Item 12 Appendix 1

West Dunbartonshire Council · 14 December 2022
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The West Partnership
EVALUATION REPOR T 202 1–2 02 2
Equity, Excellence
& Empowerment
Appendix 1

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66
Contents. 
3 Introduction 
4 West Partnership Evaluation Report 
\  Vision 
\  Context 
5 \ Reach & Impact 
6 How does the West Partnership compare? 
\ Broad General Education 
7 \ Senior Phase 
10 Evaluation Framework: Three Drivers of Improvement 
13 West Partnership Drivers Model 
14 Three Drivers of Improvement Illustrations 
15 \ The Primary Curriculum Programme 
16 \ Improving Our Schools 
18 \ Wellbeing for Learning: Keeping Trauma in Mind Programme 
20 Conclusion 
21 \ Appendix 1: Critical Indicators
22 \ Appendix 2: Collective Knowledge & Confidence Improvements

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3 
67   
The West Partnership has a clear vision: we want to embed the values of equity, excellence and
empowerment in everything we do, building a culture of where we work collaboratively across our
eight local authority areas to continually improve learning experiences and outcomes for every learner
across the Glasgow City Region.
This report details progress over the academic year 2021-2022
towards achieving each of the associated outcomes and expected
impacts as detailed in the West Partnership Improvement Plan.
Increasingly, we are seeing the benefit of the West Partnership
Regional Improvement Collaborative and the impact it makes to our
teachers, practitioners and support staff, local authority officers and
our communities. While this report highlights areas of success, the
work of the West Partnership has also been recognised by external
evaluations carried out by the Robert Owen Centre for Educational
Change as well as our work highlighted in Research Scotland’s
national evaluation of Regional Improvement Collaboratives.
Our three workstreams of Wellbeing for Learning; Leadership,
Empowerment and Improvement; and Curriculum, Learning,
Teaching and Assessment are designed to focus on what matters
most, and this report captures the very good progress made
across each area. Once again, this work reflects the outstanding
commitment of all education staff who were tasked with navigating
ongoing public health measures while ensuring a ‘normal’ education experience for children, young
people and their families.
We continue to benefit from the move towards more flexible ways of working across the West Partnership
through the use of digital technology. This has allowed us to provide an expanded offer across the West
Partnership area and this is reflected in the increased numbers of practitioners participating in the work of
the partnership. However, while this will continue, we also recognise that face to face professional
learning opportunities remain a crucial part of our delivery model.
We continue to strengthen our networked learning system; a system that enables collaboration,
encourages connectedness and helps practitioners at all levels. Please take time to read about the many
examples of work where we have been able to see the increasing influence of the West Partnership and
its impact. 
Tony McDaid, Regional Lead Officer West Partnership
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West Partnership Evaluation Report
4
of the collective impact and added value of the West
workstreams. These are:
¬ Wellbeing for Learning (WFL)
¬ Leadership, Empowerment & Improvement (LEI)
The West Partnership has a clear vision: to embed
experiences and increase attainment for every learner across the region.
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simd quintile
WP average = 33.4%
5.4%–55.9%)
PoPulation 246,284
Early years = 32,001
Primary = 135,194
Secondary 106,923
Glasgow City = 0.5%
40% of Scotland’s
Care

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West Partnership Evaluation Report
5
REAC h & IM PACT
85% of respondents
reported an increase
in knowledge
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🌐 14,985
website
reported an increase
confidence
West OS used by just over
and just under 15,000 from
within the West Partnership region.
Every secondary school in the
West Partnership usedWestOS
and 66% of primary schools
also used the tools.

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How does the West Partnership compare?
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70   
65  
60
55
50    
Year 
BROA d g ENERA L E d UC ATION 
70.1 
Achievement of Curriculum for Excellence data was not collected in the 2019/20 academic year as a result of the
pandemic. Data from 20/21 shows a decrease in the number of primary pupils meeting their expected levels at P1, P4
and P7 in Literacy (a combined measure which requires meeting the expected level at Listening and Talking, Reading,
and Writing). Data from 20/21 shows a decrease of just over 3% percentage points (3.3%) when compared with their
pre-pandemic 18/19 cohort. West Partnership primary pupils continue to be more likely to meet their expected levels
compared to their national peers. 
As in the Literacy figures presented above, the latest data on Primary pupils meeting the expected levels in Numeracy has
fallen compared to pre-pandemic cohorts. A decrease of 3 percentage points was experienced in this measure with 77.3%
of pupils meeting their expected level in Numeracy compared to 80.3% in 18/19. Primary pupils in the West Partnership
continue to be more likely to meet their expected level in Numeracy when compared with the national figure.           
85
80     
70
65
60    
Year
Percentage of pupils meeting the expected
level for Numeracy
Percentage of pupils meeting the expected
level for Literacy
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How does the West Partnership compare?
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SENIOR P h A SE 
Due to the change in assessment methodology, primarily the implementation of the alternative certification model,
comparisons at the senior phase should be treated with some caution. 
The percentage of leavers achieving 1 or more passes at SCQF Level 5 continues to increase. Just over 90% of West
Partnership leavers in 2021 achieved at least 1 Level 5 award, an increase of 3.3 percentage points on the 2017 figure. The
West Partnership continues to have a higher percentage of leavers achieving 1 or more awards at this level compared to
Scotland as a whole. 
The percentage of leavers achieving 1 or more passes at SCQF Level 6 continues to increase, with just under three-
quarters (72.8%) of leavers achieving at least 1 award at Level 6. This continues a positive trend from 2017 when 67.3%
of leavers achieved the same feat. As at SCQF Level 5, West Partnership leavers continue to outperform their national
counterparts.               
90    
80     
70
60
50
40   
Year                 
70 
70.4   
60   
50
40   
Year   Percentage of leavers achieving
1
or more passes at SCQF Level 6
Percentage of leavers achieving
1
or more passes at SCQF Level 5
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How does the West Partnership compare?
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95
90
85
80
Year
SENIOR PHA SE
Continued improvement can also be seen in the percentage of West Partnership leavers achieving 5 or more passes at
SCQF Level 6. Since 2017 the percentage of West Partnership leavers achieving this standard has increased from 36.2% to
44.3%, an increase of 8.1 percentage points. As in other senior phase attainment measures, a higher percentage of West
Partnership leavers achieving this standard than their national peers.
89.3
88.3 88.5
87.7
89.9
The percentage of West Partnership leavers entering initial positive destinations is at the highest it has been since
records began, making up all of the losses experienced in the 19/20 academic year which was impacted by the pandemic.
The figure of just under 96% (95.8%) continues the progression from 88.3% in 2010. For the third year in a row, West
Partnership leavers were more likely than their national peers to be in an initial positive destination.
50
40
30
20
Year
Percentageofschoolleaversinaninitialpositivedestination
Percentageofleaversachieving
5
ormorepassesatSCQFLevel6
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How does the West Partnership compare?
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SENIOR PHA SE 
The percentage gap between SIMD Q1 and Q5 leavers entering a positive destination has decreased in comparison to
19/20 but is still slightly larger than the gap experienced by 18/19 leavers. Leavers in the 19/20 cohort were impacted by a
lower number of leavers entering employment, a trend reversed in 2021 with 5.5 percentage point more leavers entering
employment than in 2020.           
Year
Percentage gap
between
Q5
and
Q1
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Evaluation Framework: Three Drivers of Improvement
10
This year, the evaluation framework was
strengthened to further demonstrate the added
value and collective impact of the partnership
activity. Through the development of clear
workstream outcomes and measures, three
common themes emerged from the evidence
leading to the creation of the Three Drivers of
Improvement Evaluation Framework.
The three drivers of improvement are defined
below and summarised in diagram 1. To bring
the drivers to life, impact statements from a range
of projects and programmes are included.
dRIVER 1: fACILI TATIN g VARIOUS fORMS Of COLL ABOR ATION
We recognise that collaboration is desirable in our system but also that it is necessarily varied with
regards to its form. Some collaboration may involve short-term interactions whilst others demand
sustained collaborative working around areas of interest.
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“I feel that the discussions I have had with other practitioners in the breakout rooms
have been valuable. They have given me ideason how I can develop my enquiry and
reassurance that I am on the right track.”
“The opportunity for young people to work collaboratively and engage with other young
people to impact change and contribute to school improvement planning.”
“It was most beneficial to be part of in-person discussions and share experiencesand ideas

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Evaluation Framework: Three Drivers of Improvement
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dRIVER 2: EN hANCIN g PRACTITIONER kNO wLE dg E,
UN dERS TA NdIN g ANd CON fIdENCE
Our regional improvement collaborative
contains just over 19,000 practitioners, some
36% of all practitioners in Scotland. We see our
work as enhancing practitioner knowledge,
understanding and confidence at all levels,
from those newly qualified to those at the most
senior level. The enhancement of practitioner
knowledge, understanding and confidence is
inherently linked to our collaborative working.
There is a great amount of expertise and
experience across our eight authorities and the
exchange of knowledge and sharing of practice
is a key way in which the partnership adds value.
Data demonstrating the changes and
improvement in practitioner knowledge and
confidence is presented in appendix 2.
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“My knowledge and practice surrounding metacognition was very limited. This webinar
carried out in class.”
“I feel this was highly valuable to me being a probationer. I feel I have to expand my
strategies I will definitely be able to pass on to others while
embedding within my own classroom.”
staff in school about how this will influence us as teachers and help our young people.”

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12
Evaluation Framework: Three Drivers of Improvement
dRIVER 3: SUPPOR TIN g PRACTICE ChANgE AT VARIOUS LEVELS
Our collaborative work and our aim to affect practice change is supported through partnership activity.
Practice change at all levels of the system is a key aspiration for the West Partnership. This extends from
the way in which our teachers and practitioners deliver in the classroom and playrooms to the ways in
which local authority central teams interact across our region. As such, we envisage partnership activity as
facilitating practice change as a consequence of a dynamic offering which targets all practitioners
irrespective of their role.
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“I am making more use of the data I have gathered for my class, and I am now looking at
differentiation differently within the class. Differentiation now has many forms of support
through different resources,teacher support and varying timescales. I am now also
of feedback and hinge point questions.”
positively impacted pupil progression”
“A lot of today’s session helped me reflect and move on from today. I think the Slow-low-
low is something that works because I have used before but it was a good reminder. The
in our school as we are also in the process of adapting our school behaviour policy and
procedures.”

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13 
West Partnership Drivers Model 
Drivers of Improvement 
Collaboration Practitioner Development Change to Practice 
Knowledge and
understanding 
Confidence to
implement/change 
Association
and
networking 
Knowledge
exchange 
Collaborative
Working 
Practitioner
level 
Senior
Leadership
Team level 
Local
Authority
level 
Access to
expertise and
knowledge 
Space to
share and
learn
Contribution
to work
cross sector/
authority 
Enhanced
classrooms
and playrooms 
Enhanced
school
communities 
Enhanced
Partnership
working
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Three Drivers of Improvement Illustrations
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Regular monitoring of progress and
impact relating to workstream
outcomes and the three drivers of
improvement allow The West
Partnership to produce Highlight
Reports as part of our governance
procedures. The most recent can be
accessed on the West Partnership
website, or by following these links. 
Each illustration showcases elements of the
three drivers through projects and programmes
delivered by the workstreams. The purpose is
to demonstrate the added value of participating
in partnership activity and the clear impact that
this can have on collaboration, knowledge and
confidence development and practice change. 
ThE PRiMARy CURRiCULUM PROgRAMME 
The Primary Curriculum Programme was an opportunity for colleagues from across 40 schools to
collaborate by focusing on curriculum development in their own contexts. The programme centred
around the main themes of ‘How Do We Do It?’ and included participants from all authorities within the
West Partnership.
Participants worked with Education Scotland (ES) and researchers from The University of Glasgow’s
Robert Owen Centre to consider their curriculum in relation to the Refreshed Curriculum Narrative and
undertook a related Collaborative Action Research (CAR) project, supported by the Robert Owen Centre
team. A senior leader and a class teacher from each school participated in the programme to allow them
to share ideas and support each other as they took forward their CAR project.
In the programmes’ evaluation, 95% of participants reported that the themes of the sessions met their
needs and 86% stated that the structure of the sessions met their needs. Qualitative feedback from
participants suggested that the programme had stimulated self-evaluation and change implementation: 
“It has encouraged me to reflect on my own practice, and have time set
aside to build on and improve learners’ experiences.”
— (TEAChER, gLASgOw Ci Ty) 
“I would not have approached an adaptation to the school in such an in-depth manner,
despite being data rich it’s not always data applied but this really focused on applying
that data that was collected.”
— (TEAChER, gLASgOw Ci Ty) 
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Three Drivers of Improvement Illustrations
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ThE PRiMARy CURRiCULUM PROgRAMME
After completion of their CAR project, senior leaders and classroom
teachers presented the impact and learning with schools from
across the West Partnership. From evidence highlighted within
presentations, it was clear that changes to practice had resulted
in an enhanced learning experience for children. This occurred
in a number of ways, with practitioners noting the importance of
including children in their learning and completing deep self-
evaluation which enhances staff knowledge:
“I have had the opportunity to stop
and listen to pupil feedback and build
a project from their ideas and not just
my own.”
— (TEAChER, gLASgOw Ci Ty)
“Involving children in their learning.
Making learning more practical and
fun. Understanding that children can
gain so much from outdoor learning.”
— (TEAChER, RENfREwShiRE)
“Allowed deep evaluation of current practice and enhanced staff knowledge. Changes
have positively impacted (on) pupil progression.”
— (TEAChER, SOUTh LANARkShiRE)
The West Partnership Primary Curriculum Programme facilitated the completion of 30 CAR Projects. Each
of these projects involved a process of self-evaluation, practice change and an evaluation of the impact of
each intervention on children’s experiences and progress. One example of this process was evident when
practitioners from one Glasgow primary used their attainment data to identify writing as a priority for their
school improvement plan.
Having assessed various potential interventions, the practitioners developed the inquiry question how does the
explicit teaching of before, during and after writing strategies increase attainment for targeted learners? The
practitioners developed a logical model of improvement proposing that the development of practitioner
knowledge, skills and confidence would lead to higher quality learning experiences for pupils and raising
attainment.
Practitioners at the school engaged in ‘before, during and after writing strategy’ training. They self-evaluated
their knowledge, skills and confidence in teaching writing before and after the training. Practitioners noted
how each of these indicators had increased following the training but also how the engagement of learners
had improved in the classroom.
Throughout the project, children were asked to give feedback on their experience of developing their writing.
Data demonstrated that pupils developed a better awareness of themselves as writers, were more likely to
respond appropriately to feedback, were more resilient when making mistakes and were more likely to have
positive feelings towards writing as an activity. From teacher judgements it was clear that attainment results
had improved for many learners through the use of intervention groups and class strategies.
Due to the success of this programme, it will be offered to participants across the West Partnership next
session. Participants that have completed the programme will share their CAR project with schools next
session. It is hoped that participants will be able to use CAR to support improvement in other areas in the
future. T
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Improving Our Schools
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Improving our Schools (IOS) focuses on
improving attainment and achievement
through:
¬ high quality self-evaluation across the
school and in individual classrooms
¬ the use of data to inform targeted
interventions
¬ improving learning and teaching; and
¬ a relentless focus on equity and excellence
for all children and young people.
IOS was piloted in session 2021–22 with ten
primary schools in five local authorities across
the West Partnership. Nine out of the ten
schools completed the programme. 
iM PACT 
All nine schools saw positive changes in
knowledge, confidence and understanding.
The three groups that described positive
changes were senior leaders, teachers and
children. 
Leaders in all nine schools described examples
where working together using the IOS model
had improved classroom practice. Teachers
shared their expertise through collaborative
professional learning activities, peer to peer
classroom visits and discussion. 
All nine schools improved attainment for
the children who were part of the targeted
interventions.
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Improving Our Schools
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SChOOL 1:
SChOOL 2:
Learning & teaching focus Metacognition and retrieval
Impact on learning and teaching Metacognitive strategies are being used across
the school and children can talk about what they
are, how they use them and how this helps their
learning.
Curriculum focus Numeracy – fractions and money
Impact of interventions on children Average scores for the pre and post intervention
assessments were as follows:
— Children focussing on fractions saw scores
increase from 33% to 70%
— Children focussing on money saw their scores
increase from 34% to 83%
“What’s really stood out for me is the platform it has created for this rich dialogue to take place across the
whole school… This year I’ve come to appreciate just how important the data of our school is as it leads
you to your next steps.”
— Class teaCHer
“Using metacognition, we’ve really become more independent with planning our work. You can use it in
many subjects, you can even use it when you’re not in school.”
— primary 7 CHilD
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for the better.”
—
neurodivergent learners are included.”
—
or more related skills increased from 29% to 35%.
Literacy – listening and talking – group talk and
discursive talk
Curriculum
more effectively overall and taking more account
of children’s interests as they do so.
DifferentiationLearning & teaching focus

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Wellbeing for Learning: Keeping Trauma in Mind Programme
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The Keeping Trauma in Mind Programme was
an opportunity for colleagues from across the
West Partnership to engage in professional
learning relating to trauma. The sessions
provided participants working in different
sectors with an opportunity to understand
the impact of trauma and to know how to
adapt the way they work to make a positive
difference to the lives of children and young
people affected by trauma.
The response to the programme offer was
high, with 400 attending the sessions. After
analysis of the sign-up information, we could see that, across all eight local authorities, 271 different
establishments had registered. There were participants from Early Years, Primary, Secondary, ASN, CLD and
Social work. Two key aims of the series were to increase the knowledge of participants; and to
develop confidence to apply new knowledge.
IM PACT ON PRACTiTiONER kNOw LEdgE
We were particularly interested in
evaluating the impact of the series on
practitioner knowledge. We asked
evaluation respondents to rate their
knowledge level along a 5-point scale,
with 1 being the least knowledgeable
and 5 being the most knowledgeable.
The chart to the right shows that 87%
of respondents reported an increase in
knowledge across all sessions. This means
that of 646 completed evaluations,
knowledge increases had been reported
in 560 of them. The largest increases to
knowledge were reported by Early Years
practitioners, followed closely by Pupil
Support Assistants.
“My role is nurture based and all of this
will really impact my work. So many good
ideas and this has really helped to deepen
my understanding and what I can do
to support.”
— (TEAChER, SOUTh LANARkShiRE)
“I liked learning more about how
self-regulation works. Also coming
up with practical strategies that
can be implemented in my setting.”
— (TEAChER, EAST
dUNBARTONShiRE)
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Wellbeing for Learning: Keeping Trauma in Mind Programme
19
We were also interested in evaluating the impact of the
series on practitioner confidence in applying the new
knowledge. We asked evaluation respondents to rate
their confidence level along a 5-point scale, with 1 being
the least confident and 5 being the most confident. The
pie chart shows that 82% of respondents reported an
increase in confidence across all sessions. This means
that of 646 completed evaluations, confidence increases
had been reported in 530 of them.
who indicated an interest in a practitioner enquiry will
take place. A collaborative action research project will
allow practitioners to document the implementation of
their learning into practice.
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84
This year, the Partnership has made very good progress in driving
forward equity, excellence and empowerment across the West
and this has been demonstrated throughout the report. Our
progress has been further recognised externally through research
carried out by the Robert Owen Centre (ROC) for Educational
Change. In their Phase III Reflections on the Partnership Recovery
to Renewal: Reimaging the Future (2022) report, the ROC findings
compliment that of the internal evaluation providing a strong
triangulated approach to evaluation.
The key findings included:
¬ a strong culture and ethos of collaboration;
¬ demonstrable transformative system
change;
¬ networks building collective agency and
capacity at all levels; and
¬ added value to local authorities — which
translated to significant leadership and
learning and teaching developments.
Moving forward, we will continue to add
value to our local authorities, be accessible to
those who will benefit most from it and focus
on activities that have the greatest impact on
learner experiences and outcomes.
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indicators  2016-17 
baseline
2017-18 
Value 
2018-19 
Value 
2019-20 
Value 
2020-21 
Value 
% of primary pupils (P1, P4 and P7 combined) achieving expected
levels or better in literacy (based on reading, writing and talking and
listening) 
71.3  72.4  73.0  **  69.7
% of primary pupils (p1, p4 and p7 combined) achieving
expected levels or better in numeracy 78.1 79.5 80.3 ** 77.3
% of S3 pupils achieving third level or better in literacy (based on
reading, writing and talking and listening) 89.7 90.1 89.6 ** **
% of S3 pupils achieving third level or better in numeracy 90.1 89.7 90.0 ** **
% of S3 pupils achieving fourth level or better in literacy (based on
reading, writing and talking and listening) 46.7 48.8 49.7 ** **
% of S3 pupils achieving fourth level or better in numeracy 56.7 57.7 56.5 ** **
% of leavers achieving 1 or more awards at SCQF Level 6 or better 67.3 68.7 69.3 70.4 72.8
% of leavers achieving 5 or more awards at SCQF Level 6 or better 36.2 37.6 38.3 42.1 44.3
% of leavers achieving SCQF Level 5 or better in literacy 81.9 82.8 82.6 83.1 84.6
% of leavers achieving SCQF Level 5 or better in numeracy 69.1 70.2 69.2 70.8 72.8
Number of Practitioners accessing professional learning opportunities
provided by the West Partnership TBC TBC TBC 3185 3137
Percentage of practitioners reporting an increase in their knowledge
following participation in West Partnership activities N/A N/A N/A N/A 85.1
% of establishments evaluated as good or better for leadership of
change 59 63 73 * *
Primary Exclusion Rates (Rate per 1000 pupils) 9.9 N/A 3.7 N/A 2.6
Secondary Exclusion Rates (Rate per 1000 pupils) 46.8 N/A 23.7 N/A 21.2
Primary Attendance Rates 94.6 N/A 94.2 N/A 93.4
Secondary Attendance Rates 90.7 N/A 90.3 N/A 88.4
Initial School Leaver Destinations (Positive) 93.6 94.4 95.2 93.6 95.8
% of establishments evaluated as good or better for learning, teaching
and assessment 57 66 71 * * 
* Impacted by Covid
** BGE data not collected.
APPENdiX 1: CRiTiCAL iNdiCATORS 
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Conclusion 
e Vent  number of
res Pondents 
% of Partici Pants
rePorting an 
increase in
knowledge 
cohort
Pre (1–5) 
cohort
Post 
(1–5) 
change 
number of
Partici Pants
increased 
ASN Rights Based Training 12 75.0 3.3 4.3 1.0 9
Gambling & Gaming 14 100.0 2.6 4.6 2.0 14
Maths Conference 189 87.0 2.9 4.0 1.1 164
Pedagogy Series 152 88.8   0.0 135
Primary Curriculum 12 100.0 1.8 3.6 1.8 12
PSE Mindfullness 11 72.7 3.4 4.3 0.9 8
PSE Respect Me Anti-bullying 8 100.0 2.5 4.6 2.1 8
PSE Self Harm 9 77.7 3.0 4.1 1.1 7
PSE Self Harm Awareness
Training  9  77.7  3.0  4.1  1.1  7
PSE Sexual Content 14 85.7 3.2 4.4 1.2 12
Trauma Series 646 87.0 3.1 4.3 1.2 562
UNCRC ASN 12 75.0 3.3 4.3 1.0 9
UNCRC CLD 10 90.0 2.7 3.8 1.1 9
UNCRC ELC 15 86.6 3.4 4.5 1.1 13
UNCRC Rights Based Training 15 86.6 3.4 4.5 1.1 13
UNCRC Train the Trainer 15 66.6 3.1 4.1 1.0 10
VLN: Autism 21 42.8 3.6 4.0 0.4 9
VLN 1 63 84.1 2.6 3.7 1.1 53
VLN 2 41 85.4 2.3 3.7 1.4 35
VLN 3 25 100.0 2.2 4.0 1.8 25
VLN Parental Engagement 8 75.0 3.8 4.5 0.7 6
VLN Parental Involvement 36 47.2 3.5 4.1 0.6 17 
¬ 1337 evaluation responses
¬ 1137 responses note an increase in knowledge
¬ 85% of respondents report an increase in knowledge
¬ Average pre-event figure was 2.6
¬ Average post-event figure was 3.7
¬ Average change on the 5-point scale was 1.1
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APPENdiX 2: COLLECTiVE kNOw LEdgE ANd CONfidENCE iMPROVEMENTS

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west PartnershiP eVent  number of
res Pondents 
% of res Pondents
rePorting an 
increase in
confidence 
cohort
Pre (1–5) 
cohort
Post 
(1–5) 
aVerage
change 
number of
Partici Pants
increased 
Maths Conference 189 85.7 2.9 4.0 1.1 162
Moderation Event 46 58.7 3.6 4.2 0.6 27
PSE Mindfullness 11 81.8 2.9 4.2 1.3 9
PSE Respect Me Anti-bullying 8 87.5 2.5 4.1 1.6 7
PSE Self Harm 9 77.7 2.9 3.8 0.9 7
PSE Sexual Content 14 78.6 3.1 4.2 1.1 11
Trauma Series 646 82.0 3.0 4.2 1.2 530
UNCRC ELC 15 93.3 3.0 4.3 1.3 14 
¬ 938 evaluation responses
¬ 767 responses note an increase in confidence
¬ 82% of respondents report an increase in confidence
¬ Average pre-event figure was 3.0
¬ Average post-event figure was 4.2
¬ Average change on the 5-point scale was 1
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,: 
North •
Lanar h1re
Council 
Renfrewshire
Council