Education Service Standards and Quality Report 2025-26 - Cabinet 01092026
North Ayrshire Council · 1 September 2026
Back to Cabinet — 1 September 2026 and its agenda
Text extracted from the council's PDF. Layout and reading order may differ from the original.
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NORTH AYRSHIRE COUNCIL 1 September 2026 Cabinet (Education) Title: Education Service Standards and Quality Report 2025-26 Purpose: This paper provides Cabinet with a draft of the statutory annual Standards and Quality Report for the Education Service. The report highlights key progress towards the Education Service improvement priorities and the National Improvement Framework priorities made during session 2025-26. This paper should be read in conjunction with the parallel paper reporting on the Service Improvement Plan. Recommendation: That Cabinet: (a) Approves the content of the report; and (b) Notes that, following approval, the report will subsequently be published and submitted to Scottish Ministers in line with statutory requirements 1. Executive Summary 1.1 This report provides information on the performance of the Education Service in the 2025-26 academic year. Its publication is required as part of the statutory duty for each Education Authority to report annually on performance as outlined in the Standards in Scotland’s Schools etc. Act 2000 and Education (Scotland) Act 2016. 2. Background Education Authority statutory duties 2.1 The Standards in Scotland’s Schools etc. Act 2000 places a statutory duty on education authorities to annually publish a Standards and Quality report. In addition, there is a statutory duty outlined in the Education (Scotland) Act 2016, for education authorities to produce an annual plan and report on progress towards achieving National Improvement Framework (NIF) priorities. The NIF priorities in the relevant period were: (a) Improvement in attainment, particularly in literacy and numeracy (b) Closing the attainment gap between the most and least disadvantaged children and young people (c) Improvement in skills and sustained, positive school-leaver destinations for all young people (d) Improvement in children and young people’s health and wellbeing
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(e) Placing human rights and needs of every child and young person at the centre of education Education Service planning arrangements 2.2 The Education Service Plan priorities for 2025-26 remain aligned to the NIF priorities, noted in section 2.1 above, and the Wellbeing theme of the Council Plan. The five service priorities are the same as those listed above, with annual actions focused on the areas of greatest improvement need across the service. 2.3 The Standards and Quality Report provides evidence of progress against these priorities and the key themes that sit below them. It includes performance indicators, wider analysis and examples of practice from establishments and central service workstreams. 2.4 The Scottish Government’s Framework for Recovery and Accelerating Progress requires local authorities to set stretch aims for improvement and report on progress towards them through the annual Standards and Quality Report. The stretch aims were set as ambitious targets for improvement over a three-year period. The report notes that progress against many of the stretch aims is moving in the right direction over time, but that the legacy impacts of the Covid pandemic remain evident. The extent to which the specific stretch aims have been reached is therefore limited. 2.5 The Education Service Standards and Quality Report 2025-26, attached at Appendix 1, fulfils the statutory duties and NIF reporting requirements in a single report. It describes principal improvement activity undertaken during session 2025-26 and includes key performance information on learner outcomes. A selection of key findings is set out below. These are not comprehensive: • Ongoing investment in the learning estate, including progress with Ardrossan Community Campus, planned extensions at Loudoun Montgomery Primary School and West Kilbride Primary School, and further modular accommodation projects linked to changing school rolls. • Early years work has strengthened consistency in curriculum, assessment and tracking, including new Early Years trackers and Progress and Achievement grids to support analysis at establishment and authority level. • The National Writing Programme supported teachers from 10 primary schools to work with Primary 4 pupils, with participating schools reporting a measurable improvement in the proportion of pupils achieving the expected level in writing. • HMIE inspection outcomes over time remain strong overall. • In 2025, 68% of primary children achieved the expected level in literacy and 74% achieved the expected level in numeracy. Performance is broadly similar to the previous year, but below national figures. The poverty-related attainment gap in primary literacy reduced to 12 percentage points in 2024-25, while the primary numeracy gap was 13 percentage points. • School leaver literacy remains positive, with 92% of leavers achieving at least SCQF Level 4 literacy and 81% achieving at least SCQF Level 5 literacy in 2025. Our performance has been consistently above the virtual comparator. • The average total tariff score for all school leavers increased to 864 in 2025, the highest level in the period shown, outside the years when alternative certification models were in place.
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• Breadth and depth measures show strengths at several levels. North Ayrshire remained in line with or above national performance for school leavers achieving at least one qualification at SCQF Level 6, while attainment of five or more Level 6 awards improved to 40% in 2025. • Outcomes for the most deprived group of school leavers remain comparatively strong: 82% achieved at least one SCQF Level 5 qualification or better, and just over 59% achieved at least one SCQF Level 6 qualification or better, both above the equivalent national figures. • Care experienced leavers achieved strong breadth and depth outcomes in 2025, including 65% attaining at least one Level 5 award, 42% attaining at least one Level 6 award and 10% attaining at least one Level 7 award. • Initial positive destinations remained strong at 95.7% for 2024-25, above the virtual comparator and in line with the national figure. • The Annual Participation Measure for 16- to 19-year-olds reached 92.5% for 2024- 25, the highest figure recorded locally since the measure began in 2016. For young people in the most deprived quintile, North Ayrshire’s participation rate was 90%, above the national figure for the same group. • More than 300 staff and partners took part in professional learning linked to mental health and wellbeing, inclusion, safeguarding, relationships, whole-family support and early intervention. • Overall pupil attendance decreased slightly in 2025-26 to 89.4%. This marginal reduction is also reflected at a national level. Improving attendance remains a significant local and national priority. The service has recently implemented a new attendance tracking and monitoring tool to support earlier identification of attendance concerns, clearer assessment of barriers, better recording of interventions and more consistent analysis across establishments. • Work to reinforce our commitment to keeping children’s needs at the centre of education included development of the Supporting Needs Strategy, implementation of the Outreach Support Services review, support for young carers, and the further development of the Parent/Carer ASN Hub. 3. Proposals 3.1 It is proposed that Cabinet: (a) Approves the content of the report; (b) Notes that, following approval, the report will subsequently be published and submitted to Scottish Ministers in line with statutory requirements. 4. Implications/Socio-economic Duty Financial 4.1 None. Human Resources 4.2 None.
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Legal 4.3 The production of an annual Standards and Quality Report is a requirement under the Standards in Scotland’s Schools etc. Act 2000. In addition, an annual report on progress towards National Improvement Framework priorities is also required under the Education (Scotland) Act 2016. Equality/Socio-economic 4.4 The Standards and Quality Report sets out progress towards improving educational outcomes for all children and young people, with a particular focus on reducing the impact of poverty on attainment, achievement, participation and attendance. Climate Change and Carbon 4.5 No direct climate change or carbon implications arise from this covering report. The Standards and Quality Report includes wider improvement activity related to the learning estate, curriculum pathways and partnership work, which may support broader sustainable development aims. Key Priorities 4.6 The SQR sets out progress made on actions that support the Council Plan 2023-28 strategic aim to “transition to a wellbeing economy, delivering prosperity, wellbeing and resilience for local people” and more specifically “improving educational attainment and achievement and closing the attainment gap” activities. Community Wealth Building 4.7 The report highlights education and employability activity that supports local skills development, positive destinations and routes into employment, including partnership work with schools, Skills Development Scotland, Ayrshire College, DYW Ayrshire and the Employability and Skills team. Islands Communities Impact Assessment (ICIA) 4.8 None. United Nations Rights of the Child (UNCRC) 4.9 The report includes activity linked to learner participation, children’s rights, and support for the various needs of key groups, including care experienced young people, young carers and children and young people with additional support needs. Consumer Duty 4.10 None.
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5. Consultation 5.1 This report demonstrates progress made over the last year towards the Education Service Improvement Plan priorities in 2025-26. These reflect the National Improvement Framework priorities for the same period. Formal consultation on the covering report is not required. However, a range of stakeholders and partners contributed to the Standards and Quality Report content and continue to play an active role in supporting improvement across the service, including schools, early years settings, families, learners, health and social care partners, Police Scotland, NHS, third sector partners, Skills Development Scotland, Ayrshire College, DYW Ayrshire and community partners. Andrew McClelland Head of Service (Education) and Chief Education Officer For further information please contact Andrew McClelland, Head of Service (Education), on (01294) 324413. Background Papers Appendix 1 – NAC Education Service Standards & Quality Report 2025-26
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1 Education Service Standards and Quality Report 2025-26 Draft v1
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2 Contents Foreword .......................................................................................................................................... 3 Introduction ....................................................................................................................................... 3 The North Ayrshire Local Context...................................................................................................... 4 Investing in our Learning Environments ............................................................................................ 6 Education Service Improvement Plan Priorities 2023-26 ................................................................... 8 Education Service Priority 1 ............................................................................................................ 11 Theme 1: High Quality Learning, Teaching and Assessment ........................................................... 11 Theme 2: Raising Attainment and Achievement .............................................................................. 15 Performance Indicators for Priority 1 ............................................................................................... 18 Education Service Priority 2 ............................................................................................................ 26 Theme 1: Interventions to close gaps.............................................................................................. 26 Theme 2: Specific focus on identified target groups, including care experienced learners .............. 29 Performance Indicators for Priority 2 ............................................................................................... 33 Education Service Priority 3 ............................................................................................................ 37 Theme 1: Improved Skills ................................................................................................................ 37 Theme 2: Partnerships to improve learner outcomes post-school ................................................... 37 Performance Indicators for Priority 3 ............................................................................................... 39 Education Service Priority 4 ............................................................................................................ 41 Theme 1: Supporting mental health and wellbeing .......................................................................... 41 Theme 2: Supporting social and emotional wellbeing ...................................................................... 44 Theme 3: Improving attendance ...................................................................................................... 46 Theme 4: Improving safeguarding ................................................................................................... 48 Education Service Priority 5 ............................................................................................................ 49 Theme 1: Supporting needs ............................................................................................................ 49 Theme 2: Maximising learner participation and voice ...................................................................... 50 Theme 3: Maximising parent/carer involvement and engagement ................................................... 52 Inspection and Review .................................................................................................................... 53 Progress towards Stretch Aims ....................................................................................................... 55
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3 Foreword This report sets out the progress made across education in North Ayrshire during session 2025-26. It highlights the work undertaken by the Education Service, in partnership with schools, early years centres, families, communities and wider partners, to support all children and young people to achieve their very best. As this report demonstrates, there continues to be significant work taking place across our educational establishments to provide high- quality, nurturing and inclusive learning environments. I am proud of the achievements of North Ayrshire’s children and young people, and of the continued commitment to improving attainment, wellbeing, skills and life chances. I would like to thank our dedicated staff teams, families, partners and communities for the important contribution they make every day to improving outcomes for every child and young person in North Ayrshire. Councillor Jean McClung Cabinet Member for Education and Young People Introduction I am pleased to present North Ayrshire’s Education Service Standards and Quality Report for session 2025-26. The report highlights progress, achievements and improvement activity across our schools, early years centres and wider service teams, reflecting our shared commitment to improving outcomes for all children and young people. Throughout the year, staff and partners have worked collaboratively to raise attainment and achievement, reduce gaps, strengthen skills and positive destinations, support health and wellbeing, and place children’s rights and needs at the centre of education. These achievements reflect the dedication of staff, the support of families and communities, and the contribution of children and young people themselves. As we reflect on session 2025-26, we can be proud of the positive work across the service while recognising that improvement continues. The evidence in this report will help shape our next steps as we build on strengths, address areas for development and continue working together to deliver the best possible outcomes for North Ayrshire’s children and young people. Andrew McClelland Head of Service (Education) and Chief Education Officer
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4 North Ayrshire Local Context Ayrshire Local Context
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5 The Education Service is part of North Ayrshire Council’s Education Directorate, which works towards developing a society where everyone has the same life chances to grow, prosper and have fulfilling and healthy lives. The Education Service has a central role in removing barriers and supporting the delivery of our priority outcomes to ensure North Ayrshire’s children and young people can have the best start in life. This report details progress made towards our Service Improvement Plan priorities for session 2025- 26, which are aligned to the priorities within the National Improvement Framework as follows: • Improvement in attainment, particularly in literacy and numeracy • 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 children and young people’s health and wellbeing • Placing human rights and needs of every child and young person at the centre of education
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6 Investing in our Learning Environments Capital Investment Projects North Ayrshire Council continues to invest in their Learning Estate, whilst improving the shared data gathering and risk-based management processes which support effective and targeted estate management. The construction of Ardrossan Community Campus commenced in April 2025. The first picture below shows the site in July 2025, just as the ground remediation works were concluding on the site, allowing construction works to start in earnest. The second photograph demonstrates progress one year later, with the construction of the steel frame of the secondary and communal wings of the building now well-established. The current handover date for the building is estimated as May 2028, with discussion currently underway regarding optimal date(s) for school relocation and commencement of teaching and learning. In terms of other infrastructure capital projects, significant extensions are planned to Loudon Montgomery PS and West Kilbride PS to assist with the operation of the school in respect of the introduction of Universal Free School Meals (UFSM). Both of these schools currently have a multi-use single hall configuration, which will be a significant constraint in the face of increased school dining numbers and in both cases, a projected rising school roll. The addition of a second hall space, supplemented by changes to classroom accommodation, will assist in the future flexibility and operation of the schools. Both projects have been granted Planning Permission and works are scheduled to begin later this year. Currently, it is anticipated that both projects will be completed by December 2027/January 2028. In response to changing school rolls we also have three smaller capital projects underway to remove/relocate modular accommodation at three of our primary schools. Two school will have existing accommodation removed and one school will receive three additional modular classrooms over summer 2026.
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7 Estate Management Education is heavily reliant on the availability of its infrastructure in order to discharge its statutory duties. During periods of funding constraint, the requirement for thorough analysis, record keeping and targeted decision making on estate matters is especially critical. Governance and direction on all Capital Projects across the Learning Estate is provided via the Education Service Project Board (ESPB), which meets monthly, and is Chaired by the Head of Service. The Board draws membership from across a variety of Council Services including Education, Property Management & Investment, Communications, Facilities Management, Corporate Finance, and Communities & Housing. This ensures that all aspects of the projects under discussion are considered and any guidance or decisions provided by the Board is able to involve appropriate senior officers. The Board receives detailed Project Summary Sheets from relevant Project Managers providing progress reports, overall status and highlighting any decisions for Board consideration. Minutes and an accompanying Action Tracker document are circulated timeously after each meeting to allow time for actions to be progressed prior to the next meeting. In addition to the ESPB, a second, “Quarterly Estates Meeting”, is held involving PMI, Education and Energy & Sustainability colleagues. This meeting focuses on information sharing and risk assessment, with each meeting being themed to consider seasonally important aspects of building maintenance and condition. The outputs from this meeting and details of any inspections or surveys are also recorded within a centrally held and accessible Learning Estate Information Spreadsheet, to ensure all stakeholders have access to consistent and accurate estates information.
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8 Education Service Improvement Plan Priorities 2023-26 Our Service Improvement Priorities will remain the same overall between 2023 and 2026. Each year, we will focus on specific actions to take forward those priorities across the service. The table below summarises the key pieces of work we set out to undertake towards our improvement agenda throughout session 2025-26. PRIORITY 1: Improvement in attainment, particularly in literacy and numeracy Theme 1: High quality learning, teaching and assessment Embed high quality play-based learning experiences across the whole early level, including the early stages of primary. Support establishments to embed the NAC Education Digital Learning Strategy. Support Gaelic Medium Education (GME) and explore expansion of GME in NAC educational establishment Undertake the National Writing Programme for 2 cohorts (10 schools) in session 2025-26 to increase ACEL in Writing at First level. Begin to develop a NAC-wide reading programme. Theme 2: Raising attainment and achievement Embed with senior leaders the NAC Raising Attainment and Achievement strategy which includes: • Effective use of tracking and monitoring and attainment discussions • Consistent target setting arrangements to raise attainment and achievement for all • Improved data literacy skills across all staff groups (including toolkit) • The relaunch of raising attainment subject networks, and networks for senior and middle leaders in EY, Primary and Secondary • Focused improvement work on aspects of secondary attainment, including: o Care-experienced learners o Middle 60 and highest 20 (complementary) o Q1 learners – especially highest 20% o Stretch aims (core and additional) o Learner pathways – use of SCQF Review of S6 learner experience across our schools Continue to support establishments with moderation of CfE attainment with planned NAC-wide moderation activity. Continue to review and develop approaches to curriculum design in line with the Curriculum Improvement Cycle. PRIORITY 2: Closing the attainment gap between the most and least disadvantaged children and young people Theme 1: Interventions to reduce gaps Continue to provide a universal offer of training for teachers, EYPs & funded providers around appropriate use of interventions to reduce gaps. Continue to focus on the use of PEF in schools to reduce the poverty-related attainment gap and raise attainment Theme 2: Specific focus on identified groups, including care experienced learners Review and evaluate the impact (attainment focus) of interventions with identified groups, including those led by Excellence and Equity Leads, Early Years teachers, Communication Champions, Targeted Support teachers, Area Inclusion Workers and MCR Pathways Mentor Co-ordinators.
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9 PRIORITY 3: Improvement in skills and sustained, positive school-leaver destinations for all young people Theme 1: Improved skills Continue to develop direct links within the curriculum to the Ayrshire Growth Deal and design further opportunities for skills development in a range of contexts, including: • Deliver ‘Performing Engineering Operations’ at SCQF Level 5; • Embed the use of the Ayrshire Growth Deal (AGD) tool and further develop its capability; • Explore the tracking of skills across the curriculum to look at effective practice to be shared more widely across NAC educational establishments, including how the use of Learner Profiles within Education Scotland (P4-S6) can support with this. Theme 2: Partnerships to improve learner outcomes post-school Continue to work in partnership with schools, SDS Ayrshire College, DYW Ayrshire and Local Employability Partnership to ensure positive leaver initial destinations by: • Identifying cohort of leavers for May 2026; • Establish a DYW Coordinators Network to support sharing effective practice and partnership working with the Chamber; Improve transition between school and college to improve sustained achievement in college. PRIORITY 4: Improvement in children and young people’s health and wellbeing Theme 1: Supporting mental health and wellbeing Map the tools used to measure levels of health and wellbeing across establishments to determine priorities for future action. Develop a bespoke Health Wellbeing survey based on the national approach which builds on current practice and links mental health and wellbeing and attendance. Support Secondary establishments to implement the education actions from the Equally Safe Delivery Plan. Theme 2: Supporting social and emotional wellbeing Implement the outcomes of the reviews and processes to support our Enhanced Nurture Provisions at Primary including the enhanced staffing, attendance model, outreach support and guidance on transition. Launch updated Promoting Positive Relationships and Behaviour policy and work collaboratively with establishments to support implementation. Develop and implement professional learning and guidance around universal and targeted approaches to supporting social and emotional needs and deliver a tiered programme for establishments where gaps exist. This will include targeted training for middle leaders in early years and primary establishments. Embed violence and aggression guidance with a focus on the analysis of recorded incidents and associated actions. Theme 3: Improving attendance Launch refreshed attendance policy guidance and establish a service improvement group with a focus on key universal messages including the monitoring & analysis of attendance, responsive approaches, and the tracking of interventions and their impact. Develop a clear tracking and monitoring process to help establishments identify when early intervention and targeted support is required and signpost to appropriate resources to support this. Launch professional learning aimed at early identification and support for emotionally-based school non-attendance. Theme 4: Improving safeguarding procedures
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10 Collaborate with HSCP colleagues to develop processes to monitor the wellbeing of children and young people who are Educated at Home or through a flexi-schooling agreement. Implementation of the new quality improvement tool and associated professional learning designed to support establishments in ensuring their safeguarding processes, procedures and practice are in line with statutory responsibilities. PRIORITY 5: Placing human rights and needs of every child and young person at the centre of education Theme 1: Supporting needs Engage with senior leaders to develop the NAC Supporting Needs Strategy which articulates: • Vision and values underpinning our approach to supporting needs • Quality improvement tools for evaluating universal, targeted and specialist supports • Consistent and effective tracking and monitoring of attainment & achievement for specific groups of learners e.g. Care-experienced learners, young Carers, Q1 learners with additional needs • Evidence-led professional learning programmes for staff. Ensure our service provision effectively meets the changing profile of needs of our leaders through a systematic approach to service review and redesign: • Implement and embed recommendations from the review of Outreach Support Services • Review targeted and specialist provisions focusing on learners at secondary school: Authority-wide and local SSR provisions and Astra Base • Develop proposals for expansion of specialist and targeted provisions to respond to the profile of needs across service. Develop and implement key professional learning focusing on language and communication needs in early years and the early stages of primary which supports inclusive approaches and environments. Develop a professional learning network to provide consistent support and guidance for Targeted Support Teachers. Develop approach to systematically gathering data on the needs of children and young people within North Ayrshire, with a focus on how to capture the value being added to learner’s skills and experience where an alternative curriculum is being followed. Theme 2: Maximising learner participation and voice Embed UNCRC incorporation across all of our policy and practice (e.g. in 2025-26: complaints process / pupil council training pack /relationships and behaviour) with a focus on learner participation (Article 12) alongside the realisation of other children’s rights Establish service-wide learner executive groups as structured mechanisms to increase learner participation in decisions which affect their education. Establish updated protocols, policy and practice to support care experienced learners and maximise their experiences in line with the Promise. Theme 3: Maximising parents/carer involvement and engagement Embed and expand authority-wide parent/carer forum aimed at families of children with additional support needs. Ensure there is a forum for ongoing consultation and feedback about policies and processes which impact families and their children. Establish a clear strategy setting out how we intentionally engage with parents/carers on all aspects of their child’s provision. This will include advice and guidance for key promoted staff within establishments.
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11 Education Service Priority 1 Improvement in attainment, particularly literacy and numeracy Theme 1: High Quality Learning, Teaching and Assessment Embedding the NAC Education Digital Learning Strategy Following the launch of the strategy in March 2025, most educational establishments included a digital learning focus in their improvement plans for session 2025-26 to ensure that learners were supported to further develop their digital skills. There has also been increased use of digital assistive technology to support learning and inclusion. Many establishments have worked collaboratively across their cluster to focus on the strategy and to share and collaborate in effective digital practice. The strategy outlines the digital skills that all learners should develop, the digital skills that staff across all educational establishments should use to enhance learning and teaching and provides space for signposting effective practice and training at NAC and national levels. The Digital Service Improvement Group has focused on further development of the strategy, including the strengthening of guidance on the use of AI to support high quality teaching and the use of learner voice. Engagement with Digital Leads in May 2026 has provided further feedback on the strategy, helping to ensure that the strategy reflects current national guidance as well as aligning to the emerging ideas and concepts within the national Curriculum Improvement Cycle work. Quality learning experiences in early learning and childcare settings The Early Years team has provided in-service and after-school training to help improve children’s learning experiences in nurseries across North Ayrshire. This work has focused on supporting staff, improving quality, and working closely with nursery teams and partners. Training on Curriculum for Excellence, literacy, numeracy, and health and wellbeing has helped staff build their skills and confidence. It has also supported nurseries to provide high- quality, play-based learning for children. Funded partner nurseries have received tailored support to help them meet local improvement priorities. The Early Years team has worked closely with nursery leaders and staff through Service Improvement groups. This has helped improve the curriculum and develop new guidance and resources for Early Learning and Childcare.
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12 Support has also been provided around safeguarding, staged intervention, and creating high- quality learning environments. This has helped staff identify children’s needs earlier and provide the right support at the right time. Overall, this work has improved the quality and consistency of nursery provision and helped create learning experiences that are engaging, nurturing and responsive to children’s needs across North Ayrshire. CASE STUDY: Improving communication skills Corsehill Primary School Early Years Class Rationale Corsehill Early Years undertook a focused approach to improving children’s listening and talking skills through the development of a communication-supportive environment and enhanced practitioner knowledge and assessment practices. Staff identified listening and talking as a key priority for raising attainment but they recognised that the large, open- plan playroom could be overstimulating for some children and that a more intentional approach was needed to support communication development. Alongside environmental changes, practitioners sought to strengthen their understanding of language development and improve the consistency and accuracy of assessment across the team. Description A range of smaller, carefully designed spaces were created within the playroom to encourage conversation, confidence and social interaction. Resources were made easily accessible, cosy areas were developed for quiet discussion, and book corners provided opportunities for shared reading and communication. Staff engaged in professional learning and worked closely with specialist support services to build their knowledge of language development and assessment. Listening and talking were assessed primarily through observation, including spontaneous, planned and focused observations. Practitioners observed children across different contexts, considering verbal and non- verbal communication, interactions with peers and adults, environmental influences and stages of language development. Observations were recorded and transferred to learning profiles, informing planning, interventions and next steps for individual children. Impact The approach has led to increased staff confidence, a more consistent assessment process and improved understanding of each child’s communication journey. Children benefit from an environment that promotes meaningful interactions and supports their communication needs throughout the day. Observation-based assessment provides rich evidence of progress and enables targeted support where required. The model also
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13 strengthens transition arrangements into Primary 1 by building on children’s communication skills through high-quality play-based learning, effective assessment and collaborative working between early years and primary staff. Expansion of high quality play-based learning in the early stages of primary Through professional learning opportunities, establishment reviews and sharing effective practice, staff have been supported to reflect on the most effective and purposeful use of play-based learning to help learners achieve, attain and develop the skills required for their next steps. Highly effective practice was highlighted and shared with senior school leaders, in particular around the use of play to support improvement in learners’ Listening and Talking skills and included how play-based learning would look from Early Level through to the end of S3. The Service Operating procedure on the use of play-based pedagogy has been finalised and will be launched to practitioners in Autumn 2026. Gaelic Medium Education The service has continued to provide strong support for high-quality Gaelic Medium Education within our primary provision at Whitehirst Park Primary. Learners benefit from well-structured, progressive teaching delivered by experienced staff who create rich opportunities for children to develop confidence, fluency and a strong sense of Gaelic identity. Attainment in Gaelic remains positive, with children making good progress in literacy and Gàidhlig and engaging well with high-quality language learning experiences. This session, we expanded our focus to include early exploratory work on future secondary pathways for GME. Staff undertook visits to other authorities and engaged with Glasgow Gaelic School to learn from established models of progression and to gather insight into effective approaches to curriculum, staffing and learner pathways. This work is helping shape our thinking around long-term development and sustainability of Gaelic Medium Education within North Ayrshire. National Writing Programme The Children and Young People Improvement Collaborative National Writing Programme helps teachers use clear and consistent approaches to teaching writing. It focuses on how children make progress, how writing is assessed, and how teachers can use effective teaching methods. The aim is to help children and young people improve their writing, while also building teachers’ confidence and consistency.
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14 In North Ayrshire, the Education Service Professional Learning Academy supported teachers from 10 primary schools to use the programme with Primary 4 pupils. Writing attainment at First Level improved in almost all of the schools involved. Across the participating schools, the average increase in the percentage of pupils achieving the expected level in writing was 23%. The programme also helped teachers make more confident professional judgements about pupils’ progress. It supported better tracking and monitoring of attainment and helped improve discussions about children’s learning and next steps. Other highlights from learning, teaching and assessment. We have been working to improve learning, teaching and assessment across our schools and early years centres. We have also created more opportunities for staff to share ideas and learn from each other. A new pre-inspection network was set up to support schools and early years centres preparing for inspection by HM Inspectors. Through this network, school and centre leaders received support and advice on what high-quality learning and teaching looks like. This included input from Education Scotland Associate Assessors. The Education Service has also worked with Trade Union colleagues to update guidance on classroom observations. This helps make sure that classroom observations are used positively across North Ayrshire schools. They give teachers opportunities to look at how pupils are learning and to identify teaching approaches that support, challenge and extend children’s understanding. This work helps improve achievement and outcomes for children and young people. Staff from North Ayrshire Outreach Support and Education Services also worked with colleagues from another local authority to share approaches and resources to support Gypsy Traveller children and young people. This has helped improve learning experiences and support better attainment for this group of learners.
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15 Theme 2: Raising Attainment and Achievement Approaches to raising attainment A key focus for the Service this year has been to raise attainment and achievement for all children and young people to ensure they have the best chances of success in learning, life and work. Senior leaders in all educational establishments and in the Education Service have maintained a sustained focus on literacy and numeracy attainment as a core priority, with improvement being driven through structured leadership conversations at Head Teacher events, senior leader networks, and Local Authority planning sessions. Each sector has focused on the following specific strategic developments: Early Years Early Years staff already collect information about children’s progress in their own establishments. The introduction of new Early Years trackers and Progress and Achievement grids is helping to make this work more consistent across the whole Education Service. The trackers help staff identify at an earlier stage children who may need extra support or more challenge. They also help staff to plan more effectively the right learning experiences and support for each child. Managers are using the information to review learning and teaching and to plan improvements. The Progress and Achievement grids provide a shared way of recording children’s progress in literacy, numeracy, and health and wellbeing. This supports a more joined-up approach from Early Years through to the end of S3. The introduction of these new service-wide approaches means information can be analysed at both establishment and local authority level. It helps leaders identify strengths, target support where it is needed, and improve transition information when children move from Early Years into Primary 1. Primary To help improve literacy and numeracy, schools have used data to identify where pupils need the most support. All schools have focused on improving learning and teaching, with extra support provided to schools where more children face poverty-related barriers. This has included programmes such as the National Writing Programme and additional support and challenge from the Education Service central team. During 2025–26, the Professional Learning Academy worked with identified schools and staff leads to improve classroom practice and leadership in literacy and numeracy. Senior staff networks have also helped schools make better use of data, share effective practice and plan improvements linked to attainment priorities.
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16 Head Teachers worked with the Education Service to agree school attainment targets and stretch aims for 2025–26. Progress towards these has been reviewed through Quality Improvement Visits with link Senior Managers. With over 55 schools and Early Years centres represented, over 100 staff attended data clinics run by the Service to help staff build confidence in using data to improve outcomes for learners. Schools updated attainment information at set points during the year. This allowed schools to review progress and plan support, while central staff analysed the information across North Ayrshire to identify wider trends and areas needing further action. The Service has also continued to use national data, work with other local authorities and collaborate with Education Scotland. This has helped identify priorities, learn from effective practice elsewhere, and access national expertise in literacy and numeracy. Secondary The Education Service has worked closely with secondary school leaders to improve attainment from S1 to S6. In Autumn 2025, school leaders and central officers reviewed Curriculum for Excellence data to identify strengths and areas for improvement. The findings were discussed at Head Teacher meetings, where schools shared effective approaches to learning, teaching, tracking and using data to support better outcomes. After the SQA exam results were published in August 2025, and Insight data was updated in September 2025, school leaders and central officers met again to review performance at school and North Ayrshire level. This helped identify key actions and areas where schools can work together to improve attainment and ensure all young people have access to high- quality learning and curriculum pathways, for example by using the experience of teachers who are also senior Qualifications Scotland appointees to disseminate good practice in Senior Phase assessments, and by sharing effective practice in areas of improved attainment across Science subjects both within the BGE as well as the Senior Phase. In March 2026, leaders also reviewed school leaver data. This helped agree further priorities for 2026–27, including support for specific groups of young people and key attainment measures. Exam.net has also been introduced to support digital approaches to Senior Phase assessments. This has helped learners who need alternative assessment arrangements, such as readers, scribes or extra time, to complete assessments more independently. Staff have received training and support to use Exam.net. Feedback from schools and learners has been positive, with benefits including increased learner confidence, greater independence, and more effective use of staff during exams. The resource is now available for all young people who may need alternative arrangements in Senior Phase prelims and exams.
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17 Moderation During the 2026 academic year, the Professional Learning Academy (PLA) delivered a programme of professional learning to strengthen moderation practice in Literacy and Numeracy across the authority. Four moderation sessions were offered to all schools, with representation from both Primary and Secondary staff. This cross-sector engagement supported a shared understanding of expectations and helped build a more coherent approach to the moderation cycle. A bespoke session was also provided for the Extended Outreach and EAL teams to ensure that specialist staff were included in this wider improvement activity. Curriculum Improvement Cycle The Curriculum Improvement Cycle is a national approach to support learning from ages 3 to 18 across Scotland. In North Ayrshire, we have been helping staff and leaders understand what this means and how it will affect curriculum planning. Head Teachers, Heads of Centre and senior leaders have taken part in sessions to build a shared understanding of the cycle. A Curriculum Service Improvement Group has also been set up to help review priorities as the national work develops. Staff now have access to a dedicated Glow space with key information, resources and guidance. A clear timeline has also been developed to help schools and early years centres understand each stage of the cycle and what it means for different groups of learners. Professional learning has been a key part of this work. Staff from North Ayrshire have worked with Education Scotland and colleagues from other local authorities to share practice and learn from national developments. Senior officers have also taken part in national discussions with Education Scotland and ADES. This helps ensure our local approach stays aligned with national expectations. Overall, this work has increased awareness of the Curriculum Improvement Cycle, strengthened professional learning, and supported better collaboration across the service.
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18 Performance Indicators for Priority 1 Summary statistics and narrative Inspection Outcomes The improvement activities under Priority 1 are designed to have a positive impact on the quality of learning, teaching and assessment and attainment outcomes. A strong external indicator of the quality of educational provision overall is the percentage of school / early learning and childcare inspections by His Majesty’s Inspectorate of Education (HMIE) which resulted in an evaluation of “good” or better. Data has been analysed since the introduction of the current inspection framework in 2016 until 2025. In the tables below, there are consistently strong outcomes across all quality indicators, with North Ayrshire outperforming both the group of similar local authorities and the national performances. Percentage of HMIE school inspections resulting in an evaluation of “good” or better 2016-25: Quality Indicator NAC 2016-25 LGBF Family* 2016-25 National 2016-25 Leadership of change 75% 62% 62% Learning, teaching and assessment 81% 65% 64% Ensuring wellbeing, equality and inclusion 81% 71% 70% Raising attainment and achievement 78% 62% 63% * Local Government Benchmarking Framework (LGBF) Family of similar local authorities, namely: Dundee City, East Ayrshire, Eilean Siar, Glasgow City, Inverclyde, North Ayrshire, North Lanarkshire and West Dunbartonshire. Percentage of HMIE early learning and childcare inspections resulting in an evaluation of “good” or better 2016-25: Quality Indicator NAC 2016-25 LGBF Family* 2016-25 National 2016-25* Leadership of change 75% 56% 61% Learning, teaching and assessment 80% 57% 65% Ensuring wellbeing, equality and inclusion 75% 72% 74% Securing children’s progress 80% 65% 69% Data source = internal analysis of inspections published on HMIE website. Achievement of Curriculum for Excellence Levels The most up-to-date performance data available for Curriculum for Excellence Levels was published in December 2025. In 2025, 68% of primary children in North Ayrshire Council
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19 achieved the expected attainment level in literacy. This is 1 percentage point lower than in 2024 and is broadly consistent with the level of achievement over the last 4 years. At national level, 75% of primary children achieved the expected level of Literacy in 2025, which is an increase of 1 percentage point since 2024. National levels of achievement in primary literacy have been improving steadily over the last 4 years. In 2025, 74% of primary children in North Ayrshire Council achieved the expected attainment level in Numeracy, which is 2 percentage points lower than 2024, where performance had been stable for the last 3 years. At national level, 80% of primary children achieved the appropriate attainment level in Numeracy in 2025, which is in line with the performance in the previous 2 years. 69 72 74 59 67 68 69 6869 71 72 67 71 73 74 75 50 55 60 65 70 75 80 2016/17 2017/18 2018/19 2020/21 2021/22 2022/23 2023/24 2024/25 Percentage of P1,4,7 achieving expected levels in Literacy NAC Literacy Scotland Literacy 77 80 79 67 76 76 76 7476 78 79 75 78 80 80 80 50 55 60 65 70 75 80 85 2016/17 2017/18 2018/19 2020/21 2021/22 2022/23 2023/24 2024/25 Percentage of P1,4,7 achieving expected levels in Numeracy NAC Numeracy Scotland Numeracy
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20 North Ayrshire’s relative ranking compared to all other local authorities has declined since before the pandemic, with a notable step change during the period 2019 to 2021. Since 2021, North Ayrshire has remained in the bottom quartile of all local authorities for primary literacy and numeracy attainment. Overall attainment data over time suggests that local authorities with the highest levels of poverty/deprivation generally experienced a steeper drop in primary school attainment during Covid and a slower rate of recovery to pre-pandemic levels compared to the rest of the country. Improving leavers’ attainment in literacy and numeracy North Ayrshire leavers continue to perform well in literacy. At both level 4 and level 5 literacy, the NAC performance has been consistently above the virtual comparator and above or broadly aligned to the national performance since 2019. In 2025, 92% of leavers achieved at least level 4 literacy, and 81% achieved at least level 5 literacy. Targets have been set to increase both of these figures for next session. In six out of the last seven years, North Ayrshire leavers have outperformed the virtual comparator in level 4 numeracy. With the exception of 2021, NAC performance has been broadly the same as the national figure over the same period. Indeed, in 2025 the NAC performance (92%) was higher than both the national and virtual comparators. The performance of North Ayrshire’s leavers in level 5 numeracy has historically tracked above the virtual comparator and in line with national figures. However, there has been a slight decline in attainment in 2025 for this measure to 69%. Targets have been set to improve this performance for next session.
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21 Improving attainment for all This measure focuses on the average total tariff score of the candidate’s latest and best qualifications, and is one of our Council Plan Performance Indicators. Tariff points are assigned to each unit or course achieved by learners – in all SCQF-graded awards, not just those provided by SQA (now Qualifications Scotland). This acknowledges to a greater extent the drive towards wider achievement qualifications and encourages schools to offer curricular choices and learner pathways tailored to a variety of abilities and aspirations. The data source for this measure is the ScotXed Insight benchmarking tool. Various alternative certification models (ACMs) were in place for 2020 until 2023. The “hump” in performance was anticipated. Exam arrangements returned to “normal” for 2024, which is 781 856 908 899 847 841 864 750 800 850 900 950 2018/19 2019/20 2020/21 2021/22 2022/23 2023/24 2024/25 Average Total Tariff Score -ALL LEAVERS NAC Average Total Tariff Score - ALL LEAVERS
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22 the first year which can be reliably compared with the pre-pandemic performance in 2019, the last time when “normal” exam arrangements were in place. In 2025, the overall average total tariff score for all leavers has begun to rise again, up to 864 (the highest level over this period outside of the ACMs). Average Total Tariff Score of leavers according to attainment group It is common practice to look below the headline average total tariff figure to see the performance of three groups of school leavers: the lowest attaining 20%, the middle attaining 60% and the highest attaining 20%. The table below shows the performance of these groups over the last 5 years for which data is available. School Leavers Average total tariff points in North Ayrshire (compared to Virtual Comparator and Scotland / data source = ScotXed Insight): 2010-21 2021-22 2022-23 2023-24 2024-25 NAC VC Scot NAC VC Scot NAC VC Scot NAC VC Scot NAC VC Scot Lowest 20% 160 157 164 155 140 154 133 127 141 123 100 129 115 108 132 Middle 60% 840 873 939 812 804 871 744 766 832 738 749 841 779 800 874 Highest 20% 1860 1910 1982 1907 1876 1950 1869 1866 1931 1865 1840 1928 1866 1892 1965 In 2025, the average total tariff score for the lowest attaining 20% of learners is above the Virtual Comparator and slightly below the national figure. The average total tariff score of the middle attaining 60% of leavers is slightly lower than the virtual comparator and the national figure, but 41 points higher than the previous year. The average total tariff score of the highest attaining 20% of leavers is also below both the virtual comparator and the national figure, and very slightly (one point) higher than the previous year. Breadth and Depth Breadth and depth measures show the percentage of leavers who left with a minimum number of qualifications at a particular level. To aid further comparative analysis, we have included figures from our Quad partners (Dundee City, Glasgow City and North Lanarkshire). Quads are an ADES construct intended to improve performance across all local authorities and are formed by creating partnerships based upon shared characteristics. The figures in the tables below show the collated attainment levels of the Quad members except North Ayrshire. 5 or more at Level 3 2021 2022 2023 2024 2025 National 91% 90% 89% 88% 89% North Ayrshire 91% 91% 89% 90% 89% Virtual Comparator 91% 89% 88% 86% 87% Quad Partners 89% 88% 87% 87% 87%
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23 Over the last five years, the proportion of North Ayrshire school leavers who left with five or more qualifications at level 3 or better has been in line with or higher than the national figure every year. Similarly, North Ayrshire leavers performed better than the virtual comparator and leavers from our three other Quad partner authorities at this level. 5 or more at Level 4 2021 2022 2023 2024 2025 National 87% 87% 85% 84% 84% North Ayrshire 86% 87% 83% 83% 81% Virtual Comparator 87% 85% 84% 81% 82% Quad Partners 85% 84% 83% 82% 83% Performance at Level 4 is more mixed. While the percentage of learners leaving with at least five level 4 qualifications has declined slightly both nationally and locally, the North Ayrshire performance has dipped below the virtual comparator and our Quad partner authorities in 2025. This is a clear area for improvement which will be addressed through the service improvement plan programme of targeted work on raising attainment. 1 or more at Level 5 2021 2022 2023 2024 2025 National 89% 89% 88% 87% 88% North Ayrshire 90% 89% 88% 87% 87% Virtual Comparator 89% 88% 88% 84% 86% Quad Partners 87% 86% 86% 85% 86% The percentage of school leavers who achieve at least one level 5 qualification (e.g. National 5 level) is a key national performance indicator. North Ayrshire has performed well in this measure over the last five years, remaining broadly in line with the national performance, and above the virtual comparator and Quad partner authorities. 5 or more at Level 5 2021 2022 2023 2024 2025 National 71% 68% 66% 67% 69% North Ayrshire 70% 67% 63% 65% 64% Virtual Comparator 69% 65% 63% 62% 66% Quad Partners 64% 62% 61% 61% 65% This measure is included in the Local Government Benchmarking Framework (LGBF). At 64% of leavers attaining at least five level 5 qualifications in 2025, North Ayrshire is in 20th position out of all 32 local authorities, which is an increase on our long-term average relative position of 22. The percentage of learners leaving school with at leave five level 5 qualifications (e.g. National 5s) has fluctuated somewhat over the last five years, both locally and nationally. As a result, a specific focus will be maintained on this measure. Schools will
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24 be required to set specific targets to increase the proportion of learners leaving with at least five National 5 qualifications. When filtered for deprivation (not displayed in table), 54% of North Ayrshire’s leavers from the 20% most deprived areas by SIMD achieve at least five level 5 qualifications. This is above the national figure of 53% and puts North Ayrshire in 11th position overall relative to all local authorities in Scotland. 1 or more at Level 6 2021 2022 2023 2024 2025 National 70% 67% 66% 66% 68% North Ayrshire 71% 68% 66% 68% 69% Virtual Comparator 69% 65% 66% 64% 66% Quad Partners* 67% 63% 63% 63% 65% The percentage of school leavers who achieve at least one level 6 qualification (e.g. Higher level) is a key national performance indicator. North Ayrshire has performed well in this measure over the last five years, remaining in line with or above the national performance, and above the virtual comparator and Quad partner authorities. 5 or more at Level 6 2021 2022 2023 2024 National 42% 39% 38% 39% 41% North Ayrshire 38% 36% 35% 36% 40% Virtual Comparator 38% 35% 35% 34% 37% Quad Partners* 37% 34% 34% 35% 37% This measure is included in the LGBF. At 40% of leavers attaining at least five level 6 qualifications in 2025, North Ayrshire is in 12th position out of all 32 local authorities, against a long-term average relative position of 23. There has been a notable improvement in North Ayrshire’s performance at level 6 (equivalent to Higher) in 2025. Indeed, over the last five years, North Ayrshire leavers have performed better than the virtual comparator and Quad partner authorities. When filtered for deprivation (not displayed in table), 29% of North Ayrshire’s leavers from the 20% most deprived areas by SIMD achieve at least five level 6 qualifications. This is significantly above the national figure of 24% and puts North Ayrshire in 4th position relative to all local authorities in Scotland.
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25 1 or more at Level 7 2021 2022 2023 2024 2025 National 28% 26% 25% 25% 26% North Ayrshire 24% 25% 20% 22% 22% Virtual Comparator 25% 23% 20% 21% 24% Quad Partners 23% 21% 22% 22% 25% In 2025, 22% of learners in North Ayrshire left school with at least one level 7 qualification (equivalent to Advanced Higher). This is consistent with the previous year, but a change from the previous comparative position, which had been generally in line with or above the virtual comparator and Quad partner authorities. At 22%, North Ayrshire’s performance in this measure is still significantly higher than the pre-pandemic years, where the figure tended to be between 18-19% on average in the five years to 2019. Nevertheless, a specific focus will be maintained on this measure. Schools will be required to set specific targets to increase the proportion of learners leaving with at least one level 7 qualification.
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26 Education Service Priority 2 Closing the attainment gap between the most and least disadvantaged children and young people Theme 1: Interventions to close gaps The impact of Pupil Equity Funding – Case Studies Pupil Equity Funding (PEF) is additional funding allocated directly to schools and targeted at closing the poverty-related attainment gap. This investment is part of the Scottish Attainment Challenge programme and empowers head teachers to improve outcomes for children and young people impacted by poverty. North Ayrshire schools are directly allocated a share of almost £4.2 million in PEF funding annually until 2027. Details about the funding levels allocated to individual schools can be found on the Scottish Government website. For session 2025-26, school PEF plans and impact reports have been reviewed resulting in key strengths and improvement areas being identified. The review of plans indicates that almost all schools have a clear and robust rationale for school improvement priorities. Almost all schools are able to provide examples of effective PEF interventions supporting improvement for all targeted learners. All schools work with their school community to decide how to invest PEF and are encouraged to use participatory budgeting approaches to inform decision making. There is a strong focus on learner participation, recognising the importance of actively involving children and young people in decision making processes, including those pupils from disadvantaged backgrounds. The following brief case studies illustrate some examples of how schools are using Pupil Equity Funding effectively to reduce gaps with targeted groups of learners. Pennyburn Primary School Rationale A high proportion of children reside in SIMD deciles 1–2, with many entering school without secure literacy and numeracy foundations. Gaps in background knowledge, inconsistent attendance and engagement, and developing staff confidence in data use were identified. PEF was targeted to address these barriers, raise attainment and reduce the poverty-related attainment gap. Description PEF was strategically invested to develop sustainable, whole-school approaches to improving outcomes and reducing inequity. Key actions included:
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27 • Professional learning for teaching staff to strengthen pedagogy, particularly explicit instruction and in literacy • Targeted interventions delivered by trained pupil support staff • Robust tracking systems and use of a wide range of data to inform planning, monitor progress and evaluate impact • Wider learning experiences to build cultural capital, vocabulary and context • Alternative learning environments and personalised pathways to improve engagement and attendance • Enhanced family support through an Area Inclusion Worker • Collegiate self-evaluation and stakeholder engagement, embedding consistently high expectations across the school. Impact PEF investment has led to measurable improvements in attainment, engagement and wellbeing, with clear evidence of accelerated progress for targeted learners. Key impacts include: • Improved attainment, particularly in literacy, with reading increasing by 20% over four years • Reduction in additional support needs, with fewer children requiring targeted support • Strong progress over time, with most learners’ meeting or exceeding individual targets • Increased engagement and participation, including high uptake in wider achievement opportunities • Improved attendance, with 28% of previously persistent non-attenders now above 90% • Enhanced wellbeing and inclusion, with children more settled, regulated and ready to learn • Improved confidence, vocabulary and writing, reflecting stronger background knowledge and learning experiences • Narrowing of poverty-related attainment gaps, through targeted and universal approaches Auchenharvie Academy Rationale Analysis of literacy attainment data, reading assessments and teacher professional judgement identified a gap in reading attainment for some S1 and S2 pupils affected by poverty. PEF funding was therefore targeted to provide structured reading support aimed at improving engagement, comprehension and confidence. Description PEF funding supported the delivery of weekly Reciprocal Literacy Circles for S1 and S2 pupils during session 2025/26, including: • Weekly 50-minute small-group sessions for targeted S1 and S2 pupils • Focus on reading, discussion and collaborative analysis of texts • Discussion of texts to develop comprehension, vocabulary and reading confidence
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28 • Structured roles and tasks to support participation • Opportunities for practice, feedback and peer discussion • Targeted support for pupils most affected by poverty • Consistent weekly participation to reinforce learning Impact What difference did PEF make? Pupils who had previously been reluctant to take part in reading aloud and other reading activities showed increased motivation, confidence and willingness to engage. They became more comfortable reading aloud in small groups and contributed more readily to group discussions. Other benefits included: • Improved progress in reading comprehension • Positive pupil feedback and increased enjoyment of reading Impact was measured through reading assessments, tracking data, pupil voice and teacher observations. Most participating pupils showed improved engagement with reading and increased confidence when discussing and analysing texts. Most learners also demonstrated progress in reading comprehension over the course of the intervention. Pupil voice highlighted greater enjoyment of reading and increased participation in literacy activities. Springside Primary School Rationale A significant number of children presented with dysregulated behaviour, anxiety and challenging home circumstances. Assessment data, professional observations and family engagement identified the need for targeted Health and Wellbeing and nurture support. PEF funding was strategically allocated to provide early intervention, improve wellbeing outcomes and help reduce the poverty-related attainment gap. Description PEF funding supported a dedicated HWB teacher (1 day per week) delivering one-to-one and group support. • Targeted one-to-one and group interventions including bereavement, nurture and growth mindset. • Nurture “Breakfast Buddies” group to support transitions at the start of the week. • Flexible, responsive timetable allowing timely support for emerging needs. • Strong communication and partnership with parents/carers. • Staff professional learning (LIAM and LYLA) to support a range of needs, including neurodiversity Impact
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29 • Pre- and post-intervention assessments (My World Triangle, SHANARRI and LIAM) demonstrate measurable improvements in pupils’ wellbeing. • Staff report enhanced emotional regulation, resilience and confidence among participating children. • Increased engagement in learning and improved readiness to learn have been observed. • Parents, carers and staff have provided positive feedback regarding improvements in wellbeing and overall engagement. • Children report feeling safe, supported, valued and cared for within the school environment Theme 2: Specific focus on identified target groups, including care experienced learners Targeted Support Teachers The introduction of the Targeted Support Teacher role across all primary schools is a positive step towards strengthening support for learners, reducing barriers to participation and improving outcomes across our primary schools. Targeted Support Teachers are responsible and accountable for delivering enhanced support to individual learners and groups whose needs may affect their ability to fully engage with learning. Working under the direction of the Head Teacher, and in collaboration with class teachers, support staff, parents and partner agencies, Targeted Support Teachers help identify barriers to learning, plan and deliver appropriate interventions, and monitor their impact. They make an important contribution to promoting inclusion, improving engagement and ensuring learners receive the right support at the right time. The flexibility of the role enables schools to respond effectively to their own context and priorities. In some settings, Targeted Support Teachers provide short-term, intensive literacy or numeracy programmes to accelerate progress and help close attainment gaps. In others, they work directly with learners to develop the skills, strategies and confidence needed to access learning more independently. The role may also support children and young people experiencing social or emotional challenges, as well as those navigating key transitions within their educational journey. A network has been established to provide opportunities for professional learning, collaboration and the sharing of effective practice. Ongoing development opportunities will further enhance the specialist knowledge and skills required to meet the needs of an increasingly diverse learner population.
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30 Keeping The Promise Education Award Programme The “Keeping The Promise Education Award” programme helps school staff better support children and young people, especially those who are care experienced. It helps staff understand The Promise, their role as corporate parents, and how to make sure care experienced learners feel loved, safe and respected. In 2025–26, the Education Service continued to pilot the programme in secondary schools. St Matthew’s Academy and Irvine Royal Academy have achieved Levels 1 and 2. Ardrossan Academy, Kilwinning Academy, Greenwood Academy and Auchenharvie Academy are continuing to work through the programme, with others joining next session. The programme has helped staff build confidence and better understand the experiences of care experienced young people. Learners’ views have been used to shape training and key messages for staff. Champion Boards have also been set up in all secondary schools. These give care experienced learners a clear way to share their views and influence decisions about the support they receive. Each secondary school now has a Promise Champion who works with others to share learning and support consistent practice across schools. The next stage will extend the programme to primary schools, early years settings and Outreach Support Services. This will help make sure The Promise is understood and applied consistently across children’s learning journey. Other highlights of our work to reduce gaps for specific target groups Excellence and Equity Leads The Excellence and Equity Leads programme has helped improve outcomes for children, especially those facing barriers such as poverty or additional support needs. Children have made progress in literacy, numeracy, communication and wellbeing, helping to reduce gaps in attainment and participation. Evidence from settings shows improvements in children’s learning and development. More children are making progress in early numeracy, literacy and language, and fewer children need additional support with listening and attention. Children are showing more confidence, independence and readiness to learn. Families are also becoming more involved through learning activities, home learning and setting events. This has strengthened links between families and staff and helped parents and carers support learning at home. The programme has also helped staff build their skills and confidence. Practitioners are more confident in planning learning, assessing progress and providing support that meets children’s individual needs effectively.
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31 Overall, the programme shows that a clear focus on strong teaching, skilled staff, effective use of data and good family partnerships can lead to fairer and more consistent outcomes for children. MCR Pathways The most recent data available shows that in Session 2024/25, the MCR Pathways programme supported 482 young people across North Ayrshire. This included 216 care experienced young people and 266 young people who were facing instability. The feedback received from the young people involved was very positive with 100% of those included in the survey reporting that they felt understood by their mentor; 97% reported that it helped increase their confidence and 96% felt that having a mentor supports them to be aspirational in terms of their future. The MCR Pathways Programme helps support young people into positive destinations and 98% of care experienced young people involved and 100% of the young people facing instability involved in the programme went on to a positive destination after leaving school. Approaches to reducing child poverty Schools across North Ayrshire are helping to reduce the impact of child poverty by making the school day more affordable, improving access to support and ensuring children can take part fully in learning and wider school life. This includes work to reduce costs linked to uniforms, food, learning materials, trips, activities and events. Auchenharvie Academy provides one of many strong examples, with poverty- aware approaches embedded across the school. Pupils help lead this work as Cost of the School Day and Equity Ambassadors, reducing stigma and encouraging young people to access support. The school’s pre-loved uniform and prom wear provision is now used regularly, supporting around 200 families each year and helping pupils participate with dignity. Schools also provide trusted places for families to access wider financial support. Welfare Rights Officers based in educational establishments help families claim benefits, access advice and connect with other services. This has secured significant financial gains for families, reduced stress and helped improve access to essentials such as food, heating, clothing and school materials. The school meals service also helps to reduce pressure on family budgets and support children to be ready to learn. Over and above the standard free school meals provision, the Winter Warmer Breakfast initiative has provided free breakfast items in all North Ayrshire secondary schools during the winter months. Each morning, pupils can access a hot roll or a choice of items such as fruit, toast, pancakes, croissants or cheese scones. The initiative helps reduce hidden hunger by supporting young people who may come to school without having eaten breakfast, while also easing pressure on family budgets. It has been well received by pupils and schools, with an average of more than 1,000 breakfast items provided each school day. By helping pupils start the day fed and ready to learn, the initiative supports wellbeing, concentration and positive participation in learning.
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32 In addition, free Active Schools activities give children and young people access to sport, physical activity and holiday opportunities without cost being a barrier. This supports wellbeing, confidence and inclusion, particularly for children affected by poverty or other barriers to participation. Overall, schools are playing a key role as trusted community settings where families can access practical, early and dignified support. This work is helping reduce financial pressure, improve wellbeing and ensure more children can participate fully in school life.
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33 Performance Indicators for Priority 2 Summary statistics and narrative Primary attainment gap (P1, P4, P7 combined Curriculum for Excellence Levels) The poverty-related attainment gap between the most and least deprived group of learners in North Ayrshire (those living in SIMD Quintile 1 compared to those living in SIMD Quintiles 2-5) has been gradually reducing since the pandemic. In 2024-25, the gap for primary literacy overall was 12 percentage points, down from 13 percentage points the previous year. The poverty-related attainment gap between the most and least deprived in P1/4/7 numeracy in North Ayrshire is 13 percentage points in 2025. The gap has fluctuated slightly from year to year but has remained between 9 and 13 percentage points over the last 4 years.
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34 School Leavers Attainment Gap (Breadth and Depth) In 2024-25, 82% of the most deprived group of school leavers in North Ayrshire (i.e. those living in SIMD Quintile 1) left school with at least one qualification at SCQF Level 5 or better. This is above the national figure of 80% for this group. North Ayrshire SIMD Quintile 1 school leavers have performed better than the equivalent national cohort every year since 2017. For comparison, the table below shows NAC and Scotland percentages of leavers living in SIMD Quintile 1 with at least one award at SCQF Level 5 (all awards) or better over the last 9 years. 2017 2018 2019 2020 2021 2022 2023 2024 2025 NAC Quintile 1 78.7% 82.3% 79.6% 79.1% 83.3% 82.2% 84.4% 81.6% 82.1% Scotland Quintile 1 78.1% 78.1% 78.9% 78.0% 80.6% 80.2% 79.3% 78.0% 79.6% In 2024-25, just over 59% of the most deprived group of school leavers in North Ayrshire (i.e. those living in SIMD Quintile 1) left school with at least one qualification at SCQF Level 6 or better. This is the second best performance for this group in the last few years, and is also significantly higher than the equivalent national figure of 55%.
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35 For comparison, the table below shows NAC and Scotland percentages of leavers living in SIMD Quintile 1 with at least one award at SCQF Level 6 (all awards) or better over the last 8 years. 2017 2018 2019 2020 2021 2022 2023 2024 2025 NAC Quintile 1 45.9% 52.7% 51.9% 55.0% 60.6% 55.9% 57.3% 57.6% 59.2% Scotland Quintile 1 47.6% 49.4% 50.6% 52.2% 54.9% 51.9% 51.5% 52.2% 54.7% Care Experienced Leavers educational outcomes Children and young people are known as “care experienced” if they are currently looked after at home, away from home or if they have ever been looked after at any point in the past. It should be noted that the cohort size for care experienced school leavers varies from year to year and is generally around 90-100 young people. Therefore, care must be taken when analysing variations in performance for this group and, while there are reasons to be positive about these results, we would also urge some caution on that basis. For example, one care experienced learner attaining/not attaining a specific qualification may account for more than 1 percentage point of a difference in the overall attainment measures for care experienced learners (whereas in the general population, one pupil would make less than 0.07 percentage points of a difference in the same attainment measure). Attainment in Literacy and Numeracy (care experienced) Year Level 3 Literacy or better Level 4 Literacy or better Level 5 Literacy or better 2020-21 91% 81% 53% 2021-22 97% 87% 59% 2022-23 94% 81% 50% 2023-24 90% 78% 45%
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36 2024-25 95% 74% 50% Average 21-25 93% 80% 51% In 2024-25, 74% of care-experienced school leavers achieved level 4 literacy or better, which is lower than the average performance of this group over the last five years. Literacy achievement at level 3 and level 5 are broadly in line with the average performance over time. Year Level 3 Numeracy or better Level 4 Numeracy or better Level 5 Numeracy or better 2020-21 89% 63% 38% 2021-22 92% 80% 43% 2022-23 95% 77% 36% 2023-24 96% 75% 32% 2024-25 97% 80% 41% Average 21-25 94% 75% 38% In 2024-25, numeracy achievement at levels 3 and 4 were the best performances in the last five years at those levels. Attainment in numeracy at all levels in 2024-25 exceeded the five- year average performance. Breadth and depth of qualifications attained (care experienced) Year 1 or more at Level 3 1 or more at Level 4 1 or more at Level 5 1 or more at Level 6 1 or more at Level 7 2020-21 94% 85% 62% 40% 6% 2021-22 98% 91% 67% 35% 6% 2022-23 98% 87% 61% 33% 6% 2023-24 95% 85% 63% 34% 4% 2024-25 97% 85% 65% 42% 10% In 2025, 97% of care experienced school leavers attained at least one qualification at Level 3, representing an increase of 2 percentage points from 2024. 85% of North Ayrshire’s care experienced leavers attained at least 1 qualification at Level 4 or better, the same as the figure for 2024. For Level 5, 65% of care experienced leavers achieved at least 1 qualification at this level, which is 2 percentage points higher than the previous year. The proportion of care experienced school leavers achieving at least 1 Level 6 award was 42%, 8 percentage points above the 2024 figure of 34%. For Level 7, 10% of care-experienced school leavers achieved at least one award at this level which is 6 percentage points higher than 2024. Overall, there has been a strong performance in terms of the care experienced leavers cohort in 2025 achieving a breadth and depth of qualifications, comparing favourably to previous performances across a number of levels.
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37 Education Service Priority 3 Improvement in skills and sustained, positive school leaver destinations for all young people Theme 1: Improved Skills Increasing curricular links to the Ayrshire Growth Deal To help young people move into positive destinations after school, we have continued to work with schools and partners on opportunities linked to the Ayrshire Growth Deal. These include areas such as aerospace, energy, the circular economy, the environment, tourism and local communities. Schools work closely with businesses and industry to provide work-based learning and career-related experiences. The Education Service also works with DYW Ayrshire, through Ayrshire Chamber of Commerce, to support meaningful work experience placements for S4 pupils. We have worked with Ayrshire College to increase places on the Performing Engineering Operations course at SCQF Level 5. This is delivered at Ardrossan Academy in partnership with the College and gives more young people across North Ayrshire the chance to gain skills linked to future employment in this important sector. The Ayrshire Growth Deal learning tool has also been reviewed to make sure it is useful for teachers and learners. Teachers have suggested improvements, including videos with former pupils and further examples of career pathways and skills. Stronger partnership working with DYW Ayrshire and school DYW co-ordinators is helping schools plan learner pathways, build links with local employers, and support more young people into positive destinations after school. Theme 2: Partnerships to improve learner outcomes post-school Improving positive destinations through partnership approaches Schools, DYW Co-ordinators and Skills Development Scotland worked together to identify young people planning to leave school in 2025–26. This helped make sure they had the right support to achieve as much as possible and move into a positive destination after school. Information about each young person’s intended leaving date and next step was shared early, so Skills Development Scotland could provide extra support where needed. This also helped schools and partners identify any barriers and put support in place to help young people sustain their destination.
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38 A next step is to identify future leavers even earlier and link it to attainment information across all nine secondary schools. This will help target support and resources more effectively. The Education Service also worked with Ayrshire College and Skills Development Scotland to improve the process for young people applying to college before they reach school leaving age. The updated process now includes a meeting with Skills Development Scotland to check the course is suitable, followed by a transition meeting with college support staff. Employability and Skills Team – supporting parents into employment The Employability and Skills team helps unemployed people move into secure work. One example is the Skills for Life programme, which supports parents to gain paid work experience, build confidence, achieve qualifications and move into employment. Education and Employability have worked together to create Skills for Life placements in schools, including Education Business Assistant and Pupil Support Assistant roles. These posts meet real workforce needs while also supporting families, reducing child poverty and helping parents into work. Between August 2025 and February 2026, eight parents started Education Business Assistant placements in primary and secondary schools. Most moved into employment, and all completed the PC Passport qualification, with several also gaining an SVQ Level 2 in Business Administration. From January to June 2026, eleven parents started Pupil Support Assistant placements, with most securing Pupil Support Assistant jobs. Feedback from schools has been very positive, with many recommending participants for supply roles. This shows that the programme is giving parents useful training, practical experience and a clear route into paid work, while also helping schools develop a local workforce. In 2026–27, the programme aims to recruit more Education Business Assistants and Pupil Support Assistants. Continued joint working between Employability and Education will help extend the benefits for parents, families and schools.
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39 Performance Indicators for Priority 3 Summary statistics and narrative School Leavers entering an initial positive destination An initial positive destination means that a school leaver has gone on to one of the following activities immediately after leaving school: further or higher education, training, skills development or employment. In North Ayrshire in 2024-25, the percentage of all school leavers in a positive destination is 95.7% which is very slightly above last year’s figure, continues to be above the virtual comparator, and is in line with the national level. When filtered to the most deprived 20% of young people, NAC performance has tracked above the VC and national figures for the last 5 years. This is also one of our Council Plan Performance Indicators, and we see the recent integration of the Employability Service into the Education Directorate as a real opportunity to maintain and build on this strong performance. The Annual Participation Measure for all 16-19 year-olds The Annual Participation Measure (APM) is a measurement of the proportion of 16-19-year- olds participating in education, training or employment over a whole year (1st April-31st March). The indicator provides a measure of the status of the wider aged 16-19 cohort – not just those who have left school. The Annual Participation Measure, covering the year from April 2024 – March 2025 showed that of the 6,028 16-19-year-olds in North Ayrshire, 92.5% were in education, employment or training and personal development. This is the highest figure on record since the APM started in 2016. When filtered for deprivation, 90% of North Ayrshire’s 16-19 year-olds had a positive participation rate, compared to a national figure of 88.8% for the same group across Scotland. 94.0% 94.5% 95.0% 95.5% 96.0% 96.5% 97.0% 2020/21 2021/22 2022/23 2023/24 2024/25 Percentage of school leavers in an initial positive destination NAC Virtual Comparator Scotland
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40 89.9% 90.3% 91.1% 90.5% 90.6% 90.1% 90.8% 92.0% 91.7% 92.5% 85.6% 85.9% 87.6% 87.8% 86.9% 85.3% 87.5% 88.4% 88.4% 90.0% 93.2% 93.7% 93.4% 92.4% 93.5% 93.9% 93.3% 94.7% 94.1% 94.7% 84.0% 86.0% 88.0% 90.0% 92.0% 94.0% 96.0% 2015/16 2016/17 2017/18 2018/19 2019/20 2020/21 2021/22 2022/23 2023/24 2024/25 Annual Participation Rate for all 16-19 year-olds % Participation rate 16-19_All North Ayrshire % Participation rate 16-19_Q1 % Participation rate 16-19_Q2-5
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41 Education Service Priority 4 Improvement in children and young people’s health and wellbeing Theme 1: Supporting mental health and wellbeing Professional Learning We provided a clear programme of training for education staff and partner services. This helped staff better support children’s wellbeing, inclusion, safety and additional needs. The training reflected local priorities and supported consistent practice across North Ayrshire. Many sessions were funded through external funding for children’s mental health and wellbeing. The Educational Psychology Service has also strengthened support for children, young people and families through the Whole Family Wellbeing Fund and work with schools and early years centres. It has helped staff and family support services provide earlier, preventative and relationship-based support. Through advice, training and coaching on neurodivergence and emotional wellbeing, the service has helped create more inclusive and nurturing environments. Staff feel more confident in supporting children and families, and there is stronger joint working between education, health and family support services. This early support helps identify needs sooner, prevents difficulties from escalating, and improves wellbeing, resilience and outcomes for children and families across North Ayrshire. More than 300 people took part in eight professional learning programmes. Those involved included staff from early years, primary, secondary and outreach education, as well as targeted support teachers and partners from health and social care, Police Scotland, the NHS and the third sector. This wide participation shows a strong shared commitment to supporting children’s wellbeing and a positive culture of working together across services. The training focused on mental health and wellbeing, inclusion, safeguarding, relationships, whole-family support and approaches that help staff respond to children’s needs early. Programmes included practical support on mental health in the classroom, self-harm awareness, anxiety management, autism-informed practice, suicide prevention, violence prevention, emotion coaching and family support. This work is already making a difference. Staff report feeling more confident in recognising when children need help and in responding in a consistent and appropriate way. Practical training is helping schools and services use shared approaches across North Ayrshire. It is also supporting earlier help for children and families, improving readiness to learn, and strengthening inclusive, trauma-informed and relationship-based practice. Targeted support training has increased staff capacity to reduce barriers to learning, participation and achievement.
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42 Case Study: What’s the Harm? Self-Harm Awareness and Skills Training In April 2026, a group of education staff took part in a full-day workshop on self-harm awareness and support. The session helped staff better understand self-harm, challenge common myths, and consider how to respond to young people with compassion and care. Feedback showed that staff felt more confident in supporting young people without judgement and without feeling they had to “fix” the situation straight away. Participants highlighted the importance of listening, reducing stigma, and recognising that self-harm can be complex. They also identified practical next steps, including improving information for pupils, families and staff, strengthening signposting to support services, and updating school resources and curriculum content. Overall, the training supported a more informed, calm and compassionate approach to self- harm. It has also helped identify priorities for further improvement in this area next session. Independent Travel Independent Travel Training is helping young people with additional support needs build the confidence and skills to travel safely on public transport. Area Inclusion Workers have piloted the programme in the Largs, Auchenharvie, Irvine and Kilwinning clusters, supporting learners to plan and practise journeys in their local community. The training has reduced anxiety for young people and their families, particularly around key transitions such as moving to secondary school, college or more independent travel. Feedback from pupils has been very positive, with learners reporting increased confidence and rating the support highly. As a result, a number of P7 and senior phase learners now feel able to use public transport independently. For some, this means travelling to secondary school or college on their own for the first time. Area Inclusion Workers Area Inclusion Workers support children, young people and families across North Ayrshire. They are based in each school cluster and in schools serving communities with the highest levels of need. Their work focuses on early support to improve wellbeing, learning and attendance, while also helping families access the right help at the right time. This year, Area Inclusion Workers provided a wide range of support. This included help with attendance, anxiety, transitions, wellbeing, group work, family support and financial inclusion. Their ability to build trusting relationships quickly with children and families is central to the impact of this work. Families have described the support as caring, patient and understanding. One parent said the Area Inclusion Worker had helped their child feel “heard and seen” and had made a very
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43 positive difference to their family. Overall, this work is helping children feel more supported, families feel more confident, and schools respond earlier to barriers that may affect learning and wellbeing. Collaboration with Community Partners to Support Improved Mental Health and Wellbeing. Funding for children and young people’s mental health and wellbeing has helped North Ayrshire Education work closely with health, community and third sector partners to provide support where it is needed most. These partnerships have helped young people access support in schools and community settings, reducing barriers and improving wellbeing, confidence, relationships and engagement in learning. One example was work with the Alcohol and Drugs Partnership, which brought the Daniel Spargo-Mabbs Foundation to secondary schools to deliver the play I Love You, Mum – I Promise I Won’t Die. More than 1,200 young people attended. Schools described the performance as powerful, relevant and thought-provoking, with strong engagement from pupils and meaningful follow-up discussions about risk-taking and drug use. Feedback was very positive, and the programme will run again in 2026–27. The Empower programme supported 75 young people experiencing anxiety, low mood, low confidence or social isolation. Through an eight-week physical activity programme, young people improved their fitness, confidence and motivation. Many also reported better mood, stronger friendships and greater independence, while school attendance improved or stabilised for a number of participants. In primary schools, the BounceBack programme helped Primary 6 and 7 pupils learn about resilience, emotions and positive mental health. Delivered by Bee You Mental Health Ambassadors, the programme gave pupils practical skills and encouraged them to support wellbeing in their own schools as Mini Bee You Ambassadors. Pupils said they enjoyed the sessions and learned how to make better decisions, talk about feelings and look after themselves. Together, these examples show how partnership working is helping children and young people feel more supported, more confident and better able to take part in school and community life. Equally Safe at Schools The Equally Safe at School programme supports schools to prevent gender-based violence and promote equality, respect and healthy relationships. Through a whole-school approach, the programme helps young people develop the knowledge, skills and confidence to challenge harmful attitudes, recognise gender inequality and build positive, respectful relationships.
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44 By engaging pupils, staff and the wider school community, the programme aims to create safer, more inclusive learning environments where everyone is valued and supported. It also contributes to improving wellbeing, reducing harmful behaviours and helping young people understand their role in creating a culture of respect and equality. All our secondary schools have enrolled in the programme with 386 members of staff completing the Equally Safe at School e-learning module - an online training tool for secondary school staff focused on understanding gender-based violence, recognising harmful behaviours, and promoting equality. Theme 2: Supporting social and emotional wellbeing During session 2025-26, the Education Service has continued to strengthen approaches to supporting children and young people’s social and emotional wellbeing. This has included implementing the outcomes of reviews of Enhanced Nurture Provisions in primary schools, with a focus on enhanced staffing, attendance, outreach support and transition guidance. The updated Promoting Positive Relationships and Behaviour policy has been launched, with collaborative support provided to establishments to aid implementation. In addition, violence and aggression guidance has been embedded, with an increased focus on analysing recorded incidents and ensuring appropriate follow-up actions are identified and implemented. Supporting Positive Relationships and Behaviour During session 2025-26, the Education Service launched the updated Supporting Positive Relationships and Behaviour policy and worked collaboratively with establishments to support implementation across schools and early years settings. This work has strengthened a shared, rights-based and relationship-centred approach to supporting children and young people’s social and emotional wellbeing. The policy provides a clearer framework for supporting positive relationships, preventing and responding to distressed behaviour, and ensuring that approaches are consistent, proportionate and focused on inclusion. Implementation has been supported through professional dialogue with school leaders and practitioners, with an emphasis on developing whole-establishment approaches, supporting staff confidence, and ensuring that children and young people are helped to understand expectations, repair relationships and remain engaged in learning. Professional learning and guidance have also been developed to support universal and targeted approaches to social and emotional needs, including a tiered programme for establishments where gaps have been identified and targeted training for middle leaders in early years and primary settings.
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45 Enhanced Nurture Provision Since 2025, each Enhanced Nurture Resource has received extra staffing, including an additional teacher and a Depute Head Teacher. This has increased the support available to children and young people and strengthened leadership within each setting. The Depute Head Teachers have worked together to review how the resources operate and to make key processes clearer. This includes draft guidance on how children and young people enter the resource, how placements are assessed, and how they are supported to return to wider school life when appropriate. Each resource has also reviewed its learning environment and made improvements to ensure it remains welcoming, calm and supportive. Depute Head Teachers now meet regularly with their link Educational Psychologist for supervision and support. This helps staff reflect on practice, discuss challenges and continue to develop their skills, so children and young people receive the best possible support. Embedding guidance on supporting children and staff following incidents of violence and aggression The Service has embedded approaches to track and monitor violence and aggression through the implementation of updated guidance and a strengthened focus on the consistent recording, analysis and follow-up of incidents across establishments. This work has supported schools and early years settings to move beyond recording individual incidents, towards using information more systematically to identify patterns, assess risk, and agree appropriate actions to support children, young people and staff. Establishments have been encouraged to review recorded incidents as part of wider wellbeing, inclusion and support processes, ensuring that responses are proportionate, restorative where appropriate, and linked to planning for individual learners and whole-establishment improvement. This has helped to build greater consistency in how incidents are understood, monitored and addressed, while reinforcing the importance of safe, supportive and relationship-based learning environments. Alongside this, the Service has promoted the use of functional behavioural assessment and positive behaviour support plans to strengthen understanding of the factors that may contribute to distressed behaviour and to ensure that planned responses are individualised, preventative and supportive. This approach supports establishments to consider the purpose or function of behaviour, identify triggers and unmet needs, and agree consistent strategies that reduce risk and promote positive engagement. Positive behaviour plans are being used to support collaborative planning with staff, families and partners, ensuring that children and young people receive the right support at the right time and that responses are linked to wider wellbeing, inclusion and learning plans.
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46 Theme 3: Improving attendance Monitoring and Tracking Attendance This session, a significant focus has been on the development of a comprehensive attendance tracking and monitoring tool designed to support a consistent and systematic approach to attendance management across all educational establishments. The tool enables establishment staff to record, monitor and analyse attendance data in a standardised way, ensuring greater consistency in practice and facilitating more effective comparison and reporting across settings. A key feature of the tool is its ability to support the assessment of barriers to attendance through the identification and recording of both push and pull factors that may be impacting on a child or young person’s engagement with school. This allows establishments to build a clearer understanding of the underlying causes of absence and to develop targeted, evidence-based responses. The tool also provides a structured mechanism for recording interventions, actions taken and the impact of these supports over time, enabling education staff to evaluate effectiveness and adjust approaches where required. By bringing together attendance information, identified barriers and intervention outcomes in one place, the tool supports more informed decision-making, has strengthened multi-agency collaboration and improved continuity of support for children and families. It is anticipated that the implementation of this tracking and monitoring tool will lead to earlier identification of attendance concerns, more timely and effective interventions, and greater accountability in monitoring progress. We hope this will lead to improved attendance rates over session 2026- 27 coupled with enhanced engagement in learning, contributing to improved attainment and wider outcomes for children and young people.
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47 Targeted Attendance Support This year, we created professional learning to help education staff better understand and respond to attendance concerns. The aim is to support schools to look beyond attendance figures and understand why a child or young person may be finding it difficult to attend or fully take part in learning. The training, delivered by the Educational Psychology Service, encourages staff to see attendance as closely linked to wellbeing, inclusion and engagement. It highlights the importance of strong relationships, welcoming school environments, early support, and working closely with families. Staff are supported to identify concerns early, understand patterns of absence, and explore any barriers a child may be facing, including anxiety or other emotional needs. The approach is child-centred and focuses on each learner’s strengths, views and circumstances. The training also gives staff practical tools to assess needs, plan support, review progress and adapt approaches where needed. This may include changes to the school environment, extra pastoral support, gradual return-to-school plans, transition support or help with anxiety. Overall, this work aims to increase staff confidence, improve partnership working with families, and help children and young people feel more connected, supported and able to attend and engage in education. In 2026–27, schools and centres will receive further coaching and professional learning to help put this approach into practice. Pupil attendance data Overall attendance declined slightly in 2025-26 by 0.3 percentage points. This is the fourth year since attendance recording processes returned to normal after Covid. In that time, North Ayrshire has seen a modest level of recovery. This pattern of slow recovery is replicated across the country. Nationally, there are clear links between higher levels of deprivation and lower attendance. Improving attendance remains a significant priority for improvement, both locally in North Ayrshire and nationally. 90.7% 90.7% 90.1% 91.7% 87.7% 86.6% 87.1% 87.7% 87.2% 93.1% 93.2% 92.8% 94.1% 90.8% 90.5% 90.7% 91.2% 91.2% 92.1% 92.1% 91.6% 91.4% 89.4% 88.8% 89.1% 89.7% 89.4% 2017/18 2018/19 2019/20 2020/21 2021/22 2022/23 2023/24 2024/25 2025/26 North Ayrshire Attendance rate - All School Pupils Attendance % SIMD Quintile 1 Attendance % SIMD Quintiles 2-5 Attendance % All pupils
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48 Theme 4: Improving safeguarding Implementing the new safeguarding toolkit The Child Protection and Safeguarding Quality Improvement Toolkit was developed in 2024– 25 and tested in two establishments. Following positive feedback, it was shared more widely and is now becoming an important part of how schools and centres review and improve safeguarding practice. The pilot showed that some areas needed to be more consistent, including how pastoral notes are checked and how first aid incidents are recorded. A working group of Head Teachers and Heads of Centre helped develop practical resources to support this, including a Pastoral Note Audit Tool and a First Aid Recording Format. These are now being tested in establishments. The Education Service also worked with Human Resources to update the Council’s Volunteer Policy, giving clearer guidance on Protecting Vulnerable Groups checks. This helps establishments meet their legal responsibilities and keep children and young people safe. The work has now developed into an ongoing Child Protection and Safeguarding Service Improvement Group. The toolkit is also included in training for new Child Protection Coordinators, including those in partnership Early Years settings. Feedback shows that leaders feel more confident using the toolkit to review practice and identify improvements. In 2026–27, safeguarding visits will take place across establishments to provide further support. Overall, this work is helping schools and centres strengthen child protection practice, improve consistency and support better outcomes for children and young people.
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49 Education Service Priority 5 Placing human rights and needs of every child and young person at the centre of education Theme 1: Supporting needs Strategy for Supporting Needs During session 2025-26, the Education Service has continued gathering views of all stakeholders to develop the strategy for how needs are supported. Together with evidence gathered from a range of decision-making panels, attainment and attendance evidence as well as ASN data, we have a consistent authority-wide approach to meeting the needs of children and young people. The strategy articulates the shared vision and values underpinning support for learners, approaches to strengthen the use of quality improvement tools across universal, targeted and specialist supports, and improve consistency in tracking and monitoring attainment and achievement for specific groups of learners, including care experienced learners, young carers and learners with additional support needs. This work has also supported the development of evidence-led professional learning for staff, ensuring that establishments are better equipped to identify needs early, plan appropriate support, evaluate impact and improve outcomes for children and young people across North Ayrshire. Implementing the outcomes of the review of Outreach Support Services The review of Outreach Support Services took place last session with the aim of ensuring that provision more effectively responded to the changing profile of learners’ needs across North Ayrshire. The implementation of a clear leadership structure began with the recruitment of a Head Teacher of Outreach Support services who also has responsibility for care experienced learners. This post is now supported by a leadership structure including a Depute Head Teacher and two Principal Teachers. There is now a more systematic approach to identifying need, matching support to individual learners and establishments, and improving links between outreach provision, school-based planning and wider targeted and specialist supports. Implementation has also included a focus on supporting staff confidence, improving transitions, and ensuring that outreach advice and intervention are used proactively to build capacity within establishments, promote inclusion and help children and young people remain engaged in learning wherever possible. This work has focused on strengthening consistency, clarity and impact in how outreach support is accessed, planned and delivered. The introduction of a clear framework of quality improvement will continue to support this Service to maximise the positive impact it has on our most vulnerable learners.
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50 Theme 2: Maximising learner participation and voice Children and Young People’s Commissioner visit to Arran Nicola Killean, the Children and Young People’s Commissioner Scotland, visited schools and Early Years Centres on Arran as part of her work to promote children’s rights. She met with more than 80 children and young people at Arran High School, Lamlash Primary School, Whiting Bay Primary School and Brodick Primary School. The visit focused on additional support needs and how children and young people can be involved in decisions about their education. The island setting also gave useful insight into the experiences of children and young people living and learning on Arran. During the visit, the Commissioner spoke at two school assemblies, shared the Let’s Explore Our Rights book in Early Years settings, and listened to children and young people’s views on the support they receive and how their voices are heard. Overview of visit/summary of information shared with the Commissioner by pupils:
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51 Young Carers Education Fund Education staff have used Young Carers Statements to better understand young carers’ needs and help them access extra support. This year, 120 young carers received support through the Young Carers Education Fund, with £15,207 distributed. The funding has helped young carers take breaks from caring and access activities such as family days out, arts and crafts, bikes, gym memberships and equipment. This has supported their confidence, wellbeing and social inclusion. Overall, the support has helped many young carers enjoy more positive childhood experiences, stay engaged in education, and find a healthier balance between their caring role and their own needs. Safer Choices/Safer Futures Education Staff collaborated with Alcohol and Drugs Partnership staff, Mental Health and Wellbeing Project Delivery Officers and Police Scotland Staff to deliver a series of targeted sessions around drug and alcohol use and reducing knife crime. A key part of this programme was to gather views around Safer Choices/Safer Futures. The infographic below illustrates several clear messages which emerged, around knife crime, substance use, gender-based violence, personal responsibility, and wellbeing. From the views gathered we can see that the Safer Choices – Safer Futures programme successfully encouraged young people to reflect on risk-taking behaviours, challenge harmful attitudes, understand the consequences of their choices and develop practical strategies to support their wellbeing. Participants demonstrated increased awareness of personal safety, respectful relationships and resilience, reinforcing the programme's core message of making safer choices for safer futures. We have 17 establishments who have achieved Gold status in Rights Respecting School Awards, 29 have achieved Silver and 12 have achieved Bronze. We have identified two colleagues to act as trainers for the Rights Respecting School Awards and who will carry out assessments of those provisions seeking a Silver Award. The Rights Respecting Schools
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52 working group will meet with UNICEF to plan the professional learning programme for schools and early years centres. Part of this work will be to review establishment policies to ensure they explicitly consider and promote children’s rights as well as promoting child-friendly versions where appropriate. Theme 3: Maximising parent/carer involvement and engagement Family Engagement Hub During session 2025-26, the Parent/Carer ASN Hub has continued to provide an important authority-wide forum for families of children and young people with additional support needs. In partnership with the Neurodevelopmental Empowerment & Strategy Team (NEST), ASN Support Ayrshire and ASN Parents & Kids, the Hub has created a regular space for parents and carers to access information, share their experiences, ask questions and contribute to ongoing service improvement. Through this work, the Education Service has strengthened engagement with families and ensured that parent/carer voice is informing the development of policies, guidance and processes which directly affect children and young people with additional support needs. The Hub also supports more transparent communication between families and the Service, helping to build trust, improve understanding of available supports and identify areas where further advice, guidance or improvement activity is required. This session we have run sector specific sessions as well as drop-ins in addition to the regular topic-focused events. Events are organised on a roughly 6-weekly basis with 8 sessions running through the academic session. Parentsportal Following a successful pilot in a group of schools in June 2025, the introduction of ParentsPortal across all NAC Primary and Secondary schools has helped to improve and streamline communication between schools and parents/carers while improving data processes and reducing administrative burden. Parents and carers can now view pupil attendance & timetables, access Secondary school pupil reports, complete consent forms and permissions, undertake Annual Data Checks and access a range of other services using a single sign-in approach.
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53 Inspection and Review Supporting school improvement is a key role of the Education Service. A key feature of our well-established Quality Improvement Framework is the implementation of establishment reviews, to support senior leaders to evaluate the quality of aspects of their educational provision. These are usually 2-day reviews, focusing on one or two quality indicators from the self-evaluation framework “How Good is Our School?: 4th edition”. The review teams are made up of senior managers from the central quality improvement team alongside senior school leaders. In session 2025-26, a total of 21 in-house establishment reviews were undertaken across early years settings, schools and targeted/specialist provisions. In addition, His Majesty’s Inspectors of Education (HMIe) and the Care Inspectorate carried out external inspections in our schools and early years settings. The outcomes of these inspections are noted below: School Inspections (HMIe) School Inspection Report Date 1.3 Leadership of change 2.3 Learning, teaching and assessment 3.1 Ensuring wellbeing, equality and inclusion 3.2 Raising attainment and achievement Pennyburn Primary School* 16/09/2025 [Not assessed] Good [Not assessed] Very Good Whitehirst Park Primary School* 28/10/2025 Satisfactory Good Good Good St Bridget’s Primary School* 28/10/2025 Unsatisfactory Weak Weak Weak Springside Primary School 24/02/2026 Very Good Good Very Good Good Irvine Royal Academy 05/05/2026 Good Satisfactory Very Good Weak * Inspected in session 2024-25 but not previously reported because of publication dates. One other inspection took place at the end of the 2025-26 school year, however the report has not yet been finalised and will therefore be included in a future Standards and Quality Report. Early Years Inspections (HMIe) School Inspection Report Date 1.3 Leadership of change 2.3 Learning, teaching and assessment 3.1 Ensuring wellbeing, equality and inclusion 3.2 Securing children’s progress
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54 Early Years Inspections (Care Inspectorate) Early Learning and Childcare Setting (NAC) Inspection Report Date KQ1: How good is our care, play and learning? KQ2: How good is our setting? KQ3: How good is our leadership? KQ4: How good is our staff team? * From session 2024-25, but not previously reported because of publication dates.
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55 Progress towards Stretch Aims For the first time in 2022-23, all local authorities were required to set stretch aims, to indicate the progress they intended to make on a range of improvement activities. In the tables below, North Ayrshire’s stretch aims for 2025-26 are recorded along with the baseline position in 2022 and the actual position by August 2026. Overall, whilst there have been improvements in performance over time, progress towards the specific 2026 stretch aims is limited. The legacy impacts of the COVID pandemic are still evident. To show progress over a longer time frame, several years of historical data are available for comparison. Data which is currently unavailable, but due to be published later this year, will be added to an updated version in due course. The six core stretch aims are as follows: CORE OUTCOMES FOR IMPROVEMENT Performance up to 2023 Stretch Aim (by August 2026) Actual Progress Summary (updated annually) Description of improvement Performance Measure 2019 2020 2021 2022 2023 2024 2025 2026 Core Stretch Aim 1 The proportion of learners in North Ayrshire who achieve the expected levels of attainment in literacy at P1, P4 and P7 will increase. All learners 74% n/a 59% 67% 68% 75% 69% 68% Dec 2026 Q1 67% n/a 49% 60% 63% 72% 62% 62% Dec 2026 Q2-5 79% n/a 67% 74% 74% 80% 74% 74% Dec 2026 Q5 89% n/a 70% 83% 82% 88% 81% 81% Dec 2026 Gap 1 (Q1 vv Q2-5) -12pp n/a -18pp -14pp -11pp -8pp -12pp -12pp Dec 2026 Gap 2 (Q1 vv Q5) -22pp n/a -21pp -23pp -19pp -16pp -19pp -19pp Dec 2026 Core Stretch Aim 2 The proportion of learners in North Ayrshire who achieve the expected levels of attainment in numeracy at P1, P4 and P7 will increase. All learners 79% n/a 67% 75% 76% 81% 76% 74% Dec 2026 Q1 74% n/a 58% 69% 71% 78% 71% 67% Dec 2026 Q2-5 84% n/a 75% 81% 80% 86% 81% 80% Dec 2026 Q5 91% n/a 82% 87% 87% 91% 87% 85% Dec 2026 Gap 1 (Q1 vv Q2-5) -10pp n/a -17pp -12pp -9pp -8pp -10pp -13pp Dec 2026
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56 CORE OUTCOMES FOR IMPROVEMENT Performance up to 2023 Stretch Aim (by August 2026) Actual Progress Summary (updated annually) Gap 2 (Q1 vv Q5) -17pp n/a -24pp -18pp -16pp -13pp -16pp -18pp Dec 2026 CORE OUTCOMES FOR IMPROVEMENT Performance up to 2023 Stretch Aim (by August 2026) Actual Progress Summary (updated annually) Description of improvement Performance Measure 2019 2020 2021 2022 2023 2024 2025 2026 Core Stretch Aim 3 The proportion of school leavers who achieve 1 or more awards at SCQF level 5 or better will increase. All learners 87% 86% 90% 89% n/a 92% 89% 87% 87% Q1 80% 79% 83% 82% n/a 89% 84% 82% 82% Q2-5 93% 92% 95% 93% n/a 95% 92% 93% 91% Q5 98% 97% 99% 96% n/a 98% 96% 99% 97% Gap 1 (Q1 vv Q2-5) -13pp -13pp -12pp -11pp n/a -6pp -8pp -11pp -9pp Gap 2 (Q1 vv Q5) -18pp -18pp -16pp -14pp n/a -9pp -12pp -17pp -15pp Core Stretch Aim 4 The proportion of school leavers who achieve 1 or more passes at SCQF level 6 (grades A-C) or better will increase. All learners 65% 67% 71% 68% n/a 74% 66% 68% 69% Q1 52% 55% 61% 56% n/a 62% 57% 58% 59% Q2-5 75% 76% 78% 77% n/a 80% 73% 77% 76% Q5 89% 87% 87% 86% n/a 90% 82% 88% 84% Gap 1 (Q1 vv Q2-5) -23pp -21pp -17pp -21pp n/a -18pp -16pp -19pp --17pp Gap 2 (Q1 vv Q5) -37pp -32pp -26pp -30pp n/a -28pp -25pp -30pp -25pp Core Stretch Aim 5 The proportion of 16-19 year- olds who are participating in education, employment or training will increase. All learners 90.5% 90.6% 90.1% 90.8% 92.0% 95% 91.7% 92.5% Aug 2026 Q1 87.8% 86.9% 85.3% 88.0% 88.4% 92.5% 88.4% 90.0% Aug 2026 Q2-5 92.4% 93.5% 93.9% 93.0% 94.7% 97.5% 94.1% 94.7% Aug 2026 Q5 94.7% 96.7% 96.1% 96.4% 97.1% 99% 96.2% 97.1% Aug 2026 Gap 1 (Q1 vv Q2-5) -4.6pp -6.6pp -8.6pp -5pp -5.6pp -5pp -5.7pp -5pp Aug 2026
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57 Gap 2 (Q1 vv Q5) -6.9pp -9.8pp -10.8pp -8.4pp -7.5pp -6.5pp -7.7pp -7pp Aug 2026 Core Stretch Aim 6 School attendance levels will increase. All learners 92.1% 91.6% 91.4% 89.4% 88.8% 93% 89.2% 89.7% Q1 90.7% 90.1% 89.9% 87.7% 86.7% 92% 87.2% 87.7% Q2-5 93.2% 92.8% 92.8% 90.8% 90.5% 94% 90.8% 91.2% Q5 94.6% 94.1% 94.0% 91.7% 91.6% 95.5% 92.2% 92.6% Gap 1 (Q1 vv Q2-5) -2.5pp -2.7pp -2.9pp -3.1pp -3.8pp -2pp -3.6pp -3.5pp Gap 2 (Q1 vv Q5) -3.9pp -4pp -4.1pp -4pp -4.9pp -3.5pp -5pp -4.8pp