% 59-63% - 78-82% 19-23% 2025-26 Stretch Aim 69% 66% 73% 84% 20% Progress Update 2024-2025 According to WDC analysis for Early Level baseline in literacy in 2024-25, West Dunbartonshire has not achieved the Stretch Aim for all children, for children in our most deprived quintile (Q1) and our least deprived quintile (Q5). Early Level Numeracy - Number and Number processes Overall levels SIMD Q1 SIMD Q4 SIMD Q5 Gap (Q1 v Q5)(pp) 2020-21 20% 22% 15% 14% -8% 2021-22 30% 26% 48% 44% 18% 2022-23 32% 27% 41% 37% 10%
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2023-24 34% 31% 37% 27% -4% 2024-25 Actual 39% 33% 50% 47% 14% 2024-25 32-36% 29-33% - 41-45% 12-16% 2025-26 Stretch Aim 36% 33% 49% 46% 13% Progress Update 2024-2025 According to WDC analysis for Early Level baseline in numeracy in 2024-25, West Dunbartonshire has exceeded the Stretch Aim for all children and for children in our least deprived quintile (Q5), while achieving the Stretch Aim for children in our most deprived quintile (Q1). ACEL levels – secondary – 3rd Level+ ACEL Secondary Literacy - S3 - 3rd level+ Overall levels SIMD Q1 SIMD Q4 SIMD Q5 Gap (Q1 v Q5)(pp) Published 2018-19 83% 79% 93% 81% 2% Published 2021-22 82% 77% 92% 92% 15% Published 2022-23 87% 82% 92% 100% 18% Published 2023-24 92% 92% 92% 93% 1% WDC analysis 2024-25 * 88% 87% 99% 100% 13% 2024-25 86-90% 84-88% - 96-100% 12-16% 2025-26 Stretch Aim 88% 83% - 94% 11% *Local analysis only. Data not been ratified by Scottish Government Progress Update 2024-2025 According to WDC analysis for ACEL for literacy, in June 2025 West Dunbartonshire has achieved the Stretch Aim for S3 for all young people and for young people in our most deprived quintile (Q1) and least deprived quintile (Q5). ACEL Secondary Numeracy - S3 - 3rd level+ Overall levels SIMD Q1 SIMD Q4 SIMD Q5 Gap (Q1 v Q5)(pp) Published 2018-19 90% 85% 98% 87% 2% Published 2021-22 88% 86% 91% 97% 11% Published 2022-23 88% 83% 97% 100% 17% Published 2023-24 85% 82% 90% 93% 11% WDC analysis 2024-25 * 90% 89% 99% 97% 8%
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2024-25 88-92% 86-90% - 96-100% 10-14% 2025-26 Stretch Aim 90% 88% - 97% 9% *Local analysis only. Data not been ratified by Scottish Government Progress Update 2024-2025 According to WDC analysis for ACEL for numeracy, in June 2025 West Dunbartonshire has achieved the Stretch Aim for S3 for all young people and for young people in our most deprived quintile (Q1) and least deprived quintile (Q5). ACEL levels – secondary – 4th Level ACEL Secondary Literacy - S3 - 4th level Overall levels SIMD Q1 SIMD Q4 SIMD Q5 Gap (Q1 v Q5)(pp) Published 2018-19 40% 33% 47% 42% 9% Published 2021-22 44% 38% 52% 54% 16% Published 2022-23 55% 50% 54% 78% 28% Published 2023-24 61% 59% 63% 71% 12% WDC analysis 2024-25 * 58% 54% 68% 86% 32% 2024-25 53-57% 46-50% - 71-75% 25-29% 2025-26 Stretch Aim 52% 49% - 70% 21% *Local analysis only. Data not been ratified by Scottish Government Progress Update 2024-2025 According to WDC analysis for ACEL for literacy at fourth level, in June 2025 West Dunbartonshire has exceeded the Stretch Aim for S3 for all young people and for young people in our most deprived quintile (Q1) and least deprived quintile (Q5). ACEL Secondary Numeracy - S3 - 4th level Overall levels SIMD Q1 SIMD Q4 SIMD Q5 Gap (Q1 v Q5)(pp) Published 2018-19 61% 49% 78% 77% 28% Published 2021-22 50% 45% 59% 49% 4% Published 2022-23 58% 46% 77% 80% 34% Published 2023-24 58% 57% 63% 74% 17%
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WDC analysis 2024-25 * 62% 56% 77% 83% 26% 2024-25 64-68% 57-61% - 82-86% 25-29% 2025-26 Stretch Aim 62% 59% - 81% 22% *Local analysis only. Data not been ratified by Scottish Government Progress Update 2024-2025 According to WDC analysis for ACEL for numeracy at fourth level, in June 2025 West Dunbartonshire has not reached the Stretch Aim for S3 for all young people and for young people in our most deprived quintile (Q1), but has reached the Stretch Aim for young people in our least deprived quintile (Q5). Cost of the School Day – Family Hub Referrals and Families Engaged in Family Hubs # Referred # Engaged % Engaged Current level (20-21) 234 183 78 Current level (21-22) 163 128 79 Current level (22-23) - - 80 2023-24 - - 81 2024-25 - - 82 2025-26 Stretch Aim - - 83 Progress Update 2024-2025 Achieved
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West Dunbartonshire Council Improvement Plan 2024/2025 ACEL levels – Non rounded values Literacy ACEL levels – Non rounded values Numeracy Improvement Actions 2024/25 Review Quality of Literacy Curriculum: Review quality of literacy curriculum in specified schools ELC Monitor the quality of learning experiences (reading, writing, phonics) Area of Focused Attention Visits: Conduct focused visits in target schools / ELC, specific classes, or stages. Observe teaching practices, focus on cohesive a progressive literacy experiences. Moderation of Writing Levels: Engage in moderation processes in Local Learning Communities. Collaborate with teachers / early years staff / to ensure consistent assessment practices. Strengthen the professional knowledge related to writing assessment and progression at transition early years to primary Curriculum Balance Audit: Evaluate the balance of curriculum components in schools / ELC where Quintle1 performance is plateauing or declining. Identify areas that need adjustment or enhancement. Enhanced Improvement Programme: Implement an enhanced improvement programme in targeted schools/ELC. Improvement Actions 2024/25 Quality of Provision: Monitor the quality of learning experiences, ensuring a balance between concrete, pictorial, and abstract approaches. Emphasize hands-on activities, visual representations, and conceptual understanding. Family Learning Sessions: Deliver family numeracy sessions based on the revised programme. Share resources and strategies through workshops or online platforms. Communication Strategy: Use social media platforms to share information about the revised numeracy program. Include links to family learning materials available on Campus@WDC. Staff Skill and Knowledge: Provide professional development for staff with a focus on planning and delivering effective learning experiences: o Develop number sense. o Explore the structure of numbers. o Apply mental number strategies. o Regularly assess numeracy gaps to inform planning. Allocating Time:
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Continuously assess progress and adjust strategies as needed. Professional Learning Opportunities: Implement “Come Read with Me at WDC”: Promote effective reading strategies. “Word Aware” and “Rhyme Aware”: Enhance vocabulary and phonological awareness. Refreshed Early Level Literacy Programme: Implement new early level the literacy programme. Evaluate with schools/ ELC provision for literacy culture. Evaluate impact of Word Aware, Rhyme Aware Allocate protected collegiate time for maths and numeracy professional development across all schools and early learning centres. Create a shared quality assurance calendar to monitor progress. Targeted Approaches: Conduct Area of Focused Attention Visits in specific schools, classes, or stages. Implement an Enhanced Improvement Programme in targeted schools * Secondary BGE / SCQF Level 5/6 SQA Nationals Participation Number Improvement Actions 2024/25 Implement Strengthened Attainment Review Programme ( Secondaries) Conduct robust data analysis and action planning (local authority performance / school performance / subject performance) key areas of focus : attainment performance over time average total tarfiff attainment versus deprivation attainment performance compared to national levels high and medium risk areas: performance A-C passes presentation numbers numbers of initial entries / numbers of withdrawals Implement scrutiny programme to evaluate quality: course progression BGE / Senior Phase; leadership capacity: departmental in the areas of curriculum; learning, teaching , assessment; support and challenge for staff assessment strategy and management local authority regular monitoring report submitted to Education Excellence and Equity Board Produce WDC Policy Expectations re data use, management and action planning for improvement ( BGE / Senior Phase) Implement Year 2 of Collective Leadership Programme Curriculum Leaders - produce change plans for leadership and pedagogy. Implement learning imperative survey toolkit . Improvement Actions 2024/25 Conduct robust analysis of Senior Phase participation measures. Monitoring and evaluating progress against our stretch aims; Establish Project Search (DFN) within the Authority to support young people with ASN gain employment; Further strengthen the Career information, advice and guidance offered by SDS in school; Implement Workit (Gateway shared service) work placement for Senior Phase pupils to enhance work experience offer; Engage with local employers to enhance work experience offer; Continue to support the most vulnerable in achieving a positive sustained destination through enhanced support and training through Inspire programme; Address barriers to participation and support young people access advice and guidance at college to reduce dropout rates;
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Implement use of REFRESH characteristics to support coaching and mentoring within teams. Develop the use of KANBAN and or similar tools to manage workflow. Implement an enhanced improvement programme in selected schools. Implement learning programme cohort 1 : Outstanding Teaching Intervention (OTI). Conduct targeted visits using the collaborative school improvement partnership approach. Create a school alumni programme for each secondary school to improve advice and support to young people as they prepare to leave school; Further enhance professional learning for pastoral care staff to support young people as they plan for their post school destination; Continue to expand our school - college offer to enhance opportunities for young people to be prepared for employment and post school training; Increase awareness of career opportunities through our DYW officers. Health and Wellbeing - Attendance Cost of the School Day – Family Hub Improvement Actions 2024/25 Implement consistent and thorough attendance monitoring across all schools Produce regular monitoring reports submitted to the Chief Education Officer and Senior Leadership Team Conduct SWOT Analysis for all schools Review numbers of children and young people on part-time timetables Evaluate and update part-time timetable guidance and monitoring procedures Revise the authority’s action plan based on recent performance trends. Collaborate with school leaders to assess progress toward improvement targets Monitor quality of individual establishment management of improvement; and plans to support children and families Support individual schools procedures for action planning based on SWOT analysis findings.” Improvement Actions 2024/25 Monitor impact of provision on attainment, attendance and wellbeing Review options for sustainability of programme from 2026. Reduce number of staff supporting outreach work with young people ( secondary); and review how workstreams delivered to support families can be sustained once funding ends.
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Update Service Attendance Monitoring and Support Systems: Quality Assure School-Level Planning and Use of Pupil Equity Fund to Support Improvement: