Item 08 Appendix 3
West Dunbartonshire Council · 17 September 2025
Back to Educational Services Committee — 17 September 2025 and its agenda
Text extracted from the council's PDF. Layout and reading order may differ from the original.
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EDUCATIONAL SERVICES DELIVERING EXCELLENCE & EQUITY IMPROVEMENT FRAMEWORK & IMPROVEMENT PLAN 2025 WEST DUNBARTONSHIRE COUNCIL Appendix 3
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VISION & CONTEXT FRAMEWORK & OUTCOMES IMPROVEMENT PLANNING STRATEGIC DIRECTION ACHIEVEMENTS & INSIGHTS MONITORING AND EVALUATION Our Vision West Dunbartonshire Context National Improvement Framework: Priorities & Outcomes Priorities for Excellence & Equity Core Stretch Aims Delivering Our Vision Our Improvement Model Equipping Learners for the Future Enhancing Early Learning & Childcare Supporting Inclusion, Wellbeing & Equity Professional Learning Senior Phase The Learning Estate Positive Trends Our Achievements Pupil Voice & Achievement Measuring Success: Quality, Equity and Impact: Stretch Aims & Evaluations Service Plan for Excellence & Equity Improvement Plan 2025-26 03 04 18 20 22 24 26 15 16 05 06 07 08 09 10 11 12 13 17 21 23 01 03 05 02 04 06 TABLE OF CONTENTS
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Our Outcomes for Excellence & Equity Wellbeing and Mental Health Supporting emotional, social and mental wellbeing for all learners Raising Attainment and Achievement Ensuring success in literacy, numeracy and wider achievement Closing the Poverty- Related Attainment Gap Tackling inequality and improving outcomes for those most disadvantaged Creativity and Employability Developing future-ready learners through skills, innovation and ambition Positive and Sustained Destinations Supporting all young people to transition confidently beyond school Equity and Inclusion Across All Settings Ensuring all learners feel respected, safe and supported In West Dunbartonshire, we work together to ensure that our children, young people and their families are nurtured and empowered to make a difference in their lives and communities. Wellbeing, empowerment and sustainability are the foundations upon which we build to be respectful, responsible and resilient citizens. Improved Wellbeing, equality and inclusion Learners feel respected, included and supported in nurturing environments. Raised attainment and achievement Success is achieved in literacy, numeracy and across the wider curriculum. Narrowed poverty-related attainment gap Inequalities are reduced through targeted, equity-driven support. Increased creativity and employability Learners build future-ready skills through innovation and ambition. Positive and sustained learner destinations Young people transition confidently into further education, training or work. Our Priorities Our Expectations Our Vision Strengthen Collaboration Foster a strong, shared improvement culture across teams, schools, and partners. Deliver High-Quality Learning Ensure consistently excellent teaching and learning in every classroom and setting. Build Capacity for Sustainable Change Develop professional expertise through coaching, leadership, and improvement partnerships. Plan for the Future Promote innovation, adaptability, and future-readiness in learners and learning environments. West Dunbartonshire Council Outcomes: Supporting our Communities to Thrive Empowered Sustainability Wellbeing
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Education in West Dunbartonshire is delivered across: 5 Secondary Schools 32 Primary Schools 7 Specialist settings & 41 ELC settings (11 Private Partner Settings) West Dunbartonshire Context 04 328 young people were Looked After in West Dunbartonshire in session 24/25 There are 13,232 children and young people in Education in West Dunbartonshire: 5,390 Secondary pupils 6,222 Primary pupils, 272 Special School pupils & 1348 LA Early Learning & Childcare pupils 2.1% of children and young people are identified as members of Armed Forces families in West Dunbartonshire schools 4.8% of children and young people in West Dunbartonshire schools speak English as an Additional Language The West Dunbartonshire virtual space, www.ourcloud.buzz is our learning platform for communication, collaboration and digital connection across all our educational establishments. Attendance in West Dunbartonshire schools was 90.4 % in session 24/25 Our smallest primary school has 31 pupils and the largest has 357 pupils. Our smallest secondary school has 703 pupils and the largest has 1,534 pupils. 45.7% of learners have Additional Support Needs (ASN). 45.9% of learners live in SIMD deciles 1 or 2, while 83.8% live in deciles 1 to 5. 28.3% of our pupils are registered for Free School Meals
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Equipping Learners for the Future 05 Strategy for Excellence and Equity in Context: Our curriculum policy in the early, first and early second level is framed around six core competencies ( based on Michael Fullan’s Deep Learning). In the final phase of primary, moving to third level and senior phase our children and young people continue their learner journey through the development of Skills Development Scotland’s Meta-Skills, which build on earlier competencies and support preparation for learning, life and work. Children and young people in West Dunbartonshire are citizens of a global community, engaging with real-world challenges aligned to the United Nations’ Sustainable Development Goals (SDGs). These goals frame our commitment to equity, sustainability and wellbeing. To support the development of these competencies and skills in a coherent, progressive way, we have adopted Education Scotland’s Know‑Do‑Understand (KDU) model. This model provides a clear framework for planning learning, helping practitioners identify: What learners should know What they should be able to do What they should understand Embedding the 6 Cs and Meta-Skills in the KDU model ensures inclusive, purposeful, and aligned curriculum design. It supports deep learning and real-world application, enabling all young people to thrive as successful learners, confident individuals, responsible citizens, and effective contributors. Achieving this for everyone means removing poverty-related barriers and ensuring equitable opportunities to flourish: physically, socially, linguistically, and cognitively. Successful Learners Confident Individuals Responsible Citizens Effective Contributors
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Our approach supports the Scottish Government’s commitment to closing the poverty-related attainment gap and giving every child the best start in life. Guided by Realising the Ambition: Being Me, we’ve embedded nurturing, play-based pedagogy across our ELC provision. By aligning with GIRFEC and Health and Social Care Standards, we exceed statutory requirements and foster inclusive, equitable environments. Our improvement plan prioritises staff development, family engagement, and wider access to high-quality early learning, laying a strong foundation for lifelong learning and wellbeing. Early Learning and Childcare (ELC) is a key part of West Dunbartonshire’s improvement plan, shaped by national policy frameworks such as Realising the Ambition: Being Me and the National Improvement Framework 2025. These policies promote high-quality, child- centred experiences that support every child’s holistic development. Delivering Excellence & Equity Enhancing Early Learning and Childcare 06 Looking ahead from September 2025, we will implement the new Quality Improvement Framework, streamlining self-evaluation using 11 key indicators. Our service will align with revised inspection approaches led by Education Scotland and the Care Inspectorate. We remain committed to supporting families by encouraging uptake for eligible two-year-olds and consulting with parents to ensure our provision reflects their needs.
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Our ASN Strategy ‘Enabled to Progress’ ensures a collegiate and planned approach to supporting all learners. It focuses on 6 key workstreams: Social and Emotional Wellbeing Supporting Inequity Learners with complex Additional Support Needs Parental Involvement and Engagement Assessment of Children' s Progress and Performance School Leadership and Teacher Professionalism Progress Made Next Steps Implemented a supported employment model (Project Search) for LCASN in Partnership with Working 4 U , West College Scotland and Education Developed approaches to inclusive practice in all mainstream schools via the implementation of CIRCLE Framework and Champions Network Developed collegiate approaches to the implementation and moderation of SCERTS in all Specialist settings Reviewed and revised our Professional learning offers to reflect range of needs of staff and pupils In collaboration with NHS Neurodevelopmental Staff Team delivered a suite of Parental Learning and Engagement Opportunities to support families in using consistent support strategies Develop robust monitoring processes to ensure quality inclusive environments informed by CIRCLE and SCERTs Frameworks. Develop professional learning and collaborative practice in ASN and Inclusive Practice Establish a secondary consortium model across secondary to develop a consistent and high-quality curriculum offer for learners with Additional Support Needs Develop and increase Parental Engagement in planning pupil support and in reporting and measuring impact. Work in collaboration with a range of CPP partners to develop collegiate practice and understanding of supporting children and families where there is neurodiversity. Undertake collaborative action research with Strathclyde University to develop professional learning and ASD support models. Develop approaches to moderation with a focus on pupil profiles and GIRFEC, reflecting on and utilising HGIOASL. Implement support and challenge visits across centres, sharing findings and insights to support improvement in safeguarding children and young people Refresh LGBTQI+ Guidance for schools, reflecting the Gender Recognition Reform (Scotland) Bill. Continue developing supports to our Care Experienced Children and Young People through our commitment to The Promise Delivering Excellence and Equity 07 Supporting Wellbeing, Inclusion and Equity in WDC Our approach to meeting the needs of all of our learners reflects National expectations and is based on the belief that education is a human right and that all children and young people should be supported to reach their fullest potential. Scotland’s education system is designed to be an inclusive one for all children and young people in Scottish schools, with or without support needs and this is reflected in the policies, practices and experiences of our pupils in WDC. Children’s Rights and entitlements are fundamental to Scotland’s approach to inclusive education. It is supported by the legislative framework and key policy drivers and ensures pupil voice and views are central to planning which takes place to support them. In line with the Principles of Curriculum for Excellence, we deliver an inclusive curriculum for every child and young person, including those who require support. We recognise that inclusion is an entitlement for all children and young people and all educators have a professional duty to support this.
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Strategic Actions Enhanced Attainment Review Programme Subject-level and whole-school analysis to identify performance strengths and areas for improvement Targeted Supports One-to-one tuition, out-of-hours learning opportunities, and wider use of Pupil Equity Funding Curriculum Innovation Expanded vocational and college partnerships, Foundation Apprenticeships, and flexible timetabling Meta-Skills & Transition Planning Integration of SDS-aligned meta-skills across Senior Phase Targeted programmes including Project SEARCH, Workit, Inspire and Transitions support Leadership & Pedagogy Tools Use of Collective Leadership Programme, Outstanding Teacher Intervention (OTI), REFRESH coaching, Learning Imperative toolkit, and KANBAN workflow tools Delivering Excellence & Equity: Senior Phase West Dunbartonshire’s Senior Phase strategy centres on equity, personalisation and future-ready pathways. Supported by the 2024–25 Improvement Plan, this strategy embeds targeted support, flexible curriculum offers, and strong partnership working. Key Priorities Raise attainment in SCQF Levels 5–6 while reducing the poverty-related attainment gap Offer personalised and inclusive curriculum pathways Enhance employability, meta-skills development, and post-school transitions Align with National Improvement Framework 2025 focus on Curriculum & Achievement, School Improvement, and Performance Information Evidence of Impact (2023–24) Progress continues across key Senior Phase indicators SCQF Level 5: 84.1% achieved one or more awards; SIMD Q1 at 78.2%, Q5 at 96.2%. The attainment gap reduced slightly to 18%. SCQF Level 6: 58.1% achieved one or more awards; SIMD Q1 at 49.1%, Q5 at 71.9%. The attainment gap has fallen to 22.8% with targeted equity actions ongoing. Participation Measures 90.7% of young people in education, employment or training. SIMD Q1 participation is strong at 85.3% Positive Destinations: Improved to 96%, maintaining an upward trajectory. Empowering Young People for Learning, Life & Work 09
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Delivering Excellence & Equity: The Learning Estate Enabling Equity, Wellbeing & Innovation Through Spaces West Dunbartonshire’s Learning Estate Strategy 2020–2030 drives equity and excellence by ensuring modern, accessible and sustainable learning environments that support teaching, wellbeing, and community engagement. Key Priorities Modernisation: £66.6 million invested since 2015 to upgrade schools and ELCs, moving learners into Condition A/B buildings Community & Inclusion: New and refurbished sites include ASN provision, co- located ELCs, community libraries, and multipurpose hubs. Sustainability: Facilities are designed for energy efficiency, and align with Scotland’s net zero targets. Impact & Alignment with NIF 2025 Learner Experience: Open, flexible, and inclusive settings enhance engagement and blended learning. Equity & Wellbeing: Every learner benefits from environments designed for accessibility, tailored ASN support, and community integration. Sustainable Futures: New estate developments support Scotland’s climate ambitions and reduce long-term costs. Community Hubs: Schools are now daily-access community assets: libraries, sports areas, and early years. Riverside ASN Secondary School 2025 A new specialist secondary for complex ASN learners (up to 36 places), offering a fully accessible, rights-based environment. Faifley Community Campus 2025 Co-locates ELCC, two primary schools and a library in a flexible, inclusive, and sustainable learning space. Renton Campus (2022) Three-storey campus combining primary, ELCC, and Language & Communication Unit. Includes rooftop playground, MUGA, and kitchen garden. Clydebank ELCC (2021) Standalone centre expanding 1,140-hour entitlement. Designed with outdoor learning, inclusive ASN spaces, and family engagement areas. Kilpatrick ASN Campus (2017) Purpose-built school for complex ASN with hydrotherapy pool, sensory rooms, and therapeutic outdoor spaces. Notable Projects 10
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In 2024-25, the percentage of S3 young people achieving Curriculum for Excellence levels in numeracy increased compared to 2023-24 Secondary Schools In 2024-25, our early learning and childcare centres achieved the highest numeracy benchmark scores compared to data since 2017, with a continuously increasing trend over the last 5 years. Baseline Attainment in primary schools has remained stable across all stages and organisers (reading, writing and numeracy) in session 2024-25. There was an increase in attainment at P7 in all components (reading, writing and numeracy) compared to 2023-24. The attainment gap continues to narrow from session 2021-22 for numeracy across primary, i.e. for P1, P4 and P7 combined, between our most deprived (Quintile 1) and our least deprived (Quintile 5) children and young people. Our Achievements: Positive Trends 2025 In 2024-25, our early learning and childcare centres achieved the highest literacy benchmark scores compared to data since 2022, with an increasing trend since 2023. Primary Schools 11 The percentage of young people achieving Fourth Level has increased for all components (reading, writing and numeracy).
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Collaborative Inquiry for Improvement West Dunbartonshire participated in a national inquiry led by Education Scotland and partners to explore how young people are supported in developing future-ready skills as they transition from Broad General Education to the Senior Phase. The review highlighted the impact of our Skills Framework, strong partnerships, and commitment to improvement. It has informed a new phase of curriculum development, focused on more flexible, future- focused pathways within a collaborative culture Our Achievements: Driving Excellence and Equity 12 National Thematic Inspection Highlights Education Scotland’s recent thematic inspection of West Dunbartonshire Council recognised our strong and effective approach to school improvement. Inspectors praised our robust use of data to drive improvement, and our commitment to quality assurance and collaborative improvement. Trusted relationships between officers and school leaders, alongside strong governance, are delivering positive outcomes across our communities. Inspection Highlights: Schools and ELCs 2024/25 We have maintained our positive record of school and early learning inspections. It is reported that our children and young people experience: Warm, nurturing and inclusive environments: underpinned by strong relationships, shared values and a clear commitment to wellbeing and children's rights. Effective and visible leadership: Headteachers are recognised for driving positive change, supported by collaborative teams and distributed leadership approaches. High-quality learning experiences: Learning and teaching are supported by clear learning intentions, purposeful use of digital technology and a growing focus on skills for learning, life and work. Wellbeing and pastoral support: Staff know learners and families well, with targeted interventions and strong partnerships; enhancing attendance, regulation and readiness to learn. Progress in attainment and achievement: Schools are effectively tracking progress, offering a wide range of wider achievement opportunities and making strong use of assessment to inform planning. Strategic use of equity funding: Pupil Equity Funding is well-targeted to support engagement, raise attainment and improve outcomes for those affected by poverty.
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Pupil Voice and Achievement 13 Championing Pupil Voice and Leadership We have strengthened our commitment to listening to and acting on the voices of children and young people. The number of schools achieving Rights Respecting Schools Awards rose from one to 23 within a year, reflecting a strong and growing culture of inclusion, wellbeing, and pupil leadership. The Rights Advisory Board continued to influence Council decisions, providing young people with a formal platform to share their views and shape policies and services. Their recent contributions include: Direct input into key education policies, including: Technological Device Use Promoting Positive Behaviour Intruder Protocol Participation in targeted Children’s Rights projects, promoting peer engagement and awareness of the UNCRC. Advising on service provision, especially around mental health, inclusion, and wellbeing. Peer leadership in initiatives such as Our Voices, Our Stories, addressing the impacts of poverty via anti-stigma approaches and mentoring new S1 pupils. In parallel, 25 West Dunbartonshire schools took part in the Young Leaders of Learning (YLL) programme, developed in partnership with Education Scotland; bringing the total number of schools with trained young leaders to 26. This initiative empowers young people to take an active role in school improvement through reciprocal school visits and collaborative development planning. Across all of this work, our young people are not only being heard, they are leading positive change
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14 The results reflect the voices of learners across West Dunbartonshire, offering clear insight into what they value most in their education. Key themes include feeling safe, supported and included; taking part in meaningful and enjoyable learning; and having their progress and achievements recognised in ways that matter to them. These findings will help inform our continued focus on improving learning and wellbeing. Our Achievements: What our Young People Said... ANNUAL REPORT 2024-5 Inclusion, Wellbeing and Equity Creativity and Employability Attainment, Achievement and Narrowing the gap Almost all learners understand the progress they are making in literacy. Most learners understand their progress in numeracy Most learners feel their school recognises their achievements Most learners say their teachers help them understand how to improve their learning. Most learners regularly use digital technologies in their learning Almost all learners feel included and a valued as a member of their school community Most learners find digital technologies make learning more interesting The majority of learners reported regularly using the outdoors as part of their learning experience Most learners say their achievements are recognised through things like awards, social media or teacher feedback Almost all learners understand the progress they are making in health and wellbeing. Most learners feel their rights are understood. Most learners say they can talk to their teachers about their learning Learner Perspectives – How Good is Our Education Authority? (2024–25)
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Aligned National and Local Priorities for Improvement 15 Delivering our Vision IMPLEMENTING ESTABLISHMENT LEVEL IMPROVEMENT 2025 We implement a streamlined improvement strategy that fosters cohesion across service, school, and ELCC planning and delivery, ensuring integrated action and measurable impact. Our Service Delivery Plan outcomes and school/ELC improvement priorities are closely aligned with the refreshed National Improvement Framework, including its long-term outcomes and short-term priorities published in December 2024. Our improvement planning policy focuses outcome planning across four system layers: learner, practitioner, leader, and system. Schools and ELCs develop both long-term and short-term outcome plans, implemented through a four-stage cycle: engage, embed, extend, evaluate. West Dunbartonshire Educational Services Outcomes 2024–2027 Aligned with National Improvement Framework Outcomes and Short-Term Priorities 2025
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A System Wide Model for Sustainable Change As a service we are committed to collaborative improvement empowering our service to continuously evolve and be a self-improving, networked learning system. The Service Improvement Framework is embedded and has delivered positive high quality outcomes. We are firmly committed to quality assurance and capacity building through a dynamic programme of improvement and learning activities 16 EXCELLENCE & EQUITY IMPROVEMENT FRAMEWORK & PLAN 2025 Our approach integrates sustained engagement, professional collaboration, rigorous scrutiny, and systematic review to support continuous development and improvement. We implement a suite of improvement activity directed by the service and by our establishments. We aim to strengthen the role of our Local Learning Communities and professional networks to become self improving. As a service we have developed a three year strategy for evaluation using How Good is Our Education Authority and have welcomed the opportunity to work in improvement Collaboratives in the National Quads Programme. In 2025/26 we will refresh our Improvement Framework to further empower our staff to share their knowledge and expertise across our system.
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West Dunbartonshire Council Core Stretch Aims EXCELLENCE & EQUITY IMPROVEMENT FRAMEWORK & PLAN 2025 17 Year Overall SIMD Q1 SIMD Q5 Gap (Q1 v Q5) 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% 2024–25 WDC* 79% 76% 87% 11.2% 2024–25 Range 77–81% 75–80% 86–90% 11–15% 2025–26 Stretch Aim 81% 80% 91% 11% ACEL Numeracy P1, P4 and P7 Combined Year Overall SIMD Q1 SIMD Q5 Gap (Q1 v Q5) 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% 2024–25 WDC* 72% 68% 80% 11.6% 2024–25 Range 72–76% 68–72% 81–85% 13–17% 2025–26 Stretch Aim 76% 72% 85% 13% ACEL Literacy P1, P4 and P7 Combined Progress Update 2024–25 According to WDC analysis for ACEL for literacy, in June 2025 West Dunbartonshire has achieved the Stretch Aim for all children and children in SIMD Q1. The poverty-related attainment gap has decreased from the published data in December 2024. *Local analysis only. Data not been ratified by Scottish Government. Progress Update 2024–25 According to WDC analysis for ACEL for numeracy, in June 2025 West Dunbartonshire has achieved the Stretch Aim for all children, SIMD Q1, and SIMD Q5. The poverty-related attainment gap has continued to decrease from the published data in December 2024. *Local analysis only. Data not been ratified by Scottish Government. SCQF Level 6 – SQA Nationals (1 or more at SCQF Level 6) SCQF Level 5 – SQA Nationals (1 or more at SCQF Level 5) Year Overall SIMD Q1 SIMD Q5 Gap (Q1 v Q5) 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 WDC* 86.4% 79.2% 98.1% 18.9% 2024–25 WDC* 86.6% 79.4% 98.3% 18.9% 2025–26 Stretch Aim 86.8% 79.7% 98.5% 18.8% Year Overall SIMD Q1 SIMD Q5 Gap (Q1 v Q5) 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% Published 2023–24 56.4% 47.3% 75.0% 27.7% 2023–24 WDC* 62.8% 51.1% 87.3% 36.2% 2024–25 WDC* 62.9% 51.3% 87.4% 36.1% 2025–26 Stretch Aim 63.0% 51.4% 87.4% 36.0% Progress Update 2024–25 According to WDC early analysis of SCQF Levels 5 and 6 from SQA data in August 2024, West Dunbartonshire has not achieved the Stretch Aim for overall levels, SIMD Q1, SIMD Q5 and the poverty-related attainment gap (Q1 vs Q5) has not yet been reached.*Local analysis; not yet Scottish Government-ratified.
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West Dunbartonshire Council Core Stretch Aims EXCELLENCE & EQUITY IMPROVEMENT FRAMEWORK & PLAN 2025 18 Year Overall SIMD Q1 SIMD Q5 Gap (Q1 v Q5) 2020–21 94.3% 92.9% 96.9% 4.0% Published 2021–22 91.3% 89.6% 94.4% 4.8% 2022–23 91.3% 89.8% 94.4% 4.6% Published 2023–24 88.9% 86.9% 93.5% 6.5% 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% 92.0% 95.0% 3.0% Health and Wellbeing: Attendance Year Overall SIMD Q1 SIMD Q5 Gap (Q1 v Q5) 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 91.2% 88.4% 97.1% 8.6% Published 2023–24* 90.7% 87.8% 97.3% 9.5% 2023-24 91.1% 87% 95.7% 8.7% 2024–25 91.6% 87.3% 95.8% 8.5% 2025-26 Stretch Aim 92% 87.5% 95.8% 8.3% Participation Measures Progress Update 2024–25 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). *Local analysis; not yet Scottish Government-ratified. Progress Update 2024–25 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). *Local analysis; not yet Scottish Government-ratified. Early Level Numeracy – Number & Number Processes (Pre-school Baseline) Plus Stretch Aims Early Level Literacy – Concepts of Print (Pre-school Baseline) Year Overall SIMD Q1 SIMD Q4 SIMD Q5 Gap (Q1 v Q5) 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 Range 64-68% 59-63% - 78-82% 19-23% 2025–26 Stretch Aim 69% 66.0% 73.0% 84.0% 20.0% Year Overall SIMD Q1 SIMD Q4 SIMD Q5 Gap (Q1 v Q5) 2020–21 20% 22% 15% 14% -8% 2021–22 30% 26% 48% 44% 18% 2022–23 32% 27% 41% 37% 10% 2023–24 34% 31% 37% 27% -4% 2024–25 Actual 39% 33% 50% 47% 14% 2024–25 Range 32-26% 29-33% - 41-45% 12-16% 2025–26 Stretch Aim 36% 33% 49% 46% 13% Progress Update 2024–25 According to the WDC analysis for literacy, in June 2024 West Dunbartonshire has not achieved the Stretch Aim in their pre-school year for all children and for children in our most deprived quintile (Q1). Progress Update 2024–25 According to the WDC analysis for numeracy, in June 2024 West Dunbartonshire has achieved the Stretch Aim in their pre-school year for all children and for children in our most deprived quintile (Q1).
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West Dunbartonshire Council Core Stretch Aims EXCELLENCE & EQUITY IMPROVEMENT FRAMEWORK & PLAN 2025 19 Year Overall SIMD Q1 SIMD Q4 SIMD Q5 Gap (Q1 v Q5) 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% 2024-25 88-92% 86-90% - 96-100% 10-14% 2025–26 Stretch Aim 90% 88% - 97% 9% ACEL Secondary Numeracy – S3 (3rd Level+) Year Overall SIMD Q1 SIMD Q4 SIMD Q5 Gap (Q1 v Q5) 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 2023–24 * 88% 87% 99% 100% 13% 2024-25 86-90% 84- 88% - 96- 100% 12-16% 2025-26 Stretch Aim 88% 83% - 94% 11% ACEL Secondary Literacy – S3 (3rd Level+) Progress Update 2024–25 According to the WDC analysis for literacy 3rd level, 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). *Local analysis; not yet Scottish Government-ratified. Progress Update 2024–25 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). *Local analysis; not yet Scottish Government- ratified. ACEL Secondary Numeracy– S3 (4th Level) ACEL Secondary Literacy – S3 (4th Level) Year Overall SIMD Q1 SIMD Q4 SIMD Q5 Gap (Q1 v Q5) 2018-19 40% 33% 47% 42% 9% 2021–22 44% 38% 52% 54% 16% 2022–23 55% 50% 54% 78% 28% 2023–24 61% 59% 63% 71% 12% 2024–25 WDC* 58% 54% 68% 86% 32% 2024–25 Range 53-57% 46-50% - 71-75% 25-59% 2025–26 Stretch Aim 52% 49% - 70% 21% Year Overall SIMD Q1 SIMD Q4 SIMD Q5 Gap (Q1 v Q5) 2018-19 61% 49% 78% 77% 28% 2021-22 50% 45% 59% 49% 4% 2022–23 58% 46% 77% 80% 34% 2023–24 58% 57% 63% 74% 17% 2024–25 WDC* 63% 56% 77% 83% 26% 2024–25 Range 64-68% 57-61% - 82-86% 25-29% 2025–26 Stretch Aim 62% 59% - 81% 22% Progress Update 2024–25 WDC analysis indicates S3 Literacy at 4th Level has exceeded the Stretch Aim for SIMD Q1, and SIMD Q5. *Local analysis; not yet Scottish Government-ratified. Progress Update 2024–25 WDC analysis shows S3 Numeracy at 4th Level has not yet reached the Stretch Aim for overall or SIMD Q1, but has met the Stretch Aim for SIMD Q5. *Local analysis; not yet Scottish Government-ratified.
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Quality Indicator 6 - Excellent 5 - Very Good 4 - Good 3 - Satisfactory 2 - Weak 1 - Unsatisfactory 1.3 Leadership of Change 1 8 15 2 - - 2.3 Learning, Teaching & Assessment 3 19 4 - - 3.1 Wellbeing, Equality & Inclusion 1 13 12 0 - - 3.2 Raising Attainment & Achievement 2 22 2 - - EXCELLENCE & EQUITY IMPROVEMENT FRAMEWORK & PLAN 2025 Measuring Success: Quality, Equity and Impact 20 We evaluate improvement using national Quality Indicators, supported by robust self- evaluation. Our target is to increase the number of establishments rated as Very Good or above in key areas. How we measure success? We have retained our positive inspection record and aim for high quality in all schools and early learning centres. To support this we implement a tiered Pathways Model of Support and Challenge: Core Enhanced Supported (Supported Improvement Model) Establishments who have had a recent positive inspection with grading in all QIs as good/very good or above. Establishments who have 1 or 2 QI evaluations as satisfactory. Establishments who have 3 or 4 QI evaluations as satisfactory. Where QI gradings are all sitting at very good or above and this has been validated through VSE. Establishments with no QI evaluations of very good. Inspection leading to satisfactory or below evaluations. Schools who have not been inspected for a number of years. Where local authority VSE/BSCA identified significant improvement agenda. Schools who have a new or acting Headteacher. Senior leadership teams requiring support to accelerate progress.
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Plan for Excellence & Equity: Engage , Embed, Extend, Evaluate THE SERVICE PLAN 2023 – 2026 ( 2025 UPDATE ) NIF DRIVERS Performance Information Parental/ Carer Involvement and engagement Teacher and practitioner professionalism School, & ELC Leadership School and ELC improvement Outcome Action Target Learners: increased attendance Extend: Attendance Action Plan/ Improvement Strategy 2022- 2026 Improve attendance across all cohorts, with a focus on persistent non-attenders and emoionally based school avoidance. Deliver professional learning on recording, monitoring, and responding to absence. Launch a social media campaign to promote attendance. Lead and support collaboration with West Partnership and Education Scotland. Monitor, report, and act on attendance statistics across cohorts. Learners: increased engagement Embed: The Circles Framework Embed: Nurture Principles and Trauma Informed Practice Extend: Incredible Years Classroom Management to all schools Embed Up, Up & Away in ELC Settings Stretch Aim Target: BGE/ Senior Phase Narrow the Attain Gap Stretch Aim: Target: Positive Destination Stretch Aim: Target: Participation Measure WDC Equalities Targets Learners: increased progress, achievement Evaluate: WDC ASN Strategic Plan 2023/24 Embed: The Circles Framework Evaluate: Designing the Learning (Project Based Learning) Engage: LLC Skills Based Planning the Learning ( 6 WDCs) Engage: Professional Learning - Deep Learning; Hayward Review OECD (Secondaries) Stretch Aim Target: Positive Destination Stretch Aim Target: Participation Measure Stretch Aim Target: BGE/ Senior Phase Narrow the Attain Gap System: integrated working to develop the talent of our diverse young people Evaluate: Family Hub / The Hive projects Extend: numbers of families engaging for sustained period of time. Engage Curriculum Review transition to embed in BGE and extend into Senior Phase WDC Skills Framework/SDS Meta Skills Pathways. Stretch Aim Target: Family Hub Stretch aim: Participation Measure 21 Outcomes for Improvement Inclusion, Equality, Well Being & Participation Outcomes for our Children and Young People Successful Learners, Confident Individuals , Responsible Citizens, Effective Contributors Equity for All to Develop: Physically Linguistically Cognitively Socially and Emotionally -with their rights respected and their voice heard EXCELLENCE & EQUITY IMPROVEMENT FRAMEWORK & PLAN 2025 The actions below reflect West Dunbartonshire’s alignment with the six NIF drivers and the 2025 NIF short- term priorities known as the ABCs: Attendance, Behaviour, Curriculum and Achievement.
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Plan for Excellence & Equity: Engage , Embed, Extend, Evaluate 22 THE SERVICE PLAN 2023 – 2026 ( 2025 UPDATE ) NIF DRIVERS Performance Information Parental/ Carer Involvement and engagement Teacher and practitioner professionalism Outcome Action Target Learners: progress, achievement Engage: Revised Literacy Strategy Extend: Revised Numeracy Strategy Engage: Well Being Strategy Embed: Assessment Strategy Engage in improved processes to support attainment at the Early Level Extend ELC Literacy & Numeracy Strategy Stretch Aim Targets Attainment Provision of one to one / small group tuition Provision of out of hours learning Practitioners: adaptive experts who teach based on a clear understanding of what works best for raising learner achievement Embed: WDC Improvement Framework Engage in ELC Pedagogical Leadership training to impact improvement Extend: Collective Leadership Programme (Phase 2) Engage: Outstanding Teacher Intervention (Secondary Sector) Extend: Improving Our Classrooms Extend: Insight into Impact Improvement Embed : WDC Data Coach Programme Extend: Visible Learning Programme Stretch Aim Target: Positive Destination Stretch Aim Target: Participation Measure Stretch Aim Target: BGE/ Senior Phase Narrow the Attain Gap Leaders: enhanced visibility into school performance and decision making based on evidence All HT’s engaged in School Improvement Partnerships 1 Data Coach in all ELC’s/ schools 1 Leader of Learning in all schools for; assessment, literacy, numeracy, well being. Improvement Pathways leads to : all schools / ELC graded very good for Quality Indicator 3.1 and 1.3. EXCELLENCE & EQUITY IMPROVEMENT FRAMEWORK & PLAN 2025 Outcomes for Improvement Inclusion, Equality and Well Being Outcomes for our Children and Young People Successful Learners, Confident Individuals , Responsible Citizens, Effective Contributors Equity for All to Develop: Physically Linguistically Cognitively Socially and Emotionally
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ACEL levels – Non rounded values Numeracy ACEL levels – Non rounded values Literacy Improvement Actions 2025/26 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 and 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 Quintile 1 performance is plateauing or declining. Identify areas that need adjustment or enhancement. Enhanced Improvement Programme: Implement an enhanced improvement programme in targeted schools/ELC. 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 Improvement Actions 2025/26 Quality of Provision: Monitor the quality of learning experiences, ensuring a balance between concrete, pictorial, and abstract approaches. Emphasise 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: Develop number sense. Explore the structure of numbers. Apply mental number strategies. Regularly assess numeracy gaps to inform planning. Allocating Time: 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 EXCELLENCE & EQUITY IMPROVEMENT FRAMEWORK & PLAN 2025 Improvement Action Plan 2025-26 23
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Secondary BGE / SCQF Level 5/6 SQA Nationals Participation Number Improvement Actions 2025/26 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 tariff 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 . 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. Improvement Actions 2025/26 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; 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. EXCELLENCE & EQUITY IMPROVEMENT FRAMEWORK & PLAN 2025 Improvement Action Plan 2025-26 24
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Health and Wellbeing - Attendance Cost of the School Day – Family Hub Improvement Actions 2025/26 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. Update Service Attendance Monitoring and Support Systems: Quality Assure School-Level Planning and Use of Pupil Equity Fund to Support Improvement: Improvement Actions 2025/26 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) Review how workstreams delivered to support families can be sustained once funding ends. EXCELLENCE & EQUITY IMPROVEMENT FRAMEWORK & PLAN 2025 Improvement Action Plan 2025-26 25
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The Scottish Attainment Challenge West Dunbartonshire has benefitted from Attainment Scotland Funding since 2015. This funding is underpinned by a set of key principles. By closely adhering to these principles, we have delivered a positive record of progress and built capacity for sustained change. Resources for Excellence & Equity 26 STRATEGIC EQUITY FUND PRINCIPLES IMPLEMENTATION IN WEST DUNBARTONSHIRE Strategic Equity Funding must be used to deliver targeted activities, approaches or resources which are clearly additional to universal local improvement plans; and must provide targeted support for children and young people (and their families if appropriate) affected by poverty to achieve their full potential. Early Intervention Nurture Principles Trauma Informed Practice Incredible Years Classroom Management Family Hub The Hive Local authorities must develop a clear rationale for use of the funding, based on a robust contextual analysis, and plans must be grounded in evidence of what is known to be effective at raising attainment for children and young people impacted by poverty. One to One Pupil Tuition Out of Hours Learning / Holiday Provision Broad Curriculum Offer – Learner Pathways Wide range of staff working to support children and families Visible Learning Local plans must include ambitious and achievable stretch aims for progress in improving outcomes for all while closing the poverty-related attainment gap; and should consider the totality of Scottish Attainment Challenge funding. WDC: Improvement Framework West Partnership Improving Our Classroom, Department, School Series School Improvement Partnerships Insight to Impact Data Coaches Leaders of Learning - Assessment, literacy, numeracy, well being Collaboration across services is crucial in tackling the poverty-related attainment gap. Planning should have clear links to the local authority tackling child poverty and children's service plans. WDC : Integrated Children’s Services Plan WDC: Child Poverty Plan EXCELLENCE & EQUITY IMPROVEMENT FRAMEWORK & PLAN 2025
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West Dunbartonshire Council SUPPORTING OUR COMMUNITIES TO THRIVE This plan reflects not only our strategic direction, but also our shared purpose. By working together with learners, families, practitioners and partners we will create the conditions for lasting impact and support our communities to thrive.