Item 10 Appendix 1
West Dunbartonshire Council · 16 September 2026
Back to Educational Services Committee — 16 September 2026 and its agenda
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Appendix 1
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West Dunbartonshire Council Educational Services Contents Education Improvement Plan 2026-27 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. Appendix 1 continued: Attendance, Participation and Early Level Priority actions: 1 and 2 Priority actions: 3 and 4 Our Improvement Framework Priority 1: Wellbeing, Inclusion and Equity for All Appendix 1: Core Stretch Aims - ACEL and SCQF Appendix 1 continued: S3 Literacy and Numeracy Priority 3: Employability and Positive Destinations Foreword: Excellence and Equity for Every Learner Improvement Action Plan 2026-27: Action plan at a glance Priority 4: Curriculum, Creativity and Future-Ready Learning Priority 2: Learning, Teaching, Attainment and Achievement West Dunbartonshire Context: What this means for improvement 3 4 5 6 7 8 9 10 11 12 13 14 15 16 Appendices EXCELLENT LEARNING EVERY DAY A shared direction for Educational Services, supported by clear delivery, local planning and annual reporting.
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Gillian Hamilton Chief Education Officer Our Priorities: We have identified four service priorities informed by our serviceself - evaluation, and aligned with local and national expectations: 1.Wellbeing, Inclusion and Equity for All 2.Learning, Teaching, Attainment and Achievement 3.Employability and Positive Destinations 4.Curriculum, Creativity and Future-Ready Learning Our Expectations: We will deliver these priorities through four shared expectations: deliver excellence, strengthen collaboration, build capacity shape the future. These expectations set out how we will work together to improve outcomes, strengthen confidence and capability and ensure excellent learning every day. Our Commitment: We will work together to remove barriers, raise ambition and create the conditions in which every child and young person can thrive. Excellence and Equity for Every Learner This Education Report and Improvement Plan sets out our shared direction for West Dunbartonshire Educational Services in 2026–27. Our ambition is clear: every child and young person should be supported, challenged and empowered to fulfil their potential. We will continue to improve outcomes through excellent learning, evary day in every classroom and playroom, strong partnerships and an unwavering focus on equity.
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West Dunbartonshire Council Educational Services West Dunbartonshire Context What this means for improvement This year's local evidence helps us focus improvement where it matters most. Our current data points to a sustained focus on wellbeing, inclusion, equity, high-quality learning and teaching, employability, curriculum and future-ready learning for children, young people and families. At a glance: key data FSM Learners ASN Care Equity 28.2% of school pupils registered for Free School Meals. 55.6% recorded under any FSM criteria. 13,288 44.3% 90.2% attendance across West Dunbartonshire schools in 2025/26. 305 care-experienced learners were supported in 2025/26 45.7% of school pupils live in SIMD deciles 1 or 2; 83.0% live in deciles 1 to 5. children and young people across schools and early years. of learners across schools and early years have ASN. Attendance How this evidence shapes our 2026-27 priorities This evidence, alongside our Standards and Quality evaluation, informs our four connected priorities: 1 2 3 4 Priority 1: Wellbeing, Inclusion and Equity for All Priority 3: Employability and Positive Destinations Priority 4: Curriculum, Creativity and Future-Ready Learning Priority 2: Learning, Teaching, Attainment and Achievement Improvement focus: a motivating, relevant and personalised curriculum; creative and rich learning experiences; future-ready skills; and learning environments that are modern, adaptable and fit for future needs. Improvement focus: skills for learning, life and work; pathways and progression; workplace learning and partnerships; and aspiration, confidence and informed choices. Improvement focus: attendance, wellbeing and belonging; inclusion and ASN support; targeted equity interventions with a sharp focus on primary and secondary attainment to accelerate progress and improve equity performance. Improvement focus: consistently high-quality learning, teaching and assessment in every classroom and playroom every day; literacy and numeracy; assessment and moderation; and learner progress, attainment and achievement. Note: Learner and ASN figures include schools and funded early years registrations. SIMD, FSM, attendance and care figures are schools only. Data reflects this year's local dataset / 2025-26 where available. E X C E L L E N T L E A R N I N G E V E R Y D A Y
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West Dunbartonshire Council • • • • • • Educational Services • • • • • • • • • • • • EXCELLENT LEARNING EVERY DAY Removing barriers, improving attendance, strengthening inclusion and reducing poverty-related gaps. 11 IMPROVEMENT ACTION PLAN 2026-27 Priority actions: 1 and 2 A concise delivery summary using the shared improvement cycle: engage, embed, extend and evaluate. 1 2 Wellbeing, Inclusion and Equity for All Learning, Teaching, Attainment and Achievement Ensuring consistently high-quality learning, teaching and assessment in every classroom and playroom every day. Literacy, numeracy and early level Attendance, engagement and participation Assessment, moderation and data Targeted equity and ASN support Family and partnership support Secondary attainment and senior phase EXTEND ENGAGE EMBED EVALUATE EVALUATE EMBED EMBED EVALUATE EVALUATE EXTEND ENGAGE EXTEND EVALUATE Review literacy curriculum and learning experiences in targeted settings. Strengthen writing moderation and professional judgement through LLCs. Monitor numeracy provision and use focused visits to address gaps. Strengthen attendance monitoring and early help. Review part-time timetable guidance and use evidence to target support. Embed CIRCLE, nurture and trauma-informed practice to improve belonging. Embed assessment strategy and consistent moderation approaches. Use data and curriculum balance audits toidentify gaps and next steps. Use evidence to plan targeted intervention and support. Use local data, PEF/SEF planning and support/challenge to reduce barriers. Strengthen universal and targeted support for learners with ASN. Monitor impact on wellbeing, participation and poverty-related gaps. Implement strengthened attainment review and subject-level action planning. Use robust data analysis, scrutiny and support/challenge to improve outcomes. Develop leadership, pedagogy and Outstanding Teaching Intervention work. Work with families and partners where attendance, wellbeing or engagement are at risk. Use stakeholder feedback to adapt support and improve learner experience. Sustain approaches that demonstrate impact on inclusion and participation. How we will know this is making a difference How we will know this is making a difference Improved progress in literacy and numeracy, more consistent assessment and moderation, stronger daily learning and teaching practice and improved BGE and Senior Phase outcomes. Improved attendance and engagement, stronger inclusion for learners with ASN, reduced barriers to participation, and measurable impact from targeted equity interventions.
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West Dunbartonshire Council • • • • • • Educational Services • • • • • • • • • • • • EXCELLENT LEARNING EVERY DAY Supporting every child, young person and practitioner to develop skills, confidence and pathways for success. Designing a motivating, relevant and personalised curriculum, supported by a modern, adaptable learning estate fit for future needs. 12 IMPROVEMENT ACTION PLAN 2026-27 Priority actions: 3 and 4 A concise delivery summary using the shared improvement cycle: engage, embed, extend and evaluate. 3 4 Employability and Positive Destinations Curriculum, Creativity and Future-Ready Learning Personalised curriculum design Participation, tracking and destinations Workplace learning and partnerships Creativity, skills and future pathways Learning estate and equity of access ASN pathways and practitioner capacity EXTEND EXTEND EVALUATE EVALUATE EXTEND ENGAGE EMBED EXTEND ENGAGE ENGAGE EMBED EVALUATE EXTEND Continue curriculum review across BGE and Senior Phase. Strengthen motivating, relevant and personalised pathways for learners. Use scrutiny and collaborative review to evaluate curriculum quality and coherence. Analyse Senior Phase participation measures and leaver destinations. Monitor progress against stretch aims and identify young people at risk. Use data conversations to target advice, guidance and support earlier. Implement Workit and expand work-placement opportunities for Senior Phase pupils. Engage employers and DYW officers to increase career awareness. Expand school-college and work-based learning pathways. Build creativity, curiosity, problem solving and critical thinking. Develop digital confidence, innovation and responsible use of technology. Embed skills-based planning, WDC Skills Framework and SDS meta-skills. Monitor curriculum provision for children and young people experiencing disadvantage. Use evidence to adapt pathways, spaces and learning experiences. Ensure the estate is modern, adaptable, inclusive and fit for future needs. Strengthen Project Search and supported employment pathways. Improve opportunities for young people with ASN to access training and employment. Build practitioner confidence to support pathways and informed choices. How we will know this is making a difference How we will know this is making a difference Improved participation measures, stronger pathways and work-related learning, increased sustained positive destinations and greater practitioner confidence. A more motivating, relevant and personalised curriculum, richer learning experiences, stronger future-ready skills, and improved access for learners affected by disadvantage.
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EXCELLENT LEARNING EVERY DAY 1 West Dunbartonshire Council Educational Services Core Stretch Aims: ACEL and SCQF Appendix 1: Core Stretch Aims Progress Report 2025-26 These tables summarise stretch aim progress for the NIF report. They compare outcomes for children and young people in the most and least deprived areas, with the gap showing the difference between SIMD Q1 and SIMD Q5. Figures marked * are local analysis and not yet Scottish Government-ratified. SCQF Level 5 - 1 or more at Level 5 SCQF Level 6 - 1 or more at Level 6 ACEL Literacy P1, P4 and P7 combined ACEL Numeracy P1, P4 and P7 combined Key messages ACEL literacy and numeracy did not meet 2025-26 stretch aims. SCQF 2025-26 data is not yet available until the Insight February update. Year Published 2020-21 Published 2021-22 Published 2022-23 Published 2023-24 Published 2024-25 2024-25 Stretch Aim 2025-26 Stretch Aim* Year Published 2020-21 Published 2021-22 Published 2022-23 Published 2023-24 Published 2024-25 2024-25 Stretch Aim 2025-26 Stretch Aim* Year Published 2020-21 Published 2021-22 Published 2022-23 Published 2023-24 Published 2024-25 WDC analysis 2025-26* 2025-26 Stretch Aim Year Published 2020-21 Published 2021-22 Published 2022-23 Published 2023-24 Published 2024-25 WDC analysis 2025-26* 2025-26 Stretch Aim Overall 62% 71% 73% 72% 72% 70% 76% Overall 72% 78% 80% 79% 79% 77% 81% Overall 85.9% 84.1% 81.5% 85.5% 82.2% 86.6% 86.8% Overall 62.2% 59.4% 52.6% 56.4% 54.4% 62.9% 63.0% SIMD Q1 57% 67% 68% 68% 69% 65% 72% SIMD Q1 65% 74% 76% 75% 77% 72% 80% SIMD Q1 78.0% 77.8% 75.1% 78.4% 76.7% 79.4% 79.7% SIMD Q1 48.9% 50.0% 41.9% 47.3% 43.0% 51.3% 51.4% SIMD Q5 74% 85% 79% 81% 77% 82% 85% SIMD Q5 82% 91% 90% 87% 84% 88% 91% SIMD Q5 97.1% 98.1% 90.8% 96.4% 96.9% 98.3% 98.5% SIMD Q5 85.3% 71.2% 80.0% 75.0% 81.3% 87.4% 87.4% Gap pp 18 19 12 13 8 17 13 Gap pp 17 18 14 12 8 15 11 Gap pp 19.1 20.3 15.7 18.0 20.2 18.9 18.8 Gap pp 36.4 21.2 38.1 27.7 38.3 36.1 36.0 Progress update: 2025-26 data not yet available; 2024-25 did not meet the stretch aim. Progress update: 2025-26 data not yet available; 2024-25 did not meet the stretch aim. Progress update: Not achieved for all children or Q1; gap increased from published 2024-25. Progress update: Not achieved for all children, Q1 or Q5; gap increased from published 2024-25.
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EXCELLENT LEARNING EVERY DAY 2 West Dunbartonshire Council Educational Services Attendance, Participation and Early Level Appendix 1: Core Stretch Aims Progress Report 2025-26 This page brings together wider NIF measures linked to attendance, participation and early level baseline attainment. These measures support the focus on wellbeing, equity, attainment and positive destinations. Participation Measure Health and Wellbeing - Attendance Early Level Literacy - Concepts of Print Early Level Numeracy - Number and Number Processes Key messages Participation almost met the overall stretch aim and met Q1/Q5. Attendance did not meet stretch aims. Early level gaps have improved against projected gap measures. Year Published 2020-21 Published 2021-22 Published 2022-23 Published 2023-24 Published 2024-25 2024-25 Stretch Aim 2025-26 Stretch Aim Year Published 2020-21 Actual 2021-22* Published 2022-23 Published 2023-24 Published 2024-25 Actual 2025-26** 2025-26 Stretch Aim Year 2020-21 2021-22 2022-23 2023-24 2024-25 2025-26 Actual 2025-26 Stretch Aim Year 2020-21 2021-22 2022-23 2023-24 2024-25 2025-26 Actual 2025-26 Stretch Aim Overall 90.8% 90.1% 93.0% 90.7% 91.4% 91.6% 92.0% Overall 90.4% 88.4% 88.4% 88.9% 90.5% 90.2% 94% Overall 45% 62% 59% 56% 60% 62% 69% Overall 20% 30% 32% 34% 39% 35% 36% SIMD Q1 40% 52% 56% 55% 55% 63% 66% SIMD Q1 22% 26% 27% 31% 33% 33% 33% SIMD Q1 86.9% 86.1% 90.4% 87.8% 88.3% 87.3% 87.5% SIMD Q1 88.4% 86.3% 86.4% 86.9% 89.0% 88.7% 92% SIMD Q4 38% 71% 64% 63% 69% 44% 73% SIMD Q4 15% 48% 41% 37% 50% 44% 49% SIMD Q5 95.5% 95.7% n/a 97.3% 96.6% 95.8% 95.8% SIMD Q5 93.7% 92.3% 92.9% 93.5% 93.7% 93.0% 95% SIMD Q5 43% 82% 70% 52% 61% 64% 84% SIMD Q5 14% 44% 37% 27% 47% 39% 46% Gap pp 8.6 9.6 n/a 9.5 8.3 8.5 8.3 Gap pp 5.3 6.0 6.5 6.6 4.7 4.3 3 Gap pp 3 30 14 -3 6 1 20 Gap pp -8 18 10 -4 14 6 13 Progress update: Almost achieved overall; Q1 and Q5 stretch aims achieved. Progress update: Not achieved overall, Q1 or Q5; gap narrowed to 4.3 percentage points. Progress update: Stretch aim not met overall, Q1 or Q5; projected gap has been exceeded. Progress update: Stretch aim achieved overall and for Q1, but not Q5; projected gap has been exceeded.
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EXCELLENT LEARNING EVERY DAY 3 West Dunbartonshire Council Educational Services S3 Literacy and Numeracy Appendix 1: Core Stretch Aims Progress Report 2025-26 This page summarises S3 ACEL performance at 3rd Level+ and 4th Level. These measures support the focus on secondary attainment, progression through the BGE and equity performance. S3 Literacy - 4th Level S3 Numeracy - 4th Level S3 Literacy - 3rd Level+ S3 Numeracy - 3rd Level+ Key messages S3 literacy and numeracy results are stronger, with 2025-26 analysis meeting or exceeding stretch aims overall and for Q1/Q5 across the measures shown. Year Published 2018-19 Published 2021-22 Published 2022-23 Published 2023-24 Published 2024-25 WDC analysis 2025-26* 2025-26 Stretch Aim Year Published 2018-19 Published 2021-22 Published 2022-23 Published 2023-24 Published 2024-25 WDC analysis 2025-26* 2025-26 Stretch Aim Progress update: Achieved stretch aim overall and for Q1 and Q5. Year Published 2018-19 Published 2021-22 Published 2022-23 Published 2023-24 Published 2024-25 WDC analysis 2025-26* 2025-26 Stretch Aim Year Published 2018-19 Published 2021-22 Published 2022-23 Published 2023-24 Published 2024-25 WDC analysis 2025-26* 2025-26 Stretch Aim Progress update: Reached stretch aim overall and for Q1 and Q5. Overall 83% 82% 87% 92% 89% 91% 88% Overall 90% 88% 88% 85% 91% 93% 90% Overall 40% 44% 55% 61% 59% 73% 52% Overall 61% 50% 58% 58% 63% 69% 62% SIMD Q1 79% 77% 82% 92% 88% 89% 83% SIMD Q1 85% 86% 83% 82% 89% 90% 88% SIMD Q1 33% 38% 50% 59% 54% 62% 49% SIMD Q1 49% 45% 46% 57% 57% 62% 59% SIMD Q4 93% 92% 92% 92% 100% 96% - SIMD Q4 98% 91% 97% 90% 100% 99% - SIMD Q4 47% 52% 54% 63% 68% 77% - SIMD Q4 78% 59% 77% 63% 76% 79% - SIMD Q5 81% 92% 100% 93% - 98% 94% SIMD Q5 87% 97% 100% 93% - 98% 97% SIMD Q5 42% 54% 78% 71% - 79% 70% SIMD Q5 77% 49% 80% 74% - 83% 81% Gap pp 2 15 18 1 - 9 11 Gap pp 2 11 17 11 - 8 9 Gap pp 9 16 28 12 - 17 21 Gap pp 28 4 34 17 - 21 22 Progress update: Exceeded stretch aim overall and for Q1 and Q5. Progress update: Exceeded stretch aim overall and for Q1 and Q5.
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