4. DirApp Education Service Improvement Plan

North Ayrshire Council · 27 September 2022
Back to Cabinet — 27 September 2022 and its agenda

Text extracted from the council's PDF. Layout and reading order may differ from the original.

Original council PDF · Download plain text

Page 1

NORTH AYRSHIRE COUNCIL
27 September 2022
Cabinet
Title: Education Service Improvement Plan 2022-23
Purpose: To seek Cabinet approval for the statutory Education Service
Improvement Plan for 2022-23, in the context of the National
Improvement Framework.
Recommendation: That Cabinet:
a) Agrees the content of the Educational Service Improvement
for 2022–23 plan; and
b) Approves the publication of the plan.
1. Executive Summary
1.1 The Education Service Improvement Plan sets out how North Ayrshire Council will
deliver the strategic priorities of the National Improvement Framework. In addition, the
plan sets out the expected educational benefits of the improvement activities and how
success will be measured.
1.2 The Education Service Improvement Plan primarily aligns with the Aspiring
Communities priority: “Children and Young People experience the best start in life”. This
Plan reflects the post covid-19 pandemic context and outlines an ambitious programme
for how the Education Service will deliver better outcomes for children and young people
in North Ayrshire, in pursuit of the twin aims of excellence and equity.
2. Background
2.1 The Education (Scotland) Act 2016, which amended the Standards in Scotland’s
Schools Act 2000, introduced the National Improvement Framework (NIF) for education
and includes a requirement on education authorities to produce annual plans and
reports in pursuance of 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 2022 was published in
December 2021 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:

Page 2

2.2.1 Excellence through raising attainment and improving outcomes: ensuring that every
child and young person achieves the highest standards in literacy and numeracy, as
well as the knowledge and skills necessary to shape their future as successful learners,
confident individuals, responsible citizens, and effective contributors; and 
Achieving equity: ensuring every child and young person has the same opportunity to
succeed, no matter their background or shared protected characteristics, with a
particular focus on closing the poverty related attainment gap. 
2.3 The key priorities for 2022-23 are directly aligned to the National Improvement
Framework priorities and are consistent with what North Ayrshire Council aims to
improve through the Council Plan. The service improvement priorities are subdivided
into thematic areas as follows: 
2.3.1 Improvement in attainment, particularly in literacy and numeracy. 
Theme 1: High quality learning, teaching and assessment 
Theme 2: Raising attainment and achievement 
2.3.2 Closing the attainment gap between the most and least disadvantaged children
and young people. 
Theme 1: Interventions to reduce gaps
Theme 2: Improving outcomes for care experienced learners
Theme 3: Data literacy skills 
2.3.3 Improvement in skills and sustained, positive school-leaver destinations for all
young people. 
Theme 1: Improved skills
Theme 2: Improved transitions
Theme 3: Partnerships to improve learner outcomes post-school 
2.3.4 Improvement in children and young people’s health and wellbeing. 
Theme 1: Supporting mental health and wellbeing
Theme 2: Supporting social and emotional wellbeing 
2.3.5 Placing the human rights and needs of every child and young person at the centre
of education. 
Theme 1: Supporting needs
Theme 2: Maximising learner participation and voice
Theme 3: Maximising parent/carer involvement and engagement 
2.4 The draft Education Service Improvement plan for 2022-23, attached at Appendix 1,
sets out our local priorities in the context of North Ayrshire Council Plan 2019-24. In
particular, but not exclusively, this annual plan will operationalise and support the
Aspiring Communities priority of the Council Plan Delivery Plan: “Children and young
people experience the best start in life”.

Page 3

2.5 This plan also aligns with North Ayrshire Children’s Service’s Plan and is underpinned
by transformation activity within the Education Service, particularly but not exclusively
through the Attainment Challenge, Support Needs Review, and Expansion of Early
Learning and Childcare, to improve outcomes for children and young people.
2.6 Once approved, the Education Service Improvement Plan must be published. A copy
will also be sent to Scottish ministers for reference, as required by the Education
(Scotland) Act 2016.
3. Proposals
3.1 It is proposed that Cabinet:
a) Agrees the content of the plan; and
b) Approves the publication of the plan.
4. Implications/Socio-economic Duty
Financial
4.1 None.
Human Resources
4.2 None.
Legal
4.3 The production of an Education Service Improvement Plan is a requirement under the
Education (Scotland) Act 2016.
Equality/Socio-economic
4.4 The Education Service Improvement Plan sets out specific improvement actions
designed to improve educational outcomes for all, but also to reduce the impact of
poverty on educational attainment.
Climate Change and Carbon
4.5 None.
Key Priorities
4.6 Aspiring Communities priority: “Children and young people experience the best start in
life”
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 Education Service

Page 4

Improvement Plan provide a wealth of opportunities for local businesses and people
seeking employment in North Ayrshire. 
5. Consultation 
5.1 The content of the Education Authority annual plan for 2022-23 has been agreed across 
the education service following rigorous self-evaluation in schools and across the
service of the progress towards the previous year’s plan. The process of arriving at the 
service level priorities and strategic actions included engagement of Head Teachers
and the service leadership team in evaluation and planning sessions. At school level,
priorities are identified through engagement with pupils, staff, parents/carers. and key
partners. 
Audrey Sutton
Executive Director (Communities & Education) 
For further information please contact Andrew McClelland, Head of Service (Education),
on (01294) 324413. 
Background Papers
Appendix 1:  Education Service improvement Plan 2022/23

Page 5

Education Service
Improvement Plan
2022-23

Page 6

1
Introduction from the Heads of Service
We have no poverty of expectation, opportunity or aspiration for our children, young people and their families. As a result, our over-riding aim is to improve
the educational outcomes for all learners, particularly those most disadvantaged learners.
In almost all aspects of learning there has been a consistent improving trend of achievement across the last decade. Throughout, our schools and early
learning and childcare settings have had a clear focus on raising attainment and reducing the poverty-related attainment gap, in line with local and national
priorities. Nevertheless, the arrival of the coronavirus pandemic in 2020 brought with it significant challenges for our families and communities. National
lockdowns, interrupted learning and significant changes in personal circumstances have impacted on the outcomes achieved by our children and young
people.
To mitigate this, we diverted significant resources. We invested in supporting our children and young people and maintaining a determination to make
further progress in achievement for all learners. We are pleased to report that we are beginning to see the recovery take effect, with improvements in a
range of areas last session.
As part of our ongoing process of self-evaluation, we have scrutinised how well we are doing as a service in supporting recovery and further improvement
and we have used this evidence to shape the content of this Education Service Improvement Plan for 2022-23. You will read in the forthcoming pages our
priorities for the year ahead, which are aligned to North Ayrshire’s Council Plan and the National Improvement Framework for Education. This document
summarises what we will do, what we aim to improve and how we will measure success.
This plan is ambitious yet achievable for our children and young people. We are confident that
recovery from the pandemic will continue throughout 2022-23 and beyond. For the first time, we
have included stretch aims for improvement over the next five years to show our sustained
aspirations for and commitment to the children and young people we serve.
All educational establishments have created their own improvement plans, aligned to the broad
priorities and themes within this plan, and tailored to the individual contexts and needs of learners
in each school community. These plans are available from individual establishments and are
accessible electronically on their websites.
This plan builds on the excellent teamwork across our directorate. It reaffirms our commitment to
continuous improvement and to delivering for the children and young people of North Ayrshire. Caroline Amos
Head of Service
(Education)
Andrew McClelland
Head of Service
(Education)

Page 7

2 
The National Context 
This plan is aligned to the priorities of the National Improvement Framework (NIF) and is designed to deliver the dual aims of excellence and equity in
education for North Ayrshire’s children and young people. Our five priorities for session 2022-23 are as follows: 
In the creation of this plan, we have built on a robust evaluation of our local context and the progress we have made to date in the improvement of
educational outcomes for young people. We have taken account of a range of key national drivers of change which will affect education provision in North
Ayrshire, including: 
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
The current national
programme of
educational reform
The ongoing national
review of the
curriculum
The ongoing national
review of supporting
needs
The priorities and
drivers of the National
Improvement
Framework
The refreshed
Attainment Scotland
Fund
The national Child
Poverty Delivery Plan
The ongoing work to
embed the articles of
the UNCRC
The Promise and its
associated delivery
plan
Revised Child
Protection Guidelines
The national Mental
Health and Wellbeing
Strategy

Page 8

3 
The Local Context
The Education Service in North Ayrshire Council is responsible for the education of 18,061 pupils across the authority’s primary, secondary and additional
support needs schools. A further 2,064 children attend early learning and childcare settings in North Ayrshire. 
The education service is part of North Ayrshire Council’s Communities and Education Directorate, which works towards developing a society where everyone,
has the same life chances to grow, prosper and have fulfilling and healthy lives. The education service has a central role in removing barriers and supporting
delivery of the priority outcome to ensure North Ayrshire’s children and young people have the best start in life.
Education in North Ayrshire is delivered through: 
primary
schools 48 8 secondary
schools 1
through
school
specialist
ASN campus 41
Council-managed
early learning and
childcare settings
16
Partnership early
learning and
childcare settings
18,061
pupils
1,411
teachers early learning
and childcare
staff 
support
staff
372 639
1

Page 9

4 
North Ayrshire Council’s current priorities are:   This plan should be read in the context of these associated local plans: 
Improving as a Service
Our commitment to continuous improvement permeates the work of the service. Our establishments work very closely together with each other and our central team in
a culture of positive support and challenge. Our overarching approach can be summarised as follows:
• We strive to be a learning organisation. 
• We support the principles of subsidiarity and empowerment of our head teachers and school communities. 
• We evaluate the impact of the central education team in supporting consistency of improvement across our educational establishments.
• We work closely in partnership with colleagues across our Regional Improvement Collaborative and nationally
• We are investing in the quality of our teachers, practitioners and support staff 
• We are investing in our learning environments to ensure they maximise opportunities for engagement and achievement for all
• We are developing the leaders of tomorrow through our innovative leadership and facilitation programmes   
North Ayrshire
Council Plan 2019-24
(north-
ayrshire.gov.uk) 
North Ayrshire
Children Services
Plan 2020/2023
(nahscp.org) 
North Ayrshire Child
Poverty Report
2021-22 and Action
Plan 2022-23
(north-
ayrshire.gov.uk) 
SWEIC - Regional
Improvement
Plan 2022-23
(north-
ayrshire.gov.uk)

Page 10

5
Our learning environments
A key priority of the North Ayrshire Council Plan is ensuring children and young people have the best start in
life and that we have active and strong communities. This drives our place-based approach and informs how
we provide safe, welcoming, nurturing, and inspiring environments. We believe our learning environments
promote achievement, wellbeing and enhance life chances.
We want North Ayrshire’s children and young people to
understand, feel part of and contribute to their community
as this supports them to be the best they can be. We help
this to happen through a locality-based approach to service
delivery. This means providing the right services in the right areas to address the needs of the communities
we serve. The learning estate is the Council’s most extensive asset and is a key pillar in supporting
communities.
Scottish Government’s 10 learning estate principles are key drivers in how we manage North Ayrshire
Council’s Learning Estate. By delivering on these principles, we can be confident in providing a sufficient,
safe estate that is flexible, functional and future-proof. We continue to learn from the COVID-19 pandemic
and the change it has caused in how we use our learning estate.
A strategic approach is taken to the assessment of the
learning estate, which ultimately leads to investment that
improves our learning environments in areas of greatest
need. We strive for excellence as we understand the
difference this can have in helping our children and young
people to thrive.
The tables on the next few pages outline the key elements of our ambitious plans for 2022-23 to improve
educational outcomes for North Ayrshire’s children and young people.

Page 11

6 
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
Support establishments to implement a revised learning, teaching and
assessment policy and review existing literacy and numeracy frameworks to
maximise the quality of learning, teaching and assessment.
Improve consistency and quality of learning,
teaching and assessment across all
establishments.
Quality of learning, teaching and a ssessment will be
evaluated as good or better in all establishments.
(HGIOS 2.3 / HGIOELC 2.3 / QIF)
Extend play pedagogy from early years into primary 1 and 2, through a pilot
programme in identified schools.
Improve progression and transition through and
beyond the early level curriculum. 
The proportion of children achieving developmental
milestones by the end of ELC and early level by the
end of P1 will increase. (Milestones data / ACEL / stretch aim)
Promote progressive and interdisciplinary outdoor learning experiences with a
focus on sustainable development goals, directly related to the NAC
Environmental Sustainability and Climate Change Strategy.  
Improve the range, quality and frequency of
outdoor learning experiences and the emphasis
on learning for sustainability across all
establishments. 
The number of establishments engaging with Global /
Sustainable Development Goals will increase. (QIF /
HGIOS 2.2 / HGIOELC 2.2)
Develop an Education Digital Skills Strategy and support establishments to
achieve Digital Schools status, ensuring that digital technologies are a central
component of our approaches to quality learning and teaching. 
Improve the effective use of digital technologies
to enhance learning in all establishments.
The number of schools achieving Digital Schools status
will increase. (Digital Schools award / QIF / HGIOS 2.3, 3.3
HGIOELC 2.3, 3.3) (Cyber Resilience and Internet Safety Award)
Deliver a range of facilitated programmes and bespoke sessions, to support the
leadership development and enhance skills in context of colleagues across
all sectors.
Improve professional engagement and collegiate
working with a focus on improving learner
outcomes.
Leadership of learning will be evaluated as good or
better in all establishments. (HGIOS 1.2 / HGIOELC 1.2 / QIF)
Theme 2: Raising attainment and achievement
What we will do What we aim to improve How we will measure success
Develop a 3-year Raising Attainment Strategy to improve outcomes for all
learners and reduce inequity of outcomes, including a focus on accelerating
progress in early primary and ELC following implementation of 1140.
Improve learner attainment and achievement at
all levels.
Raising attainment and achievement will be evaluated
as good or better in all establishments. (HGIOS 3.2
HGIOELC 3.2 / QIF)
The percentage of children and young people
achieving the expected Curriculum for Excellence
levels will increase (ACEL data) (stretch aims)
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
Implement a review of tracking and monitoring procedures in all sectors from
early learning to senior phase and improve the use of progress information to
target interventions. 
Improve the quality of monitoring progress in
learning and the effective use of targeted
interventions.
Develop universal professional learning supports on effective moderation and
planning for learning, teaching and assessment. 
Improve confidence in the consistency and
accuracy of assessment judgements across all
establishments.

Page 12

7
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
Reprioritise our targeted interventions to reduce the poverty-related
attainment gap in North Ayrshire, maximising the coherence and impact of our
work.
Improve the effectiveness of targeted
interventions in reducing the attainment gap.
The gap between the achievement levels of the most
and least disadvantaged learners will reduce. (Milestone
Data / ACEL data / Insight attainment vv deprivation) (stretch aims)
Continue to work collaboratively in partnership across the local authority,
SWEIC and national networks to support sharing of highly effective practice
that reduces the poverty related attainment gap.
Work closely across North Ayrshire services and third sector partners to reduce
the cost of the school day and mitigate the impact of child poverty.
Improve the extent to which our schools and
Early Years centres can mitigate the impact of
child poverty.
The number of schools demonstrating a poverty aware
approach to mitigating the impact of child poverty will
increase. (QIF / COSD Toolkit evaluative framework)
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
Develop an improving outcomes strategy (and action plan) for care
experienced learners.
Improve the attendance, engagement and
achievement of care experienced learners.
Attendance levels will improve and exclusion levels
will reduce for care experienced learners. (Seemis
attendance/exclusion data)
Achievement levels will improve for care experienced
learners (ACEL data / Insight average complementary tariff scores)
The gap between the achievement levels of care
experienced learners and all other learners will
reduce. (Milestone Data / ACEL data / Insight average
complementary tariff scores)
Theme 3: Data literacy skills
What we will do What we aim to improve How we will measure success
Further develop data literacy skills in our staff to strengthen self-evaluation
and planning for improvement and maximise the effectiveness of targeted
interventions.
Improve the depth of understanding of
performance data and its use to improve learner
outcomes.
The quality of measuring impact of interventions will
increase. (SQR / HGIOS 1.1, 3.2 HGIOELC 1.1, 3.2 / QIF)

Page 13

8
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
Promote the further embedding of appropriate wider achievement options in
the senior phase.
Improve the breadth of the curriculum offer in
the senior phase to meet the needs of learners.
Attainment data will show an increase in breadth of
senior phase qualifications across all establishments.
(SQA / Other award providers) SCQF school ambassador status
increase.
Theme 2: Improved transitions
What we will do What we aim to improve How we will measure success
Review the use of tracking and transition information to plan learning
experiences around key transition points.
Improve the quality of transitions to and from
early learning, primary, secondary.
The quality of transitions will be evaluated as good or
better in all establishments. (HGIOS 2.6 / HGIOELC 2.6 / QIF)
Through DYW co-ordinators and other partners, embed approaches to
planning, supporting and tracking post-school destinations for all school
leavers.
Improve outcomes for school leavers. The percentage of school leavers in a sustained
destination will increase. (Insight)
The percentage of young people between 16-19 years
old who are participating in learning, training or work
will increase. (Participation measure) (stretch aim)
Review approaches to implementing the Career Education Standard through
strengthened partnership working with Skills Development Scotland.
Improve young people’s understanding of their
learner journey and ability to make informed
choices.
Theme 3: Partnerships to improve learner outcomes post-school
What we will do What we aim to improve How we will measure success
Refresh and strengthen the focus of the school-college partnership and to
provide enhanced opportunities for achievement, e.g. through the Regional
Improvement Collaborative, in the senior phase.
Improve the breadth of senior phase
qualifications accessible through schools and
partners.
The range of qualifications successfully delivered
through partners will increase. (College / SWEIC data)
Learner satisfaction with senior phase options will
increase. (learner survey / HWB census / PASS)
Design tailored programmes with partners to provide enhanced support for
specific groups of school leavers, including those with identified needs.
Improve opportunities for targeted learners to
achieve and maintain an appropriate positive
post-school destination.
The percentage of school leavers with identified
needs, including the care experienced, who enter and
sustain a positive destination will increase. (INSIGHT data
/ Participation measure)

Page 14

9 
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
Review the impact of school counselling services and external counselling /
community wellbeing supports and refresh provision, strengthening the
relationship between school counselling and other available supports.  
Improve targeting of counselling resource to
support the mental health & wellbeing needs of
learners.
Improve early access for children and families to
activities that will support positive mental health
and wellbeing. 
Engagement with mental health and wellbeing
supports will be improved. Children/young people will
report increased satisfaction and improved wellbeing
following counselling and access to other wellbeing
supports (CORE / SDQ / Exchange resilience framework / crisis
counselling measures)
Assist education establishments to implement the national mental health and
wellbeing Whole School Approach, including curricular, professional learning
and parental supports.
Improve the range and quality of universal and
targeted supports for mental health and
wellbeing available in establishments
An increased number of children/young people will
report having their mental health and wellbeing needs
met. Staff confidence and skill levels in supporting
these needs will increase (HWB census / HGIOURS / Nurture
survey)
Promote staff mental health and wellbeing in a range of ways, including
through the development of a programme of supported reflective practice
sessions.   
Improve the range of supports available to staff
to support their mental health and wellbeing.
The proportion of staff reporting concerns about their
mental health and wellbeing will decrease. (OH reports /
staff absence data / staff survey)
Theme 2: Supporting social and emotional wellbeing
What we will do What we aim to improve How we will measure success
Review approaches to promoting positive relationships and whole school
nurture and continue to adapt our approaches based on an analysis of need. 
Improve staff knowledge and application of
whole school nurturing approaches in practice. 
Staff knowledge and confidence in applying whole
school nurture and relationship based approaches will
improve. (Referrals data / requests for support data)
Support a range of targeted nurturing approaches, including nurture groups
that will continue to develop the social and emotional skills of identified
children and young people so that they are able to be included and nurtured
within their local community. 
Improve children’s ability to regulate their
behaviour, interact positively with their peers
and engage in their learning. 
Children and young people will show significant
improvements in their developmental profile and
overall prosocial behaviours, improved attendance,
reduced exclusions and a reduction in numbers of
external placements. (Boxall / SDQ / SEEMIS data /
external placement data)
Use our analysis of health & wellbeing data from a range of sources (including
the national census) to develop targeted improvement priorities including
curricular delivery, universal approaches and wider community supports.
Improve our knowledge about the health and
wellbeing of our children and young people in
order to help us to refine our approaches and
delivery to meet need more effectively. 
Increases in children and young people’s mental
health and wellbeing overall. (SHINE / HWB census)

Page 15

10
PRIORITY 5: Placing human rights and needs of every child and young person at the centre of education
Theme 1: Supporting needs
What we will do What we aim to improve How we will measure success
Review and redesign processes and policies which apply to all learners (2-18)
to ensure they are equitable, consistent, lean, coordinated, co-designed with
relevant partners, and learner centred.
Improve systems and processes governing the
provision of support to learners.
The number of referrals to the inclusion group seeking
alternative provision will reduce. (Inclusion Group data)
Establishment evaluations about various aspects of
the new processes/policies will be positive. (internal
data)
Establish an enhanced range of flexible and child centred learning provisions,
curriculum and delivery methods to meet a wide variety of support needs.
Improve the range, quality and scope of support
provisions at establishment and service-wide
level.
All secondary schools will be better equipped to
successfully support and meet the needs of almost all
learners within their local community. (inclusion group
referrals / external provision data / QIF)
Provide tailored professional learning opportunities for all staff groups within
establishments to support the needs of children and young people.
Improve the professional capacity of staff to
support the evolving profile of needs of learners.
The percentage of staff who have engaged in context-
specific professional learning to support a wider range
of needs will increase. (professional learning records)
Theme 2: Maximising learner participation and voice
What we will do What we aim to improve How we will measure success
Co-create with children and young people new, systematic mechanisms for
maximising learner participation and voice and create a new Learner
Participation Policy.
Improve learner participation and voice in the
four arenas of participation.
Learners will participate more meaningfully in all areas
of school life. (QIF / HGIOURS / SIP)
Undertake a review of Service wide policies to ensure UNCRC principles are
considered
Improve children’s right to be heard and take an
active role in their own lives and communities.
Equalities impact assessments will ensure policies
align to UNCRC principles. (Policy review data)
Theme 3: Maximising parent/carer involvement and engagement
What we will do What we aim to improve How we will measure success
Implement locally the revised ‘Learning Together’ Scottish Government
parental involvement and engagement action plan.
Improve the range and quality of opportunities
for parental engagement and involvement.
Parent/carer evaluations of their opportunities for
involvement in decision making at school level will
increase. (PIE survey / HGIOS 2.7 / HGIOURS 2.7)
Evaluation and feedback from families and schools on
a range of aspects of family learning will improve. (FL
data / school impact reports)
Provide enhanced guidance for schools and Parent Councils to support and
guide enhanced involvement in the operational activities of the school.
Improve support and guidance for Parent
Councils in their role to support schools.
Through the Family Learning Team and establishments, offer a wide range of
opportunities that enhance family learning in establishments.
Improve families’ capacity to support their
children’s learning and wellbeing at home.

Page 16

11 
Improving outcomes for learners – our stretch aims 
This plan is our principal strategic planning framework which draws together the key strands of our improvement work as a service for session 2022-23. Earlier in the
plan, we have set out what we intend to improve, what actions are going to contribute to the improvement and how we will measure success. In this section, we will
outline the key outcomes for learners that we are working to improve by 2027, based on the most recently available cohort information. 
By 2027… 
more learners in our primary
schools will achieve the
expected levels of attainment
in literacy. 
more learners in our primary
schools will achieve the
expected levels of attainment
in numeracy. 
of our school leavers will achieve at least one
qualification at SCQF level 5/National 5 or better. 
of our school leavers will achieve at least one
qualification at SCQF level 6/Higher or better. 
more 16-19 year-olds will be participating in
education, training or employment.  of our pupils will have over 90% attendance in
our schools. 
We will reduce our exclusion rate to no more than 
Over 90% Over three quarters
At least 165 More than two thirds
10 per 1000 pupils
We will reduce the overall gaps in attainment between the
most and least disadvantaged learners by an average of
Level 5 Level 6
5 percentage points
450 250