Item 13 Appendix 1

West Dunbartonshire Council · 14 December 2022
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The West Partnership
IMPROVEMENT PL A N 2 02 2 –23
Equity, Excellence
& Empowerment
Appendix 1

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96
Contents. 
3 Introduction 
4 West Partnership Vision 
5 Governance & Operational Structure: 
\ Overview
6 \ Regional Education Committee
7 \ West Partnership Board
\ West Partnership Implementation Group
\ Finance Sub Group 
8 West Partnership Delivery Model: 
\ The West Partnership Approach
\ The Role of West Partnership Core Team
9 \ The Role of Central Officers, Teachers and Practitioners
\ The Role of Education Scotland’s Regional Improvement Team
10 \ Specialist Networks 
11 Developing Through Consultation 
12 Evaluating the Impact of the Improvement Plan 
15 Critical Indicators 2020–21 
16 The West Partnership | Plan on a Page 2022–23 
17 The West Partnership Delivery Model 
\ Key Activities & Programmes 2022–23
18 Outcomes & Drivers Map 2022-23

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3
The purpose of the West Partnership Regional Improvement Collaborative is to add value to the work of 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.
Our three main workstreams of Wellbeing for Learning; Leadership, Empowerment and Improvement;
and Curriculum, Learning, Teaching and Assessment are designed to focus on what matters, and we will
continue to build on these areas.
Our challenge is to ensure as many practitioners as possible interact, learn and contribute across the West
Partnership. This means we need to be able to evaluate the impact of the work of the West Partnership and
the difference it makes.
This Improvement Plan outlines how we will do this through focussing on the collective impact of the
West Partnership through three strategic drivers of improvement and by examining how the partnership:
1. fosters collaboration on a variety of levels;
2. provides professional learning and specialist network opportunities enabling practitioners to increase
their knowledge and gain confidence in decision making and delivering improvement; and
3. stimulates changes to practice, impacting on children, young people and their families.
We recognise that it is crucial to collaborate beyond our own boundaries and this session we will continue
to work closely across local authorities, as well as with colleagues from Education Scotland, other Regional
Improvement Collaboratives and the Robert Owen Centre for Educational Change to achieve our key
objectives and strengthen on our existing work.
Tony McDaid, Regional Lead Officer, West Partnership
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extend and reach across all of our local authorities with increasing
young people. Last session, we also introduced a new workstream
on Wellbeing for Learning. A number of specialist networks were
events in areas such as family learning, student voice and Keeping
Trauma in Mind.
successes to date and concentrate on the areas highlighted by key

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4 
West Partnership Vision 
The West Partnership has a clear vision: to embed the values of equity, excellence
and empowerment in everything we do, building a collaborative, networked learning
system to improve learning experiences and increase attainment for every learner
across the region. 
The plan for 2022-23 also includes our response for recovery and renewal as we meet
the challenges of supporting improvement as part of the on-going Covid recovery
process. We will continue to work collaboratively within and across the system to
ensure that we can respond with agility to the changed circumstances in which
we now live, providing support and developing flexible approaches to learning and
teaching across the region. 
The West Partnership sets an ambitious and aspirational agenda to close the poverty-
related attainment gap (equity) and improve attainment and achievement for all
(excellence). By creating the conditions for authentic empowerment, the ownership of
change can be shifted and enable all staff to take collective action to deliver this
ambitious vision. 
As the largest of Scotland’s Regional Improvement Collaboratives, with approximately
one third of Scotland’s school population, to truly deliver sustainable improvement,
change needs to be driven collectively. This means ensuring that every stakeholder is
empowered to address the needs of each individual learner, design experiences
which will enthuse and engage them and support them to lead their own learning.
This will in turn, lead to improvements in learners’ achievements and attainment. 
In the longer term, there is a commitment to ensure each educator in the West
Partnership has the opportunity to engage and collaborate with colleagues and
partners to bring about improvement in their class and playrooms. 
In the West Partnership, building collective agency to improve results and supporting
individuals to work together to secure what they cannot accomplish on their own
is a key focus. Our purpose, therefore, is to establish and facilitate networks of
professionals to work collaboratively to achieve our vision of equity, excellence and
empowerment.
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Governance & Operational Structures
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to
ensure that we can proceed with the delivery of this ambitious plan over the coming years. The

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Governance & Operational Structures
6  
RE g IONA L E du C ATION C OMMITTEE 
The West Partnership is overseen by the Glasgow City Region Education Committee (the Committee),
made up of the Education Conveners (or similar) from each of the eight partner authorities, as follows: 
Renfrewshire
Council
East Renfrewshire
Council 
West
Dunbartonshire
Council 
East
Dunbartonshire
Council 
Glas GoW City 
reGion edu Cation
Committee 
Glasgow City
Council 
Inverclyde
Council 
South Lanarkshire
Council
North Lanarkshire
Council 
The Committee is responsible for scrutinising and endorsing the West Partnership Improvement
Plan, receiving regular reports on the progress of the plan and its impact on stakeholders. Chaired by
the Convener elected by the membership, the Committee is also attended by the eight Directors of
Education/Chief Education Officers and the Senior Partnership Officer, with other attendees invited as
appropriate.
Additionally, the governance framework in which the Committee operates, provides the opportunity
for regular engagement with the Glasgow City Region Cabinet, allowing a further level of oversight and
scrutiny, and enabling strategic links to be established with the wider Glasgow City Regional Economic
Strategy.
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7 
Governance & Operational Structures 
WE s T PA R TNER sh IP b OA R d 
The West Partnership Board (the Board), has responsibility for
the strategic overview of the work of the West Partnership,
with overall responsibility for the development and delivery
of the West Partnership Improvement Plan, including overall
responsibility for the finance and resources for the Partnership.
The Board is made up of the Director of Education/Chief
Education Officer of each of the eight partner authorities which
make up the West Partnership. In addition, the Board is advised
by the West Partnership’s Senior Partnership Officer, the Senior Regional Advisor appointed by Education
Scotland, and has professorial representation from the University of Glasgow. Staff supporting the work of
the West Partnership also attend by invitation.
Specific, identified Board members link with each workstream as sponsors, and have responsibility for
the strategic direction of that workstream and for reporting to the Board on its progress. Workstream
Lead Officers support Board members with this work and provide leadership for all aspects of the
operational activity of the workstream including: planning, implementation, evaluation and reporting. 
WE s T PA R TNER sh IP 
IMPLEMEN TATION g RO u P 
Following feedback from the West Partnership core team and
partners, a review took place during 2020-21, of the purpose and
efficacy of the previous Operational Delivery Group. In order to
ensure efficiency and pace of progress, the Operational Delivery
Group was replaced by the West Partnership Implementation
Group. This is chaired by the Regional Improvement Collaborative
Lead (RIC Lead) and attended by the Senior Partnership Officer,
Senior Regional Advisor from Education Scotland and professorial representation from the Robert
Owen Centre for Educational Change at the University of Glasgow. Meeting quarterly, this provides an
opportunity for rich professional discussion on the progress of the West Partnership Improvement Plan
and the contributions of the core team and partners. 
f INA NCE subg RO u P 
The West Partnership Board continues to be supported very
well by the Finance Sub-Group. The Finance Sub-group meets
quarterly and includes senior representatives from all eight local
authorities, providing additional rigour and accountability as
well as streamlining financial procedures across the Partnership.
They have a particular responsibility for the management of the
grant award from the Scottish Government, as well as advising
on staffing and other resource issues, as required.
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The West Partnership Delivery Model
8 
A N d PRACTITIONER s 
T h E WE s T PA R TNER sh IP A PPROAC h 
Our approach within the West Partnership is underpinned by
the development of a networked learning system; a system
that enables collaboration, encourages ‘connectedness’ and
supports practitioners at all levels. Our work is built around
collaborative learning and practitioners are supported to
develop ways of working together that are effective and build
upon well-established research based models of delivery.
We continue to work in partnership with the Robert Owen
Centre for Educational Change and the Education Scotland
Regional Improvement Team to ensure these approaches to
collaborative learning make the greatest difference for our
practitioners and learners.
The work of the West Partnership is predominantly delivered
through the structure of three key workstreams, each led by
a Workstream Lead Officer (WLO), seconded to work with
The West Partnership core team.
For 2022-23, the three workstreams are:
¬ Wellbeing for Learning;
¬  Leadership, Empowerment and Improvement; and
¬ Curriculum and Learning, Teaching & Assessment
These workstreams provide ‘umbrella themes’ for the programmes and activity of the West Partnership.
Regular opportunities are provided to link the work of the workstreams and ensure connectivity
Tanhd EcohReOsioLn.E O f CENTRA L
O ff ICER s , TEAC h ER s
T h E ROLE O f T h E WE s T PA R TNER sh IP C ORE TEAM 
A small core team, led by the Senior Partnership Officer, has been appointed to lead and facilitate the
operational aspects of the West Partnership Improvement Plan. They work collaboratively to ensure
that the Improvement Plan is based on strong self-evaluation, implemented timeously, rigorously
evaluated and reported upon to the Board and the Committee. They ensure that all activities and
opportunities for colleagues across the Collaborative, provide added value to what is on offer both
locally and nationally.
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The West Partnership Delivery Model
9
T h E ROLE O f CENTRAL O ff ICER s ,
TEAC h ER s A N d PRACTITIONER s
There is clarity that all colleagues who support learning
across the eight connected local authorities are defined
as The West Partnership, and not simply the core team.
As such, all central officers, teachers and practitioners
networking & sharing, collaborating and changing
practice together are working towards the values and
purpose of The West Partnership. A primary function
of the core team is to provide systematic and supported opportunities to work collaboratively with
these colleagues. The West Partnership Improvement Plan provides opportunities for colleagues to
co-create programmes and activities, such as the forthcoming Secondary BGE Curriculum Programme,
as well as participate in those planned and delivered by the core team. This provides a unique setting
for collaboration, builds capacity and grows connection, all leading to our vision of a networked
learning system.
T h E ROLE O f E du C ATION
s C O TL A N d ’ s RE g IONA L
IMPROVEMENT TEA M
The West Partnership values and benefits from,
collaborativeworkwithcolleaguesfromEducation
Scotland’s Regional Improvement Team (RIT).
This team adds to the West Partnership’s existing
capacity for improvement and provides a helpful
external perspective which draws on good
practice from across the country. Education
Scotland Workstream Links (WLs) meet regularly
with West Partnership WLOs to discuss planning,
evaluations and impact of various activities
and programmes. They regularly contribute to
the delivery of these programmes, providing
expertise from a national perspective. They
also attend workstream meetings, providing a
further opportunity to contribute to the strategic
direction of the Improvement Plan. This year, a
series of consensus-building conversations with
WLs, provided a place to discuss both the ‘what’
and ‘how’ of Improvement Plan activities for the
coming session. In addition, other colleagues
from the RIT have formed ‘bubbles’ for each workstream, providing a stronger identity across both
teams and enhancing the input of other Education Scotland officers to the Improvement Plan.
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10 
As part of the extensive Stakeholder Consultation Exercise last
session, a renewed format was introduced for the work of some of
the networked groups, supported by the West Partnership.
These Specialist Networks, comprised of representatives from
across the eight local authorities, meet with a common purpose
and remit.
Each Specialist Network creates its own short action plan
containing 2-3 priorities which have been self-generated from
existing local authority focus areas. This allows the work of the
West Partnership to support ongoing local authority priorities,
rather than add to the burden of central officers. The West
Partnership core team support this collaborative approach to
The West Partnership Delivery Model 
s PECIA LI s T NETW ORK s 
overtaking the action plan. The WLOs are also responsible for
supporting evaluation and reporting on progress and impact as
part of governance procedures.
Specialist Networks have been reviewed and again been planned across all three workstreams with
special consideration given to contribution made by Community Learning & Development colleagues,
third sector staff and partners in each. Some additional networks have been requested from central
officers which are already producing fruitful discussion and change.
The groups planned for 2022-23 include networks for: 
Family &
Community
Officers 
Stand-alone
ASN HT
/Officers 
Community
Learning &
Development
Officers 
Senior
Inclusion
Officers 
Health &
Wellbeing
Officers 
PSHE EY/Primary
/ Secondary
Representatives 
Home
Education
Officers 
Assessment
Co-ordinators 
Senior Phase
Assessment officers 
Maths
Officers 
Literacy
Officers 
Digital
Officers 
English as an
Additional Language
Co-ordinators 
The West Partnership core team recognises the high quality work undertaken by a small number of West
Partnership Networks which pre-date the establishment of the Regional Improvement Collaborative.
Most notable are the Early Years and the Senior Educational Psychologists Networks. WLOs liaise and
work alongside these networks to support cohesion and added value.
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Developing Through Consultation 
The West Partnership remains committed to ensuring
that it reflects the views and ambitions of the
workforce, parents and learners across the eight
partner authorities to achieve our vision of equity,
excellence and empowerment.
As the largest of the Regional Improvement
Collaboratives, the West Partnership is home to over one
third of Scotland’s school population, with more than
25,000 headteachers, teachers and support staff working in around 1000 schools and early learning
centres, in some of Scotland’s most diverse and challenged communities.
Taking account of the on-going pressures on stakeholders, the West Partnership has had to be flexible
and agile in its approach to stakeholder engagement as part of the improvement planning process.
While regular evaluations are undertaken at the end of professional learning sessions or programmes,
it was agreed that a set of ‘consensus-building conversations’ would be undertaken this session to
provide a more holistic review and reflection of the West Partnership’s activity during the last session,
and allow this feedback to inform the plan for session 2022-23. 
Feedback has been synthesised and discussed at two whole day sessions with the core team and
shared with the Board. It informs the plan for session 2022-23 and was intended to produce a more
co-created approach to the improvement planning process.
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The three Workstream Lead Officers, spoke with a wide range of stakeholders including: director
sponsors, workstream members, Education Scotland WLs, programme and network participants.
The conversations covered topics which included:
¬ Purpose of West Partnership;Purpose of West Partnership
¬ Motivation for engagement;
¬ Strengths of programme or network;
¬ Impact of provision (using the lexicon of the three newly-established drivers);
¬ Developments for improvement; and
¬ Communications.

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106
Evaluating The Impact of
The Improvement Plan
The Evaluating and Reporting Lead Officer retains overall
responsibility for evaluating and reporting on the progress and
impact of the West Partnership’s Improvement Plan.
This work, supported by the data analyst, is crucial in supporting the West Partnership to evaluate its
activities and programmes, as well as using the quantitative and qualitative evidence to identify future
priorities. Regular highlight and evaluation reports include updates on the progress and impact of
each workstream, as well as more holistic evaluations. Tools to systematically evaluate the quality of
West Partnership professional learning events / programmes, and the important longer term impact on
participants and learners allow us to gather evidence to demonstrate the added value of collaboration.
To assist in this process, workstream planning processes focus more acutely on outcome-based planning
and reporting, not only on progress, but on impact in the classroom or playroom too. Evaluation
strategies and approaches planned by the Workstream Lead Officers at the start of each professional
learning session / programme, ensure appropriate and robust evidence is gathered systematically
and evaluated. This serves to strengthen the work done in this area by the Evaluating and Reporting
Lead Officer.
From exploring qualitative feedback data from our professional learning, collaborative enquiry, and
specialist networks this session, the Partnership’s work is now conceptualised as being driven by three
holistic drivers.
Please see diagram on next page.
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Evaluating The Impact of
The Improvement Plan 
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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108
Evaluating The Impact of
The Improvement Plan
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.
d RIVER 1: f ACILI TATIN g VA RIO us f ORM s O f C OLL A b OR 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.
d RIVER 2: EN h A NCIN g PRACTITIONER KNO WLE dg E,
u N d ER s TA N d IN g A N d C ON f I d ENCE
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.
d RIVER 3: su PPOR TIN g PRACTICE C h A N g E AT VA RIO us LEVEL s
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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Critical Indicators 2020–21 
indi Cators  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.
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16
OUR DRIVERS:
To achieve our priorities, we will:
EQ u ITY • EX C E L L E N C E • EMPO W E R M E N T
Understanding
Practitioner
SLT
Local Authority
System
Association & Networking
Knowledge Exchange
Collaborative Working
The West Partnership
By building a networked learning system,
improve learner experience, attainment and
achievement across the West Partnership.
our
vision
PRACTiTiONER
dEVELOPMENT
COLLAbORATiON
PRACTiCE
ChANgE
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Provide
support to
practitioners
collaborative
Learn from
each other
To build
networks
To promote practice-based
CollaBdeveloP

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17
Network)*
West Partnership Delivery Model
¬ Executive Coaching
¬ Learning Sets
¬ Hexagon Coaching
¬ Thinking About Headship
¬  Improving Our Classrooms
¬ Improving Our Schools
¬  Improving Our Departments
¬ FOCUS 
¬ Assessment & Moderation ¬ Assessment & Moderation Co-ordinators*
¬ EY / Primary Curriculum ¬ ASN Assessment & Moderation
¬ Secondary BGE Curriculum ¬ Maths Lead Officers*
¬ West OS ¬ Literacy Lead Officers*
¬ Pedagogy ¬ Gaelic Lead officers*
¬ Play Pedagogy ¬ BGE Curriculum*
¬ School to School Partnership ¬ English as an Additional Language*
¬ Upstream Battle on the Clyde ¬ Early Years Senior Officers*
¬ Gaelic for practitioners ¬ Early Education Leads (Virtual Leadership 
* Items in italics are delivered through facilitated specialist networks as described on page 10.
C u RRIC u L u M & LEA RNIN g, TEAC h IN g & A ss E ss MENT
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¬ Youth Ambassadors: PSE & Transition
¬  Supporting Learners including CLPL for:
Assistants
GIRFEC
¬ Families & Communities:
¬ UNCRC, including Young Leaders of Learning
¬ Family & Community Officers*
¬ Stand-alone ASN Headteachers*
¬ CLD Lead Officers*
¬ Senior Inclusion Lead Officers*
¬ HWB (previous workstream group)*
¬ Home Education Officers*
¬ Senior Educational Psychologists*
¬  Keeping Trauma in Mind Collaborative Enquiry
LEA d ER sh I P, EMPO WERMENT & IMPROVEMENT

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18
Outcomes & Drivers Map 2022-23 
As the work of the partnership matures and programmes develop, there
will be an enhanced focus on gathering data and evidence across our three
drivers of improvement, with a particular focus on the impact that our work
has on children and young people in playrooms and classrooms.
Using a colour code, the drivers for improvement have been mapped
against each outcome, demonstrating the weight of evidence which will
be gathered on each drive. The graphic aims to demonstrate the link
between the workstream outcome, driver for improvement and data which is likely to emerge as a result of
partnership activity.
From this graphic, it is evident that our outcomes this year have a clear focus on practitioner development
and practice change. This should enable WLO to gather more evidence and data on these two drivers for
improvement demonstrating impact on children and young people.
Further information relating to the self-evaluation, improvement planning and evaluation and reporting
activity of The West Partnership can be found on their website (click here). 
Through engaging in specialist
network, there is an increase in
the number of impactful
collaborative developments
and activities being undertaken
in the West Partnership which
improve the learning experience
for children and young people
by June 2023.
Through engaging in collaborative
activities, all participants are able to 
demonstrate an improvement in their
practice which enhances the learning
experience for children and young
people by June 2023.
Through participating in
West Partnership activities,
participants report greater
confidence in their practice
which enhances the learning
experience for children and
young people by June 2023.
By June 2023, an improved
awareness of West OS will
lead to increased breadth
and depth of use.
By June 2023, a greater number of
practitioners report a positive impact
on children and young people’s learning
as a result of using West OS in the
classroom and/or at home.
By June 2023, a greater
number of children and young
people report a positive impact
on their own learning as a
result of using West OS in the
classroom and/or at home.
Through engaging in collaborative
activities, all 
participants are able to
demonstrate an improvement in
their practice which enhances
the learning experience for
children and young people by
June 2023.
By June 2023, professional learning
participants will demonstrate an 
increased understanding of wellbeing
topics and will have an increased level
of confidence to implement practice
change that will benefit children and
young people.
Through engaging in specialist
networks, there is an increase
in the number of collaborative
developments and activities
being undertaken in the West
Partnership which have an
impact on wellbeing practice
by June 2023.
T
H
E 
W
E
S
T 
P
A
R
T
N
E
R
S
H
I P
I M
P
R
O
V
E
M
E
N
T 
P
L
A
N 
2
0
2
2
–
2
3
PraC ti Ce Chan Ge
Participants demonstrate changes to practice
which will enhance the learning experience for
children and young people through engaging in
Participants report increased confidence and
in individual and collaborative activities by June 2023.

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LNaornth arh"ire
eouncn 
Renfrewshire
Council