4. Education Service Improvement Plan 2025-26 - Cabinet 20250902
North Ayrshire Council · 2 September 2025
Back to Cabinet — 2 September 2025 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 2 September 2025 Cabinet (Education) Title: Education Authority Annual Service Improvement Plan 2025-26 Purpose: To inform Cabinet of the content of the annual Education Service Improvement Plan (SIP) for academic session 2025- 26. This paper should be read in conjunction with the parallel paper reporting on the Standards and Quality Report (SQR). Recommendation: That Cabinet: (a) Approves the SIP for 2025-26, noting its alignment with the Council Plan priorities and the National Improvement Framework (NIF) priorities; 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 Authority’s annual Service Improvement Plan (SIP) sets out how North Ayrshire Council will deliver ongoing improvement in our education performance, including the strategic priorities of the NIF. In addition, the plan sets out the expected educational benefits of the improvement activities and how success will be measured. 1.2 The SIP 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 operationalises activities to improve educational attainment and achievement and reduce the attainment gap. This plan outlines an ambitious programme for how the Education Service will deliver better outcomes for children, young people, and communities in North Ayrshire. 2. Background 2.1 The Education (Scotland) Act 2016, which amended the Standards in Scotland’s Schools Act 2000, introduced the NIF for education and includes a requirement on education authorities to produce annual plans and reports in pursuance of the NIF priorities. Annual plans and reports should demonstrate progress and set out expected education benefits as well as how success will be measured.
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2.2 The NIF for Scottish Education 2025 was published in December 2024 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 2025 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 NAC Education Service Improvement Plan 2023-26 is a three-year plan which was approved in 2023. Session 2025-26 is therefore the final year of the current plan. The priorities in the plan mirror the priorities within the NIF and also align to the Wellbeing priority within the North Ayrshire Council Plan 2023-28. In summary, they are 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 2.5 For each of the above, we include a description of what we will do, what we aim to improve as a result, and how we will measure success. This will then be reported through next year’s SQR. In addition, we have included a list of activities under the heading of ‘Strategic Support’, which reference critical areas such as learning environments, leadership and workforce planning. 2.6 In order to meet our statutory obligation to publish an annual plan, the three-year plan has been updated with priority actions for 2025-26 and outlines the broad areas of work for the service in the year ahead (a summary of annual actions for 2025-26 is attached as Appendix 1). 2.7 This plan aligns with NAC’s Children’s Services Plan and is underpinned by transformation activity within the Education Service to improve outcomes for children and young people.
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2.8 This plan also contains stretch aims which articulate the service’s ambition to improve a range of learner outcomes by 2026. The requirement to include three-year stretch aims within this plan was continued by Scottish Government in its updated ‘Framework for Recovery and Accelerating Progress’, published in May 2023. Engagement is about to commence on refreshing our stretch aims from 2026 onwards. 2.9 Once approved, the education authority’s annual SIP 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 content of the Education Service Improvement Plan for 2025-26, noting its alignment with the Council Plan priorities and the National Improvement Framework (NIF) priorities; and (b) Approves the publication of the plan. 4. Implications/Socio-economic Duty Financial 4.1 No implications associated with the development and publication of the SIP per se, although the plan does outline how resources will be used over the coming session to improve outcomes. Human Resources 4.2 None. Legal 4.3 The production of an annual SIP is a requirement under the Education (Scotland) Act 2016. Equality/Socio-economic 4.4 The SIP sets out specific improvement actions designed to improve educational outcomes for all, and also to reduce the impact of poverty on educational attainment. Environmental and Sustainability 4.5 None. Key Priorities 4.6 This SIP 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.
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Community Wealth Building 4.7 North Ayrshire’s Education Authority Annual Plan supports North Ayrshire’s Community Wealth Building aspirations through providing high quality skilled workers who can contribute to the local economy. In addition, initiatives outlined in the SIP provide opportunities for local businesses and people seeking employment in North Ayrshire. Islands Communities Impact Assessment (ICIA) 4.8 None. United Nations Rights of the Child (UNCRC) 4.9 None. Consumer Duty 4.10 None. 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. 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 - Service Improvement Plan summary of key actions 2025-26
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Education Service Improvement Plan 2025-26 – DRAFT ANNUAL ACTIONS PRIORITY 1: Improvement in attainment, particularly in literacy and numeracy Theme 1: High quality learning, teaching and assessment What we will do What we aim to improve How we will measure success Embed high quality play-based learning experiences across the whole early level, including the early stages of primary. To improve practitioner skills in using play-based approaches to learning to support the development of skills including creativity and curiosity and independent learning. To improve the quality and consistency of play-based learning across all establishments Quality of play-based learning, teaching and assessment will improve in all establishments. (HGIOS 2.3 / HGIOELC 2.3 / QIF / School Reviews) Staff will use their knowledge and skills of play pedagogy to improve quality learning environments (NAC HGIOPlay) Support establishments to embed the NAC Education Digital Learning Strategy To improve practitioners’ digital literacy and digital skills for supporting learners to develop and strengthen their digital skills. To improve the effective use of AI to enhance learning experiences. To improve consistency and quality of learning, teaching and assessment of digital skills across all establishments. The number of practitioners accessing digital CLPL will increase. (Gateway records) The number of schools achieving the Digital Schools award will increase from session 2024-25 (External data) HMIe inspection reports will highlight effective practice in the use of digital technology and the development of learners’ digital skills (HMIe / school reviews) Support Gaelic Medium Education (GME) and explore expansion of GME in NAC educational establishment To improve effective practice in GME. To develop a pathway for learner progression from GME in Primary to GME in Secondary. Quality of learning, teaching and assessment in GME will be evaluated as good or better (HGIOS 2.3 / HGIOELC 2.3 / QIF / School Reviews) Undertake the National Writing Programme for 2 cohorts (10 schools) in session 2025-26 to increase ACEL in Writing at First level To improve consistency and quality of learning, teaching and assessment in Writing across all establishments (the programme will be rolled out to all establishments over 2-3 years). Quality of learning, teaching and assessment of writing will improve in participating establishments. (HGIOS 2.3 / HGIOELC 2.3 / QIF / School Reviews) The percentage of learners in P4 achieving the expected levels of attainment in Writing (and Literacy) at First Level will increase in June 2026 (ACEL data) Begin to develop a NAC-wide reading programme To improve consistency and quality of learning, teaching and assessment in Reading across all establishments. Quality of learning, teaching and assessment of reading will improve in pilot schools. (HGIOS 2.3 / HGIOELC 2.3 / QIF / School Reviews) The percentage of primary learners in achieving the expected levels of attainment in Reading (and Literacy) will increase in June 2026 (ACEL data)
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Education Service Improvement Plan 2025-26 – DRAFT ANNUAL ACTIONS Theme 2: Raising attainment and achievement What we will do What we aim to improve How we will measure success 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 o Review of S6 learner experience across our schools To improve staff skills in raising attainment in Literacy and Numeracy through improved understanding of the use of data for improvement The percentage of learners achieving expected levels of attainment in Literacy and Numeracy will increase in June 2026: specifically for Early Years, P1, P4, P7 and S3. (ACEL data) The percentage of school leavers achieving literacy and numeracy qualifications will increase (Insight national benchmarks L4,5,6) The overall levels of achievement of school leavers will increase (Insight attainment for all 20/60/20) Overall quality of raising attainment and achievement will improve (HGIOS 3.2 HGIOELC 3.2 / QIF) Continue to support establishments with moderation of CfE attainment with planned NAC-wide moderation activity To improve consistency and the level of shared understanding of benchmarks and standards within establishments, across North Ayrshire and beyond. Internal and external evaluations of standards will demonstrate greater consistency in teacher judgement across the service (School reviews / HMIe inspections / Other LA QAMSOs) Continue to review and develop approaches to curriculum design in line with the Curriculum Improvement Cycle To improve senior leaders’ and staff’s understanding of the principles of the Curriculum Improvement Cycle to ensure establishments are prepared for CIC review cycle. To improve the shared understanding of the purpose and design of the curriculum in order to increase opportunities to maximise the successes and achievements of all our learners. To improve the articulation between curriculum and skills development through an increased knowledge and understanding of the Ayrshire Growth Deal. Feedback at senior leaders’ professional discussions on curriculum will indicate a greater understanding of the CIC (Heads Together Sessions / QIF) Curriculum design includes a closer alignment to the 5 key programmes within the Ayrshire Growth Deal: Aerospace and Space / Communities / Economic Infrastructure / Energy, Circular Economy, and Environment / Tourism
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Education Service Improvement Plan 2025-26 – DRAFT ANNUAL ACTIONS PRIORITY 2: Closing the attainment gap between the most and least disadvantaged children and young people Theme 1: Interventions to reduce gaps What we will do What we aim to improve How we will measure success Continue to provide a universal offer of training for teachers, EYPs & funded providers around appropriate use of interventions to reduce gaps To improve early years outcomes for all children, particularly those most disadvantaged. The gap between Q1 and Q2-5 will reduce in P1, 4 and 7 and S3 in Literacy and Numeracy in June 2026 (ACEL data) The gap between Q1 and Q2-5 will reduce in 1@5 and 1@6 in leavers’ data in June 2026 (Insight data) Continue to focus on the use of PEF in schools to reduce the poverty-related attainment gap and raise attainment To reduce the poverty-related attainment gap and raise attainment PEF impact summaries will demonstrate tangible improvements in attainment and reductions in poverty-related attainment gaps (PEF Impact Summaries) Theme 2: Specific focus on identified target groups, including care experienced learners What we will do What we aim to improve How we will measure success 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 To improve the attendance, engagement and achievement of targeted groups of learners Attainment will improve for Q1 and care experienced learners. (ACEL data / Insight average complementary tariff scores/Insight Literacy and Numeracy/ Insight 1SCQF level5 and 6) The gap specifically between the attainment levels of Q! and care experienced learners and all other learners will reduce. (ACEL data / Insight average complementary tariff scores/Insight Literacy and Numeracy/ Insight 1SCQF level5 and 6)
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Education Service Improvement Plan 2025-26 – DRAFT ANNUAL ACTIONS PRIORITY 3: Improvement in skills and sustained, positive school-leaver destinations for all young people Theme 1: Improved skills What we will do What we aim to improve How we will measure success 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 To improve the articulation between curriculum and skills development through an increased knowledge and understanding of the Ayrshire Growth Deal. To improve staff understanding and use of labour market intelligence. To improve partnership working between Secondaries and Ayrshire College with a particular focus on PEO delivery. To improve the tracking and monitoring of skills’ acquisition in NAC learners 3-18 The percentage of school leavers entering and sustaining a positive post-school destination will continue to improve (Insight destinations data / Annual Participation Measure) The number of learners achieving the PEO course (SCQF level 5) will increase across our Secondary schools (Insight data / Ayrshire College data) Theme 2: Partnerships to improve learner outcomes post-school What we will do What we aim to improve How we will measure success 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 To improve sustained leaver destination data To improve transition support for young people who are care experienced or have an ASN To improve processes for exceptional entry to college The percentage of school leavers entering and sustaining a positive post-school destination will continue to improve (Insight destinations data / Annual Participation Measure)
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Education Service Improvement Plan 2025-26 – DRAFT ANNUAL ACTIONS PRIORITY 4: Improvement in children and young people’s health and wellbeing Theme 1: Supporting mental health and wellbeing What we will do What we aim to improve How we will measure success Map the tools used to measure levels of health and wellbeing across establishments to determine priorities for future action. To improve knowledge of the range of tools in use, their strengths and limitations and to provide information to support consistency. Clear, up to date and reliable data exists and is clearly linked to the priorities for curriculum development and support for learners. Develop a bespoke Health Wellbeing survey based on the national approach which builds on current practice and links mental health and wellbeing and attendance. To improve the quality and consistency of data gathered across the local authority New survey has been collaboratively designed and piloted with a timeline in place for broader implementation in 2026/7. Support Secondary establishments to implement the education actions from the Equally Safe Delivery Plan To improve the extent to which children and young people feel safe in our educational establishments The number of Establishments registered at Equally Safe at School and staff who have completed associated professional learning will increase Theme 2: Supporting social and emotional wellbeing What we will do What we aim to improve How we will measure success 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. To improve the experiences of learners requiring support in the form of enhanced nurture to ensure positive outcomes. Numbers of children successfully reintegrated into their mainstream establishments and/or supported through outreach support will increase. The number of external day placements at primary stages will decrease Launch updated Promoting Positive Relationships and Behaviour policy and work collaboratively with establishments to support implementation. To improve staff skills, knowledge and understanding of the promotion of positive behaviour and relationships Establishments demonstrate engagement with new policy and evidence local arrangement which respect children’s Rights and engagement with families 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. To improve the safety of all as well as the support in place for learners with social, emotional and behavioural issues. Improved practices will have a positive impact on the number and type of reported incidents of violence and aggression.
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Education Service Improvement Plan 2025-26 – DRAFT ANNUAL ACTIONS Embed violence and aggression guidance with a focus on the analysis of recorded incidents and associated actions. To improve responses to incidents of violence and aggression within establishments and ensure safe and inclusive learning environments for all. The number of recorded incidents of violence and aggression will reduce. Health, Safety and Wellbeing sub-groups are in place and their findings are being actioned. Theme 3: Improving attendance What we will do What we aim to improve How we will measure success 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. To improve the consistency of how establishments support attendance at a universal level. Improved monitoring and support will lead to improvements in attendance data across all identified groups. (Attendance data / QIF) 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. To improve systematic tracking and targeted support for attendance across the service. Levels of persistent absence (<90%) will reduce across the service. (Attendance data) Launch professional learning aimed at early identification and support for emotionally-based school non attendance. To improve staff’s knowledge, understanding and capacity to support learners who have significant barriers to attending school. Levels of persistent absence (<90%) will reduce across the service. (Attendance data) Theme 4: Improving Safeguarding Procedures What we will do What we aim to improve How we will measure success 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 To improve our oversight of wellbeing for children not educated in school. Evidence from documentation will confirm that safeguarding concerns are acted upon appropriately (WNOC review / home educated cohort reviews) 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. To improve the quality and consistency of our approaches to ensuring safeguarding in all establishments. The number and category of safeguarding improvement actions identified in reviews and inspections will reduce. (HMIe / Care Inspectorate / Establishment reviews)
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Education Service Improvement Plan 2025-26 – DRAFT ANNUAL ACTIONS PRIORITY 5: Placing human rights and needs of every child and young person at the centre of education Theme 1: Supporting needs through quality universal, targeted and specialist provisions What we will do What we aim to improve How we will measure success 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 To improve our shared understanding of the values under-pinning our approach to supporting needs. To improve our focus on the key components of effective service delivery in this area. Evidence from quality improvement tools and QIF visits will show greater consistency across the service (QIF / audit tools) Systems for tracking attainment and interventions for specific groups of learners will lead to improved learner outcomes (Tracking data / attainment data) 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. To improve the capacity, quality and impact of targeted provisions to support the diverse and increasing levels of need across the Education Service. The number of external day placements will begin to reduce. (External placements data) Learner outcomes for children and young people accessing these provisions will continue to improve (ACEL data / Internal tracking data / Insight data) 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. To improve staff’s knowledge, skills and understanding of supporting language and communication needs, neurodiversity and SEBN Consistency of planning approaches for children and young people with language and communication needs will improve. (Review of planning documents). Develop a professional learning network to provide consistent support and guidance for Targeted Support Teachers. To improve the provision of high-quality, consistent targeted support for learners in all primary establishments Evidence from QIF visits, evaluations and Inclusion Group referrals will demonstrate the positive impact of this provision. (QIF feedback / IG referrals overview) 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. To improve and refine our decision making around provision, professional learning and support. For learners following an alternative curriculum, our new systems will effectively record achievements and value added by the education service to children’s outcomes. (Data from achievement database)
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Education Service Improvement Plan 2025-26 – DRAFT ANNUAL ACTIONS Theme 2: Maximising learner participation and voice with a focus on particular groups including care experienced learners What we will do What we aim to improve How we will measure success 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 To improve how well children’s rights are realised in all aspects of policy and practice Policies and practice will fully reflect the requirements of the UNCRC Incorporation (Scotland) Act 2024 (Review of policy and guidance documents) Establish service-wide learner executive groups as structured mechanisms to increase learner participation in decisions which affect their education. To improve service-wide approaches to maximise learner voice and provide added opportunities for learners to influence education policy and practice. Feedback from young people will show improvements in how well they feel their views are accounted for. (Learner executive group evaluations) Establish updated protocols, policy and practice to support care experienced learners and maximise their experiences in line with the Promise. To improve outcomes for care experienced learners through refreshed approaches to involving them in service improvements. Educational outcomes for care experienced learners will improve. (Attainment data for CE) Feedback from care experienced young people will show improvements in how well they feel their views are accounted for. (CE forum / champions evaluations) Theme 3: Maximising parent/carer involvement and engagement What we will do What we aim to improve How we will measure success 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. To improve the quality of communication and relationships between parents of children with additional needs and the local authority. To improve the quality and amount of information readily available to parents and carers about their child’s journey through education. Feedback from parent/carer forum will indicate increased levels of satisfaction. (Parent forum evaluations) 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. To improve the consistency of the information shared with parents and carers at establishment level. Feedback from parent/carer forum will indicate increased levels of satisfaction. (Parent forum evaluations / annual stakeholder surveys)
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Education Service Improvement Plan 2025-26 – DRAFT ANNUAL ACTIONS STRATEGIC SERVICE SUPPORT Theme 1: Policies and operating procedures What we will do What we aim to improve How we will measure success Continue the programme to replace Standard Circulars with new Policies and Operating Procedures. This will include priority updates to guidance on mobile phone use and preventing misogyny, among other themes. To improve clarity of policy and consistence of implementation across establishments, leading to improved outcomes for all. Policy and practice inconsistencies will reduce (QIF / complaint records). Satisfaction levels will increase (Annual stakeholder surveys). Refresh our approach to promoting and protecting staff wellbeing, recognising the link between staff and pupil wellbeing. To improve staff wellbeing, attendance and job satisfaction. Data from HR systems will demonstrate improvements (CHRIS / OH provider / workforce power BI reports). Support the establishment of health, safety and wellbeing committees within establishments, including a focus on analysing data, implementing improvements and addressing training needs. To improve collective understanding of our shared responsibility. To improve collegiality in identifying and addressing H&S issues within establishments. Service wide H&S committee will confirm the effectiveness of this approach. (H&S committee data / feedback from participants / QIF) Theme 2: Creating inspiring learning environments What we will do What we aim to improve How we will measure success Ensure the efficient and effective delivery of the learning estate in terms of condition, suitability and sufficiency through the delivery of key projects, including Ardrossan Community Campus and the expansion of facilities at Loudoun Montgomery PS, Glebe PS, West Kilbride PS and Fairlie PS. To improve learning environments and to ensure we are environmentally efficient, are digitally enabled, and meet the needs of all current and future learners. The strategic objectives of each project will be met. (Project objective measures / stakeholder evaluation). Theme 3: Investing in leadership What we will do What we aim to improve How we will measure success Develop programmes to support the professional development of our staff, including the embedding and expansion of professional learning networks for senior and middle leaders. To improve the professional learning offer and leadership development pipeline for leaders at a range of levels across the system, leading to strengthened leadership of our establishments. The number of participants in maters level learning will increase. The quality of leadership in our establishments will be further enhanced. (Into Headship participants / QI1.3 evaluations / applicants for leadership posts). Theme 4: Workforce planning What we will do What we aim to improve How we will measure success Support service redesign across various education teams to ensure the efficient and effective deployment of resource to deliver a high quality service. To improve the service redesign process through enhanced understanding of the service objective, people and financial implications of proposals. Service objectives will continue to be met successfully within the policy and financial context. (Budget monitoring/self-evaluation/workforce planning data).