1 CfE SecondaryHeadteache r Network Meeting Karen Prophet Senior Education Manager 11 September 2013.

1

CfESecondaryHeadteache

r Network Meeting

Karen ProphetSenior Education Manager

11 September 2013

Attainment CfE levels

Literacy 2012-13

End of P1 –

% secure at Early level

End of P4 –

% secure at First level

End of P7 –

% secure at Second level

69% 62% 56%

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Attainment CfE levels

Numeracy 2012-13

End of P1 –

% secure at Early level

End of P4 –

% secure at First level

End of P7 –

% secure at Second level

72% 61% 54%

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4

Attainment CfE levels

Secondary CfE 2012-13

Reading Writing Mathematics

End of S3 –

% secure at Third level

End of S3 -

% secure at Third level

End of S3 –

% secure at Third level

57 54 71

Initial figures are the S2 progress scores for those pupils who had an S1 and S2 score. Nos. in brackets sourced from S2 results only ie does not include any progress measure. The former information is included in Improvements in Performance Reports.

5

Attainment Standardised Assessments S2

AverageStandard

Score

%age of pupilswith standardscores less

than or equalto 88

%age of pupilswith standardscores greaterthan or equal

to 112

S2 Mathematics 2011-12 99 (98) 22 (23) 20 (20)

S2 Mathematics 2012-13 98 (98) 23 (23) 19 (19)

S2 Reading 2011-12 97 (97) 31 (33) 20 (19)

S2 Reading 2012-13 98 (98) 31 (32) 21 (21)

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Standardised Assessment Future plansContinuing at end of P1, P4, P7 in Literacy and Numeracy for a minimum of 5

years from 2013-14 until 2017-18

Literacy assessments

•Pre-5: decision required

•Start of P1: Current P1 baseline

•End of P1: YARC (2013-14 to 2015-16)

•End of P4 and P7: GL Assessment New Group Reading Test (2013-14 to 2017-18)

•End of S2 or S3? GL Assessment New Group Reading Test (2013-14 to 2017-18)

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Standardised Assessment Future plans

Numeracy assessments

• Pre-5: decision required

• Start of P1: Current P1 baseline

• End of P1: PIM5 (2013-14 to 2015-16)

• End of P4 and P7: GL Assessment Progress in Mathematics 8 and 11 respectively (2013-14 to 2017-18)

• End of S2 or S3?: Progress in Mathematics 13/14 dependent on stage (2013-14 to 2017-18)

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Attainment key messages

• CfE levels show increasing confidence however we would expect that the % achieving secure should be around 75%

• Standardised assessments in literacy show that our schools are underperforming across the ability range.

• Standardised assessments in mathematics show that our schools are performing well apart from our most able pupils.

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Attainment - what do we need to do?

• Track progress of individual learners and groups of learners.

• Quality assure literacy and numeracy approaches

• Share practice - similar schools performing better

• Ensure consistency in universal and targeted approaches in literacy and numeracy.

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%age of S4 pupils gaining 5 or more awards at level 3 or better

Name2007-2008

2008-2009

2009-2010

2010-2011

2011-2012

2012-2013

Edinburgh 89 90 90 92 93 94

Scotland 91 91 92 93 94  95

%age of S4 pupils gaining 5 or more awards at level 4 or better

2007-2008

2008-2009

2009-2010

2010-2011

2011-2012

2012-2013

76 77 76 77 80 80

76 78 78 79 80  82

%age of S4 pupils gaining 5 or more awards at level 5 or better

2007-2008

2008-2009

2009-2010

2010-2011

2011-2012

2012-2013

36 38 38 39 39 40

34 35 36 36 37  38

Attainment by the end of S4

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%age of S4 pupils gaining 1 or more awards at level 6 or better

%age of S4 pupils gaining 3 or more awards at level 6 or better

%age of S4 pupils gaining 5 or more awards at level 6 or better

Name 07-08 08-0909-10

10-11

11-12

07-08

08-09 09-1010-11

11-12

07-08

08-09

09-10

10-11

11-2012

41 42 47 48 49 26 27 29 29 30 11 12 13 14 14

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Scotland 39 41 43 45   22 23 25 26  10 10 11 11 12

Edinburgh

Attainment by the end of S5

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Attainment by the end of S5

%age of S4 pupils attaining 1 or more awards at SCQF level 6 or better by the

end of S5

%age of S4 pupils attaining 3 or more awards at SCQF level 6 or better by the

end of S5

%age of S4 pupils attaining 5 or more awards at SCQF level 6 or better by the

end of S5

Name  2007-2008

2008-2009

2009-2010

2010-2011

2011-2012

2012-2013

2007-2008

2008-2009

2009-2010

2010-2011

2011-2012

2012-2013

2007-2008

2008-2009

2009-2010

2010-2011

2011-2012

2012-2013

Edinburgh   41 42 47 48 50 51 26 27 29 29 31 31 12 13 14 14 16 16

Scotland   39 41 43 45 47 48 22 23 25 26 27 28 10 11 11 12 13 13

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Attainment by the end of S6 Attainment by the end of S6

%age of S4 pupils attaining 1 or more awards at SCQF level 6 or better by the

end of S6

%age of S4 pupils attaining 3 or more awards at SCQF level 6 or better by the

end of S6

%age of S4 pupils attaining 5 or more awards at SCQF level 6 or better by the

end of S6

Name  2007-2008

2008-2009

2009-2010

2010-2011

2011-2012

2012-2013

2007-2008

2008-2009

2009-2010

2010-2011

2011-2012

2012-2013

2007-2008

2008-2009

2009-2010

2010-2011

2011-2012

2012-2013

Edinburgh   44 48 50 55 55 56 32 35 37 40 41 41 21 24 26 28 29 30

Scotland   43 44 47 50 52 53 30 31 33 35 37 38 20 21 22 24 26 26

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Advanced Higher Attainment Advanced Higher Attainment

%age of S4 pupils attaining 1 or more awards at SCQF level 7 or better by the end

of S6

Name  2007-2008

2008-2009

2009-2010

2010-2011

2011-2012

2012-2013

Edinburgh   14 18 18 20 20 21

Scotland   13 14 15 16 16 17

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Attainment – what do we need to do?

• Continue to focus on raising attainment at 5@ level 3 and 5@level 4.

• Track the outcomes for Looked After and carers• Share practice – strategies for improving the

above• Increase personalisation and choice through a

rich senior phase working collaboratively with other schools, college, business and voluntary sector.

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Self-evaluation and the S & Q report

• S & Q designed to be a ‘live’ document

• Expected to be updated as part of ongoing self-evaluation

• Expected therefore to be completed by end of June in draft form

• Improvement plan expected to be completed end of June in order to share with staff at beg of term

• End of September is data collection date only

• Will be shared and accessed through sharepoint in 365.

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Religious Observance

• Scottish Government guidance on religious observance 2011

• City of Edinburgh position paper on Religious Observance November 2011

• Currently Edinburgh’s practice under scrutiny

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Religious Observance –

What do we need to do?

• Ensure minimum of 6 opportunities

• Ensure that these are in the spirit of religious observance rather than worship

• Ensure these opportunities are on your website with details of when these will take place

• Ensure that any young person who opts out has a planned relevant activity.

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Finally…………..

The quality of secondary education in the City of

Edinburgh is good with some schools providing a very

good standard of education.

•91% of secondary schools achieved good or above in the quality of the learners’ experiences (2.1) (56% VG)

•91% of secondary schools achieved good or above in the quality of meeting learners’ needs.(5.3) (43%)

As City of Edinburgh, we want all of our schools to be

VERY GOOD.

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Review of Quality Improvement

• Significant reductions in budget of 135K in 2012-13 and 385K in 2013-14

• No longer able to continue to reduce personnel without having a review of the service

• Currently 6 Secondary QIOs supporting 23 secondary schools and leading curriculum

• Currently 3 Primary QIOs supporting 87 primary schools• Currently 3 Early Years QIOs supporting 18 Nursery

Schools, EY in primary schools and 120+ partner providers.

• Support for 14 Special Schools also provided.

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Review of Quality Improvement

•Reduced from 4 Senior Quality Improvement Officers to 2 and now to 1 - Grace Vickers, Quality Improvement Manager

•Undertaken initial review exercise with Quality Improvement Team

•At the same time as we are reviewing our service, schools’ capacity for school improvement based on effective self-evaluation is increasing

•We need to consider our role against this backdrop.

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Review of Quality Improvement

What we think are ‘MUST DO’s in any future delivery model:

• Commitment to developing capacity/leadership across the system through CLPL, joint practice, networks, cluster, working and partnership working.

• Focused and proportionate response to support and challenge which leads to (impact) improved outcomes for all learners.

• Clarity through strategic plan outlining clear priorities informed by rigorous self evaluation and evidence based approaches.

• Getting/developing the right leaders with the right skills to create the most effective team.

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Review of Quality Improvement

What we think are ‘Shooting For’ in any future deliverymodel:

•Develop an excellent teaching profession in City of Edinburgh

•Develop highly effective leadership.

•Further develop school and centre self-evaluation within learning communities

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Review of Quality Improvement

Possible future models of delivery:

•Important not to rush to models without consideration of our purpose and statutory responsibilities

•Considerations:– neighbourhood model – sector model– School groups model– HT leading school groups model– Education officer role combining school functional management

issues with issues of quality of education

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Future Consultation with HTs

•Leadership opportunity on change management looking at review of Quality Improvement. This team will lead on future consultation with HTs.

– Grace Vickers, Quality Improvement Manager– Jennifer Ross, HT Corstorphine Primary School– Norma Prentice, HT Drummond CHS– Alison Kidd, QIO