4. Achievement of Curriculum for Excellence Levels 2025 - Cabinet (Education) - 27 January 2026
North Ayrshire Council · 27 January 2026
Back to Cabinet — 27 January 2026 and its agenda
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NORTH AYRSHIRE COUNCIL 27 January 2026 Cabinet (Education) Title: Achievement of Curriculum for Excellence Levels 2024-25 Purpose: To provide a summary of achievement levels across the Broad General Education (P1, P4, P7 and S3) in literacy and numeracy and outline next steps to secure further improvement. Recommendation: That Cabinet: a) Notes the content of the report, including the progress being made by learners in literacy and numeracy. b) Notes the measures being undertaken to make further improvements to attainment and achievement levels across the Broad General Education phase in North Ayrshire. 1. Executive Summary 1.1 North Ayrshire Council has high aspirations for all and is committed to securing improved educational outcomes for all children and young people. Two of the current five strategic priorities for the Education Directorate are directly linked to raising attainment: • Improvement in attainment, particularly in literacy and numeracy • Closing the attainment gap between the most and least disadvantaged children and young people 1.2 As part of this ambition, work took place during session 2024-25 to support schools to improve attainment outcomes for their learners. This included steps to strengthen accountability, monitoring and tracking, and facilitate the sharing of best practice. 1.3 Despite these steps, NAC data for 2024–25 shows a continued need to raise attainment across literacy and numeracy, particularly in primary. Attainment levels by S3 are in a notably stronger position, but there is still scope for further improvement, particularly at Fourth level. Our performance relative to the national position saw a negative step change between the period 2019 to 2021, and we have broadly been in the bottom quartile since then. This is part of the rationale behind choosing to present a standalone paper to Cabinet on BGE performance rather than merging this data into a single performance report with leavers’ data later in the school year. 1.4 Given this context, improvement plans for next session will take full account of the messages found from analysing and reflecting upon ACEL data, with a view to seeking improvements in outcomes for children and young people annually.
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1.5 Further activity being carried out by NAC Education Service and schools in session 2025-26 is comprehensive and includes actions in each of the following categories: • Leadership • Attainment priorities • Moderation and assessment • Playful pedagogy in P1 • National improving writing programme • PLA interventions • Professional learning and networks • Support from Attainment Advisor • Target setting and attainment visits • Data analysis and clinics • Learner profiles • Looking outwards 2. Background 2.1 In 2016, the Scottish Government began to collect statistics on the Curriculum for Excellence levels achieved in Literacy (Listening and Talking, Reading, Writing) and Numeracy by learners in the Broad General Education stages P1, P4, P7 and S3. This is based on teacher judgement about each pupil’s achievement of expected level made at the end of June each session. This data collection by the Scottish Government was suspended in 2020 for all schools due to the impact of the pandemic. Data collection was resumed in 2021 for stages P1, P4 and P7 though not S3. In 2022 all stages were once again collected. 2.2 Schools report whether each learner has achieved the expected level of attainment in literacy and numeracy. The expected levels of attainment are as follows: CfE Level Expected timescale for achievement of this level Early By the end of P1, but earlier or later for some First By the end of P4, but earlier or later for some Second By the end of P7, but earlier or later for some Third/Fourth By the end of S3, but earlier or later for some *Learners recorded as ‘not assessed’ are not included in the percentage calculations. Learners recorded as ‘following individual milestones’ (i.e. for some in our ASN provisions) are included in the percentage calculations. 2.3 Schools submit data to Scottish Government annually on the achievement levels of all learners in P1, P4, P7 and S3. This is published by the Scottish Government each year. The latest national publication of Achievement of Curriculum for Excellence (CfE) Levels 2024-25 was published on 9 December 2025. 2.4 Achievement of CfE levels is based on a holistic judgement of a child’s progress by their teacher, using a range of evidence throughout their journey through the level. As part of a school’s quality assurance process, teacher judgement levels are moderated internally and externally to ensure the national standards are being consistently applied across all establishments.
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2.5 Prior to exploring the most recent attainment data in detail, it would be worth noting the approaches which were already in place across the Education Service during session 2024-25, which aimed to support schools to improve attainment outcomes for their learners. Key features of our work to support raised attainment are outlined in the latest North Ayrshire Council Education Standards and Quality Report 2024 to 2025, and are summarised below: • The Education Service is committed to improving attainment for all and narrowing the poverty-related attainment gap. This session the service leadership team has shared consistent messages with all senior leaders across the authority during headteacher meetings, in order to reinforce this continued commitment. • Teachers from the Professional Learning Academy are embedded within target schools for a term and work alongside school staff on an agreed aspect of learning, teaching and assessment identified from their school improvement plans to improve practice and have a positive impact on learning outcomes. In 2024-25, the PLA worked in this way with 16 Primary schools for at least one term on targeted interventions across a range of curricular areas, including literacy, numeracy, play pedagogy and digital learning. • A focus on stretch aims across all sectors at establishment and local authority levels provided opportunity for regular data analysis and professional dialogue around attainment of learners in North Ayrshire schools. • A focus on improving data literacy skills in teachers with regular professional dialogue opportunities and training, including data clinics to support robust analysis of data for improving outcomes for all children. • Working in partnership across the local authority, regional and national networks to support sharing of highly effective practice that reduces the poverty-related attainment gap. • The Power BI Progress and Achievement Analysis tool for Broad General Education (BGE) for literacy and numeracy supports robust and regular analysis of attainment of Literacy organisers and Numeracy at school and authority levels. • Support provided to target schools by the Attainment Advisor on using data effectively for improvement. • The NAC Education Service’s 2-18 Digital Learning Strategy was launched which aims to support the effective use of digital technology to raise attainment. Overall achievement of CfE levels in primary (P1/P4/P7 combined) and secondary (S3) 2.6 The following paragraphs provide an overview of attainment initially by sector (primary P1, P4, P7 combined and secondary at S3). Further detail is then provided for each year stage in all of the individual literacy components and in numeracy for the past 5 years. In summary, NAC data for 2024–25 shows a continued need to raise attainment across literacy and numeracy, particularly in primary. Attainment levels by S3 are in a stronger position, but there is scope for further improvement, particularly at fourth level.
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2.7 Primary Literacy Overall (P1,4,7 combined) 2.7.1 In 2025, 68% of primary children in North Ayrshire Council 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. 2.7.2 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. 2.7.3 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 attainment. 2.7.4 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. 69 72 74 59 67 68 69 6869 71 72 67 71 73 74 75 14 15 12 30 24 25 31 32 -3 2 7 12 17 22 27 320 10 20 30 40 50 60 70 80 2016/17 2017/18 2018/19 2020/21 2021/22 2022/23 2023/24 2024/45 Percentage of P1,4,7 achieving expected levels in Literacy NAC Literacy Scotland Literacy NAC Relative Rank Literacy -12.1 -13.3 -11.8 -12.1 -18.3 -14.3 -11.4 -13.0 45% 50% 55% 60% 65% 70% 75% 80% 85% 2016/17 2017/18 2018/19 2020/21 2021/22 2022/23 2023/24 2024/25 Literacy SIMD Gap (percentage points) - P1, P4, P7 combined NAC Q1 NAC Q2-Q5
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2.8 Primary Reading: Despite a relatively strong and stable performance at P7 over time, attainment levels in P1 have declined over the last 2 years and P4 has remained consistently lower than the other stages, making P1 and P4 priority areas for improvement in Reading. 2.9 Primary Writing: P1 and P7 performance in writing has been gradually improving since the pandemic, however, P4 writing remains an area of concern because of variability in performance. 2.10 Primary Listening and Talking: In comparison to the above, overall performance in Listening and Talking is relatively strong and is gradually approaching pre-pandemic levels. Individual variations across schools will be addressed through standard quality improvement processes. 2.11 Primary Numeracy 2.11.1 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. 2.11.2 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. 2.11.3 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 numeracy attainment with the exception of 2021-22. 2.11.4 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 77 80 79 67 76 76 76 7476 78 79 75 78 80 80 80 12 13 14 30 23 26 29 32 -3 2 7 12 17 22 27 320 10 20 30 40 50 60 70 80 90 2016/17 2017/18 2018/19 2020/21 2021/22 2022/23 2023/24 2024/45 Percentage of P1,4,7 achieving expected levels in Numeracy NAC Numeracy Scotland Numeracy NAC Relative Rank Numeracy
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slightly from year to year but has remained between 9 and 13 percentage points over the last 4 years. 2.11.5 The 2-percentage point reduction in the 2025 performance in primary numeracy is as a result of slightly weaker performances at P1 and P4, and this has been identified as a priority area for improvement within the current year. 2.12 Secondary Literacy Overall (S3) 2.12.1 In 2025, 89% of young people in North Ayrshire achieved Third level or better in literacy. This is broadly in line with the national performance (90%). 2.12.2 North Ayrshire’s relative ranking compared to all other local authorities declined following the pandemic, with lower relative rankings in 2021 and 2022. Since 2023, North Ayrshire has been around mid-table when compared with all local authorities for secondary S3 literacy attainment at third level. 2.12.3 The poverty related attainment gap (between Q1 and Q2-5) in S3 Third level or better in literacy in North Ayrshire is 8 percentage points in 2025. -11.4 -9.4 -9.0 -10.0 -17.1 -12.7 -9.0 -10.4 50% 55% 60% 65% 70% 75% 80% 85% 90% 2016/17 2017/18 2018/19 2020/21 2021/22 2022/23 2023/24 2024/25 Numeracy SIMD Gap (percentage points) - P1, P4, P7 combined NAC Q1 NAC Q2-Q5 86 91 93 85 84 90 8987 87 88 86 88 88 90 21 9 10 20 27 16 17 0 5 10 15 20 25 30 0 20 40 60 80 100 2016/17 2017/18 2018/19 2021/22 2022/23 2023/24 2024/25 Percentage of S3 achieving third level or better in Literacy NAC Literacy Scotland Literacy NAC Relative Rank Literacy
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2.12.4 In 2025, 63% of young people in North Ayrshire achieved Fourth level literacy. This is in line with the national performance and represents our strongest performance to date for this measure in North Ayrshire. 2.12.5 North Ayrshire’s relative ranking compared to all other local authorities for S3 Fourth level Literacy has remained in the second top quartile of all local authorities in every year except in 2021 and 2022, when the ranking was within the third quartile. 2.12.6 The poverty related attainment gap (between Q1 and Q2-5) in S3 Fourth literacy in North Ayrshire is 14 percentage points in 2025, which is 6 percentage points higher than in 2021. 2.13 Secondary Numeracy Overall (S3) 43 47 50 47 48 62 63 44 46 48 48 56 58 63 15 14 13 17 22 13 15 0 5 10 15 20 25 30 0 10 20 30 40 50 60 70 80 2016/17 2017/18 2018/19 2021/22 2022/23 2023/24 2024/25 Percentage of S3 achieving fourth level in Literacy NAC Literacy Scotland Literacy NAC Relative Rank Literacy 81 92 90 82 84 88 8588 89 90 89 90 90 91 29 12 20 31 30 24 31 0 5 10 15 20 25 300 20 40 60 80 100 2016/17 2017/18 2018/19 2021/22 2022/23 2023/24 2024/25 Percentage of S3 achieving third level or better in Numeracy NAC Numeracy Scotland Numeracy NAC Relative Rank Numeracy
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2.13.1 In 2025, 85% of young people in North Ayrshire Council achieved Third level or better in numeracy. This is 3 percentage points lower than in 2024 is below the national attainment level of 91% in this measure. 2.13.2 North Ayrshire’s relative ranking compared to all other local authorities for S3 Third level or better in numeracy has declined since the pandemic. Since 2021, our performance has remained in the bottom quartile compared to all other local authorities for Secondary S3 numeracy attainment at Third level or better. 2.13.3 The poverty related attainment gap (between Q1 and Q2-5) in S3 Third level or better in numeracy in North Ayrshire is 5 percentage points in 2025, which is 7 percentage points smaller than in 2021. 2.13.4 In 2025, 58% of young people in North Ayrshire Council achieved Fourth level numeracy. While this is broadly in line with the historical average level of attainment for Fourth level numeracy, the 2025 figure represents a drop of 7 percentage points compared to the previous year. The most recent attainment levels were discussed as part of attainment dialogues in every secondary school this session and steps have been taken, including the local setting of targets, to ensure that Fourth level attainment in numeracy is maximised for future years. 2.13.5 While the attainment levels in Fourth level numeracy have remained broadly consistent over time, North Ayrshire’s performance as a relative ranking compared to all other local authorities has fluctuated over time and remains a clear focus for future improvement work. 2.13.6 The poverty related attainment gap (between Q1 and Q2-5) in S3 Fourth level numeracy in North Ayrshire is 16 percentage points in 2025, which is 2 percentage points more than in 2021. 55 57 64 57 58 65 5856 56 59 59 63 65 68 20 17 11 20 27 13 28 0 5 10 15 20 25 30 0 10 20 30 40 50 60 70 80 2016/17 2017/18 2018/19 2021/22 2022/23 2023/24 2024/25 Percentage of S3 achieving fourth level in Numeracy NAC Numeracy Scotland Numeracy NAC Relative Rank Numeracy
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Current Improvement Actions 2.14 As a result of the analysis of the P147 and S3 Literacy and Numeracy data, the following activity is being carried out by NAC Education Service and schools in session 2025-26: 2.15 Leadership • Senior leaders in schools and in the Education Service will maintain a sustained focus on literacy and numeracy attainment as a core priority. • Improvement will be driven through structured leadership conversations at Head Teacher events, senior leader networks, and Local Authority planning sessions. • Secondary Depute Head Teacher and Principal Teachers of Maths and English will continue to focus on key areas for improvement and closing the poverty- related attainment gap, supported by Head Teachers and Secondary Senior Manager 2.16 Attainment priorities • As highlighted above, key improvement priorities for primary literacy and numeracy focus on P1 and P4 reading, P4 writing and P1 and P4 numeracy. In secondary, work is underway to further strengthen fourth level attainment and make more progress towards reducing the gap at that level. In addition, a targeted approach is being taken to support individual schools to make further progress in raising attainment. By identifying areas requiring improvement, there will be targeted and focused discussions with Head Teachers and Senior Managers, ensuring that improvement strategies are practical and evidence based. • Schools will embed these priorities into their improvement plans, with Local Authority monitoring to ensure consistency and impact. • Authority-level quality improvement activity will track progress and provide additional support where needed. 2.17 Moderation and assessment Confidence in assessment and moderation will be strengthened through revisiting the authority-wide moderation training and development programme with all schools. This work will ensure consistency across schools, reduce variability, and build staff confidence in making accurate judgements. 2.18 Closing the poverty-related attainment gap • Schools will identify attainment gaps for specific groups of learners, using data to pinpoint where interventions are most needed. • Alongside improving learning and teaching for all pupils, schools with higher concentrations of poverty-related barriers will receive tailored interventions. • Support will include targeted resources, differentiated teaching strategies, and closer monitoring of progress to ensure equity. • There will be a focus on numeracy gaps in Secondary S3, in particular with achievement of Fourth level.
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2.19 Playful pedagogy in P1 • Play-based learning approaches will be reviewed to ensure they are aligned with CfE levels and attainment expectations. • Effective practice in planning and assessment through play will be shared with senior leaders to build confidence and consistency across schools. • The focus will be on balancing creativity and engagement with clear progression in literacy and numeracy skills. 2.20 National improving writing programme • Schools identified through ACEL national levels and other data sources will take part in this programme. The initial focus will be on improving Writing attainment at First level, using structured improvement methodology and robust data analysis.5 schools are currently engaged in this programme and are already seeing improvements in writing at First Level. A further 5 schools will begin to participate in this programme within the next few weeks. • The programme makes systematic use of data to track progress, refine interventions, and share effective practice. 2.21 PLA interventions • Four blocks of PLA support are planned across 2025–26. • Identified schools and pedagogy leads will engage in structured interventions focusing on classroom practice and leadership in literacy and numeracy. • These interventions will provide both direct support and capacity-building, ensuring improvements are sustained beyond the intervention period. 2.22 Professional learning and networks • Senior staff networks will continue to be used to strengthen data literacy and strategic planning. • Networks will provide opportunities for peer learning, sharing of best practice, and collective problem-solving. • Professional learning will be linked directly to attainment priorities, ensuring relevance and impact. 2.23 Support from Attainment Advisor • The Attainment Advisor will work collaboratively with NAC Education Service on agreed priorities in literacy, numeracy, and health and wellbeing. • Targeted schools will receive direct input, ensuring alignment with national priorities and local needs. • The Advisor will support schools in using data effectively to identify gaps and plan interventions. 2.24 Target setting and attainment visits • Head Teachers have co-created their school’s attainment targets and stretch aims for 2025–26 with the Education Service. • Progress towards these targets will be reviewed through Quality Improvement Visits from link Senior Managers. • Visits will provide both accountability and support, ensuring schools remain on track to meet their aims.
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2.25 Data analysis and clinics • Attainment data will be analysed at key points (October, February, June) for all stages from Early Years through to S3. • Messaging and targeted support will follow each analysis cycle, ensuring timely interventions. • Five data clinics are scheduled for 2025–26, building on the successful pilot in 2024–25, providing schools with tailored activity on the use of data for improvement. 2.26 Progress and achievement (P&A) • All schools will update P&A data (levels, progress towards next level, custom measures) in October, February, and June. • This enables schools to use the P&A Analysis tool for self-evaluation, while central staff collate and interrogate the data and monitor progress at authority level. • Data will inform timely interventions and highlight areas requiring additional support. 2.27 Learner profiles • Teachers will be supported in using learner profiles more effectively, with increased differentiation and tailored support for diverse needs. • Profiles will be used to plan interventions, track progress, and ensure that support is personalised and responsive to individual learner circumstances. 2.28 Looking outwards • Continued analysis of national data will inform local priorities and highlight areas for improvement. • Engagement with other Local Authorities will provide opportunities to learn from external practice and share effective strategies. • Active collaboration with Education Scotland will ensure access to national expertise and resources in both literacy and numeracy. Proposed Future Education Service Improvement Plan Priority Actions 2.29 In addition to a focus on improving writing in Primary using Education Scotland’s quality improvement methodology, an authority-wide reading programme will be created and implemented to improve attainment not only in reading (from Early Years to Secondary) but will also impact on other key literacy skills. 2.30 Improved use of data to track and monitor the progress of every learner, stage and cohort should result in a clear understanding of attainment by all staff in NAC schools. 2.31 The continued development of leadership, in particular senior leadership, in our schools will allow for greater support and challenge across the system, with a focus on data analysis for improvement.
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3. Proposals 3.1 It is proposed that Cabinet: a) Notes the content of the report, including the progress being made by learners in literacy and numeracy and; b) Notes the measures being taken to make further improvements to attainment and achievement levels across all Primary schools.
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4. Implications/Socio-economic Duty Financial 4.1 None. Human Resources 4.2 None. Legal 4.3 None. Equality/Socio-economic 4.4 None. Climate Change and Carbon 4.5 None. Key Priorities 4.6 NAC Council Plan 2023-28: Wellbeing: To transition to a wellbeing economy, delivering prosperity, wellbeing and resilience for local people: • Improving educational attainment and achievement and closing the attainment gap This work relates to the following priorities in the Education Service Plan 2023-26: • Improvement in attainment and achievement, particularly in literacy and numeracy • Closing the attainment gap between the most and least disadvantaged children and young people. Community Wealth Building 4.7 None. Islands Communities Impact Assessment (ICIA) 4.8 None. United Nations Rights of the Child (UNCRC) 4.9 None. Consumer Duty 4.10 None.
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5. Consultation 5.1 There is a robust Quality Improvement Framework in place to support schools to evaluate and analyse their performance and plan future improvements. This quality improvement process features regular evaluative visits to schools by Senior Officers. These visits feature evidence-based, challenging discussions to explore how schools are using the analysis of their attainment as a mechanism to inform targets for improvement. Furthermore, as part of our annual review process, we have consulted staff across the service on the improvement priorities for the coming session, and schools have in turn engaged with their school communities on their own priorities for improvement. Andrew McClelland Head of Service (Education) and Chief Education Officer For further information please contact Kathleen McCormick, Executive Manager (Education), on 01294 324443. Background Papers 0