Item 08 Appendix 1
West Dunbartonshire Council · 18 March 2026
Back to Educational Services Committee — 18 March 2026 and its agenda
Text extracted from the council's PDF. Layout and reading order may differ from the original.
Page 1
EDUCATIONAL SERVICES DELIVERY PLAN / STANDARDS AND QUALITY UPDATE REPORT (JANUARY 2026) WEST DUNBARTONSHIRE COUNCIL Appendix 1
Page 2
introduction01 01 OUR VISION 02 02 outcomes and priorities 2025-2603 03 CONTENTS BACKGROUND INFORMATION 04 04 WHAT OUR LEARNERS SAY05 05 wellbeing and mental health 06 06 Raising Attainment and Achievement and Closing the Attainment Gap07 10 Creativity and Employability 08 19 Equity and Inclusion Across All Settings 09 27
Page 3
INTRODUCTION 01 I am delighted to share this update report, which highlights the progress made in delivering the Educational Services Delivery Plan for the period January 2025 to March 2026. This update report forms an important part of our ongoing evaluation. It enables us to recognise our strengths and identify the next steps required to achieve our vision. The report is structured around the 2024–2027 outcomes and details the progress achieved to date. These outcomes are designed to support our vision and align with the priorities of the National Improvement Framework. Further consultation and evaluation is planned for the summer term, during which I will engage with our children and young people, staff, partners, and parents/carers. Their insights will help inform our decisions about the areas we need to prioritise and the actions required to achieve consistently high‑quality provision across all settings. This collaborative approach will ensure that our planning is evidence‑informed, equitable, and aligned with both local priorities and national expectations. I hope the report provides a clear insight the wide range of work underway to strengthen outcomes, enhance consistency, and support continuous improvement across our service. Gillian Hamilton Chief Education Officer These next steps will be taken forward through the implementation of our Service Delivery Plan for 2026–27 which will be shaped around achieving my aspiration for excellent learning, every day in every classroom and playroom in West Dunbartonshire
Page 4
OUR VISION In West Dunbartonshire, we work together to ensure that wellbeing, empowerment and sustainability are the foundations upon which we build to be respectful, responsible and resilient citizens. 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 Our Priorities Our Expectations 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 02
Page 5
Wellbeing and Mental Health Continue to advocate for children’s rights and the UNCRC Rights of the Child with myriad stakeholders and through a revised UNCRC curriculum resources. Repeat the Health and Wellbeing survey with a strong emphasis on boosting participation rates. OUTCOMES AND PRIORITIES 2025-2026 Raising Attainment and Achievement and Closing the Attainment Gap Reduce barriers to participation through digital tools that build digital literacy and support equitable, reflective learning. In early years, ensure attainment data is valid and reliable through developing more consistent and robust approaches to support children’s progress towards achievement of the early level. Enhance leadership pathways with improved career progression guidance and role-readiness support for aspiring leaders. Embed learning from Visible Learning, Osiris and Improving Our Schools through practitioner inquiry to deliver high quality learning experiences. Evaluate impact of music education on raised attainment and achievement. Creativity and Employability Continue to use Froebelian approaches within the curriculum to increase opportunities for children to learn practical life skills in early years. Engage in Curriculum Review Improvement Programme. Enhance career guidance, work experience opportunities, and personalised transition planning to improve positive follow-up destinations and align with the national average. Additional support to care-experienced leavers and other vulnerable groups to sustain their positive destinations through their one to one inspire programme. Work in partneship with secondary school staff and SDS to implement Skills Profiling tool for S3-S6. Equity and Inclusion across all settings Embed the SCERTS framework across all specilaist and ESM settings to ensure consistent, evidence-based support for the social-communication, emotional regulation, and transactional needs of all learners, fostering inclusive practices. Refresh bullying and positive relationships policy in line with Respect Me guidance. Continue to improve and embed inclusive practice within all our ELC settings. 03
Page 6
Education in West Dunbartonshire is delivered across: 5 Secondary Schools 32 Primary Schools 8 Specialist settings & 41 ELC settings (11 Private Partner Settings) 305 young people were Looked After in West Dunbartonshire in September 2025 There are 11,669 children and young people in Education in West Dunbartonshire: 5,280 Secondary pupils 6,110 Primary pupils, 279 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 in session 2024-25 4.2% 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 2024-25 Our smallest primary school has 32 pupils and the largest has 350 pupils. Our smallest secondary school has 729 pupils and the largest has 1,450 pupils. 46.5% of learners have Additional Support Needs (ASN). 45.3 % of learners live in SIMD deciles 1 or 2, while 8.29% live in deciles 1 to 5. 19.3% of our P5 to S6 pupils are registered for Free School Meals BACKGROUND INFORMATION IN SEPTEMBER 2025 04
Page 7
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 How Good is Our Education Authority? WHAT OUR LEARNERS SAY 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. 05
Page 8
06 Health and Wellbeing The Service launched a refreshed curriculum strategy designed to deliver improved outcomes informed by our local health improvement data. We identified a number of key prioritiy areas and have developed curriculum materials and targetted interventions to be delivered across all establishments. Major areas of focus are: Reducing tooth decay in children and young people. Increase the number of children who are within a healthy weight range. Reduce teenage pregnancy and STI rates in West Dunbartonshire. Support children and young people to develop skills and understanding to form and sustain healthy relationships in adulthood. Increase the number of children and young people actively travelling to school. Support children and young people’s mental health and emotional wellbeing, aligned to educating learners on mental health and how to access help. Our strong promotion of health and wellbeing across all establishments has led to several important achievements. Key highlights are: Three primary schools were recently awarded the SportScotland Gold School Sport Award, recognising their exemplary commitment to high‑quality physical education and their success in embedding sport within the school’s ethos, planning and daily practice. This accomplishment reflects each school’s sustained dedication to promoting pupils’ health, wellbeing and engagement in physical activity. Show Racism the Red Card hosted its first anti‑racism education event in partnership with Dumbarton Football Club. Over 60 pupils from two Dumbarton primary schools participated in workshops exploring allyship, racial literacy and stereotyping, complemented by a tour of the club’s historic stadium. S4 young people from Clydebank High School’s participated in an enrichment day at the NHS Scotland Academy within the Golden Jubilee Hospital, where they engaged in a series of high‑quality, hands‑on learning experiences including a 999 emergency role‑play, resuscitation training, and endoscopy and keyhole surgery simulations WELLBEING AND MENTAL HEALTH
Page 9
Wellbeing and Mental Health West Dunbartonshire continued to keep the promise “that all Scotland’s children and young people will grow up loved, safe and respected so they can realise their full potential”. Currently, 22 establishments across Early Years, Primary and Secondary have achieved the ‘We Promise Award’ with a further 12 establishments engaging with the programme. The specific, targeted approach to the analysis of data relating to Care Experienced children and young people is ensuring we deliver on WDC’s duty of care, demonstrates a positive impact and improvement over time. Keeping the Promise Staff Training Across our secondary schools, 38 staff trained in Scottish Mental Health First Aid (SMHFA), which teaches staff how to recognise signs of mental health problems, offer initial support, and guide someone towards appropriate professional help. This ensures that our secondary schools have more staff skilled in talking to children and young people about their mental health and how to support them. 07 This survey assessed the health and wellbeing needs of our children and young people in P5 to S6. The main messages from the survey are: Overall, children and young people in P5 to S6 report positive levels of happiness. The majority of students engage in physical activity, but some do not meet the recommended guidelines. Stress levels tend to rise notably in the senior years (S4 to S6). Areas of concern included body image concerns, low fruit and vegetable consumption, and high levels of time using technology in free time. Health and Wellbeing Survey Children’s Mental Health Week West Dunbartonshire schools engaged in a wide range of promotional and learning activities, including school assemblies, parent newsletters, social media posts, and story‑writing projects. Several schools linked this year’s theme to the United Nations Convention on the Rights of the Child, promoting the message “Know Yourself, Grow Yourself” to encourage children and young people to develop self‑awareness.
Page 10
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, e.g. echnological Device Use, Promoting Positive Behaviour and Intruder Protocol. Participation in targeted Children’s Rights projects. Advising on service provision, e.g. mental health and inclusion. Peer leadership in initiatives such as Our Voices, Our Stories, addressing the stigma around poverty. West Dunbartonshire collaborated with the Citizens Advice Bureau and Glasgow Caledonian University to develop and run a programme for secondary schools from January to May 2025 on poverty anti- stigma. This programme worked with 20 young people, and used thier feedback to produce learning materials and resources. 08 Children’s rights - Championing Pupil Voice Wellbeing and Mental Health Across West Dunbartonshire, 25 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 Young Leaders of Learning
Page 11
Wellbeing and Mental Health Planet Youth Initiative West Dunbartonshire is one of six local authorities engaged with Planet Youth Initiative in Scotland. The intial two year pilot of the project was completed in March 2025, with further funding for the Scottish Government until March 2026. Planet Youth is a model designed to improve young people’s health, wellbeing and relationships. It’s based on the Icelandic Prevention Model (IPM), which is a data-driven approach to preventing substance use. At its heart is community collaboration, involving: schools parents and carers local services businesses and young people themselves The pilot aims to explore how Planet Youth can support: long-term prevention positive system change and better outcomes for all young people in Scotland The Daniel Spargo‑Mabbs Foundation theatre production called I Love You, Mum – I Promise I Won’t Die was delivered in all secondary schools as part of Planet Youth Initiative. 09 Attendance Care Experienced (CE) children and young people have been supported to improve thier attendance by : individual support from our attendance team; partnership with Care Connections, and Y Sort it which included connecting care experienced pupils with other support networks such as Intandem and the Young Carers service. This programme has resulted in 45 % of Care Experienced children and young people increasing their attendance by an average of 9.5 %. Attendance is recognised nationally as an area for improvement across all local authorities. We are pleased with our progress to increase our overall attendance performance. Improvements have been made through: monthly monitoring meetings; identifying specific cohorts of children and young people who need more support; sharing data with schools to ensure a collegiate approach to attendance; and attendance scrutiny as a regular part of improvement meetings. To support further improvement and raise awareness of the impact of non attendance a communication and support programme has been delivered promoting the importance of attendance.
Page 12
Thematic Inspection on approaches to supporting school improvement Education Scotland’s recent thematic inspection of West Dunbartonshire Council on how local authorities support school improvement, 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. 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 West Dunbartonshire local authority provides clear and effective guidance and advice to school leaders on self- evaluation, improvement planning and standards and quality reporting. The report highlighted the following as areas of effective practice: Innovative approaches to improvement planning and standards and quality reporting that actively involve whole school communities. The governance of school improvement through the Excellence and Equity Board and the Improvement Board. The education authority’s approaches to building capacity and leadership across school staff teams, for example, peer reviews in VSE and ESCA visits, coaching and mentoring, lead roles for non-promoted teachers. Effective Practice worth sharing Quotes from the Thematic Inspection Report: The local authority prioritises developing school leader and staff capacity to use data effectively to improve outcomes for children and young people. This includes appointing ‘data leads’ who support schools to interpret and use data. RAISING ATTAINMENT AND CLOSING THE ATTAINMENT GAP 10
Page 13
We have maintained our positive record of school and early learning inspections from January 2025 to March 2026. Inspection highlights for our schools and ELCCs: 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 recognised for driving positive change, supported by collaborative teams and distributed leadership approaches. High-quality learning experiences with clear learning intentions, purposeful use of digital technology and a growing focus on skills for learning, life and work. Wellbeing and pastoral support because staff know learners and families well, with targeted interventions and strong partnerships which improves attendance, enhances regulation and readiness to learn. Progress in attainment and achievement as schools effectively track progress, offer a wide range of wider achievement opportunities and make strong use of assessment to inform planning. Raising Attainment and Closing the Attainment Gap: The Improvement Framework 11
Page 14
Senior Phase attainment is remaining stable and we have strengthened destinations for our young people after they leave school. The majority of West Dunbartonshire leavers achieving Literacy and Numeracy at National 5 (SCQF Level 5), which reflects strong performance in recent years. Leavers who are BAME (Black, Asian, Minority Ethnic) achieve at National 5, while girls continue to perform better than boys at National 5. At National 4, most leavers achieve five or more National 4 qualifications, including the majority of young people with additional needs, entitled to free school meals and are care experienced (CE). Attainment for CE learners is showing an improving trend, which reflects the targeted support given to these young people. Our early learning and childcare centres have achieved their highest numeracy benchmarks since 2017, with sustained improvement over five years. Literacy benchmarks are also at their highest level since 2022, reflecting continued progress. Across primary schools, attainment remains stable, with increased performance at P7 across reading, writing and numeracy. Attainment for learners in the most deprived communities continues to compare favourably with national figures, with Quintile 1 performance at or above national comparators for three consecutive years. The numeracy gap between Quintile 1 and Quintile 5 learners continues to narrow across P1, P4 and P7 combined. While overall primary attainment remains closely aligned to national performance, progress continues to be evident across stages. At S3, numeracy attainment has increased and Fourth Level performance has improved across all components. In several areas, attainment matches or exceeds national performance. Raising Attainment and Closing the Attainment Gap12 Broad General Education Senior Phase
Page 15
Raising Attainment and Closing the Attainment Gap: Enhancing Early Learning and Childcare 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. Our approach is guided by Realising the Ambition: Being Me, we’ve embedded nurturing, play-based pedagogy across our ELC provision. This supports the Scottish Government’s commitment to closing the poverty-related attainment gap and giving every child the best start in life. 13 with high‑quality interactions at the heart of literacy development. Careful observation helps staff build a clear picture of each child’s learning and identify what support they need from adults and the environment to progress further. Staff reported a deeper appreciation of literacy as a fun, engaging and holistic part of daily life, alongside increased understanding of the Strathclyde Three Domain model, enabling learning environments and their own role as literacy educators. Playful Literacy Book donation The Scottish Book Trust donated books for children in our ELC settings, which was an extremely positive experiences for the chldren, their families and the settings. Parents said it was lovely to get such lovely books for free. Especially to get a Christmas book that they could read with their child that night. Settings felt the books were great quality and very up to date. The older siblings books went down a treat and the children were surprised and excited to get their new books. Children said: “I love my new dinosaur book.” “I love my unicorn book.” Children said: “Wow, look at that book!” "I read my book with my baby brother." Over 70 staff engaged in Playful Literacy professional learning. Playful literacy begins with the child and positions them as an expert in using language,
Page 16
Raising Attainment and Closing the Attainment Gap: Senior Phase West Dunbartonshire’s Senior Phase strategy centres on equity, personalisation and future-ready pathways and embeds targeted support, flexible curriculum offers, and strong partnership working. Progress continues across key Senior Phase indicators: Advanced Higher has improved by 14.2 percentage points since the previous year. Higher has improved by 3 percentage points since the previous year. National 5 has improved by 2.6 percentage points since the previous year. National 4 has improved by 13.1 percentage points since the previous year. At National 4, National 5 and Advanced Higher levels, West Dunbartonshire outperformed the national average. The strategy is focussed on the following actions: Enhanced Attainment Review Programme at subject-level and whole-school analysis to identify performance strengths and areas for improvement. Targeted Supports using one-to-one tuition, out-of-hours learning opportunities, and wider use of Pupil Equity Funding. Curriculum Innovation through expanded vocational and college partnerships, Foundation Apprenticeships, and flexible timetabling. Meta-Skills & Transition Planning with integration of SDS-aligned meta- skills across Senior Phase Targeted programmes including Project SEARCH, Workit, Inspire and Transitions support. Leadership & Pedagogy Tools, such as Collective Leadership Programme, Outstanding Teacher Intervention (OTI), REFRESH coaching, Learning Imperative toolkit, and KANBAN workflow tools. Source: Vale of Leven Academy website 15 Evidence of Impact
Page 17
Raising Attainment and Closing the Attainment Gap: Systems Changes Local Learning Communities Local Learning Communities (LLCs) are working together across early years, primary and secondary schools to improve. Priorities vary by LLC, for example: Clydebank High LLC: leaders working together to design a curriculum to ensure progressive, skills-based experiences across all stages. Staff are engaging in Count With Me training to ensure high-quality numeracy practice in all classrooms. Dumbaton Academy LLC: Staff continue to embed the CIRCLE Framework, with Early Years focusing on Up, Up and Away aimed at improving inclusive practices using a consistent approach from early years through to secondary. Our Lady and St Patrick’s LLC: All establishments are piloting a family- based approach to monitoring attendance and supporting families. Staff across primary and secondary are taking part in moderation of maths assessments. St Peter the Apostle LLC: Leaders and staff from primary and secondary are focusing on effective assessment feedback to improve learning and teaching. Vale of Leven LLC: The curriculum initiative ‘Your Vale, Your Vision’ is consultating learners about their future aspirations for the community, which develops skills in communication, creativity and collaboration. The process for attainment review in secondary school was evaluated, with Head Teachers consulted on a proposal which aims to engage officers and senior school leaders in a more frequent programme of attainment and equity reviews. Monthly review meetings involving central officers, Head Teachers, Depute Head Teachers and Curriculum Leaders took place at each of the secondary schools to review progress and share practice. These meetings identified areas for focused attention and improvement for individual young people, specific curriculum areas and schools. Officers engaged in further monitoring meetings to establish progress with implementing actions agreed at the initial review meetings. 16 Secondary Attainment Reviews
Page 18
Raising Attainment and Closing the Attainment Gap: Systems Changes Data Leads: Using Data The first cohort of Data Leads from primary schools completed the two year Data Leads programme. An evaluation of the programme in June 2025 carried out with cohort 1 was overwhelmingly positive with all respondents recommending the programme to colleagues. A new Data Lead will be in place from start of session 2025-26 for two years. Comments from the evaluation are shown below: Improved data literacy and using data to plan learning. A deeper understanding of how to analyse and use data to make change and lead data driven improvement, e.g. the use of interventions. Use of the BGE toolkit has led to more focused and robust questioning of staff during tracking meetings, such that data is becoming an internal part of teaching and learning. More confidence in using data, identifying trends, planning improvements, sharing data and supporting staff / SLT. Enhanced Support Model An enhanced Local Learning Community model of support (ESM) has been established, building on inclusive practices and our processes of moving towards a ‘new normal’, where the expectation will be a presumption to mainstream schooling for all children. The new model supports delivery of inclusive environments which meet the needs of all learners and makes best use of resources. The new model was piloted in three schools, with schools managing the needs of children who require significant additional support in a responsive manner via a blended mix of access to mainstream and enhanced supports, for 13 identified pupils starting in Primary 1. Central Officers and Educational Psychologists ensured that staff were appropriately trained and supported; that school environments met the requirements of these children and that the Team Around the Child worked with parents to ensure the transition and supports in place have enabled a settled start in Primary 1. Feedback has been positive, and children’s progress is evident. They are benefitting from the language rich social environments of the mainstream setting. Reviews will continue to monitor pupil progress and inform next steps. This model has been expanded into a fourth primary school in 2025-26. 17
Page 19
Raising Attainment and Closing the Attainment Gap: Professional Learning West Dunbartonshire delivered a strategic and coherent professional learning programme that motivated staff, built capacity across the system supporting sustainable improvement. Our aspiration is for every practitioner to be skilled, motivated and confident, taking ownership of their professional growth and empowered to drive excellence and equity for all learners. 18 511 staff engagements have been delivered across forums, networks and champion meetings covering ASN, Early Years, Primary and Secondary, Child Protection, Leadership, Assessment and specialist areas. A Leadership Pathways model established, with growing participation in local and national programmes for aspiring leaders, including 54 leaders who completed the nationally accredited coaching programme, evidencing increased confidence and capability. Our ELC centres and ELC Heads of Centre engaged in training pedagogical leadership and pedagogical practice. Almost all primary schools advanced into Year 2 of the Visible Learning programme, embedding feedback and learner self-awareness. In the secondary sector, 52 secondary middle leaders advanced collaboration and pupil engagement through the Osiris Leadership Programme. While, 40 secondary teachers improved practice and attainment through the Osiris Teaching Intervention. Improving Our Schools programme strengthened practice in metacognition and digital learning. Professional Learning Programme
Page 20
Equipping Learners for the Future This model provides a clear framework for planning learning and helping practitioners to 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. CREATIVITY AND EMPLOYABILITY To support our learners to thrive as citizens in the global community we frame the curriculum on six core competencies (6Cs) in early years and primary, moving to the use of Skills Development Scotland’s Meta-Skills as learners continue on their learner journey from primary to secondary. 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. 19
Page 21
? Creativity and Employability: The Curriculum Curriculum provision across West Dunbartonshire demonstrated increasing coherence and clarity of purpose, underpinned by a shared commitment to wellbeing, equity and high-quality learning for all. Across schools and early learning and childcare settings, there is growing evidence of learning experiences that are well sequenced, appropriately challenging and responsive to learners’ needs and contexts. Project-based learning is used more consistently to provide relevant, real- world contexts for learning, strengthening interdisciplinary connections and supporting learner engagement, collaboration and application of skills. Overall, the curriculum continues to evolve in ways that promote breadth, depth and progression, while ensuring children and young people experience meaningful, inclusive and aspirational learning pathways. Assessment and Moderation Approaches to assessment and moderation have been strengthened, supporting greater consistency and confidence in professional judgement and understanding of learners’ progress. Establishments increasingly using a range of proportionate assessment evidence to inform planning, track progress and identify next steps in learning, with clearer alignment between learning intentions, success criteria and feedback. Moderation activity within and across Local Learning Communities supported shared expectations of standards, contributing to more reliable judgements about achievement and progress across the Broad General Education and Senior Phase. Overall, a strengthened alignment between curriculum design, skills development and assessment practice has supported more consistent learner experiences and clearer understanding of progress across stages. 20
Page 22
Creativity and Employability: The Curriculum An Improvement Group comprised of senior leaders and class teachers from all sectors provided an enhanced programme of professional learning to every establishment’s Maths Champion. Each Maths Champion will deliver professional development within their own school, and the Improvement Group will offer support as required. This provides a sustainable training provision within WDC. Count with me in WDC Read with me in WDC The next phase of implementing a new approach to reading, ‘Read with Me at WDC’, has engaged one primary school in each Local Learning Community in a pilot programme. The new approach emphasised metacognition and reciprocal teaching, both of which have been researched and shown to positively impact pupils’ progress and attainment. The pilot schools will engaged in professional learning, assessment activities and collaborative reviews of learning and teaching using this approach. All schools continue to offer a second language (L2) (French or Spanish) throughout the Broad General Education (Early Level to S3). Third language (L3) entitlement has improved significantly: 88% of primary schools now offer a L3, with the remaining schools actively developing their third modern language. Learner engagement was boosted through celebrations and partnerships. Schools took part in Scotland’s Languages Week, supported by a West Dunbartonshire Carnival multimedia e- book with French and Spanish activities and resources. Professional learning supported by SCILT (Scotland’s National Centre for Languages) continues to strengthen practice. In partnership with the Confucius Institute for Scotland’s Schools (CISS) and the University of Strathclyde, we welcomed Chinese Exchange Teachers for the first time. They supported L3 Mandarin in four primary schools through engaging, cross-curricular learning. Languages 1+2 21
Page 23
Creativity and Employability: The Curriculum As part of West Dunbartonshire’s Visible Learning approach, almost all primary teachers engaged in deep learning about learner dispositions, referring to attitudes, habits of mind, and characteristics that influence a child’s approach to learning. In 2025-26, 28 primary schools are in the third year of the Visible Learning programme. Over two in‑service days, around 250 teachers and school leaders engaged in the next stage of this training. Working collaboratively in Local Learning Communities, staff from different schools shared the evidence they have gathered about how pupils learn and how feedback is used in their classrooms. This joint work enabled teachers to compare approaches, learn from one another and agree on clear next steps for improvement. Teachers will now use this evidence to begin a focused, research‑informed enquiry, reflecting on and refining teaching approaches to further enhance pupils’ progress. Staff continued to review the quality of delivery in their own classes and schools, with individual learning programmes established for every teacher and school. The Visble Learning approach ensured all children developed the abilities to engage effectively in learning, to adapt to challenges and to achieve their academic goals. Visible Learning To foster collaborative professional development and enhance expertise across our specialist settings, a shared In- Service Day was held in May 2025. This strategic initiative focused on collaborative learning and peer-to-peer knowledge exchange in critical areas such as Assessment and Moderation within complex needs environments. A key component of this day will involve practitioners engaging in social communication, emotional regulation, transactional supports (SCERTS) Case Studies. These in-depth explorations will document individual learner journeys within their communication stages, highlighting effective individualised plans and transactional supports implemented to maximise learners’ potential. Furthermore, these case studies will incorporate the SCERTS framework, providing valuable insights into the broader impact, not only on learner outcomes but also on the collaborative practices and enhanced understanding of the multi-agency teams supporting them, including educators, support staff, and families. 22 Curriculum: Additional Support Needs (ASN)
Page 24
Creativity & Employability: The Senior Phase West Dunbartonshire supported employability in the Senior Phase in by holding careers events, specialist workshops, mock interviews and with intensive support for individual young people. Careers events at the five mainstream secondary schools saw over 1000 pupils and their families attend to meet over 80 partners, which included local businesses, national employers, colleges, universities amd training providers. Specialist careers talks and visits covered biomedical sciences, forensics and criminology, construction, labratory studies, computing science and being a paramedic with the Scottish Ambulance Service. Young people in our secondary schools have been supported with mock interviews and an interview preparation session, with employers ranging from Police Scotland to Rolls Royce. Feedback from the event was excellent as participants and employers enjoyed the experience. Local Partner, West College Scotland (Clydebank campus) in partnership with DYW, ran a STEM WEST event for all local high schools with aim of inspiring young people in STEM careers. At the event, pupils got to meet with local and national employers to find out more about the different careers there are in the STEM Industry as well as take part in fun interactive activities. Scottish Fire and Rescue Service delivered a fantastic 3-day Fire Skills Programme for S3 pupils from each of the WDC secondary schools. The pupils demonstrated all the skills learned throughout the Fire Skills experience andcelebrated their success at the Presentation & Pass OutCeremony in front of family members, education and firestaff. All pupils gained certification in British HeartFoundation CPR Skills, Portfolio of work and Dynamic YouthAward. A group of dedicated senior students attended the Cancer Research UK Institute open evening in March. They had the opportunity to hear from guest speakers leading the way in cancer research, tour the state of the art laboratory facilities and learn about a range of techniques being used in cancer research. 23
Page 25
Our Leavers A majority (89 %) of leavers in 2024-25 enter positive follow-up destinations, reflecting an improving trend but remaining below the Scottish national average of 93 %. During session 2024-25 the Senior Phase Team provided activiites or recoded support to 11,500 young people across our seven secondary schools. Activities ranged from career fairs and assemblies to individualised and bespoke, targeted learning programmes aiming to enhance engagement and improve participation through the Senior Phase Pathways and Inspire programme. However, participation by our most deprived young people increased from 2024 to 2025 by 0.5pp and the participation gap decreased by 1.2pp. In West Dunbartonshire education remains the most common destination for 16-19 year old young people. However, over the last five years there is an increasing number of 16-19 year old young people participating in employment, rather than remaining in education, especially amongst males. The Annual Participation Measure (APM) 2025 showed that 91.4 % of 16-19 years olds were participating, which is an increase from 90.7 % in APM year 2024. In 2025, participation was greater for females at 92.0 % compared to males at 90.9 %, reflecting a similar pattern in previous years. The poverty gap for participation in 2025 was 8.3pp, with 88.3 % for our most deprived young people in quintile 1, compared to 96.6 % for our least deprived young people in quintile 5. Annual Participation Measure (APM) Creativity & Employability: Senior Phase24
Page 26
Creativity & Employability: Instrumental Music Service (IMS) The Youth Music Initiative Programme was redesigned to allow more Primary Pupils to access the YMI programme annually. Staff delivered their individual projects to two sets of schools across half the school year per set. Staff worked collaboratively to streamline their project to fit into the shorter time frame, meaning that more pupils would have the benefit of taking part in the YMI Programme. The YMI rotation model and area groupings of schools were also updated to reflect these changes ensuring equitable distribution of resources and time. As a result, the number of pupils taking part in YMI activities rose to over 2500 while still maintaining the minimum target set by Creative Scotland. Youth Music Initiative The IMS secured a large-scale project in partnership with the Benedetti Foundation. This partnership saw staff from The Benedetti Foundation working with pupils from 10 of our primary schools over the course of a week in June 2025. The foundation delivered a String Play Day in Clydebank High School to over 120 String pupils from Primary Schools in the Clydebank Area. In total over 1000 pupils from across West Dunbartonshire took part in this project. Bendetti Foundation The idea of the Music lending library was set up to use our existing supplies of sheet music for various instruments, tutor books for beginners and graded exam material. This Music was consolidated and catalogued and made available to both staff and pupils. The library ensure a more equitable experience for all learners, as it reduced the money that families needed to spend on sheet music for their children. Parents are informed about the Library when their child takes up an instrument with the IMS. Finally to ensure the sustainability of the library sheet music that is no longer required is donated to the library. Sheet Music Lending Library 25
Page 27
Education is a human right and all children and young people should be supported to reach their fullest potential. 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. Our ASN Strategy ‘Enabled to Progress’ ensures a collegiate and planned approach to supporting all learners. It focuses on the following six key workstreams: wellbeing, inequity, learners with complex needs,parental involvement, engagement, assessment of Children' s Progress and Performance and school Leadership. In light of recent legislative decisions and judgements by law courts concerning single-sex spaces, a comprehensive review and revision of policies and procedures designed to support our Lesbian Gay Bi Transgender+ (LGBTI+) young people was undertaken to ensure a safe, inclusive environment and equality of opportunity for every young person. This review reflected upcoming Scottish Government Guidance and involved consultation with relevant stakeholders, including pupils, parents, staff and legal experts, to develop robust and equitable guidelines that address the complexities of this issue with sensitivity and clarity. West Dunbartinshire is dedicated to fostering school environments where all pupils feel safe. EQUITY AND INCLUSION ACROSS ALL SETTINGS Support in mainstream “The Inspire Programme has changed my life. I was in my worst state, and it has helped me get out of it. Before, I wasn’t doing anything and now I feel better about myself. I have recently started volunteering at a food bank, this has motivated me as I enjoy helping others and in return it has helped me.” Specialist 121 support from the Senior Phase Team was given to one young person who was a school non-attender for most of their high school experience. Through dedicated support to the young person and their family, this young person has progressed to the Working 4 U Ready to Thrive Programme. LGBTI+ young people 26
Page 28
Equity and Inclusion Across All Settings: The Learning Estate Our priorities for the school estate are: 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. These modernised learning spaces provide: An enhanced Learner Experience: Open, flexible, and inclusive settings enhance engagement and blended learning. Ensure Equity & Wellbeing for all learners: 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, including libraries, sports areas, and early years. Projects during 2024-25 included: 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. Comments from the Faifley Community Campus: Enabling Equity, Wellbeing & Innovation Through Spaces through 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. 27 “When two schools share the one campus we share more than just a building. We share our learning spaces, playgrounds and friendships. But most of all, we share the same values: Respect, Kindness and Responsibility”
Page 29
Equity and Inclusion Across All Settings The implementation of social communication, emotional regulation, transactional supports (SCERTS) in five out of our seven specialist settings has ensured consistent approaches to using the SCERTS framework with parents and carers at review points for their children. In collaboration with the NHS Neurodevelopmental (ND) Team, Education delivered a suite of parental learning and engagement opportunities to support families in using consistent strategies to support their children. The ND Team supported three Enhanced Support Model (ESM) schools as part of the pilot model. This collaborative approach with Education, offered a multiagency targeted support to parents in an environment where they were comfortable and increased staff awareness of neurodivergence. The streamlined ND assessment process reduced the wait times, thus improving collaborative planning and outcomes for neurodiverse children and young people. The ND team will continue to offer ‘Cuppa and Connect’ get togethers across educational establishments, bringing support to parents in school settings. Engagement was very positive and approximately fifteen families attend each get together. Neurodevelopmental Team SCERTS Aligned with work developing parent understanding of the programme, this has enabled practical strategies to support home-school collaboration and provided a basis to build upon vital communication skills developed in each setting. Within five specialist settings ‘SCERTS Brew & Blether’ sessions were effective in supporting parental engagement and understanding of SCERTS. Feedback from these sessionswere very positive with all attendees in agreement that the sessions had positively impacted their understanding of the SCERTS framework to support their child. Collegiate approaches were developed to ensure consistent implementation and moderation of SCERTS in all specialist settings. 28
Page 30
Equity and Inclusion Across All Settings In Year 3 of implementation of CIRCLE (Child Inclusive Research into Curriculum Learning Education), all schools have a CIRCLE Champion to facilitate the development of the framework in all mainstream settings. The CIRCLE Champions Network engaged in collaborative planning within local learning community groups to enhance the integration of inclusive practices through planning, joint working and the sharing of good practice. The sustained commitment of all stakeholders is key to realising the long- term aims and impact of CIRCLE on creating fully inclusive educational environments. The emphasis on parental engagement strengthened the progression of the CIRCLE framework by ensuring that parents are informed, empowered and actively involved in processes, reinforcing the school-home partnership critical for pupil success. CIRCLE 29 Autism, Anxiety and Emotional Resilience To reflect the unwavering commitment to inclusion, wellbeing and equity, around 230 staff, including support staff, teachers, specialist‑setting staff and school leaders engaged in a full day of professional learning focused on strengthening inclusive practices. The session explored key areas such as understanding autism, recognising and reducing anxiety and building emotional resilience. Staff developed their understanding of how autistic children may think and process information differently, how anxiety can present in school settings and the practical steps staff can take to support resilience in ways that feel safe and meaningful for learners. Staff worked collaboratively with colleagues from across the authority, sharing experiences and approaches to better meet the needs of children and young people. Staff reported that one of the most impactful aspects of the training was the delivery by a trainer with lived experience, who openly shared their own diagnoses of Autism, ADHD and Sensory Processing Disorder. This authentic perspective significantly enhanced the credibility, relevance and overall impact of the session. Evaluation evidence shows that staff left with increased awareness, deeper knowledge and a more detailed and enhanced understanding of the topics explored.
Page 31
Equity and Inclusion Across All Settings: Educational Psychology Educational Psychology delivered Up, Up and Away training and coaching to ELC centres. Evaluation of the training showed that after training practitioners : were more confident using the Up, Up and Away, felt the the strategies and tools would support ASN children’s development and give a framework to plan for and identify individual targets and next steps. Up, Up and Away Champions are using the literacy rich tool to audit the environment, to identify gaps. Gaps were filled in various ways, including lending library, parental engagement and literacy resources. These groups provide the opportunity to problem solve as facilitators plan and deliver Incredible Years Parenting Groups, support by Educational Services. For the first time as part of the Incredible Years approach, an Autism and Language Delay group was piloted and delivered to parents of children with a diagnosis or were waiting for a diagnosis. This proved beneficial for all families who attended and 86 % of parents reported that family life benefitted because of the programme. Comments from parents on the pilot group are shown below: Supporting Parents Psychological Services are involved in supporting West Dunbartonshire’s parenting strategy, supporting improvements across the Health and Social Care Partnership and improvements within whole school planning. Psychological Services are involved in staff training and coaching, highlighting the importance of supporting parents, thus driving improvement in the areas of school leadership and teacher professionalism. Psychological Services coordinated and chaired four ‘Experts in Action’ peer support and skill development groups within West Dunbartonshire for Incredible Years group facilitators. Feel more confident, feel less alone knowing not just myself going through these things, learned some good tips. My son has autism so behaviour is always hard to deal with but I feel I know how to deal with him and understand him a bit better. I have learned many ways to cope with my son and have also learned at times to take myself away from the situation to just breathe/calm myself, so I deal with the situation better. This group has made me a better person and helped (me) to understand and support my children’s behaviour better. 30
Page 32
SUPPORTING OUR COMMUNITIES TO THRIVE This report 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.