Education Service Improvement Plan 2026-29
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 Authority Service Improvement Plan 2026-29, including high-level actions for 2026-27 Purpose: To present the new Education Service Improvement Plan 2026-29 for approval. The Plan sets out the Education Service’s strategic improvement priorities for the next three years and the high-level actions to be taken forward during session 2026-27. Recommendation: That Cabinet: (a) Approves the Education Service Improvement Plan 2026-29, including the high-level actions to be taken forward during session 2026-27; and (b) Notes that, following approval, this plan will be published and submitted to Scottish Ministers, in line with statutory requirements. 1. Executive Summary 1.1 The Education Service Improvement Plan 2026-29 sets out North Ayrshire’s strategic priorities for improving educational outcomes over the next three years. Developed in line with statutory requirements and the 2026 National Improvement Framework, it provides a clear framework for improvement across all sectors, informed by local evidence and priorities. 1.2 The new Plan introduces a streamlined structure built around three priorities: Improving learning outcomes for all; Supporting needs, wellbeing, equality and inclusion; and Building a self-improving service. These priorities bring together related areas of improvement and provide a clear framework for the Service as a whole, establishments and school communities. The Plan includes a range of high-level actions for session 2026-27, focusing on areas such as literacy, numeracy, curriculum development, attendance, additional support needs, wellbeing, leadership, professional learning, quality improvement and the effective use of data and evidence to support better outcomes for learners. 1.3 The Plan also forms the basis for a consistent approach to improvement planning, self- evaluation and performance monitoring across the Education Service. Progress will be monitored through a suite of performance measures and reported annually through the statutory Standards and Quality Report. The Plan supports the Council’s wider ambitions for improving attainment, reducing inequity, strengthening wellbeing and inclusion, and ensuring that all children and young people are equipped with the knowledge, skills and support they need to succeed in learning, life and work.
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2. Background 2.1 The Standards in Scotland’s Schools etc. Act 2000 places a statutory duty on education authorities to secure improvement in the quality of school education. The Education (Scotland) Act 2016 strengthened duties around planning and reporting on progress towards the National Improvement Framework priorities. Annual plans and reports should demonstrate progress and set out expected education benefits as well as how success will be measured. 2.2 The National Improvement Framework for Scottish Education 2026 was published in December 2025 and set out the Scottish Government’s vision for Scotland’s children and young people’s progress in learning through excellence and equity. All schools and education authorities have developed annual plans which focus on delivering: • Excellence through raising achievement and improving outcomes: ensuring that every child and young person achieves the highest standards they can; and • Achieving equity: ensuring every child and young person has the same opportunity to succeed 2.3 The key priorities set out in the National Improvement Framework for 2026 are: • Placing the human rights and needs of every child and young person at the centre of education; • Improvement in children and young people’s health and wellbeing; • Closing the attainment gap between the most and least disadvantaged children and young people; • Improvement in skills and sustained, positive school-leaver destinations for all young people; and • Improvement in attainment, particularly in literacy and numeracy. 2.4 The new Education Service Improvement Plan 2026-29 has therefore been developed to provide a clear local framework for improvement that is aligned to national expectations while reflecting North Ayrshire’s local context, priorities and improvement evidence. 2.5 The previous Education Service Improvement Plan was structured directly around the five National Improvement Framework priorities. The new Plan moves to a more streamlined three-priority structure which brings together related areas of improvement and supports a clear and consistent approach to improvement across the Service. The streamlined plan will incorporate the National Improvement Framework priorities. The three priorities for North Ayrshire are: • Priority 1: Improving learning outcomes for all • Priority 2: Supporting needs, wellbeing, equality and inclusion • Priority 3: Building a self-improving service 2.6 Priority 1: The Plan sets out a clear focus on improving learning outcomes for all learners. This includes strengthening learning, teaching and assessment; improving literacy, numeracy, communication and play-based learning; supporting curriculum, skills and learner pathways; and raising attainment while reducing gaps linked to poverty, disadvantage, additional support needs, care experience and other barriers to progress.
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2.7 Priority 2: The Plan also places a strong emphasis on supporting needs, wellbeing, equality and inclusion. This includes improving the use of data to plan mainstream, targeted and specialist support; implementing review recommendations for specialist and targeted services; strengthening additional support leadership networks; improving attendance and engagement; and strengthening approaches to relationships, behaviour, health, wellbeing and safeguarding. 2.8 Priority 3: The third priority focuses on building a self-improving service. This includes refreshing the Quality Improvement Framework, introducing a tiered approach to support and challenge, improving the use of reviews and networks, developing performance dashboards, strengthening service-wide self-evaluation, supporting leadership at all levels and improving professional learning, reflection and staff support. 2.9 The Plan’s strategic service support section recognises that effective improvement also depends on clear procedures, consistent expectations and better systems. The Plan therefore includes activity to refresh the service vision, update key procedures and prepare for improved information systems. 2.10 The high-level actions for 2026-27 will be supported by a more detailed implementation plan, with named leads, timescales and performance measures used internally to monitor progress. 2.11 The Plan includes a set of service performance measures to help monitor progress. The Service will report on these performance measures and on progress towards the three improvement priorities and the National Improvement Framework priorities through the annual Standards and Quality Report. 2.12 This plan aligns with the aims and improvement priorities of the new North Ayrshire Children and Families Plan 2026-29 and the North Ayrshire Council Plan 2023-28. 2.13 Once approved, the education authority’s annual Service Improvement Plan must be published. A copy must also be sent to Scottish Ministers for reference. 3. Proposals 3.1 It is proposed that Cabinet: (a) Approves the Education Service Improvement Plan 2026-29, including the high- level actions to be taken forward during session 2026-27; and (b) Notes that, following approval, this plan will be published and submitted to Scottish Ministers, in line with statutory requirements. 4. Implications/Socio-economic Duty Financial 4.1 There are no direct financial implications arising from approval of this report. Delivery of the Plan will be taken forward through existing Education Service budgets, existing improvement resources and relevant funding streams.
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Human Resources 4.2 None. Legal 4.3 The Plan supports the Council’s statutory duties to secure improvement in education and to plan and report on progress towards national improvement priorities. These duties are reflected in the Standards in Scotland’s Schools etc. Act 2000 and the Education (Scotland) Act 2016. Equality/Socio-economic 4.4 The Plan has a strong focus on improving outcomes for all children and young people, with particular attention to reducing gaps linked to poverty, disadvantage, additional support needs, care experience, attendance barriers and other factors that can affect learning and participation. Environmental and Sustainability 4.5 None. Key Priorities 4.6 The Plan aligns with 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. It also supports the Council’s wider focus on wellbeing, resilience, community wealth building and improved life chances. Community Wealth Building 4.7 The Plan includes actions to strengthen curriculum links to the local economy, including the Ayrshire Growth Deal, and to improve learner pathways through partnership work with Ayrshire College, Developing the Young Workforce, Skills Development Scotland, employers and community partners. Islands Communities Impact Assessment (ICIA) 4.8 There are no direct island community implications arising from this report. The Plan applies across all North Ayrshire educational establishments, including island settings. United Nations Rights of the Child (UNCRC) 4.9 The Plan supports children’s rights by placing learner voice, participation, inclusion, accessibility, support for additional needs and learner wellbeing within the service’s improvement priorities. The national framework also identifies placing the human rights and needs of every child and young person at the centre of education as a key priority. Consumer Duty 4.10 None.
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5. Consultation 5.1 The content of the Education Authority annual plan for 2025-26 has been agreed across the education service following self-evaluation in schools and across the service of the progress towards the three-year plan and our medium-term stretch aims. The process of arriving at the service level priorities and strategic actions included engagement of Head Teachers and the service leadership team. At school level, priorities are identified through engagement with pupils, staff, parents/carers and key partners. 5.2 Views of a range of stakeholders were gathered through a stakeholder survey, which demonstrated broad agreement in principle with the three priorities and their underpinning themes as an appropriate structure for the Education Service Improvement Plan 2026-29. Feedback from stakeholders has informed the final wording of the plan and will continue to shape implementation. Andrew McClelland Head of Service (Education) and Chief Education Officer For further information please contact Andrew McClelland, Head of Service (Education), on 01294324413. Background Papers Appendix 1 – Education Service Improvement Plan 2026-29
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Education Service Improvement Plan 2026-27 – DRAFT HIGH LEVEL ACTIONS Page 1 of 8 EDUCATION SERVICE IMPROVEMENT PLAN 2026-29 This plan is designed to support both excellence and equity. This means providing earlier and more targeted support for learners who face barriers, while also ensuring that all learners, including those making strong progress, are appropriately supported and challenged to achieve their full potential.
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Education Service Improvement Plan 2026-27 – DRAFT HIGH LEVEL ACTIONS Page 2 of 8 PRIORITY 1: Improving learning outcomes for all Theme 1: Learning, teaching and assessment SERVICE OUTCOME What we aim to improve IMPLEMENTATION PLAN 2026-27 How we will improve MEASUREMENT OF IMPACT How we will know We want every child and young person to experience consistently high-quality learning experiences which are engaging, inclusive, supportive and appropriately challenging. We will ensure that these experiences are delivered by teachers and practitioners who are supported through robust and purposeful professional learning in learning, teaching and assessment. This means that our children and young people will have strong foundations in early language and communication, improved progress in reading, writing, listening and talking and numeracy, and learning experiences that are engaging, inclusive and appropriately challenging. • Embed agreed approaches to literacy through new targeted programmes for improving learning in reading, writing and listening/talking • Embed high quality play-based learning and early communication skills across our schools and early years settings. • Strengthen our approaches to understanding standards and moderation across all stages. • Provide professional learning to strengthen shared planning and support consistent practice. • Create opportunities for staff to share effective practice across establishments. • More learners achieve expected levels in literacy and numeracy. • Children and young people communicate with greater confidence. • Assessment evidence is more consistent across establishments. • Establishment reviews show more high quality learning, teaching and assessment experiences for all learners. • Staff report increased confidence in the delivery of literacy, numeracy, play, assessment and digital learning. Theme 2: Curriculum, skills and pathways SERVICE OUTCOME What we aim to improve IMPLEMENTATION PLAN 2026-27 How we will improve MEASUREMENT OF IMPACT How we will know We want all learners to experience a curriculum that is ambitious, relevant and connected to the skills they need for learning, life and work. Learners should understand their strengths, develop confidence and see clear links between school, further learning, training, employment and wider achievement. • Use labour market information and the Ayrshire Growth Deal to connect learning with real opportunities in the local economy. • Strengthen partnership work with Ayrshire College, Developing the Young Workforce, Skills Development Scotland, employers and community partners to improve learner pathways and • Learners can describe and understand the skills they are developing and why they matter. • More young people sustain positive destinations after school. • Curriculum plans show clearer links to local opportunities and future pathways.
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Education Service Improvement Plan 2026-27 – DRAFT HIGH LEVEL ACTIONS Page 3 of 8 sustained post-school positive destinations for our learners. • Prepare for curriculum change and support establishments to engage with national curriculum developments. • Review our Gaelic Medium Education pathways for families and learners and explore options for future development. • Staff report increased confidence with emerging national curriculum developments and resources • Partnerships with colleges, employers and agencies lead to wider learner options. • Gaelic Medium Education pathways are embedded and offer more progression opportunities. Theme 3: Raising attainment and reducing gaps SERVICE OUTCOME What we aim to improve IMPLEMENTATION PLAN 2026-27 How we will improve MEASUREMENT OF IMPACT How we will know We want attainment to improve for all learners, with a particular focus on reducing gaps linked to poverty, disadvantage, additional support needs, care experience, attendance barriers and other factors that can affect learner progress, participation and confidence. We will work with establishments to identify need earlier, use data more effectively and plan targeted support that helps learners make steady and sustained progress. • Strengthen tracking, set clear targets and use attainment data more consistently across early years, primary and secondary. • Support establishments to use Pupil Equity Funding effectively and reduce cost of the school day barriers. • Improve planning for learners who need additional support, particularly at key transition points. • Identify barriers earlier, plan targeted interventions and review impact using better information about individuals and groups. • Attainment improves in literacy and numeracy at key stages. • Schools can show clearer progress for individuals, groups and year stages. • Equity gaps reduce over time. • Targeted support has clearer evidence of impact. • Learners affected by disadvantage show improved progress, participation and confidence.
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Education Service Improvement Plan 2026-27 – DRAFT HIGH LEVEL ACTIONS Page 4 of 8 PRIORITY 2: Supporting needs, wellbeing, equality and inclusion Theme 1: Supporting all learners’ needs SERVICE OUTCOME What we aim to improve IMPLEMENTATION PLAN 2026-27 How we will improve MEASUREMENT OF IMPACT How we will know We want children and young people with additional support needs to receive the right support at the right time, within learning environments that meet their needs and support the learning, wellbeing and safety of all learners. This includes learners who need mainstream, targeted or specialist support, and those who require careful transition planning. Our work will focus on reducing barriers to learning, ensuring appropriate provision and making sure learner and family views are heard when support is planned. • Improve the use of data to plan current and future mainstream, targeted and specialist provisions, tailored to the needs of our learners. • Implement review recommendations for specialist and targeted services. • Strengthen additional support leadership networks across the service to support improved outcomes for learners. • Improve support plans, referral routes, transition arrangements and accessibility guidance. • Prepare an implementation plan to ensure effective roll out of the recommendations of the National Oversight Group (ASN categories & Staged Intervention Model) • Update our guidance on safeguarding to enhance the consistency of practice across the service. • Planning for additional support needs is more consistent. • Families experience clearer communication and processes. • Specialist and targeted provisions show stronger, more consistent practice. • Fewer unnecessary referrals are made because support is planned earlier. • Learners and families report that their views are heard. • Barriers to learning are reduced and support is easier to access. • An implementation plan has been prepared to ensure we are able to roll out the recommendations from the national refresh of ASN categories, guidance and Staged Intervention. Theme 2: Improving attendance and engagement SERVICE OUTCOME What we aim to improve IMPLEMENTATION PLAN 2026-27 How we will improve MEASUREMENT OF IMPACT How we will know We want more children and young people to attend regularly and feel engaged in learning. Where attendance is affected by barriers, we want support to begin earlier and involve learners, families and partners. Good attendance is • Introduce a consistent attendance tracking tool and clear guidance for establishments. • Support staff to identify patterns, listen to learners and understand barriers to attendance, and then • Attendance improves across establishments. • Concerns are identified and responded to earlier. • Support plans better reflect learner voice. • Staff are more confident in identifying and responding to barriers.
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Education Service Improvement Plan 2026-27 – DRAFT HIGH LEVEL ACTIONS Page 5 of 8 important because it supports learning, wellbeing, friendships and future opportunities. plan practical support to improve attendance in different circumstances. • Strengthen partnership with parents, carers, third sector organisations and wider services. • Co-create advice and communication on positive attendance from early years onwards. • Families report clearer communication and better understanding of support. • Partners report stronger joint working to support attendance and engagement. Theme 3: Relationships, behaviour, health and wellbeing SERVICE OUTCOME What we aim to improve IMPLEMENTATION PLAN 2026-27 How we will improve MEASUREMENT OF IMPACT How we will know We want children, young people and staff to feel safe, included and supported. We will strengthen wellbeing, safeguarding, relationships and behaviour support so that establishments can promote calm, respectful learning environments, respond effectively to and reduce any incidents of bullying or disruption, and support learners with social, emotional and behavioural needs. • Develop consistent health and wellbeing information across establishments. • Use wellbeing, attendance and behaviour data together to plan earlier support. • Strengthen safeguarding evidence, relational approaches and behaviour planning. • Provide further practical support for establishments to understand and effectively support learners with complex social, emotional and behavioural needs. • Offer professional learning, coaching, supervision and targeted wellbeing support for staff and leaders. • Wellbeing data is clearer and used to target support. • Safeguarding evidence and processes are stronger. • Plans and risk assessments improve in quality. • Serious incidents reduce in targeted settings. • Learners experience more consistent relational and behaviour support. • Staff feedback shows increased confidence and wellbeing support.
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Education Service Improvement Plan 2026-27 – DRAFT HIGH LEVEL ACTIONS Page 6 of 8 PRIORITY 3: Building a self-improving service Theme 1: Quality improvement and use of evidence SERVICE OUTCOME What we aim to improve IMPLEMENTATION PLAN 2026-27 How we will improve MEASUREMENT OF IMPACT How we will know We want clearer evidence about what is working well, where improvement is needed and how support should be targeted. Stronger self- evaluation, performance information and shared learning will help us make better decisions and focus resources where they make the greatest difference. • Refresh the Quality Improvement Framework and implement a new tiered approach to support and challenge for establishments. • Use reviews, networks, trios and improvement groups to share effective practice. • Develop new performance dashboards and reporting practices to identify strengths, risks and priorities. • Enhance service-wide self-evaluation to strengthen quality improvement throughout the service. • Self-evaluation and improvement planning improve. • Data is used more consistently to target support. • Collaboration improves practice and outcomes. • Reporting provides clearer evidence of progress. Theme 2: Leadership at all levels SERVICE OUTCOME What we aim to improve IMPLEMENTATION PLAN 2026-27 How we will improve MEASUREMENT OF IMPACT How we will know We want staff, children and young people to have opportunities to lead improvement. Leadership at every level builds confidence, supports succession planning and helps make improvement more sustainable. • Strengthen leadership programmes for aspiring, new and experienced leaders. • Develop further professional networks and succession planning across the service. • Create practical leadership opportunities for staff to lead improvement. • In addition to the introduction of a new Learner Forum, support Learner Executive Groups, Young Leaders of Learning and the acquisition of learner leadership awards. • More staff take part in leadership programmes. • More strong candidates apply for promoted posts. • Staff report increased confidence in leading improvement. • Learners report that they are listened to and represented.
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Education Service Improvement Plan 2026-27 – DRAFT HIGH LEVEL ACTIONS Page 7 of 8 Theme 3: Professional learning, reflection and support SERVICE OUTCOME What we aim to improve IMPLEMENTATION PLAN 2026-27 How we will improve MEASUREMENT OF IMPACT How we will know We want education staff and senior leaders to feel supported, confident and able to improve practice. Improved approaches to wellbeing, induction, coaching, mentoring and professional learning will help strengthen the service. • Develop practical wellbeing support, including voluntary supervision and advice. • Strengthen senior leader induction for new and existing leaders. • Provide coaching and mentoring to build confidence and readiness for leadership roles. • Use professional learning and reflection to improve practice and share learning across the service. • Staff feedback shows improved wellbeing support. • Senior leaders report greater readiness and confidence. • Coaching and mentoring participants can articulate the benefits of this approach on their practice. • Professional learning leads to improvements in practice. STRATEGIC SERVICE SUPPORT Supporting delivery of the improvement plan SERVICE OUTCOME What we aim to improve IMPLEMENTATION PLAN 2026-27 How we will improve MEASUREMENT OF IMPACT How we will know We will provide clearer guidance, more consistent procedures, better systems and effective resource planning so staff can focus on high- quality support for children, young people and families. Delivery of the plan will be supported through workforce planning, use of data, partnership working and regular review of progress. • Refresh the service vision, update key procedures and prepare for improved information systems. • Align service resources, staffing and professional learning with the priorities in the plan. • Review progress regularly through service performance reporting and establishment engagement. • Use stakeholder feedback, data and self- evaluation evidence to refine delivery over the life of the plan. • Staff understand expectations more clearly. • Procedures are updated and easier to use. • Processes are more efficient and consistent. • Information supports better planning, reporting and improvement. • Service systems help staff focus on delivery and support. Across all priorities, we will strengthen communication and engagement with parents, • Refresh Parent Council chairs network, further embed parent engagement networks and • Families report clearer communication, greater involvement in planning support, and
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Education Service Improvement Plan 2026-27 – DRAFT HIGH LEVEL ACTIONS Page 8 of 8 carers and families. This will include clearer information about support, improved opportunities to listen to family views, and stronger partnership working between establishments, families and services. strengthen mechanisms for gathering views from stakeholders to shape service improvement. increased confidence that their views are listened to and acted upon.
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APPENDIX 2: Education Service Performance Measures The tables below outline the key statistical performance measures which will be used alongside other qualitative measures of success to track the progress of the Service Improvement Plan over the next three years. LITERACY AND NUMERACY ATTAINMENT MEASURES Title Description ED1.1 Early level speech, language and communication The proportion of learners in North Ayrshire who have the expected speech, language and communication skills by the start of primary school will increase. ED1.2 Curriculum for Excellence literacy levels The proportion of learners in North Ayrshire who achieve the expected levels of attainment in literacy at P1, P4, P7 and S3 will increase. ED1.3 Reducing gaps in Curriculum for Excellence literacy levels For those achieving the expected levels of attainment in literacy at P1, P4, P7 and S3, the gap between specific groups of learners and the total learner population will reduce. *This includes for example: those living in the most and least deprived areas; learners with additional support needs; care experienced learners; young carers. ED1.4 Curriculum for Excellence numeracy levels The proportion of learners in North Ayrshire who achieve the expected levels of attainment in numeracy at P1, P4, P7 and S3 will increase. ED1.5 Reducing gaps in Curriculum for Excellence numeracy levels For those achieving the expected levels of attainment in numeracy at P1, P4, P7 and S3, the gap between specific groups of learners and the total learner population will reduce. * ED1.6 School leaver literacy attainment The percentage of school leavers who achieve a qualification in literacy at SCQF Level 5 or better will increase. ED1.7 Reducing gaps in school leaver literacy attainment For school leavers who achieve a qualification in literacy at SCQF Level 5 or better, the gap between specific groups of learners and the total learner population will reduce. * ED1.8 School leaver numeracy attainment The percentage of school leavers who achieve a qualification in numeracy at SCQF Level 5 or better will increase. ED1.9 Reducing gaps in school leaver numeracy attainment For school leavers who achieve a qualification in numeracy at SCQF Level 5 or better, the gap between specific groups of learners and the total learner population will reduce. * OTHER SCHOOL LEAVER ATTAINMENT MEASURES Title Description ED1.10 School leaver attainment at SCQF level 4 or better The proportion of school leavers who achieve qualifications at SCQF Level 4 or better will increase. ED1.11 School leaver attainment at SCQF level 5 or better The proportion of school leavers who achieve qualifications at SCQF Level 5 or better will increase. ED1.12 School leaver attainment at SCQF level 6 or better The proportion of school leavers who achieve qualifications at SCQF level 6 or better will increase. ED1.13 School leaver attainment at SCQF level 7 The proportion of school leavers who achieve qualifications at SCQF level 7 will increase. ED1.14 School leaver average tariff scores The average tariff scores achieved by school leavers will increase.
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ED1.15 Reducing the gap in school leaver average tariff scores The gap between the average tariff scores achieved by specific groups of learners and the total learner population will reduce. * ED1.16 Positive school leaver destinations The proportion of school leavers who enter positive post-school destinations will increase. ED1.17 Annual Participation Measure The proportion of 16-19 year-olds who sustain their participation in learning, training or employment will increase. HEALTH AND WELLBEING MEASURES Title Description ED2.1 Learner attendance levels The overall learner attendance levels will increase across all sectors. ED2.2 Learner persistent absence levels The proportion of learners who are absent for more than 10% of the days in a school year will decrease. ED2.3 Exclusion levels The proportion of incidents resulting in exclusion will decrease. ED2.4 Health and wellbeing indicators The proportion of learners with no areas for concern in health and wellbeing assessment tools will increase. ED2.5 Violence and aggression data The number of incidents of violence and aggression will decrease. BROADER SERVICE IMPROVEMENT MEASURES Title Description ED3.1 Evaluations from inspections and reviews The proportion of establishment reviews and inspections where quality indicators are evaluated as “good” or better will increase.