Item 09 Appendix 1
West Dunbartonshire Council · 13 December 2023
Back to Educational Services Committee — 13 December 2023 and its agenda
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EDUCATIONAL SERVICES DELIVERING EXCELLENCE & EQUITY IMPROVEMENT FRAMEWORK & IMPROVEMENT PLAN 2023/24 WEST DUNBARTONSHIRE COUNCIL Appendix 1
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Table of Contents Our Vision Our Achievements: Positive Trends Supporting Our Communities to Thrive West Dunbartonshire Context Supporting our Young People to thrive as Global Citizens Strategy for Excellence and Equity in Context Working as a Collaborative System 03 07 04 08 05 09 06 10 Expectations - The National Improvement Framework Delivering the Outcomes : Principles & Practice Plan for Excellence & Equity 12 13 14 Outcomes for Excellence & Equity Resources for Excellence & Equity 15 Monitoring & Capacity Building - The Improvement Framework 16 Implementing Service- Level Improvement 17 How we will measure success19 Early Level Baseline21 22 Stretch Aims 11 Our Achievements: What our Young Poeple Said... 24 The Quality Indicator Evaluations
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Our Vision ANNUAL REPORT 2022/23 03 Introduction As a service we have maintained a strong record of progress to raise attainment and narrow the poverty-related attainment gap. We set a high expection that all children and young people are entitled to succeed and thrive. We are an empowered service committed to collaboration and collective efficacy. We regularly enage in review and development challenging our system of delivery to evolve and improve. This report and plan is the next phase of our strategic drive for excellence and equity. It is centred around meeting the needs of our children, young people and families. It aims to deliver a high quality and fit for purpose educational provision in all establishments.
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Education in West Dunbartonshire is delivered across: 5 Secondary Schools 34 Primary Schools 7 Specialist settings & 29 ELC settings ANNUAL REPORT 2022/23 West Dunbartonshire Context 04 462 young people were Looked After in West Dunbartonshire in session 22/23 There are 12,221 children and young people in Education in West Dunbartonshire: 5,541 Secondary pupils 6,423Primary pupils, 257 Special School pupils & 1077 LA ELC pupils 233 children and young people are identified as members of Armed Forced families in West Dunbartonshire 4.1% 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 above 88% in session 22/23 Our smallest primary school has 37 pupils and the largest has 354 pupils. Our smallest secondary school has 698 pupils and the largest has 1,556 pupils. 43 % of learners have additional support needs. 44 % of learners live in SIMD deciles 1 or 2, while 81 % live in deciles 1 to 5. 28 % of our pupils are registered for free school meals. 4 % of our pupils are recognised as EAL
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05 ANNUAL REPORT 2022/23 Supporting Our Communities to Thrive At the core of what we do as a Council is ‘Supporting Our Communities to Thrive.’ West Dunbartonshire Council has adopted strategic priorities focused on improving the lives of the people of West Dunbartonshire. Closing the attainment gap for our children and young people experiencing poverty and disadvantage remains a challenge. At the forefront of our work is the support of the wellbeing and mental health of our children, young people and families. Strategy for Excellence and Equity in Context:
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ANNUAL REPORT 2022/23 Supporting Our Young People to Thrive as Global Citizens 06 The children and young people of West Dunbartonshire are citizens of global community who have the opportunity to engage with real-world issues that align with the United Nations’ Sustainable Development Goals (SDGs). The SDGs provide a global framework for addressing challenges such as poverty. Inequality, climate change and more. We have developed the six West Dunbartonshire Competencies matched to the Global Competencies and aligned them with the SDGs. Our aspiration is for all children and young people to achieve and attain these competencies on their learning pathway in the Broad General Education and Senior Phase, contributing to both Equity and Excellence in education. Strategy for Excellence and Equity in Context:
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West Dunbartonshire Council Outcomes: Our communities are resilient and thriving Our environment promotes a greener future Our economy is strong and flourishing Our council is inclusive and adaptable Placing the human rights and needs of every child and young person at the centre of education Improvement in children and young people's health and wellbeing Closing the attainment gap between the most and least disadvantaged children and young people Improvement in skills and sustained, positive school leaver destinations for all young people Improvement in attainment, particularly in literacy and numeracy Educational Services Delivery Plan Priorities: Strategy for Excellence and Equity in Context IMPROVEMENT FRAMEWORK & PLAN 2023/24 07 WDC Community Planning Partnership Priorities: Empowerment Sustainability Wellbeing
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Ensuring Equity for All:
As we are committed to ensuring our children, young people and
communities thrive we must remove poverty related barriers to
development by ensuring all children and young people have an
equitable opportunity to develop:
Ensure wellbeing, equality and inclusion
Raise attainment & achievement
Narrow the Poverty Related Attainment Gap
Increase creativity and employability
Outcomes for Excellence and Equity:
Successful Learners
Responsible Citizens
Effective Contributors
Confident Individuals
IMPROVEMENT FRAMEWORK & PLAN 2023/24
08
Physically
Socially
Linguistically
Cognitively
We aspire for all children and young people to attain
and achieve in learning, life and work.
To achieve these outcomes we deliver a curriculum which aspires for
all children and young people to be developed as:Page 9
ANNUAL REPORT 2022/23 Our Achievements: Working as a Collaborative System 09 Build positive relationships across the learning community Work closely with relevant partners Include learner participation in the design of the health and well being curriculum Joint professional leaning opportunities Be a self improving education system Our integrated and collaborative working reflects the ‘Connections for Equity’ recommended in the National Equity Toolkit: Next Steps 2023-2026: Strengthen our approach by harnessing our collective efforts at learner, practitioner, leader and system level. Prioritising: Leadership and learning principles Steamlined Initiatives and Interventions Clear and consistent communication Optimised resources management and allocation Strong empowered educational leadership has delivered high quality standards of learning, attainment and achievement in West Dunbartonshire. We are a collaborative and connected service, with strong teamwork achieved across the central team, schools and Early Learning and Childcare Centres. To deliver Excellence and Equity integrated working between education, health, social work and community learning is central to ensuring our children are provided with a connected approach enabling them to have equitable opportunity, access and outcomes.
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6% In 2022/2023, the percentage of S3 secondary pupils achieving Curriculum for Excellence Levels in reading, writing, and numeracy either increased or remained stable compared to 2021/2022. Secondary Schools 6% 4% West Dunbartonshire has increased the number of young people moving into a positive destination in 2021/22, moving from 32nd to 20th place among 32 local authorities, with a 5.4% increase (89.7% > 95.1%). In 2022/2023, our Early Learning and Childcare Centres achieved the highest numeracy benchmark scores compared to data since 2017 Baseline Attainment in primary schools improved at all stages and organisers (reading, writing and numeracy) in session 2022/2023. (exception P7 reading) In the 2022/2023 session, the attainment gap narrowed between Quintile 1 (most deprived) and Quintile 4 (least deprived) children ANNUAL REPORT 2022/23 Our Achievements: Positive Trends Attainment in literacy is high compared to previous years (2017 to 2021). In the 2022/2023 academic year, primary school attainment increased by 4% in reading, 6% in writing, and 6% in numeracy compared to 2017 In 2022/2023, the attainment gap narrowed for literacy between Quintile 1 (most deprived) and Quintile 4 (least deprived) children Primary Schools 10
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Inclusion, Wellbeing and Equity Creativity and Employability Attainment, Achievement and Narrowing the gap Children informed about their progress School is helping them to become more confident Have opportunities to discuss their achievements Having someone in school to speak to if they upset or worried Children are treated fairly and with respect Children's views are listened to Opportunities to take part in activities beyond the classroom Themes that have emerged from consulting our young people are: 11 ANNUAL REPORT 2022/23 Our Achievements: What our Young People Said... Young people feel confident expressing their opinions more empolyabilitiy opportunities Next Steps: Areas identified for further consideration include: Very positive relationships across the school community Improvements to homework helping children to understand and improve their work in school more on mental health Continue to develop pupil voice Further develop nurturing approaches
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NIF DRIVERS WEST DUNBARTONSHIRE OUTCOMES TO DELIVER THE KEY AREAS Performance Information Teacher and practitioner professionalism Curriculum and Assessment School, & ELC Leadership School and ELC improvement Parental/ Carer Involvement and engagement Learners : increased engagement, progress, achievement Practitioners : adaptive experts who teach based on a clear understanding of what works best for raising learner achievement Practitioners: delivering broad ranging, personalised curriculum ensuring all children and young people develop skills for learning, life and work Leaders : enhanced visibility into school performance and decision making based on evidence System: integrated working to develop the talent of our diverse young people IMPROVEMENT PLAN 2023 - 2026 12 Expectations - The National Improvement Framework Outcomes for our Learners, Practitioners, Leaders, System The National Improvement Framework for Scottish education is designed to help deliver the twin aims of excellence and equity aspiring for all children and young people to develop a broad range of skills and capacities, whilst supporting them to thrive, regardless of their social circumstances or additional needs. The drivers are all equally important. The links and connections across these key areas are essential to enabling continuous improvement. We have made connections across these key areas, setting clear outcomes for our learners, practitioners, leaders and system.
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13 IMPROVEMENT PLAN 2023 - 2026 Delivering the Outcomes : Principles & Practice Learner Level Word Aware Play Phonics SEAL Independent & Collaborative Learning Skills Digital Learning / Remote Learning Knowledge about Sustainability One to One Tuition Out of Hours Provision Holiday Programmes Outdoor Learning Practitioner Level Metacognition & Self Regulation Mastery Play Based Learning Reciprocal Teaching Project Based Learning SEAL CGI Concrete Abstract Pictorial 6 WDC’s Trauma Informed Practice Circles Nurture Principles Incredible Year Classroom Management Growth Mindset Formative Assessment Deep Learning Forest Schools Remote Learning Leader Level Capacity Building Scrutiny Collaborative Action Research Insight to Impact Improving Our School Improving Our Classrrooms Improving Our Department Coaching & Mentoring Columba 1400 School Improvement Partnerships Remote Learning Deep Learning Area of Focussed Attention Data for Improvement Pupil Equity Fund System Level Early Intervention Interventions for Equity Partnership across Services 21st C Environments for Learning Improvement Framework Assessment Framework Circles Framework DigItal Inclusion
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The Scottish Attainment Challenge West Dunbartonshire has benefitted from Attainment Scotland Funding since 2015. This funding is underpinned by a set of key principles. By closely adhering to these principles, we have delivered a positive record of progress and built capacity for sustained change. IMPROVEMENT PLAN 2023 - 2026 Resources for Excellence & Equity 14 STRATEGIC EQUITY FUND PRINCIPLES IMPLEMENTATION IN WEST DUNBARTONSHIRE Strategic Equity Funding must be used to deliver targeted activities, approaches or resources which are clearly additional to universal local improvement plans; and must provide targeted support for children and young people (and their families if appropriate) affected by poverty to achieve their full potential. Early Intervention Nurture Principles Trauma Informed Practice Incredible Years Classrooom Management Family Hub The Hive Local authorities must develop a clear rationale for use of the funding, based on a robust contextual analysis, and plans must be grounded in evidence of what is known to be effective at raising attainment for children and young people impacted by poverty. One to One Pupil Tuition Out of Hours Learning / Holiday Provision Broad Curriculum Offer – Learner Pathways Wide range of staff working to support children and families Visible Learning Local plans must include ambitious and achievable stretch aims for progress in improving outcomes for all while closing the poverty-related attainment gap; and should consider the totality of Scottish Attainment Challenge funding. WDC: Improvement Framework West Partnership Improving Our Classroom, Department, School Series School Improvement Partnerships Insight to Impact Data Coaches Leaders of Learning - Assessment, literacy, numeracy, well being Collaboration across services is crucial in tackling the poverty-related attainment gap. Planning should have clear links to the local authority tackling child poverty and children's service plans. WDC : Integrated Children’s Services PlanWDC: Child Poverty Plan
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15 MONITORING THE IMPROVEMENT PLAN 2023 - 2026 Monitoring and Capacity Building - The Improvement Framework Building Capacity for I mprovement Quality Assurance & Monitoring Outcomes Strengths-based model: Maximising Progress The West Dunbartonshire Improvement Framework has two strands: The two strands are designed to: Quality Assurance & Moderation Cycle Performance Review Attainment Reporting on quality and planning for improvement Target setting Performance Assessmen & Moderation Impact Review Leadership of improvement for change Impact Review: Interventions for Equity Performance Review Learning, teaching, assessment, curriculum
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16 IMPROVEMENT PLAN 2023 - 2026 Implementing Service-Level Improvement The Approach : Engage, Em bed, Evaluate, Extend Our approach to deliver excellence equity is mature applying a cyclical model of improvement and change. The cyclical model has 4 phases: Standards, equity, closing the equity gap Consisitency in practice and quality Implementing solutions, assessing impact, and reporting on strategic priorities Targets: Enhance performance on key performance indicators for standards and equity. Problems: Identify, track, and collaboratively address recurring challenges, often related to deprivation, aspirations, and expectations. Growth: Enhance teacher and leader expertise in teaching, learning, and assessment through Continuous Learning and Professional Development (CLPL), school improvement programmes, and case management. The Challenges: Three Key Areas for Improvement: 1. 2. 3. Governance An Education Improvement Board chaired by the Chief Education Officer monitors progress with outcomes , plans to deliver improvement and the use/ impact of resources to deliver excellence and equity. At an operational level the Service Improvement Framework monitors quality and supports improvement across our establishments.
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IMPROVEMENT PLAN 2023 - 2026 Plan for Excellence & Equity: Engage , Embed, Extend, Evaluate 17 THE SERVICE PLAN 2023 – 2026 NIF DRIVERS Performance Information Parental/ Carer Involvement and engagement Teacher and practitioner professionalism School, & ELC Leadership School and ELC improvement Outcome Action Target Learners: increased attendance Extend: Attendance Action Plan/ Improvement Strategy 2022- 2026 Stretch Aim Target: Attendance WDC Equalities Targets Learners: increased engagement Embed: The Circles Framework Embed: Nurture Principles and Trauma Informed Practice Extend: Incredible Years Classrooom Management to all schools Extend: Onery at early level. Stretch Aim Target: BGE/ Senior Phase Narrow the Attain Gap Stretch Aim: Target: Positive Destination Stretch Aim: Target: Participation Measure WDC Equalities Targets Learners: increased progress, achievement Embed: WDC ASN Strategic Plan 2023/24 Embed: The Circles Framework Extend: Designing the Learning (project based learning) offer to secondary. Stretch Aim Target: Positive Destination Stretch Aim Target: Participation Measure Stretch Aim Target: BGE/ Senior Phase Narrow the Attain Gap System: integrated working to develop the talent of our diverse young people Evaluate: Family Hub / The Hive projects Extend: numbers of families engaging for sustained period of time. Stretch Aim Target: Family Hub Outcomes for Improvement Inclusion, Equality and Well Being Outcomes for our Children and Young People Successful Learners, Confident Individuals , Responsible Citizens, Effective Contributors Equity for All to Develop: Physically Linguistically Cognitively Socially and Emotionally
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IMPROVEMENT PLAN 2023 - 2026 Plan for Excellence & Equity: Engage, Embed, Extend, Evaluate 18 THE SERVICE PLAN 2023 – 2026 NIF DRIVERS Performance Information Parental/ Carer Involvement and engagement Teacher and practitioner professionalism Outcome Action Target Learners: progress, achievement Practitioners: adaptive experts who teach based on a clear understanding of what works best for raising learner achievement ( word aware) Engage: Revised Literacy Strategy Engage: Revised Numeracy Strategy Evaluate: Well Being Strategy Extend: Assessment Strategy Embed: Early Level Literacy Strategy ·Stretch Aim Targets Attainment ·Provision of one to one / small group tuition ·Provision of out of hours learning ·Stretch Aim Target: Positive Destination ·Stretch Aim Target: Participation Measure · Stretch Aim Target: BGE/ Senior Phase Narrow the Attain Gap Practitioners: adaptive experts who teach based on a clear understanding of what works best for raising learner achievement Embed: WDC Improvement Framework Engage: Osiris Curriculum Leader Programme Extend : Improving Our Classrooms Extend : Insight into Impact Improvement Extend : WDC Data Coach Programme Engage: Visible Learning Programme ·Stretch Aim Target: Positive Destination ·Stretch Aim Target: Participation Measure Stretch Aim Target: BGE/ Senior Phase Narrow the Attain Gap Leaders: enhanced visibility into school performance and decision making based on evidence ·All HT’s engaged in School Improvement Partnerships ·1 Data Coach in all ELC’s/ schools 1 Leader of Learning in all schools for; assessment, literacy, numeracy, well being. ·Improvement Pathways leads to : all schools / ELC graded very good for Quality Indicator 3.1 and 1.3. · All Schools engaged in West Partnership Improving Our Classroom, Department, School Series Outcomes for Improvement Inclusion, Equality and Well Being Outcomes for our Children and Young People Successful Learners, Confident Individuals , Responsible Citizens, Effective Contributors Equity for All to Develop Physically Linguistically Cognitively Socially and Emotionally
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2026 Target Ensuring wellbeing, equality and inclusion Stretch Aims Health and Well Being – Attendance Cost of the School Day – Family Hub Participation Measure Quality Indicator Evaluations Raising attainment and achievement, Narrowing the poverty gap; Stretch Aims ACEL Levels – Non Rounded ValuesACEL Levels – 3rd +, 4th+ Quality Indicator Evaluations Increasing creativity and employabilityal Stretch Aims Health and Well Being – SCQF Level 5 SQA National SCQF Level 6 SQA Nation Partcipation Measures Quality Indicator Evaluations MONITORING PERFORMANCE 2023- 2026 How we will measure success 19 How we will measure success
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MONITORING PERFORMANCE 2023- 2026 Early Level Baseline 20 Change in Attainment in literacy in early years stablishments 2017 2018 2019 2021 2022 75 50 25 0 Change in Attainment in numeracy in early years stablishments 2017 2018 2019 2021 2022 30 20 10 0 Changes in Attainment for Literacy in Early Years Environments Changes in Attainment for Numeracy in Early Years Environments Stretch Aims: Plus Stretch Aims - Early Years Baseline Attainment EARLY YEARS LITERACY (%) Overall levels SIMD Q1 SIMD Q4 SIMD Q5 Gap (Q1 v Q5) 2020-21 45 40 38 43 3 2021-22 62 52 71 82 30 2022-23 59 56 64 70 14 2023-24 59-63 56-60 - 72-76 16-20 2024-25 64-68 59-63 - 78-82 19-23 2025-26 Stretch Aim 69 66 73 84 20 EARLY YEARS NUMERACY (%) Overall levels SIMD Q1 SIMD Q4 SIMD Q5 Gap (Q1 v Q5) 2020-21 20 22 15 14 -8 2021-22 30 26 48 44 18 2022-23 32 27 41 37 10 2023-24 31-35 27-31 - 37-41 10-14 2024-25 32-36 29-33 - 41-45 12-16 2025-26 Stretch Aim 36 33 49 46 13
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(A) ACEL LEVELS – NON ROUNDED VALUES ACEL LITERACY P1, P4 AND P7 COMBINED (%) Overall levels SIMD Q1 SIMD Q5 Gap (Q1 v Q5) Published 20-21 62 57 74 18 Published 21-22 71 67 85 19 WDC Analysis 22-23 73 68 80 12 2023-24 71-75 66-70 79-83 13-17 2024-25 72-76 68-72 81-85 13-17 2025-26 Stretch Aim 76 72 85 13 MONITORING PERFORMANCE 2023- 2026 Stretch Aims: Core Stretch Aims (A) 21 (A) ACEL LEVELS – NON ROUNDED VALUES ACEL NUMERACY P1, P4 AND P7 COMBINED (%) Overall levels SIMD Q1 SIMD Q5 Gap (Q1 v Q5) Published 20-21 72 65 82 17 Published 21-22 78 74 91 18 WDC Analysis 22-23 80 76 90 14 2023-24 75-79 71-75 83-87 12-16 2024-25 77-81 75-80 86-90 11-15 2025-26 Stretch Aim 81 80 91 11 (B) SCQF LEVEL 5 – SQA NATIONALS 1 OR MORE AT SCQF LEVEL 5 (%) Overall levels SIMD Q1 SIMD Q5 Gap (Q1 v Q5) Published 20-21 85.9 78.0 97.1 19.1 Published 21-22 84.1 77.8 98.1 20.3 2022-23 86.2 78.9 97.9 19.0 2023-24 86.4 79,2 98.1 18.9 2024-25 86.6 79.4 98.3 18.9 2025-26 Stretch Aim 86.8 79.7 98.5 18.8 (C) SCQF LEVEL 6 – SQA NATIONALS 1 OR MORE AT SCQF LEVEL 6 (%) Overall levels SIMD Q1 SIMD Q5 Gap (Q1 v Q5) Published 20-21 62.2 48.9 85.3 36.4 Published 21-22 59.4 50.0 71.2 21.2 2022-23 62.7 50.9 87.2 36.3 2023-24 62.8 51.1 87.3 36.2 2024-25 62.9 51.3 87.4 36.1 2025-26 Stretch Aim 63.0 51.4 87.4 36.0 Stretch Aims: Core Stretch Aims (B &C)
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(D) PARTICIPATION MEASURE PARTICIPATION MEASURE (%) Overall levels SIMD Q1 SIMD Q5 Gap (Q1 v Q5) Published 20-21 90.8 86.9 95.5 8.6 Published 21-22 90.1 86.1 95.7 9.6 2022-23 90.6 86.4 95.7 9.3 2023-24 91.1 87.0 95.7 8.7 2024-25 91.6 87.3 95.8 8.5 2025-26 Stretch Aim 92.0 87.5 95.8 8.3 MONITORING PERFORMANCE 2023- 2026 Stretch Aims: Core Stretch Aims (D&E) 22 (E) HEALTH AND WELLBEING - ATTENDANCE ATTENDANCE (%) Overall levels SIMD Q1 SIMD Q5 Gap (Q1 v Q5) Published 20-21 94.3 92.9 96.9 4.0 Published 21-22 91.3 89.6 94.4 4.8 2022-23 91.3 89.8 94.4 4.6 2023-24 88-92 86-90 91-95 3-7 2024-25 90-94 88-92 91-95 3-7 2025-26 Stretch Aim 94 92 95 3 Stretch Aims: Cost of the School Day - Family Hub REFERRALS AND FAMILIES ENGAGED IN FAMILY HUB #Referred #Engaged %Engaged Current Level (20/21) 234 183 78 Current level (21-22) 163 128 79 2023 Target - - 80 2024 Target - - 81 2025 Target - - 82 2026 Target - - 83
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ACEL LEVELS – SECONDARY LITERACY – 3RD LEVEL+ Overall levels SIMD Q1 SIMD Q4 SIMD Q5 Gap (Q1 V Q5) Published 18-19 83 79 93 81 2 Published 2021-22 82 77 92 92 15 WDC Analysis 2022-23 87 82 92 100 18 2023-24 90-94 89-93 - 93-97 14-18 2024-25 86-90 84-88 - 96-100 12-16 2025-26 Stretch Aim 88 83 - 94 11 MONITORING PERFORMANCE 2023- 2026 Stretch Aims: ACEL levels – Secondary – 3rd Level+ 23 ACEL LEVELS – SECONDARY NUMERACY – 3RD LEVEL+ Overall levels SIMD Q1 SIMD Q4 SIMD Q5 Gap (Q1 V Q5) Published 18-19 90 85 98 87 2 Published 2021-22 88 86 91 97 11 WDC Analysis 2022-23 88 83 97 100 17 2023-24 85-89 84-88 - 93-97 9-13 2024-25 88-92 86-90 - 96-100 10-14 2025-26 Stretch Aim 90 88 - 97 9 ACEL LEVELS – SECONDARY LITERACY – 4TH LEVEL+ Overall levels SIMD Q1 SIMD Q4 SIMD Q5 Gap (Q1 V Q5) Published 18-19 40 33 47 42 9 Published 2021-22 44 38 52 54 16 WDC Analysis 2022-23 55 50 54 78 28 2023-24 57-61 51-55 - 83-87 32-36 2024-25 53-57 46-50 - 71-75 25-29 2025-26 Stretch Aim 52 49 - 70 21 ACEL LEVELS – SECONDARY NUMERACY – 4TH LEVEL+ Overall levels SIMD Q1 SIMD Q4 SIMD Q5 Gap (Q1 V Q5) Published 18-19 61 49 78 77 28 Published 2021-22 50 45 59 49 4 WDC Analysis 2022-23 58 46 77 80 34 2023-24 56-60 50-54 - 80-84 30-34 2024-25 64-68 57-61 - 82-86 25-29 2025-26 Stretch Aim 62 59 - 81 22 Stretch Aims: ACEL levels – Secondary – 4th Level+
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2022/23 EVALUATIVE GRADES/ NUMBER OF SCHOOLS Quality Indicator Excellent 6 Very Good 5 Good 4 Satisfactory 3 Weak 2 Unsatisfactory 1 1.3 Leadership of Change 1 15 19 4 - - 2.3 Learning, Teaching & Assessment 0 7 27 5 - - 3.1 Ensuring wellbeing, equality & Inclusion 0 22 16 1 - - 3.2 Raising Attainment & Achievement 0 6 28 5 - - Target for improvement TARGET FOR IMPROVEMENT ALL ESTABLISHMENTS MONITORING PERFORMANCE 2022/2023 How will we measure success? The Quality Indicator Evaluations 24 To achieve increase in numbers reporting as very good / good schools are supported and challenged to improve with the authority implementing 3 tiered approach of support and challenge. The 3 Pathways of Support and Challenge
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West Dunbartonshire Council ANNUAL REPORT 2022/23 IMPROVEMENT FRAMEWORK & IMPROVEMENT PLAN 2023/24
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