Primary Area Attainment Report: Helensburgh and Lomond
Argyll and Bute Council · 11 March 2025
Back to Helensburgh & Lomond Area Committee — 11 March 2025 and its agenda
Text extracted from the council's PDF. Layout and reading order may differ from the original.
Page 1
1 Education Service Primary Area Attainment Report: Helensburgh and Lomond (HALCO) March 2025 ‘Our Children, Their Future’ Argyll and Bute Council 2024 - 2025
Page 2
2 Introduction Within the Helensburgh and Lomond area there are 12 Primary Schools, with nursery provision provided within several of these schools. There is secondary school provision in Hermitage Academy for the Helensburgh and Lomond area. Our primary school rolls for the area vary considerably ranging from 13 pupils at Luss Primary School to 366 at Hermitage Primary School. This report provides a range of key information about school provision from June 2024 to January 2025 and reports the National collection of attainment and achievement data from June 2024. This report contains the collective data and performance for the locality. More detailed information about school level successes and achievements can be found in each school’s Standards and Quality Report. 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 Helensburgh and Lomond School Profile 2024-2025 Cluster Primary Schools 20/21 21/22 22/23 23/24 24/25 % change in Roll over 5 years1 Arrochar Primary School 60 54 49 39 38 -34% Cardross Primary School 162 174 173 166 173 7% Colgrain Primary School 302 273 257 256 232 -22% Garelochhead Primary School 112 121 107 106 87 -20% Hermitage Primary School 374 370 371 374 366 -2% John Logie Baird Primary School 116 108 103 92 96 -15% Kilcreggan Primary School 81 86 85 81 73 -10% Luss Primary School 10 12 11 11 13 33% Parklands School (P1-P7) 12 19 23 30 31 -190% Rhu Primary School 200 190 171 169 172 -13% Rosneath Primary School 81 80 80 83 85 5% St Joseph's Primary School - Helensburgh 161 147 136 141 159 -1% Total 1671 1634 1566 1548 1525 -11% * 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 2020/21 to 2024/25 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 policies and funding where the aim is to wholly or partly tackle or take account of area concentrations of multiple deprivation. Table below shows percentages of pupils residing in each decile/quintile of the SIMD in each area of Argyll and Bute. 1 2 3 4 5 Area 1 2 3 4 5 6 7 8 9 10 Unknown Bute and Cowal 16.4% 14.3% 18.0% 9.1% 23.0% 15.3% 2.4% 0.0% 1.4% 0.0% 0.0% HALCO 3.2% 5.7% 6.1% 3.3% 9.5% 13.7% 15.8% 20.8% 12.8% 8.9% 0.1% MAKI 0.0% 6.3% 8.5% 10.6% 9.5% 43.6% 21.7% 0.0% 0.0% 0.0% 0.1% OLI 1.4% 0.0% 0.2% 12.4% 24.9% 18.3% 34.0% 7.4% 0.0% 0.0% 1.9% * SIMD data from January 2025
Page 4
4 Footwear and Clothing Grant and Free School Meal Information for HALCO Clothing and Footwear Grant (CFG) is not shown as a National Average as each authority sets their own criteria and therefore cannot be compared accurately. Please note that 2024-2025 data for CFG and Free School Meals (FSM) is to date (end December 2024) 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. Financial support is given during school holidays to all parents where their child receives free school meals under Scottish Government set criteria. Further information can be found at Help during the school holidays - mygov.scot
Page 5
5 Attendance and Exclusions Information for HALCO Session 2023-24 under embargo by SG **2024-25 Data up to end December 2023 Authorised absence includes bereavement, short – term exceptional domestic situations, religious observance and weddings of immediate family. Unauthorised absence includes truancy, unexplained absence and most family holidays during term time. Attendance and absence is outlined in recently updated. Management Circular 3.03.
Page 6
6 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. There have been no exclusions in primary schools in the area from August 2024 to January 2025 nor during the previous 2 school sessions. Please note that attendance & exclusion data for 2023/24 remains under SG embargo. Please note that attendance & exclusion data for 2024/25 is up to the end of December 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, and a media campaign highlighting the impact of non-attendance and individual school attendance targets. All these aspects are working together to ensure a sharpened focus and emphasis on pupil attendance. Additional Support Needs The table below indicates the numbers of pupils identified as having Additional Support Needs across the Helensburgh and Lomond area at each stage of primary schools. Student Needs P1 P2 P3 P4 P5 P6 P7 Total Autistic spectrum disorder 10 10 12 14 6 7 9 68 Bereavement 1 2 2 5 Communication Support Needs 1 3 7 4 3 1 19 Dyslexia 3 5 9 17 English as an additional language 6 8 7 7 5 7 3 43 Family Issues 1 2 3 2 7 5 20 Hearing impairment 1 1 4 1 2 1 10 Interrupted learning 1 3 4 Language or speech disorder 5 9 7 5 8 3 1 38 Learning disability 1 4 2 4 3 4 1 19 Looked after 1 3 5 3 1 5 5 23 Mental health problem 1 1 1 2 5 More able pupil 1 1 1 3 Other 1 16 23 23 17 25 19 124 Other moderate learning difficulty 2 9 1 5 2 2 4 25 Other specific learning difficulty (eg numeric) 1 3 8 6 7 6 15 46 Physical health problem 2 3 3 4 1 6 7 26 Physical or motor impairment 1 1 2 2 4 1 2 13 Social, emotional and behavioural difficulty 10 12 21 14 13 22 27 119 Visual impairment 2 3 1 1 2 2 11 Young Carer 10 12 15 9 20 29 95 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. Table below shows the numbers of care experienced children in our primary schools across each area of the Council.
Page 7
7 Area Previously Away Home Total Bute and Cowal 16 19 13 48 HALCO 12 9 4 25 MAKI 20 9 4 33 OLI 18 9 3 30 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 9 and 10.
Page 8
8 Achievement of Curriculum for Excellence Levels across HALCO schools: June 2021-June 2024 NOTES: There was no ACEL collection during session 2019/20 due to COVID. By June 2024: In listening and talking, 87% of P1 pupils in the HALCO area achieved early level, this is compared with 86% at authority level and 87% nationally.
Page 9
9 In reading, 83% of P1 pupils in the HALCO area achieved early level, this is compared with 82% at authority level and 82% nationally. In writing, 80% of P1 pupils in the HALCO area achieved early level, this is compared with 80% at authority level and 79% nationally. In numeracy, 86% of P1 pupils in the HALCO area achieved early level, this is compared with 84% at authority level and 85% nationally. By June 2024: In listening and talking, 90% of P4 pupils in the HALCO area achieved first level, this is compared with 87% at authority level and 87% nationally. In reading, 86% of P4 pupils in the HALCO area achieved first level, this is compared with 81% at authority level and 79% nationally. In writing, 82% of P4 pupils in the HALCO area achieved first level, this is compared with 75% at authority level and 4% nationally. In numeracy, 86% of P4 pupils in the HALCO area achieved first level, this is compared with 80% at authority level and 78% nationally.
Page 10
10 By June 2024: In listening and talking, 88% of P7 pupils in the HALCO area achieved second level, this is compared with 85% at authority level and 88% nationally. In reading, 83% of P7 pupils in the HALCO area achieved second level, this is compared with 78% at authority level and 81% nationally. In writing, 80% of P7 pupils in the HALCO area achieved second level, this is compared with 73% at authority level and 76% nationally. In numeracy, 84% of P7 pupils in the HALCO area achieved second level, this is compared with 77% at authority level and 79% nationally. 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 2025. 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)
Page 11
11 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 2024 (published December 2024), against the stretch aim for 2023-24 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 three-year period between 2022 and 2024 the overall proportions of primary school pupils achieving the expected levels in literacy had increased by 10 percentage points (62% to 72%), while in numeracy there had been an increase of 7 percentage points (73% to 80%). The percentage of Quintile 1 (most deprived) young people who achieved their expected CfE level has increased by 15pp in literacy and 5pp in numeracy between 2022 and 2024. 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. At the end of the 2023/24 session the attainment gap had grown slightly to 15 percentage points, but remains smaller than 2021 and 2022. Argyll & Bute’s target is to reduce the attainment gap to 10.5 percentage points by June 2025 and to 10 percentage points by June 2026. Literacy (P 1/4/7 Combined) Stretch Aim Overall SIMD Q1 SIMD Q5 GAP (Q1-Q5) Stretch Aim 2023/24 71% 70% 81% 11pp Confirmed Dec 24 72% 68% 83% 15pp Interim Stretch Aim 2024/25 73.5% 72.5% 83% 10.5pp Final Stretch Aim 2025-26 76% 75% 85% 10pp Scottish Attainment Challenge - Stretch Aims 2023-26: Numeracy 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. By June 2024 the attainment gap had increased slightly to 15 percentage points. This was 2 percentage points below the national gap of 17pp. Argyll & Bute’s target is to reduce the attainment gap to 13.25 percentage points by 2025 and to 13 percentage points by June 2026. Numeracy (P 1/4/7 Combined) Stretch Aim Overall SIMD Q1 SIMD Q5 GAP (Q1-Q5) Stretch Aim 2023/24 78% 76.5% 90.5% 13.50pp Confirmed Dec 2024 80% 73% 88% 15pp 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 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/ 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 Literacy work funded by Strategic Equity Funding (SEF) has centred around the Children and Young People’s Improvement Collaborative (CYPIC) Improving Writing Programme. The impact of this programme has been significant and has resulted directly in increased attainment in writing in all schools involved. Training and ongoing support has been provided to practitioners to improve pedagogy and use of data to secure improvement in writing at first level and across first and second in multi composite classes. Two teachers who have been involved in the programme are also supporting the delivery and support for the programme to ensure that a sustainable model of improvement is developed. 33 schools have been involved since the start of the programme. In Cohort 1; an average of 21-point increase from attainment at P4 in June 22 and June 23. In Cohort 2; an average of 2-point increase from attainment at P4 in June 22 and June 23. In Cohorts 3 and 4 combined there has been an increase of 10% in the number of children assessed by teachers as on track in writing from P3 to P7. In feedback all staff involved agree/strongly agree that this has improved writing within their class. In almost all cohorts of children there has been an improvement in writing attainment. A full evaluation of impact on writing will be completed during this school session. Numeracy Whilst it is too early to ascertain the direct impact of our numeracy and mathematics development work on attainment, progress has been made in a number of identified areas for improvement. These include: o The creation of the Counting on Excellence framework which ensures a seamless progression of learning, spanning early to third level outcomes. This provides
Page 13
13 teachers in Argyll and Bute schools with a clear and cohesive structure to support continuity in teaching and learning, enabling students to build a strong foundation in mathematics and numeracy across the BGE. The framework is designed to complement the Curriculum for Excellence (CfE) and its benchmarks, offering detailed guidance to teachers that enhances consistency and rigor in mathematics learning and teaching. By incorporating additional strands, the framework strengthens alignment with national priorities while allowing for flexible and context-sensitive teaching practices. o Support for Inclusive Mathematics Education: The expanded framework provides a robust support system for teachers, equipping them with tools and resources to address diverse learning needs. By integrating additional strands into the existing structure, it ensures that learners in Argyll and Bute schools benefit from a comprehensive, inclusive, and innovative mathematics education that prepares them for future academic and real-world challenges. This fits with the curriculum improvement cycle as well as recommendations from the OECD and the mathematics thematic inspection. o Enhanced Teacher Confidence Through Customised CLPL: The collaborative design and implementation of a professional learning programme, informed by the latest research and best practices, ensures tailored professional development for practitioners. Data gathered around teacher confidence in mathematics pedagogy, particularly in Helensburgh and Lomond schools as a test of change, demonstrates measurable improvements in teacher efficacy. This professional growth directly supports improved classroom practices, fostering better outcomes for learners across the authority. o Data-Driven Support and Continuous Improvement: Observations in targeted schools, combined with focused dialogue with practitioners and senior leaders, provide valuable insights into strengths and areas for development. The coordination of follow-up support by the numeracy lead, within specified timescales, ensures a responsive and adaptive approach to improvement. This data-driven strategy empowers schools to address gaps effectively, supporting consistent progress in mathematics teaching and learning authority- wide. Wellbeing: Readiness to Learn Two nurture teachers are funded through Strategic Equity Funding (SEF) and work has continued, in collaboration with partners, to progress with the implementation of our strategy for embedding effective nurture and relationship-based approaches across all establishments. Progress includes: o Our Children, their Nurturing Education (OCTNE) documents have been refined and now include an OCTNE Implementation Framework for Bronze to Platinum. A Self-Evaluation toolkit has also been developed to include How Good is Our School? 4 (HGIOS4) challenge questions that align with OCTNE. Supportive documentation has been developed and includes an exemplar Silver Action Plan, a Plan, Do, Study, Act (PDSA) exemplar and a bespoke nurture and relationships-based programme of professional learning for the Argyll and Bute Newly Qualified Teacher (NQT) programme and the UHI PGDE course. o Whole-school accreditation has increased with 58 settings currently engaged with OCTNE, including 6 Partnership Providers, registered. 12 new settings are attending February 25 leadership training. The current accreditation levels are; 19 Bronze, 11 Silver and 1 Gold. o The uptake for targeted nurture has increased over the last school session. Referral for targeted nurture support comes via the link Educational Psychologist to ensure that involvement is relevant. All pupils referred for
Page 14
14 targeted nurture have remained in in-authority placements. Work has taken place in 18 schools (22 pupils) and is ongoing in 7 schools (7 pupils). Universal and targeted work in this area has improved approaches to embedding the principles of nurture within schools and settings involved, and for targeted pupils has demonstrated impact in terms of ability to access the curriculum and understand their own feelings and emotions. This work has enabled us to exceed our 2023/24 core plus stretch aim. School Contacts Establishment Head Teacher Telephone Number Arrochar Primary School Lynn Wells 01301 702261 Cardross Primary School Kelly Girling 01389 841433 Colgrain Primary School Lesley Watt 01436 673557 Garelochhead Primary School Maria McArthur 01436 810322 Hermitage Primary School Gemma Houston 01436 672949 John Logie Baird Primary School Carolyn Randall 01436 674001 Kilcreggan Primary School Allison Smith 01436 842109 Luss Primary School Darren Craig 01436 860244 Parklands Gwen Gilmour 01436 673714 Rhu Primary School Linda MacBeath 01436 820316 Rosneath Primary School Adele Flynn 01436 831354 St Joseph's Primary School - Helensburgh Pauline Walsh 01436 671748