Primary Area Attainment Report: Bute and Cowal
Argyll and Bute Council · 5 March 2024
Back to Bute and Cowal Area Committee — 5 March 2024 and its agenda
Text extracted from the council's PDF. Layout and reading order may differ from the original.
Page 1
1 Argyll and Bute Council 2023 - 2024 ‘Our Children, Their Future’ Education Service Primary Area Attainment Report: Bute and Cowal (B&C) March 2024
Page 2
2 Introduction Within the Bute and Cowal area there are 14 Primary Schools, three on Bute and 11 in Cowal. There is secondary school provision at Dunoon Grammar School and Rothesay Joint Campus. Nursery provision is provided within several of these schools and Gaelic Medium Education is provided at Sandbank Primary School. Primary school rolls in Bute and Cowal vary considerably ranging from 11 pupils (Kilmodan PS) to 298 (Kirn PS). This report provides a range of key information about school provision from June 2023 to January 2024 and reports the National collection of attainment and achievement data from June 2023. Additional and more detailed information about each school can be found in the schools’ Standards and Quality Reports. In addition, each school’s Improvement Plan outlines their main priorities for improvement. Most schools have an active website where these documents can be accessed and further links or information can be obtained from the Head Teacher.
Page 3
3 Bute and Cowal School Profiles 2022-2023 Cluster Primary Schools 19/20 20/21 21/22 22/23 23/24 % change in Roll over 5 years1 Dunoon Primary School 203 191 187 186 198 -2% Inellan Primary School 28 29 41 38 15 -46% Kilmodan Primary School 14 17 19 12 11 -21% Kirn Primary School 274 273 252 270 298 9% Lochgoilhead Primary School 25 29 23 21 24 -4% North Bute Primary School 36 38 39 26 27 -25% Rothesay Primary 254 249 240 246 241 -5% Sandbank primary School 70 62 56 60 39 -15% Sandbank Primary School Gaelic Unit 46 52 51 45 64 -9% St Andrew’s Primary 50 58 56 71 77 54% St Mun’s Primary School 99 87 77 68 33 -67% Strachur Primary 27 27 31 27 26 -4% Strone Primary School 20 23 25 21 24 20% Tignabruaich Primary School 40 45 55 66 67 68% Toward Primary School 27 21 21 19 23 -15% Total Roll for cluster 1213 1201 1173 1176 1167 -4% * Data for rolls provided at Census each year 1 Please note the % change in Roll over 5 years shows the percentage change in roll figures from 2019/20 to 2023/24 and is not an average. SIMD Profile SIMD is the Scottish Government's standard approach to identify areas of multiple deprivation in Scotland, with SIMD 1 indicating areas of highest deprivation and SIMD 10 indicating the least deprived. It can help improve understanding about the outcomes and circumstances of people living in the most deprived areas in Scotland. It can also allow effective targeting of resources and funding where the aim is to wholly or partly tackle or take account of area concentrations of multiple deprivation. Table shows percentage of pupils residing in each decile of the SIMD in each area of Argyll and Bute. Area 1 2 3 4 5 6 7 8 9 10 Unkn own Bute and Cowal 16.6% 12.9% 18.7% 8.9% 21.4% 16.0% 2.3% 0.0% 1.5% 0.0% 1.7% HALCO 2.6% 6.3% 6.0% 3.2% 7.5% 13.6% 16.7% 21.9% 11.0% 8.7% 2.3% MAKI 0.0% 6.8% 8.3% 10.4% 9.2% 42.3% 22.6% 0.0% 0.0% 0.0% 0.4% OLI 1.3% 0.0% 0.2% 10.5% 25.9% 17.8% 27.0% 7.9% 0.0% 0.0% 9.4% * SIMD data from January 2024
Page 4
4 Footwear and Clothing Grant and Free School Meal Information for AREA Clothing and Footwear Grant (CFG) is not shown as a National Average as each authority set their own criteria and therefore cannot be compared accurately. Please note that 2022-20223 data for CFG and Free School Meals (FSM) is to date (end December 2023) and therefore may change as the year progresses. In January 2022, the Scottish Government launched the extension of free school meal universal eligibility to include all children in primary 1-5. The above figures only show those pupils in P6 and P7. In August 2021 the Scottish Government introduced a School clothing grant minimum for all authorities set at £120 for Primary pupils and £150 for Secondary pupils. During session 2020/21 the Scottish Government introduced ‘Bridging’ payments of £130 per pupil in receipt of FSM under the National criteria (this excludes anyone eligible who receive FSM in P1 to P6 who do not qualify financially). These payments are made 4 times per year (Easter, Summer, October and Christmas).Further information can be found at Scottish Child Payment Bridging Payments - mygov.scot. In addition to this anyone eligible for these payments have been paid a FSM payment during the school holiday period. Further information School meals - mygov.scot
Page 5
5 Exclusion and Attendance Information for Bute and Cowal *2022-23 data taken from previous AC report up to Feb 2023 - Session 2022-23 under embargo by SG **2023-24 Data up to end December 2023 Authorised absence includes bereavement, short – term exceptional domestic situations, religious observance, weddings of immediate family. Unauthorised absence includes truancy, unexplained absence and most family holidays during term time. Attendance and absence is outlined in the recently updated Management Circular 3.03. There have been no primary school exclusions in the locality between August 2023 and January 2024. During 2020/21 there were additional attendance codes added for COVID. These codes can count as attendance, authorised absence or unauthorised absence depending on the circumstance. Please note that attendance & exclusion data for 2022/23 is up to 28 February and not a complete year. Due to SG Embargo Please note that attendance & exclusion data for 2023/24 is up to end December 2023 and not a complete year. It is therefore subject to change. Pupil attendance has been highlighted nationally as a concern. Significant work at authority level has been undertaken to maximise pupil attendance. This includes the formation of a strategic group and working party, refreshed policy and guidance, staff training, a media campaign highlighting the impact of non-attendance and individual school attendance targets. All of these aspects are working together to ensure a sharpened focus and emphasis on pupil attendance.
Page 6
6 Additional Support needs Table below indicates the numbers of pupils identified as having Additional Support needs across the Bute and Cowal area at each stage of primary schools. Care Experienced Children and Young People A Virtual Head Teacher took up post in April 2023. The core purpose of the role of the Virtual Head Teacher is to be relentless in driving improvements in the educational progress and attainment/achievement of an identified group of young people, including Care Experienced, across Argyll and Bute. The core function of the Virtual Head Teacher in terms of planning is to ensure that all children have access to appropriate and timely support achieved by collaborating with relevant professionals to ensure plans are of a high quality, with impact and outcomes followed up. The table below shows the numbers of care experienced children in our primary schools across each area of the Council as of January 2024.
Page 7
7 Attainment of Curriculum for Excellence Levels over time Curriculum levels are national levels to describe different stages of learning and progress. For most children the expectation is: Throughout the Broad General Education, children and young people are assessed and professional judgements are made by teachers about when a child or young person has achieved learning at a particular level. This means that they have broadly covered the experiences and achieved the expected outcomes for that level. In making this decision, the teacher takes into account the evidence mentioned above, and considers the benchmarks produced by Education Scotland for each level as well as diagnostic feedback from the National Standardised Assessments (NSAs). Attainment of Curriculum for Excellence Levels (ACEL) data is collected annually each June by the Scottish Government. The data collection collects information on pupil performance in four areas, known as organisers. Organisers consist of Numeracy and the three literacy components; Reading, Writing and Listening and Talking. A combined literacy measure is also produced based on the three literacy organisers: reading, writing and listening and talking. The data is collected for pupils at the key stages of P1, P4,P7 and S3. As an authority, we have made significant progress in raising attainment and closing the poverty related attainment gap. Authority level data for literacy and numeracy demonstrating increased attainment is displayed below. Further detail on progress towards closing the attainment gap between those residing in Quintile 1 and those in Quintile 5 can be found on pages 10 and 11.
Page 8
8 Achievement of Curriculum for Excellence Levels across Bute and Cowal schools: June 2018-June 2023
Page 9
9 NOTES: ER English reading, EW English writing, ELT English Listening and talking N Numeracy GR Gaelic reading, GW Gaelic writing, GLT Gaelic Listening and talking. There was no ACEL collection during session 2019/20 due to COVID In English medium by June 2022: In reading, 68% of P1 pupils in the BUTE AND COWAL area achieved early level, this is compared with 76% at authority level and 81% nationally. In writing, 64% of P1 pupils in the BUTE AND COWAL area achieved early level, this is compared with 72% at authority level and 78% nationally In talking and listening, 74% of P1 pupils in the BUTE AND COWAL area achieved early level, this is compared with 83% at authority level and 87% nationally. In numeracy, 74% of P1 pupils in the BUTE AND COWAL area achieved early level, this is compared with 79% at authority level and 85% nationally. In reading, 72% of P4 pupils in the BUTE AND COWAL area achieved first level, this is compared with 77% at authority level and 78% nationally In writing, 65% of P4 pupils in the BUTE AND COWAL area achieved first level, this is compared with 70% at authority level and 72% nationally In talking and listening, 78% of P4 pupils in the BUTE AND COWAL area achieved first level, this is compared with 85% at authority level and 85% nationally. In numeracy, 65% of P4 pupils in the BUTE AND COWAL area achieved first level, this is compared with 75% at authority level and 77% nationally. In reading, 77% of P7 pupils in the BUTE AND COWAL area achieved second level, this is compared with 77% at authority level and 81% nationally In writing, 70% of P7 pupils in the BUTE AND COWAL area achieved second level, this is compared with 70% at authority level and 75% nationally In talking and listening, 86% of P7 pupils in the BUTE AND COWAL area achieved second level, this is in line with the authority and national averages. In numeracy, 73% of P7 pupils in the BUTE AND COWAL area achieved second level, this is compared with 78% at authority level and 78% nationally. In Gaelic medium by June 2022: In reading, 75% of P1 pupils in the BUTE AND COWAL area achieved early level, this is compared with 75% at authority level and 84% nationally In writing, 100% of P1 pupils in the BUTE AND COWAL area achieved early level, this is compared with 79% at authority level and 84% nationally In talking and listening, 100% of P1 pupils in the BUTE AND COWAL area achieved early level, this is compared with 71% at authority level and 86% nationally. In reading, 67% of P4 pupils in the BUTE AND COWAL area achieved first level, this is compared with 62% at authority level and 73% nationally In writing, 67% of P4 pupils in the BUTE AND COWAL area achieved first level, this is compared with 62% at authority level and 69% nationally In talking and listening, 100% of P4 pupils in the BUTE AND COWAL area achieved first level, this is compared with 85% at authority level and 85% nationally. In reading, 67% of P7 pupils in the BUTE AND COWAL area achieved second level, this is compared with 62% at authority level and 73% nationally In writing, 67% of P7 pupils in the BUTE AND COWAL area achieved second level, this is compared with 62% at authority level and 69% nationally In talking and listening, 100% of P7 pupils in the BUTE AND COWAL area achieved second level, this is compared with 85% at authority level and 85% nationally.
Page 10
10 Argyll and Bute Stretch Aims Session 2023-24 and onwards to 2026 (Authority Level) The Scottish Attainment Challenge (SAC) is about achieving equity in educational outcomes, with a particular focus on closing the poverty-related attainment gap. SAC funding is provided to all of Scotland’s local authorities to help tackle the attainment gap and support education recovery and improve outcomes for children and young people most impacted by poverty. The Scottish Attainment Challenge aims to raise the attainment of children and young people living in deprived areas, in order to close the equity gap. Attainment Advisors within Education Scotland’s regional improvement teams, work with authorities to identify core attainment measures and specific aims (Stretch Aims) which, informed by local evidence and data, are identified as local priority areas for improvement. The stretch aims are intended to be both ambitious and achievable within local contexts and targets are specific to individual authorities. Progress towards achieving the current stretch aims will be reported on later in 2024. The Stretch Aims are intended to support recovery from the pandemic and accelerate progress in closing the attainment gap and include: Achievement of Curriculum for Excellence Levels (literacy P1/4/7 combined and numeracy P1/4/7 combined) The stretch aims for literacy and numeracy identify the percentage of young people who achieve their expected Curriculum for Excellence (CfE) level: An overall attainment target, which includes all young people An attainment target for young people who live in the most deprived areas (SIMD quintile 1) An attainment target for young people who live in the least deprived areas (SIMD quintile 5) A target to reduce the attainment gap between the most and least deprived young people The Argyll & Bute literacy and numeracy tables illustrate data from the most recent ACEL collection in 2023 (published December 2023), against the stretch aim for 2022-23 and also indicate the stretch aim targets in place for 2024-2026. The year-on-year trend in ACEL data has been positive; in the two-year period between 2022 and 2023 the overall proportions of primary school pupils achieving the expected levels in literacy had increased by 6 percentage points, while in numeracy there had been an increase of 3 percentage points. The percentage of Quintile 1 (most deprived) young people who achieved their expected CfE level has increased by 15pp in literacy and 8pp in numeracy between 2022 and 2023. Scottish Attainment Challenge - Stretch Aims 2023-26: Literacy In literacy, the attainment gap between young people from the most and least deprived areas of Argyll & Bute was 33 percentage points in 2021, by 2022 this narrowed to 27 percentage points and narrowed further to 13 percentage points by June 2023, therefore achieving our stretch aim by 8.5 percentage points. This is 7 percentage points below the national gap of 20pp. Argyll & Bute’s target is to reduce the attainment gap further to 11 percentage points by June 2024 and to 10 percentage points by June 2026. Scottish Attainment Challenge - Stretch Aims 2023-26: Numeracy Literacy (P 1/4/7 Combined) Stretch Aim Overall SIMD Q1 SIMD Q5 GAP (Q1-Q5) Stretch aim 22/23 68.4% 60% 81.5% 21.5pp Confirmed Dec 23 68% 68% 81% 13pp Interim Stretch Aim 2023/24 71% 70% 81% 11pp Interim Stretch Aim 2024/25 73.5% 72.5% 83% 10.5pp Final Stretch Aim 2025-26 76% 75% 85% 10pp
Page 11
11 In numeracy, the attainment gap between young people from the most and least deprived areas of Argyll & Bute was 29 percentage points in 2021, by 2022 this narrowed to 18 percentage points and narrowed further to 14 percentage points by June 2023. This was 3 percentage points below the national gap of 17pp. Argyll & Bute’s target is to reduce the attainment gap to 13.5 percentage points by 2024 and to 13 percentage points by June 2026. The table below outlines the National expectations of when most children and young people may achieve each level: CfE Level Stage Early The final two years of early learning and childcare before a child goes to school and P1, or later for some. First To the end of P4, but earlier or later for some. Second To the end of P7, but earlier or later for some. Third and fourth S1-S3, but earlier or later for some. Further information: National Improvement Framework for Scottish Education – https://www.gov.scot/policies/schools/national-improvement-framework/ Numeracy (P 1/4/7 Combined) Stretch Aim Overall SIMD Q1 SIMD Q5 GAP (Q1-Q5) Stretch aim 22/23 69% 58% 87% 29pp Confirmed Dec 2023 76.19% 76% 90% 14pp Interim Stretch Aim 2023/24 78% 76.5% 90.5% 13.50pp Interim Stretch Aim 2024/25 81% 77.75% 91% 13.25pp Final Stretch Aim 2025-26 83% 78.5% 91.5% 13pp
Page 12
12 Initiatives to raise attainment and achievement In response to data and evidence gathered in the areas of literacy, numeracy and health and wellbeing, a range of work has been undertaken in order to drive forward improvement and raise attainment and achievement across the authority. Literacy Quality Improvement Approach to writing 7 new schools have taken part in the training and implementation of this approach, impacting on 11 classes. 3 practitioners from 2 schools previously involved have also been trained, implementing the approach in a further 3 classes. 100% of participants believe or strongly believe that the approach will have a positive impact on their pupils. Data on impact to be gathered following the conclusion of the training in February. 9 of the 10 schools involved in the initial stages of the programme are currently implementing some degree of school spread with the approach to reach other stages, led by internal leads and supported in some cases by the Education Support Officer (ESO). Evaluation of process and support with reflection of impact is currently underway. Talk for Writing Since August, 2 schools have been implementing the Talk for Writing approach across the whole school, the approach aims to improve children’s ability to articulate their ideas for writing and support them to ensure that they can then transfer these ideas onto paper. An additional school is implementing this at early level with a clear plan for whole school implementation in August 2024. Clear aims have been set for each class, the achievement of which will be measured following the next tracking and monitoring period. Progression Frameworks Working groups have been set up for early, 1st and 2nd level to create our own Argyll and Bute progression frameworks to support all staff with planning and monitoring progress. Listening and Talking have been completed, with Reading and Writing still ongoing. These will ensure a consistency of approach across schools and the authority and enable schools to further refine approaches to tracking progress of learners through and across levels. School Support The ESO continues to support schools on an individual basis. This includes: discussion of current curricular approaches, delivery of training sessions for staff, teaching of model lessons and discussion of data. The aim of this support is to improved experiences for learners, increase staff confidence and knowledge and ultimately lead to raised attainment. Numeracy From August 2023- January 2024 the following work has been undertaken in order to raise attainment in mathematics and numeracy. These include but are not limited to: Creation of a mathematics improvement plan, setting measurable goals and benchmarks to track progress over time. Work is underway to produce a mathematics framework to support mathematics and numeracy teaching in Argyll and Bute schools. Collaboration with colleagues to design and implement a customised professional learning programme focused on the latest pedagogical approaches, research and best practices in mathematics education. Collaboration with members of the central team to analyse assessment data and develop strategies for improving attainment and achievement in mathematics and numeracy, focussing on 2 schools as an initial test of change. Observations in targeted schools with focussed dialogue with practitioners and senior leaders on strengths and next steps. Follow up support is then identified within a given timescale and is coordinated by the numeracy lead.
Page 13
13 Wellbeing , Rights and Relationships The Glasgow Motivation and Wellbeing Profiling Tool has been introduced to schools as a way of measuring pupil wellbeing. Many schools have begun to use this, helping them to establish a sound understanding of the environment created for learning. A focus on play pedagogy and outdoor learning alongside developments in the health and wellbeing curriculum have also continued to be an important focus within school improvement plans to help support wellbeing. Through the UNICEF accredited Rights Respecting School journey, 36 schools have achieved Bronze, 12 Silver, 6 Gold awards. We will continue to provide support to schools to engage in this award. In taking a rights based approach to education, schools have been developing or embedding pupil voice structures within their setting. Food for Thought grants have been secured by two of our primary schools. This is allowing schools to develop enterprising and sustainable approaches to food with learners. Both schools have developed projects that involve a skills based approach to learning and connect our pupils to their local community Equality and diversity was a key feature of the Head Teacher conference in November. Head Teachers had the opportunity to engage in professional learning with Women’s Aid as part of Argyll & Bute’s work to reduce violence against women and girls. Education staff in a variety of roles have also taken up the offer to participate in the Safe and Together training. Time for Inclusive Education (TIE) have also delivered a session to Head Teachers to develop a stronger understanding of what inclusive education is and raise awareness of the national professional learning that all teaching staff have access to relating to LGBTQ+ issues. A large number of our schools are continuing on their journey to becoming a ‘Nurturing School’ supported by our Educational Psychology service through the ‘Our Children, their Nurturing Education’ programme. 22 schools have now achieved bronze accreditation, 6 have achieved silver and 1 school has achieved gold.
Page 14
14 School Contacts School Head Teacher Telephone No Dunoon Brenda Reid 01369 704159 Innellan Lisa Marle 01369 830560 Kilmodan Megan Stirling 01369 820280 Kirn Kirsteen MacDonald (until March 24) 01369 702509 Lochgoilhead Louise Blair 01301 703338 North Bute Marie Law 01700 503728 Rothesay Joint Campus Louise Nicol 01700 503227 Sandbank Gaelic Medium Norman MacDonald 01369 706350 Sandbank Norman MacDonald 01369 706350 St Andrew’s Jacqueline Shields 01700 503123 St Mun’s Brenda Reid 01369 703643 Strachur Marion Boyd 01369 860293 Strone Julie Fish 01369 840242 Tighnabruaich Megan Stirling 01700 811413 Toward Lisa Marle 01369 870259
Page 15
15