Education: National Improvement Framework and improvement plan 2024

Annex A - Ongoing/completed activity from the 2023 National Improvement Plan

School and ELC Leadership

Action

SL79

Support for Into Headship will form part of our ongoing commitment to fund professional learning for teachers, including at school leadership level.

Current position

Ongoing

Funding for the Into Headship programme is now in its ninth year, with Cohort 9 recently starting the 23/24 session. It continues to be developed through a partnership approach between Education Scotland, seven universities and local authorities and was recently positively externally evaluated by Professor Alma Harris. Into Headship leads to the award of the GTCS Standard for Headship, which became a mandatory requirement for new substantive head teachers on 1st August 2020.

Anticipated outcomes and next steps

The principal route to achieving the Standard for Headship is the completion of the Into Headship programme which is managed by Education Scotland, accredited by the General Teaching Council for Scotland and offered by seven universities. Programme evaluations remain positive with participants indicating that while quite demanding, Into Headship is preparing individuals well for the role of headteacher. In total 1078 have now completed Into Headship up to and including cohort 7. Cohort 8 of Into Headship is due to complete shortly with 228 additional participants on track to achieve the GTCS Standard for Headship. The Into Headship programme was successfully re-accredited by the GTCS in March 2021. An external evaluation of Into Headship, led by Professor Alma Harris, was published in September 2022.

The Into Headship Strategic Oversight Group provides collaborative governance for this work. Recruitment to cohort 9 of Into Headship is complete and the programme has launched with a series of welcome webinars for 284 participants.

Action

SL83

During 2020 the Headteachers’ Charter and new national guidance on an empowered system will be finalised to support local areas in ensuring that decisions are made as close to the child or young person as possible.

Current position

Complete

All sections of the empowerment guidance were published as agreed drafts by October 2019, with a focused period of engagement in place from January to March 2020. COVID-19 resulted in a pause to this work. In February 2022, the School Empowerment Steering Group recommenced work with a view to a relaunch of school empowerment for the 22/23 school year. This included reviewing national guidance and wider resources with key groups and targeted engagement, which was undertaken by members of the Steering Group in consultation with stakeholders during spring/summer 2022. The empowerment guidance, including the Headteachers' Charter was confirmed as fit for purpose, with an agreement by the Steering Group in December 2022 for the status of the Headteachers Charter to be updated from agreed draft to final.

In February 2022, the School Empowerment Steering Group set out to the Cabinet Secretary for Education and Skills and to Councillor McCabe, former COSLA Education, Children and Young People Spokesperson of their plans to recommence work on school empowerment, and this has continued throughout the year. Launched at the Scottish Learning Festival in September 2022, the Steering Group oversaw a series of headteacher-led engagements to further raise awareness of and engagement in empowerment with school leaders. These sessions were further supported by podcast materials for each of the key stakeholder groups. The Steering group has been stood down, as it has completed its initial remit.

Action

SL86

We are in the process of establishing a Gender Equality Task Force in Education and Learning, as recommended by the First Minister’s National Advisory Committee for Women & Girls. Throughout 2020, the Task Force, chaired by the Deputy First Minister, will consider where gaps exist in the provision of a gender neutral experience of education and learning in Scotland, and publish a set of recommendations which will address those gaps.

Current position

Ongoing

The Gender Equality Taskforce met for the first time in February 2020. Progress slowed during 2020 as a result of COVID-19, however, the Taskforce reconvened in December that year. In 2021, contracts were awarded to The Collective, the Children's Parliament and the Scottish Youth Parliament to jointly take forward engagement with girls and young women, as well as Taskforce members to develop a Theory of Change model, which will set the way forward for achieving the Taskforce's ambitions. As part of this work, The Collective held a series of workshops in November and December 2021 with Taskforce members. The concluding reports and theory of change model from The Collective, the Children's Parliament and the Scottish Youth Parliament were shared with Taskforce members in May. The Taskforce agreed its position in September 2022 on the reports and they were published in October 2022. It implemented one of the recommendations in The Collective’s report in that it appointed the then Cabinet Secretary for Education & Skills to chair the group going forward. The current Cabinet Secretary for Education and Skills is considering how the Taskforce should pursue its ambitions under her chair-ship.

Anticipated outcomes and next steps

The ultimate outcome from the Taskforce will be a strategy which embeds gender equality in education and learning, resulting in girls and young women having a gender equal experience in early years, school and community learning settings. It will tie in to the ambitions already set out in Equally Safe and the Gender Pay Gap Action Plan and will dovetail with strategic ambitions being taken forward by colleagues in Education Reform. In terms of next steps, the Taskforce has identified 3 strategic themes under which the 20 recommendations made by The Collective will be taken forward. 3 working groups are in the process of being formed to drive progress, reporting to the core Taskforce and the Cabinet Secretary.

The Taskforce met in April and May of 2023 without a chair, due to the new Ministerial Team being appointed. The Secretariat met with the Cabinet Secretary in June and August to seek agreement from her to chair the Taskforce going forward, which she has agreed to do. The next meeting of the Taskforce is planned for early 2024.

Action

SL91

Education Scotland will deliver professional learning to support learning, teaching and assessment, and moderation, to practitioners nationally and regionally, and across local authorities during the academic session 2021-22.

Current position

Complete – superseded by SL100

The Quality Assessment and Moderation Support Officer (QAMSO) programme was delivered across all Regional Improvement Collaboratives in 2021/22. The programme was delivered as a train-the-trainer approach to help build further capacity within the system. Almost all local authorities were involved with 1048 practitioners participating. An evaluation was carried out by practitioners before and after the QAMSO programme.

Outcomes and next steps

The evaluation demonstrated that participating practitioners noted improvements in their levels of understanding of the learning, teaching and assessment cycle and, additionally, achievement of and progress through a level. Confidence levels also increased across the survey measures. Post evaluations showed that practitioners felt:

• more confident in their ability to create high quality assessments
• more confident in moderating evidence of progress towards a level
• more confident in using digital approaches to support moderation
• more confident in being able to support and facilitate learning, teaching and assessment approaches in their role as a QAMSO Education

Scotland will support online re-connector and drop-in sessions with existing local and regional QAMSO networks. Education Scotland will revert back to a National QAMSO Programme with spaces allocated to local authorities for practitioners to attend in order to supplement local and regional networks.

Action

SL92

The Scottish Government will work with partners from across the ELC sector to develop a new Childcare Workforce Strategy, which will explore key issues and challenges on workforce, including professional learning and leadership support for all those working across ELC and the wider childcare sector.

Current position

Ongoing

The draft Framework and action plan focuses on 5 key themes:

• Planning for the future
• Supporting effective recruitment of a diverse workforce
• Enhancing the attractiveness and fulfilment of careers in childcare
• Ensuring registerable qualifications meet the needs of all parts of the sector
• Ensuring professional learning resources are accessible and support career development.

The Scottish Government’s Programme for Government (PfG) 2023-24 set out major new commitments on early learning and school age childcare, including commitments to:

• Work with Local Government and other partners to develop the local infrastructure and services needed to provide childcare from nine months to the end of primary school in specific communities in six local authority areas.
• Through this community-based approach, test a new digital service to help parents and carers find, access and pay for childcare that best suits their needs, laying the foundations to transform the childcare system in the longer-term in a way that empowers parents and supports greater choice.
• Provide funding to uplift pay in the PVI sector to £12 per hour for those delivering funded Early Learning and Childcare – this action is needed now to support effective recruitment and retention of staff working in the sector.
• Scale up innovative pilots for recruiting and retaining childminders to grow that essential part of the workforce by 1,000 more.
• Work with local authority and other sectoral partners to phase in an expanded national offer for families with two-year-olds, focused on those who will benefit most. This will build on the foundations of the existing 1140 programme, which makes high quality early learning and childcare available to around a quarter of families with two-year olds on the lowest incomes.

Anticipated outcomes and next steps

We will therefore pause publication of the framework to allow for further development around new PfG commitments and to give space for other related publications to issue in the latter part of 2023.

We will work closely with communities, our partners, and providers to consider what these changes mean for the early learning and school age childcare workforce, including with relation to regulation, qualifications and professional development, whilst ensuring lessons are learnt from the experience of delivering 1140.

Action

SL94

Education Scotland will undertake a national thematic inspection in the early learning and childcare sector on progress with implementation of the expansion of funded Early Learning and Childcare (ELC).

Current position

Ongoing

Fieldwork has been completed and the report is under development and will be published by end of February 2024.

Action

SL95

HM Inspectors will undertake a national thematic inspection in 2023 on the subject of inclusion: promoting positive behaviour.

Current position

Ongoing

Phase 1 of the report Approaches to recording and monitoring incidents of bullying in schools, was published in February 2023. Phase 2 which exemplifies effective practice to recording and monitoring incidents of bullying in schools will be published by end of January 2024.

Action

SL96

Education Scotland will provide further professional dialogue and support aligned to UNCRC at every level of the system. This will include professional learning for elected members and a continuation of the 'train the trainers' approach for those local authorities and Regional Improvement Collaboratives (RICs) who have not yet participated, or who have requested further input. Education Scotland will focus its professional dialogue and support with the South West and Tayside RICs, and Moray and Highland councils. (Action relates to UNCRC).

Current position

Ongoing

The Lead Officer is working with third sector partners to develop a 'skills and knowledge framework' around incorporation and implementation of UNCRC. All other support is ongoing, with renewed input for a few local authorities. It is anticipated that colleagues in all sectors will have a more in-depth understanding of how to embed rights based approaches. Elected Member Training is being planned as incorporation is expected next year. It is not possible to provide quantitative data other than numbers who have attended events (and these should be read with caution as several participants may join the sessions from the same device). However, feedback on impact includes comments such as:

“Working with Education Scotland has allowed us to build a core group of informed practitioners who are supporting learner leadership.”

“Working with Education Scotland has been invaluable in terms of their knowledge and understanding of UNCRC.”

“Bringing this expertise alongside Education Scotland's professional experience has brought a level of authenticity and legitimacy to Education Scotland's role and our work together.”

“This means I feel more confident and reassured when in meetings or presentations in which Education Scotland is involved that we have a robust evidence base from which to speak.”

On average all professional engagement is rated as 4.5/5. The Lead Officer is also part of the national working group to progress the Human Rights Bill.

Action

SL97

By July 2023, Education Scotland and partners will co-create a prototype of a Making Sense of System Leadership professional learning offer. The prototype will be evaluated by Education Scotland in terms of process, content and initial impact of learning on leaders across the education system by August 2023.

Current position

Complete

A Making Sense of System Leadership (MSSL) programme was prototyped with system leaders from January to May 2023.

Outcomes and next steps

The programme was delivered to four cohorts across Scotland; Edinburgh, Glasgow, Aberdeen and online, to allow for accessibility options. In total, there were 139 participants across the four prototype cohorts. The prototype programme was evaluated in June 2023 alongside Education Scotland’s other system leadership offers which led to a decision to combine the MSSL offer with the existing Excellence in Headship Stretch programme to create the new Connected and Collaborative Systems Leadership (CCSL) offer for school and system leaders. The MSSL learning is now embedded within CCSL which is underway with 54 new participants undertaking the programme in 2023/24.

Action

SL98

During 2023, Education Scotland will build on its existing professional learning and leadership suite of programmes supporting empowerment and agency, including designing, delivering and evaluating professional learning or working with partners to do this. Where appropriate, offers will be co-constructed with school and system leaders.

Current position

Complete

In November, the Professional Learning and Leadership (PLL) team delivered sessions for Cohort 2 of the Excellence in Headship Stretch who are nearing the end of their time on the programme and writing their collaborative enquiry submissions. Participant testimonials reveal the positive impact of the work on headteachers.

“This has been some of the most impactful professional learning I have ever undertaken. It inspired me to think about my role as a Systems Leader and move forward with my secondment to the RIC.”

“Working with experienced headteachers from a mix of authorities has been professionally challenging, enlightening and empowering. I have learned so much, but it has also been invigorating to share my own expertise, knowledge and understanding. This has enabled us to have profound learning.”

In November, PLL delivered the next session of the Connected and Collaborative Systems programme (part of Excellence in Headship). There were 46 evaluation responses which represents 84% of the cohort. When asked how participants would rate the quality of learning on the Connected and Collaborative System Leadership Meet Up 100% rated it positively (94% very good, 6% good).

“Excellent session. Vital part of the programme to collaborate and firm up enquiry and explore theme in order to make further progress.”

“Reenergised my thinking in terms stepping out to gain a clearer sense of what is going on to then consider new ways forward.”

Action

SL99

Education Scotland will work with excellence and equity leads (EEL), local authority officers and the Scottish Government to increase and diversify the use of the recently created online professional learning community by EELs, for example through increased practice sharing and use of the online networking facilities to support the development and scaling of improvement activity. Future engagement will address the priority areas and other feedback identified through the consultation process. It will continue to include support for collaboration and effective practice sharing between EELs working in the early learning and childcare sector.

Current position

Ongoing

Education Scotland is working collaboratively with the Children and Young People’s Improvement Collaborative (CYPIC) to support Equity and Excellence Leads (EELs). CYPIC is focussing on using Improvement Methodology and Education Scotland is complimenting this with the pedagogical and curricular expertise to support these improvements. Education Scotland attends the CYPIC Equity and Excellence Lead sessions on Quality Improvement to provide pedagogical support to compliment the discussions on the use of data for improvement. CYPIC is represented on the Education Scotland National Equity and Excellence Lead planning group.

Session 2022 - 2023 included two online professional learning and connection events held for the EELs. The Equity and Excellence Lead planning group also met five times to discuss ongoing support for the wider body of EELs to ensure support was co-designed with representatives from the system. Data gathered from both the planning group and the online sessions highlighted the main areas of support requested by EELs. These were:

• a nationally defined understanding of the role that could be shared with Local Authorities and Settings.
• time to collaborate nationally and regionally with fellow EE Leads; and
• further professional learning and support on the use of data and self-evaluation.

These three areas continue to be the main focus in 2023 - 2024. Small tests of change are also currently being trialled in the team space to increase collaboration and encourage practice sharing.

Anticipated outcomes and next steps

It is anticipated that the work undertaken will support EELs to have increased clarity and focus on the purpose of their role within their day-to-day work; increased confidence and capacity in the use of data to support improvement; and a wider network of peer support.

Facilitation and support for the professional learning community is now embedded as part of Education Scotland’s offer for Early Learning and Childcare. Liaison with EEL leaders and managers is taking place to overcome any particular local barriers to accessing the online professional learning community.

Action

SL100

Education Scotland will work with local authority Assessment Co-ordinators to support the delivery of the Quality Assurance and Moderation Officer (QAMSO) programme and to build capacity in existing networks, increasing practitioner confidence in exercising their professional judgement.

Current position

Complete

During academic session 2022-23, Education Scotland delivered the Quality Assessment and Moderation Support Officer (QAMSO) programme across all Regional Improvement Collaboratives (RICs) and at a national level for two cohorts. Almost all local authorities were involved with over 200 practitioners participating. Participants reported improvements in their levels of understanding of the learning, teaching and assessment cycle and, additionally, achievement of and progress through a level. They also reported increased confidence levels across the survey measures with post evaluations showing that practitioners felt:

• more confident in their ability to create high quality assessments
• more confident in moderating evidence of progress towards a level
• more confident in using digital approaches to support moderation
• more confident in being able to support and facilitate learning, teaching and assessment approaches in their role as a QAMSO.

Anticipated outcomes and next steps

Education Scotland will support online re-connector and drop-in sessions with existing local and regional QAMSO networks in academic session 2023-24. Education Scotland will also offer a session for senior leaders on learning, teaching and assessment to support assessment and moderation practices across regions.

Teacher and Practitioner Professionalism

Action

TP01

The intention remains to fund professional learning for teachers in this area (Masters level Professional Learning) including at school leadership level.

Current position

Ongoing

The Scottish Government has supported Masters-level learning for teachers through the Teacher Education Partnerships with over £8 million invested which has enabled over 7,400 teachers to engage with high quality professional learning opportunities.

Anticipated outcomes and next steps

The Scottish Government has not funded the programme in 2023-24 but will consider the position for 2024-25.

Action

TP32

Additional collaborative professional learning opportunities in STEM will become available through the activities of the college-led STEM Hubs, now known as STEM Partnerships.

Current position

Ongoing

Colleges have continued to build up their work with schools and capacity to support STEM and to provide professional learning and increased engagement activity.

Anticipated outcomes and next steps

Thus far, the STEM Partnership network has provided professional learning support for over 500 college staff in the academic year 2022/23. The network continues to engage with Colleges Scotland to support policy developments in relation to Modern Apprenticeships and Green Skills.

Action

TP34

A Young STEM Leaders awards programme. The programme aims to grow mentoring opportunities and encourage inspiration for STEM by young people. Following a successful pilot in 2019, the programme is now available to all schools in Scotland.

Current position

Ongoing

The programme is offered at Curriculum for Excellence Second, Third and Fourth Levels, underpinned by a framework that identifies the skills, knowledge and behaviours expected of a young STEM leader. The Scottish Schools Education Research Centre – SSERC – who operate the programme, have made the SCQF accredited awards available as a Scotland-wide initiative.

Anticipated outcomes and next steps

The Young STEM Leader Programme (YSLP) aims to inspire more young people to develop an interest in STEM and pursue the study of STEM subjects and relevant future pathways. In the financial year 2023/24, it is expected that 4,000 learners will benefit from the programme. The programme has recently been extended to cover SCQF Level 7 awards.

Action

TP95

We will continue to encourage more people into teaching, particularly those groups under-represented in the profession (men and minority ethnic communities) as well as in particular subjects (STEM) and Gaelic.

Current position

Complete – superseded by TP127

The recruitment campaign “That’s What Teaching Taught Me” has now concluded. The Cabinet Secretary has committed to working with the teacher unions to develop key messages around promoting teaching as a career.

Outcomes and next steps

We continue to offer Teaching Bursaries of £20,000 for career changers wishing to undertake a one year Postgraduate Diploma in Education as a route into the hardest to fill STEM subjects. These have been expanded to include Gaelic as a secondary subject, Gaelic medium education across all secondary subjects, and Primary teaching.

Action

TP106

To promote the recruitment of Gaelic teachers, the Scottish Government is funding a Gaelic Teacher Recruitment Officer at Bòrd na Gàidhlig (BnG) to attract Gaelic speakers into the profession. A range of promotional materials have been prepared for this purpose and BnG and Skills Development Scotland (SDS) are promoting Gaelic teaching at school events. In addition, courses are available at Glasgow University and Sabhal Mor Ostaig to assist teachers who would like to transfer from English to Gaelic teaching and also local authorities are providing support within their area for those who would like to teach through the medium of Gaelic.

Current position

Ongoing

The GTC Scotland's survey of registered staff showed that around 700 individuals are interested in Gaelic CLPL. The Scottish Government established a group to develop Gaelic Headship and Leadership content and courses. The Scottish Government continues to support SpeakGaelic, which widens access through a free multi-platform resource for anyone interested in learning the language.

ATQ at Strathclyde University, enables Secondary school Modern Language teachers to provide courses for Gaelic learners as part of the languages curriculum on offer in their schools. Scottish Government have also funded the development of a course at SMO for language assistants and Comhairle nan Eilean Siar (Western Isles Council) has advertised for language assistant candidates to form a pilot which will run in 2022-23. The aim of the GTCS survey is to open up dialogue with their employers on CPD and career opportunities in Gaelic teaching. We will be reminding LAs of the survey and the opportunities that exist to support staff in any journey they wish to undertake in to Gaelic medium or Gaelic Learner education.

Anticipated outcomes and next steps

SG, Education Scotland, and Bord na Gàidhlig are meeting with local authority representatives on a quarterly basis to ensure that Gaelic is included in courses and CPD developments for Headship and Leadership courses. This work will continue going forward.

Action

TP109

The Scottish Government will continue to work with key partners to deliver the ASL Action Plan to enhance professional learning and development for additional support for learning. The Scottish Government will also work with partners to ensure that there is appropriate career progression and pathways for teachers looking to specialise in additional support for learning.

Current position

Ongoing

The Additional Support for Learning Project Board, was established to oversee the delivery of the ASL Action Plan and associated workstreams. This governance structure is in place to ensure transparency in the delivery of this work and stakeholders are invited to use this forum to raise any issues, discuss their ideas and to collaborate with others across the sector to achieve constructive solutions to common challenges.

A summary progress report was published in November 2022, highlighting that we have successfully delivered 24 out of the 76 total actions. We continued to engage widely with stakeholders throughout the remainder of 2022 to take stock of the current provision and to agree our priorities. These are reflected in our updated action plan which is intended to help ensure that meaningful change is realised, and we are due to publish our next progress report in Spring 2024.

Anticipated outcomes and next steps

The Project Board have produced a detailed work plan in response to this report outlining how we will ensure that we deliver meaningful change through this work. To deliver the measures set out in our joint action plan, we will review the actions being delivered on a bi-monthly basis to ensure that progress is being made and that we achieve the broad and deep change necessary to achieve our ambitions that all children and young people are valued, respected, included and supported to achieve and succeed.

Since the publication of the progress report in 2022, a further 13 actions have been completed bringing the total of delivered actions up to 35, which represents more than 46% of the total plan. The next reporting period ends in May 2024, at which point we will be publishing an updated Action Plan and a progress report.

Action

TP112

Scottish Government will work with the Scottish Negotiating Committee for Teachers (SNCT) to agree how the commitment to reduce class contact time for teachers by 90 minutes per week will be delivered.

Current position

Ongoing

We will continue to explore with the SNCT how we might progress the commitment to reduce class contact time by 90 minutes per week. In doing so, we will need to be aware of financial sustainability, given the requirement to fund the recent pay deal for teachers. The “Provision of Education Workforce Modelling and Analysis” is an external exercise the Cabinet Secretary commissioned to help inform decisions on education workforce planning for future years including class contact time. This work will bring together a range of factors including current teacher numbers, pupil teacher ratios and the projected decline in the number of school-aged children. This should report by early January 2024. The Cabinet Secretary for Education and Skills has recently offered to provide an update on the delivery timescale by the end of this session.

Action

TP113

Scottish Government will work with local government to deliver the Scottish Government and Scottish Green Party's shared policy programme commitment to recruit 3,500 additional teachers and 500 classroom assistants over this parliamentary term.

Current position

Ongoing

Work continues on the recruitment to ITE programmes, as we continue to work towards delivering this commitment. The “Provision of Education Workforce Modelling and Analysis” is an external exercise the Cabinet Secretary commissioned to help inform decisions on education workforce planning for future years. This work will bring together a range of factors including current teacher numbers, pupil teacher ratios and the projected decline in the number of school-aged children. This should report by early January 2024.

Action

TP114

Following a successful pilot in 2018- 2020, Education Scotland in collaboration with Dyslexia Scotland will, by November 2022, develop, present and evaluate the GTCS Professional Recognition Programme for Dyslexia and Inclusive Practice in 2021/22.

Current position

Complete

The pilot received very positive feedback from participants and also their Headteachers, with comments noted about the benefits gained from achieving the GTCS Professional Recognition in dyslexia and inclusive practice and the added value the programme brought to the wider school community. Seventeen participants have successfully gained the award for GTCS Professional Recognition in Dyslexia and Inclusive Practice. During the programme members of the programme board participated in three moderation and training sessions to further improve the submission and marking process.

Dyslexia Scotland has gained GTCS accreditation for the programme and runs it on an annual basis. Spaces of up to 30 participants per academic year are available and are funded through the Scottish Government's annual grant award to Dyslexia Scotland. The programme will be subject to ongoing evaluation and will inform changes to the online addressing dyslexia toolkit resource and dyslexia inclusive practice modules.

Action

TP115

Aligning with national policy, legislation and demand, the Pupil Support Staff Professional Learning Framework aims to support staff to make an even greater contribution to the learning, wellbeing and future opportunities of children and young people. Education Scotland will lead on the continued development of and dissemination of the Pupil Support Staff Professional Learning Framework in 2022.

Current position

Complete – superseded by TP122

This action has now been incorporated into TP122 which has a focus on professional learning for all educators.

Action

TP116

Education Scotland leads on the national Harmful Sexual Behaviours subgroup and will set up a national safeguarding in education network to determine professional learning requirements. Education Scotland will then plan, deliver and evaluate professional learning to support education staff in recognising and responding to safeguarding concerns by November 2022.

Current position

Complete – superseded by TP122

This action has now been incorporated into TP122 which has a focus on professional learning for all educators.

Action

TP117

Education staff require further support on forming a culture and ethos that prioritises relationships and support with upskilling and professional learning to understand, recognise and respond to dysregulated and distressed behaviour through a relationship-based, nurturing and trauma sensitive lens. Education Scotland will lead on developing publishable guidance and the online professional learning resource on Promoting Positive Relationships and Behaviour and Restorative Approaches in collaboration with SAGRABIS and local authorities by June 2022. Education Scotland will introduce the professional learning resource through engagement events in partnership with colleagues from SG/SAGRABIS for local authorities to further explore the resources themselves

Current position

Complete – superseded by TP122

This action has now been incorporated into TP122 which has a focus on professional learning for all educators to develop their knowledge, understanding and practice of relational based approaches.

Further Informed/Practitioner Level PL was delivered in three more secondary schools in Dundee. The focus is now on developing models of effective implementation, i.e., sustained/ongoing PL programmes. Attention is also being given to how the initial PL can be upscaled for delivery at local authority level, regionally, or nationally in a similar way to Keeping Trauma in Mind (KTiM).

Education Scotland is also piloting and further developing the Relationships and Behaviour Policy Guidance for Educational Settings in Perth and Kinross with a view to updating the national guidance after feedback.

Action

TP119

Education Scotland will set up a National Response to Improving Literacy group to sit alongside the National Response to Improving Mathematics Partnership Board. Both groups will examine the existing landscape in Scotland and internationally and seek out the best opportunities to enhance the professional learning for teachers and the classroom experiences for young people.

Current position

Ongoing

NRIM - The first NRIM Partnership Board of this academic session took place on 26 October. The two main discussions surrounded the role of the newly formed NRIM Implementation Group and the timeline for actioning recommendations. The NRIM Implementation Group met in November 2023 to finalise the timeline and to begin actioning the key recommendations. The first recommendation to be prioritised is completion of the National Numeracy and Mathematics Strategy/Guidelines. The Guidelines will be sent out to all local authorities in early 2024.

Anticipated outcomes and next steps

The NRIM Implementation Group will keep the NRIM Board abreast of the above activities through email correspondence. A meeting with the Scottish Council of Deans is expected, regarding the Initial Teacher Education (ITE) recommendation in NRIM.

NRIL - A meeting of the NRIL partnership board Short Life Working Group (SLWG) on 're(in)stating our definition of literacy' took place 14 September and focused on discussions about how best to highlight the fundamental position of literacy within the context of Curriculum for Excellence. Preparatory work on three further NRIL SLWGs continues with meetings of co-chairs and the nomination of group members.

Anticipated outcomes and next steps

A further meeting of NRIL SLWG on 're(in)stating our definition of literacy' took place in October 2023, and the National Response to Improving Literacy Partnership Board met in December 2023. Meetings of SLWGs on literacy pedagogy and progression are also due to take place in December 2023.

Action

TP120

In the light of the ACEL data, both groups will develop evidence based recommendations in spring 2022, with a view to implementing changes as soon as possible.

Current position

Closed

As of November 2023, the newly established NRIM Implementation group is commencing the implementation of changes. The NRIL partnership board formed in spring of 2023 and NRIL short life working groups are now tasked with formulating evidence-based recommendations.

Action

TP121

As part of the Future of Gaelic and Scots consultation, we have identified the need to enable teachers to improve their confidence in Scots and Gaelic for Learners skills by expanding the Continued Professional Development (CPD) opportunities available. The Scottish Government will work in partnership with local authorities, Gaelic training institutes and other partners to identify what CPD training is already available and to establish what work is required to expand CPD opportunities.

Current position

Ongoing

Analysis of the consultation was published in June 2023. Scottish Languages Bill was introduced to Parliament in November 2023. A Gaelic element of Into Headship is now available. CPD in Gaelic and for GME is available through Sabhal Mor Ostaig and Storlann.

Action

TP122

Education Scotland will build capacity through the development and refresh of the suite of inclusion, wellbeing and equality professional learning information, resources and opportunities through the lens of:

Relationships

Wellbeing and care

Inclusion and targeted support

Rights and Participation

Current position

Ongoing

During 2023 the Inclusion, Wellbeing and Equalities (IWE) team focused on developing and providing high quality and meaningful professional learning. This was designed to increase knowledge, skills, and expertise of practitioners working with all learners, but particularly those with Additional Support Needs. The new framework aims to support all educators who work with and support children and young people, primarily those working in education. The four interconnected and interdependent themes have been refined to capture the essence of what will make a difference to outcomes for all children, young people and communities. The values of social justice have directed our work to achieve equity and excellence. The four themes are:

• Inclusion
• Rights and Equalities
• Relationships
• Wellbeing and Care.

Throughout 2023 IWE officers have supported, contributed to, and provided an extensive range of professional learning for educators in ELC/schools, local authorities, RICs and partners. It has included:

• The Cycle of Wellbeing was produced to help users to navigate a suite of resources to support professionals’ wellbeing and those of children and young people. In addition, the following Pl areas have been provided: Keeping Trauma in Mind, safeguarding, relational approaches, learner participation, keeping the promise, hate crime, anti-racism, gender violence, supporting young carers, autism, FASD, ADHD, intellectual disabilities, dyslexia and inclusive practice.
• Contributions on inclusive practice to Education Scotland’s Professional Learning and Leadership programmes, principally, Stepping Stones, Aspiring Middle leaders, and Excellence in Headship.
• National delivery of the GTCS Professional Recognition Programme for Dyslexia and inclusive practice with 25 new awardees during this academic session. Growing the participation numbers on the inclusive professional learning modules available on the Open University, where over 21,500 participants have successfully completed modules since publication.

The engagement and feedback from the above input together with the OECD report on Curriculum for Excellence, the Action Plan from the Morgan Review and the recommendations made in the Hayward and Withers reports, have all contributed to the content and structure of the new IWE Professional Learning framework. The first of three levels (informed, skilled and enhanced) went live on the National Improvement Hub in November 2023. Together all three levels will upskill the workforce in the delivery of both universal and targeted interventions for all children and young people.

Anticipated outcomes and next steps

During 2024 The Professional Learning Framework will be further developed. This will involve enrichment of the skilled and enhanced levels, together with the addition of material at the informed level. A communication strategy will ensure that all practitioners are aware of the new Framework in time to influence their professional learning development plans. To inform the content going forward, an evaluation will be made of the relevance of materials, potential gaps, and new emerging needs. The levels will not necessarily reflect someone’s seniority but the nature of the role they hold in relation to their responsibilities and support provided to children and young people. The Framework will continue to evolve through engagement with local authorities and practitioners next year to support ongoing improvements.

To support authorities’ Additional Support for Learning practice, the IWE Team are working collaboratively with 3 local authorities to explore and model potential ways of working in a reformed Education Scotland. This will aim to strengthen a needs based system in response to a growing need to build capacity in schools and authorities to meet the needs of children and young people with learning needs. More local authorities are requesting similar collaborative work which we will consider as we learn for our current engagement.

ES will further develop our support of the refresh of the ‘Common Core of Skills, Knowledge & Understanding and Values for the “Children’s Workforce” In Scotland. This work is contributing to the 1st level of the IWE PL Framework.

ES Equalities Team will continue to support SG in relation to Race, Gender, LGBTI and Hate crime workstreams. Professional learning for teachers and other practitioners will be strengthened and refreshed through the Professional Learning Framework.

Action

TP123

Education Scotland will continue broadening its work with ELC and Community Learning and Development (CLD) practitioners. Taking a service design approach to designing and delivering professional learning. Throughout 2023, Education Scotland will continue to offer bespoke professional learning and leadership opportunities for Scotland's teachers, ELC practitioners and CLD practitioners including support around educational reform, curriculum design, and work to build racial literacy amongst the workforce. This action will include the design, delivery and evaluation of Education Scotland's professional learning offer, or working with partners to do this. Where appropriate, offers will be co-constructed with teachers/practitioners.

Current position

Complete

Teachers, ELC and CLD practitioners on the Educators Leading Practice programme were invited for touchpoint sessions in October and November to support their planned enquiry into their practice.

The Professional Learning and Leadership Directorate were part of the design team of the new Education Scotland Curriculum Innovation offer delivered in October to more than 40 participants.

Action

TP124

Education Scotland will work with partners, including local authority, RIC and private and third sector ELC leads and practitioners, to design and deliver improvement support to the early learning and childcare sector at national, regional, local and setting level during academic session 2022-23.

Current position

Ongoing

Education Scotland has worked successfully with partners at Local Authority, Regional and National level, including private and third sector leaders and practitioners to design and deliver professional learning for the Early Learning and Childcare (ELC) sector. Themes covered include curricular areas and subjects such as: literacy and English; numeracy and mathematics; health and wellbeing and STEM, and learning, teaching and assessment (including play pedagogy); digital learning and teaching; curriculum innovation; best use of evidence; system leadership; inclusion, wellbeing, equity and equalities. During 2023, over 96% participant evaluations rated the professional learning as good or very good quality.

Specific examples of this include: Local Authority support on pedagogy, data and improvement with just under 100 practitioners. 100% of those who responded to the post-session questionnaire stated that their confidence levels, knowledge and skills had increased. This led to 14 practitioners engaging in practitioner enquiry to improve outcomes for children in numeracy and maths. The Education Scotland ELC team provided support with links to high quality pedagogy and practice and facilitating professional dialogue in this area.

Education Scotland collaborated with the South East Improvement Collaborative (SEIC) to develop pedagogy in practice pamphlets for Early Learning and Childcare and Early Years practitioners on a variety of pedagogical topics. Pamphlets were sent to all settings across the SEIC area and have been very positively received.

A Play Pedagogy Blether, where settings from two local authorities presented their play pedagogy journey, was attended by 176 Early Years practitioners from across the country. Feedback from attendees highlighted the positive impact of having time to reflect on their own pedagogy.

Anticipated outcomes and next steps

The very positive participant evaluations gathered indicate that the professional learning provided has led to increased confidence and capacity across many aspects of practice required to deliver high quality ELC. Education Scotland will continue to work with partners across the public, private and third sectors to identify need, co-design and deliver high quality support to the ELC sector.

Action

TP125

Education Scotland will work with stakeholders to design and deliver targeted professional learning to support recently appointed ELC practitioners and leaders.

Current position

Ongoing

Education Scotland has worked with two private sector ELC groups to successfully design and deliver targeted professional learning to support recently appointed ELC practitioners and leaders.

Following the very well received pilot deliveries, 47 ELC recently appointed heads and managers from public, private and third sector settings are currently enrolled on the Pedagogical Leadership Programme. 100% of current participant surveys completed indicate that the Programme to date has been good or very good quality. Over 900 ELC practitioners have commenced on the Practitioner Programme.

Anticipated outcomes and next steps

Pilot programme evaluations have indicated that the programmes developed have supported the confidence and capacity of participants to deliver high quality professional learning and leadership. The programmes are now part of the ongoing Education Scotland offer to the ELC sector and will continue to be kept under review to ensure that they meet the needs of the sector.

Action

TP126

Education Scotland will participate in Education Reform work streams, working in collaboration with Scottish Government officials to progress the ASL Action Plan; facilitate national networks and local authorities to 'Keep the Promise'.

Current position

Ongoing

The collaborative partnership work across Education Scotland continues with focused areas of work for example – Curriculum Innovation, Profiling, Social Justice Curriculum, intersectionality with SAC and ASN.

IWE officers continue to work in collaboration with Scottish Government officials to progress the ASL Action Plan through membership of the ASL Programme Board, ASL Network and chairing of subgroup 2 which focuses on ASL information, guidance and professional learning opportunities for a range of stakeholders in education, health, social care, families and learners.

During 2023, IWE officers facilitated and supported a number of national networks, with almost all local authorities represented in each network. The networks include the National Inclusion Link Officers, National Complex Needs - strategic and practitioner, SCERTS Practitioners, National social and Behavioural Needs Headteachers Network, Safeguarding, and Rights and Equalities. All of the networks provide peer support, the ability to share effective practice across the country, and a forum to identify needs thereby informing future input from Education Scotland and others.

Collaborative development and publication of Keeping the Promise Award Programme.

IWE were instrumental in taking forward the evaluation of the national Pupil Support Staff Engagement Programme. Published 31.07.23, this is an important piece of work which will enhance the effective use of pupil support staff in schools helping to achieve more positive outcomes for children and young people with additional support needs. The professional learning framework will align with the one referred to in TP122.

Anticipated outcomes and next steps

• Continued joint working with the Association of Directors of Education in Scotland (ADES) and the Association of Scottish Educational Psychologists (ASPEP) informing strategic thinking and planning around support for ASN.
• Planning of response to BISSR supported by existing and new work through the PLL framework. Joint activity with deep dive into attendance will also address some of the more holistic approaches required to address the concerns highlighted by BISSR.
• Collaboration with Educational Psychologists in Local Authorities and Nationally to take forward Nurture work and other potential areas to strengthen capacity in schools to address social and emotional development. This includes alignment with ES’s deep dive on Attendance.
• Exploration and development of a certificated professional learning programme for Support for Learning Principal Teachers.
• IWE SEOs collaborative partnership work across ES continues with focused areas of work around Social Justice Curriculum, intersectionality with SAC and ASN.
• Safeguarding in education: short life working group of local authority leads finalising a position paper looking at current local models and supervision for staff.

Action

TP127

The Scottish Government is committed to working with partners to promote teaching as a valued career, with a strong sense of professional development.

Current position

Ongoing

In 2024, we will work with our partners, through the Strategic Board for Teacher Education, to explore how we can collectively promote teaching as a highly rewarding, inspiring and challenging career with opportunities for creativity and autonomy and, crucially, to make a positive difference to the lives of children and young people, with the aim of improving recruitment and retention and attracting more high quality individuals into teaching, in areas where they are most needed.

Action

TP128

As part of the refresh of the LfS Action Plan we have engaged with educators to gather their views on LfS. A better offer for Career Long Professional Learning (CLPL) has been identified as one of the key themes on our engagement exercises. SG is working with ES to develop an LfS portal, from which all the training and resources that are already available can be accessed centrally. This will provide practitioners with readily available CLPL resources on LfS which will ensure they are better able to embed LfS in their practice and ensure that children and young people receive their entitlement to LfS.

Current position

Ongoing

The refreshed Action Plan was published in June 2023. One of the key actions of this plan is the development of an LfS portal that will provide an accessible way for educators to share understanding of LfS, its values and its practice. This new portal will:

• share practical examples of ongoing work and practice
• provide access to practical, “educator / young person relevant” resources and advice
• signpost to available professional learning opportunities
• be co-designed with input from educators and children and young people
• seek to provide targeted support to those in rural, remote, island and areas or deprivation, ensuring equity and equality
• align with the principle of “Digital by Default”

Parent and Carer Engagement and Family Learning

Action

PE36

The joint Scottish Government/COSLA “Learning Together” Action Plan was published on 21 August 2018. The plan contains a variety of national actions in relation to both involvement and engagement which will be implemented in 2019, including: review and strengthen statutory guidance in time for academic year 2019/20.

Current position

Ongoing

Linked to PE98

Officials are working on a light touch re-draft of the Action Plan as directed by the Cabinet Secretary for Education and Skills. The steering group will be involved in this and it is due to be published by the end of 2023.

Action

PE90

The 2021/22 Parental Involvement and Engagement (PIE) Census data collection by LAs is complete. LAs are sharing their data with SG, to be complete in August 2022. SG will publish the statistics in December 2022.

Current position

Complete – business as usual

The Parental Involvement and Engagement (PIE) Census was undertaken by 22 local authorities in 2021/22 academic year, gathering data on their parent/carer community. Data collection completed in end June 2022, for local authority use. 20 local authorities shared their data with Scottish Government and this was published on 13th December 2022: Parental Involvement and Engagement - Parental Involvement and Engagement Census Scotland 2021/22

Local authorities who undertook their own PIE census 2022 have their data for their use in developing their Parental Engagement Strategy. This involves each school identifying and responding to aspects of non-engagement within their own school communities, consideration of potential barriers, and exploration of new and creative ideas and solutions. The PIE census 2022 provides schools and local authorities evidence of the impact of their approach. Scottish Government will use the analysis to provide evidence for monitoring the Learning together: national action plan on parental involvement, engagement, family learning and learning at home.

Action

PE93

The Scottish Government will continue to collaborate with partners, including parents and carers to deliver the actions from the ASL Action Plan to enhance parental empowerment and engagement. We will continue to ensure that the key role of parents, as partners in their children’s learning, is realised. We will identify additional avenues for engagement to develop and deliver ways of working together that support and promote positive relationships, communication and co-operation.

Current position

Ongoing

The Scottish Government and COSLA recognise that parents and carers are key partners in policy development. As a key guiding principle, the Scottish Government always seek to create opportunities to enable parents and carers to be meaningfully and consistently involved fully and listened to in additional support for learning policy development.

Parents and carers are represented in all of our stakeholder groups, including the Additional Support for Learning Project Board, the Additional Support for Learning (ASL) Network, the Code of Practice Working Group, the Physical Intervention Working Group and the Doran National Strategic Commissioning Group.

Education Scotland regularly engage closely with parental organisations, including the National Parent Forum Scotland (NPFS). The Chair of NPFS participated in the ASL satellite session, hosted by Education Scotland at the Scottish Learning Festival 2022.

COSLA engages with parent and carer organisations at a national level. In addition to Enquire, the Scottish Government funds other organisations who work closely with parents and carers to ensure their views are reflected in policy development including Scottish Traveller Education Programme (STEP), Dyslexia Scotland and Call Scotland.

Anticipated outcomes and next steps

Progress outlined in the 2020/2021 ASL Action Plan Report Updates:

• As a key guiding principle, the Scottish Government always seek to create opportunities to ensure that children and young people and parents and carers are fully involved and listened to in additional support for learning policy development. Aligned to actions at 3.2.1, the Scottish Government always seek to create opportunities to ensure that parents and carers are fully involved and listened to in additional support for learning policy development.
• The Scottish Government recognises that parents and carers are key partners in policy development. Parents and carers are represented in all of our stakeholder groups, including at ASLIG, the short-life working group on Co-ordinated Support Plans and the re-established Code of Practice working group.
• The Scottish Government is actively considering with partners, additional avenues for increased parental engagement to support delivery of the ASL action plan.

Action

PE95

Education Scotland will publish parent information on ‘Realising the Ambition: Being Me, National Practice Guidance for the Early Years’ to support parental engagement in children’s learning from birth to the end of the early level by October 2022.

Current position

Complete

Information for parents on Realising the Ambition was published on Parent Zone Scotland in November 2022: Learning in the early years.

Action

PE98

The “Learning Together” action plan on parental engagement will come to a close at the end of 2021. In early 2022, the Scottish Government will work in partnership with parent organisations national education agencies to review that plan, and to publish a refreshed policy framework on parent and carer involvement and engagement.

Current position

Ongoing

Linked to action PE93

Officials are working on a light touch re-draft of the Action Plan as directed by the Cabinet Secretary for Education and Skills. The steering group will be involved in this and it is due to be published by the end of 2023.

Action

PE99

Education Scotland will review and refresh the Parent Council resource as and when updates emerge. Education Scotland will continue to raise awareness of the Parent Council resource across local authorities, Regional Improvement Collaboratives and relevant internal/external audiences as appropriate.

Current position

Complete

The Parent Council resource was published in September 2022. Protecting Vulnerable Groups (PVG) text within the document has been updated in line with new Disclosure Scotland guidance (June 2023): What is the Parent Council?

Anticipated outcomes and next steps

The Parent Council resource is a guide for parents to work in partnership with ELC settings, schools and the wider community to welcome all parents, gather their views and report back to parents, for the benefit of all pupils. The resource continues to be promoted through existing networks such as the Scottish Parental Involvement Officers Network (SPION) and the National Family Learning Network to update and upskill relevant practitioners and Parent Council members. Work also continues to take place with stakeholders to ensure updates to the resource are relevant to the system.

Action

PE100

Education Scotland will disseminate the findings of the various equalities and equities projects internally to colleagues and externally to practitioners across Scotland - through webinars, networks, case studies and links in key documents as appropriate.

Current position

Complete

The final projects funded by the Scottish Government's Learning Together Equalities and Equities Fund have been developed into case studies and promoted through online webinars and existing communication networks.

Anticipated outcomes and next steps

The following resources have now been published.

• Equality and Equity Toolkit
• Working Together - Equality and Equity Modules – Children in Scotland
• Supporting the Transition of Young People with Additional Support Needs
• Using a family learning approach to increase parental engagement through Read, Write, Count

The case studies will be reviewed periodically in line with Education Scotland web review process.

Action

PE101

Education Scotland will hold a series of awareness raising activities to highlight the British Sign Language toolkit to practitioners across Scotland who work with, or have the potential to work with, deaf children, young people and their families and/or parents and carers who use British Sign Language (BSL) and Tactile BSL in education.

Current position

Complete

Four online partnership webinars were delivered in March, April, May and June 2023 to raise awareness of the toolkit with practitioners, teachers of deaf, parents and deaf children and young people. Attendees reported overall that the sessions were really informative and useful for them in their practice. A recording of the webinars are available at British Sign Language (BSL) - Toolkit for Practitioners.

Anticipated outcomes and next steps

This work has been featured as an example of effective practice in British Association of Teachers of Deaf Children and Young People (BATOD) publication. Joint case study in partnership with BDA, SCILT and Deaf young people is in the final stages of publication and will be available December 2023.

Action

PE102

Education Scotland will work with the Campaign for Learning, a UK wide Lifelong Learning charity, to develop a data sharing agreement ahead of planning for the 2023 Scottish Family Learning Festival. This will highlight the breadth of where family learning is being delivered across Scotland, by who. It will also identify emerging trends and gaps in provision. This will inform Education Scotland's planning in relation to support and development at a national, regional and local level. A strategic working group has been established which will act in an advisory capacity to influence the direction of the Festival.

Current position

Complete

The proposal to join with Campaign for Learning (CfL) in a four nations Family Learning Festival builds on the national and regional improvement work undertaken to date. Education Scotland will lead on the Scottish strand of the Family Learning Festival to influence and shape its future and focus on Scotland specific practice. A Scotland specific Organiser Training Event took place in August 23 by Education Scotland and CfL staff which featured previous partners and stakeholder organisations.

Anticipated outcomes and next steps

The event expands on opportunities to promote and share family learning practice in Scotland and identifies trends and needs across the country, which is then used to inform future planning. This is accomplished using the newly established Data Sharing Agreement. Case studies are now being developed to highlight the Festival to generate ideas and interest.

Action

PE103

Education Scotland will raise awareness and promote the new Strategic Framework for Parental Involvement, Parental Engagement, Family Learning and Learning at Home across all sectors involved in delivering career long professional learning/continuous professional learning (CLPL/CPL) in this area. Education Scotland will work with practitioners delivering professional learning to support them in reviewing their existing offer and work collaboratively with partner and stakeholder groups to embed consistency in the CLPL/CPL offer.

Current position

Complete

Education Scotland will raise awareness and promote the new Strategic Framework for Parental Involvement, Parental Engagement, Family Learning and Learning at Home across all sectors involved in delivering career long professional learning/continuous professional learning (CLPL/CPL) in this area. Education Scotland will work with practitioners delivering professional learning to support them in reviewing their existing offer and work collaboratively with partner and stakeholder groups to embed consistency in the CLPL/CPL offer.

Action

PE104

Education Scotland will continue to work with local authorities and Regional Improvement Collaboratives to deliver a bespoke Parental Involvement, Parental Engagement, Family Learning and Learning at Home offer based on their identified needs and national priorities. Work is already underway with several local authorities and Regional Improvement Collaboratives.

Complete

CLPL programmes continue to be developed and delivered, based on need following discussions with LAs and RICs in order to build skills, knowledge and experience of practitioners in Parental Involvement, Parental Engagement, Family Learning and Learning at Home. Online bespoke sessions have taken place with West Partnership, East Dunbartonshire, North Ayrshire, Northern Alliance and Renfrewshire.

Anticipated outcomes and next steps

Almost all participants reported increased knowledge, awareness, confidence and skills as a result of participating in these programmes. Feedback also highlighted that almost all could apply learning to practice. Participants included practitioners across all sectors. This work is ongoing with further programmes being progressed with LAs and RICs.

Action

PE105

In 2023 the Scottish Government will consider the recommendations from the co-design phase of the Learner Participation Project, with a commitment to launch a new co-created learner participation mechanism that protects and promotes children's rights by embedding the voice of children and young people into education policy development and decision making.

Current position

Ongoing

Recognising the need for learners to be front and centre of changes within Scottish Education the Scottish Government are working with the third sector collaborative involved with the Learner Participation Project to pivot activities to better support and be aligned with the ongoing Education Reform Programme.

Curriculum and Assessment

Action

CA02

From 2020, we will also draw upon two additional health visitor assessments at 13 months and at around 54 months.

Current position

Ongoing

The fourth annual release from the 13-15 month and 4-5 year review was published in April 2023. Coverage of these child health reviews has stabilised over the last few years, with the implementation of the Universal Health Visiting Pathway across Scotland. In 2021/22, coverage of the 13-15 month and 4-5 year review was 89% and 78% respectively, with the reviews carried out in every Health Board in Scotland. These additional datasets have provided a more holistic picture of child development among the under 5s.

Next steps

The inclusion in the NIF of additional measures of developmental concerns captured at 13-15 months and 4-5 years reviews is currently under consideration, alongside the existing key measure at 27-30 months.

Action

CA03

From 2021, we anticipate a revised ELC census that will provide additional data on some of the drivers of children’s outcomes.

Current position

Ongoing

Work to enable data on the number of hours of funded ELC children are registered for to be available as part of the ELC Census was delayed due to a delay in the roll-out of the SEEMiS Early Years management information system. The new census process is dependent on an extract of data from this SEEMiS system. It will now be 2025 before we have individual-level data on children accessing funded ELC.

There is strong evidence that attending high quality ELC has important benefits for children. The individual level ELC Census data will enable us to better understand take up of the expanded entitlement to 1140 hours of funded ELC and will allow us to analyse the number of hours children are registered for funded ELC as a driver of child outcomes by child characteristics (e.g., sex, deprivation).

Action

CA43

We will ensure that by 2030, students from the 20 per cent most deprived areas make up 20 per cent of higher education entrants.

Current position

Ongoing

The latest Higher Education Statistics Agency (HESA) statistics show that 16.5% of Scottish domiciled full time first degree entrants to Scottish Higher Education Institutions (HEIs) are from the 20% most deprived areas in Scotland in 2020/21 which is a slight decrease on the previous year. The decrease was partly due to a large increase in entrants from those in Scottish Index of Multiple Deprivation (SIMD) 20-40, which are also areas that have higher levels of deprivation. Combined, we have record numbers and proportions from the most deprived 40% of Scotland. The statistics show we achieved the key Commission on Widening Access (CoWA) target to have 16% of students from the most deprived areas of Scotland by 2021.

Anticipated outcomes and next steps

We will promote widening access by continuing to work with colleges, universities, and others to implement the recommendations of the Independent Commission on Widening Access, ensuring that, by 2030, admissions to university reflects our population with at least 20 per cent of university entrants coming from our 20 per cent most deprived communities. We will build on successful work to scale up outreach activities and reforming admissions to reflect the potential a young person may have, not just their prior attainment. We are delighted that Professor John McKendrick was appointed as the new Commissioner for Fair Access in January 2023 and we will now work with him on this important agenda. He brings to the role a wealth of experience related to tackling poverty and inequality in Scotland, including work supporting children and young people in education. This appointment will help drive forward progress on ensuring students from deprived areas receive opportunities to achieve their potential by having fair access to higher education, further closing the poverty-related attainment gap. We will also be undertaking work on the issues related to data and widening access.

The Access Data Short-Life Working Group has been set up to investigate whether other individual-level proxy measures of deprivation could be used alongside the SIMD to better capture widening access students. We expect to be able to share the report of the Access Data Short-life Working Group with Ministers by early next year.

We are also actively engaging with stakeholders on the Purpose and Principles for post-school education, research and skills that were published in June of this year. This considers how we can deliver a post-school education, research and skills system that is supportive and equitable and which places equal value on all positive destinations, which would include our approach to widening access.

Action

CA48

We will be working collaboratively with partners across the education sector to actively explore what more we can do to encourage uptake of ELC /Further Education/Higher Education for the Gypsy/Traveller community.

Current position

Complete

Early Learning and Childcare (ELC): As part of our action outlined in the Improving the Lives of Scotland’s Gypsy/Travellers 2019-2021 to explore barriers to Gypsy/Traveller uptake of early learning and childcare, with a view to increasing uptake of the enhanced funded entitlement of 1140 hours, grant funding was issued to support a programme that STEP undertook, to develop and distribute Home Starter Kits to Gypsy/Traveller families in Scotland with a child under 8. The kits contain the kinds of materials used in ELC settings to support creative and child-centred play. Content included culturally relevant books and images, puppets and masks for role play, a range of art and craft materials and loose parts. A central aim is that children will supplement the contents with objects of interest from the natural world. Each kit also contains Starter Cards with QR codes linking to a section of the STEP website offering dedicated activity starter suggestions. Through a range of visual and video formats parents and carers can find ideas for setting up, organising and supporting their children’s play. A key aim of the programme is to increase Gypsy/Traveller engagement with ELC by raising awareness of the benefits of play as well as making connections between families and practitioners. This work has now been completed.

Further Education/Higher Education: The Scottish Government, through the Scottish Funding Council (SFC), continues to ensure that the university and college sectors meet their public sector equalities duties as evidenced in Outcome Agreements with individual institutions. Further, the SFC is engaged with the Equalities and Human Rights Commission (EHRC) on where individual institutions need to focus on persistent inequalities and act to address them.

Action

CA53

We have also committed to recruiting an additional 250 school nurses by 2022.

Current position

Complete

In 2018, the Scottish Government committed to the recruitment of an additional 250 school nurses. However, the recent unprecedented cost of living crisis led to a Scottish Government budget review and a decision to amend the commitment. The Scottish Government has invested over £23 million since 2018 and this has supported the recruitment of an additional 216 whole time equivalent school nurses. This significant investment has meant that all Heath Boards in Scotland have been able to recruit additional school nurses. This increased workforce will help school aged children across Scotland by focusing on areas which can influence poor health in later life.

Action

CA57

Following the publication of the national strategy for school libraries in September 2018, an implementation group was established to oversee implementation and progress in relation to the 20 action points in the strategy which are designed to support the improvement in literacy and numeracy, boost attainment across the curriculum, support health and wellbeing, foster inclusion, and enable opportunities for family learning.

Current position

Ongoing

The Scottish Library Information Fund (SLIF) allocated £200,000 in 2023/24 to support a total of 21 initiatives across 13 local authorities with priority being given to applications which focused on supporting anti-racism and racial equality, supporting the aims of the Scottish Government’s Anti-Racism in Education Programme. The School Libraries Improvement Fund (SLIF) has now provided a total of £1.7 million in funding to small scale school library improvement projects since the creation of the fund in 2017.

Anticipated outcomes and next steps

Since the national strategy for school libraries, Vibrant Libraries: Thriving Schools (2018-2023), has come to an end a piece of evaluation work was undertaken the evaluate its impact and key recommendations. This research has now been completed and is currently being assessed by the Libraries Education and Policy Group, (a group that has been created to provide a forum to oversee the development of School Libraries in Scotland with representation from key stakeholders including Scottish Library and Information Council (SLIC), Chartered Institute of Library and Information Professionals in Scotland (CILIPS), (Education Scotland), who will use this evaluation to inform the development of a new strategic direction for school libraries in Scotland in the next financial year ahead.

Action

CA71

The latest BISSR project is currently out to tender. It is anticipated that it will report towards the end of 2020/ early 2021.

Current position

Ongoing

Behaviour in Scottish Schools Research (BISSR) fieldwork could not take place as planned in March 2021 due to COVID restrictions in place in schools and their impact on survey reference periods. The research took place in 2023 with the final report being published on 28 November.

Anticipated outcomes and next steps

This will inform the future policy development and actions taken by the Scottish Government and partners to continue to support positive relationships and behaviour policy in schools.

Action

CA72

Improve communications and engagement on national standardised assessment in Scotland and clarify key messages.

Current position

Ongoing

Published in August 2019, and widely shared with local authorities and key stakeholders, the National standardised assessments: purpose and use document provides clear guidance on the intended use by local authorities, headteachers and practitioners of national standardised assessments. This document will now be updated to reflect the phase two NSA platform and in line with further and ongoing user feedback. Work with stakeholders on the development of a communications strategy on national standardised assessments was put on hold in March 2020 as a result of COVID-19 and has largely been superseded by the launch pf the phase two NSA system, comprising the SNSA and its Gaelic equivalent, the MCNG. Two user assurance groups - one for educational content and the other for additional support needs and accessibility issues - were established in January 2022 and will shortly be engaged with SG around the reporting element of the platform in particular, and we have recommenced regular NIF meetings with the professional associations.

Anticipated outcomes and next steps

We will continue our communications approach for 2023/24 and work with key stakeholders to:

• Establish a wide and shared understanding of the approach to assessment through the broad general education in Scotland.
• Clarify the key messages relating to national standardised assessment and its place within the wider approach to assessment, and establish whether a phase two communications strategy requires to be developed in consultation with stakeholders.
• Increase awareness of key policy documents, guidance and support materials available relating to national standardised assessment, including:
• Purpose and Use document
• Case studies exemplifying good practice - available on Education Scotland National Improvement Hub
• Identify opportunities for tailoring of key documents and messages to particular audiences.
• Widen knowledge of availability and means of accessing training and support materials for SNSA and MCNG
• Provide clear channels for inward communication/gathering of views and feedback from practitioners, parents and other stakeholders to ensure a shared understanding of communication priorities and inform the continuous improvement cycle for the systems of national standardised assessment.

Action

CA77

Continue to work with partners to enhance the Gaelic medium standardised assessments.

Current position

Ongoing

Phase two of the Gaelic medium education standardised assessments, the MCNG, was launched under a public beta banner in May 2022. The outcomes data derived from the public beta phase was then used to calibrate assessment items and standardise the assessments, for the first time in the history of the MCNG. An item performance review relating to this content was then conducted in conjunction with the supplier at the end of the 2022/23 school year, further enhancing the statistical rigour of the GME assessments. The National Standardised Assessments for Scotland (NSA) - comprising both the MCNG and the SNSA - were formally launched on 10th October 2022. By housing the two assessment sets within the one system - while retaining distinct assessment content - the phase two NSA secures a shared approach to assessment adaptation, standardisation, reporting and training - as well as providing just one system with which GME learners and practitioners must become familiar. The SG has also brought the creation of MCNG content in house for phase two; recruiting a panel of GME practitioners to produce content which is relevant to and cognisant of Curriculum for Excellence and the approach to GME and immersion learning. All learner-facing assessment items are quality assured externally against the Gaelic Orthographic Convention.

Next steps

Reports, training, and content will continue to be developed in the medium of Gaelic, and our user research and ongoing stakeholder consultation will seek to obtain feedback to inform proposals for continuous improvement.

Action

CA78

Revisit the 2014 review of the SSLN to assess the comparative burden and costs of conducting the SSLN and the Achievement of Curriculum for Excellence Levels data collection.

Current position

Complete – superseded by CA111 and CA124

This work was delayed in 2020 and 2021 as a result of the COVID-19 pandemic. Consideration of the most effective way to gather data (e.g. via census or sample based approaches, or both) is now being taken forward as part of the wider work related to the National Discussion on Scottish Education and the implementation of the recommendations from the OECD report.

We will consider the most effective approach to collecting data following the conclusions of the work streams outlined above.

Action

CA79

Work with key partners to assess and enhance the value of the national standardised assessments.

Current position

Ongoing

Our plans for ongoing user consultation and engagement were necessarily curtailed by COVID-19 and associated pressures placed on schools and practitioners but recommenced from the 2022/23 school year onwards. Two user assurance groups – one for educational matters and the other for accessibility matters – have now been re-established. User research and feedback via school visits and related teacher feedback interviews have been conducted in both the 2022/23 and 2023/24 school year, with more planned in the coming months. Learner feedback continues to be gathered at the point of assessment whilst practitioners provided feedback in the 2022/23 staff survey. Responders from the staff survey 2022/23 who expressed strong opinions around particular elements of the NSA platform were also invited to take part in interviews to allow for more in-depth identification and discussion of teacher and learner needs relating to the assessment platform. This will be continued going forward.

Anticipated outcomes and next steps

Expanded membership of the user assurance groups is currently being sought, with the next meeting of each of these groups taking place in January 2024. This will ensure a broader array of stakeholders are able to feed into the ongoing development of the NSA digital assessment platform. These groups and continued school visits and teacher interviews, scheduled throughout the remainder of the 2023/24 school year, will support the continuous improvement of the phase two national standardised assessments platform, and feed directly into the scoping of future development work.

Action

CA85

Developing resources and support for schools to address gender based violence and sexual harassment.

Current position

Ongoing

The Gender Based Violence in Schools Working Group resumed in 2021. There has been significant progress in the development of the national framework to address gender based violence and sexual harassment in schools.

Next steps

It is anticipated that the national framework document will be published by the end of 2023.

Action

CA88

The Learning for Sustainability (LfS) self-assessment tool provided by the SCQF supports credit rating bodies (CRBs) to identify their awards and qualifications as LfS-relevant. The Scottish Government will work with the SCQF to monitor the number of LfS relevant awards as more credit rating bodies periodically review their offerings. This information will allow the Scottish Government to monitor associated enrolment and attainment and ultimately the prevalence of LfS in the senior phase of the curriculum.

Current position

Ongoing

Scottish Government funded the Scottish Credit and Qualifications Framework (SCQF) to work with programme owners to develop new LfS qualifications, link existing programmes to LfS, and develop LfS-themed resources in Financial Year (FY) 22/23. After a bidding process, 8 programmes successfully secured funding and were completed by Summer 2023. Scottish Government has provided funding again in FY 23/24 for a second phase of this project, which will continue to expand the LfS related awards and qualifications that are offered to learners.

Action

CA89

The Scottish Government has formed a Gender Based Violence in Schools working group to take forward specific actions to support children and young people in light of the reports. The working group will produce guidance for schools by January 2022.

Current position

Ongoing

Linked to Action CA85. The work of the Gender Based Violence in Schools Working Group was paused as a result of COVID-19. Work was undertaken to consider the workplan of the group in light of the Everyone’s Invited publication. It was agreed that the work of the group should continue as planned, and that links to wider work being undertaken to address Harmful Sexual Behaviour and the Gender Equality Taskforce in Education and Learning will be made in order to ensure a comprehensive approach to tackling this issue.

Next steps

The Working Group reconvened in 2021. The group has made significant progress in the development of the national framework to address gender based violence and sexual harassment in schools. It is anticipated that the national framework document will be published by the end of 2023.

Action

CA93

The review of the implementation of additional support for learning (ASL) made recommendations about how to enhance the educational experiences of children and young people with additional support needs. This includes ensuring that the achievements and successes of children and young people are fully recognised and celebrated. A national measurement framework for additional support for learning (ASL) will be developed by 31 October 2021.

Current position

Ongoing

Following delays to this work due to COVID-19, significant progress has been made to develop a framework. The Monitoring and Analysis sub group of the ASL Project Board, met for the first time in June 2023 to consider and further develop the National Measurement Framework (NMF) from its initial iteration. The framework is informed by the Young Ambassadors’ for Inclusion vision statement for success which set out their vision of what is required in order to achieve success. The sub-group have continued to meet monthly to consider how the draft framework will be refined to ensure it fully captures the range of successes and achievements of children and young people with additional support needs. The group is currently considering how the NMF will align with existing national reporting requirements and a range of measures, and the group are providing regular up-dates and reports to the ASL Project Board. This progress has also been reflected within the updated ASL Action Plan and the associated updated report on progress. Implementation of this work will continue to be considered and monitored through the Additional Support for Learning Project Board, during 2023 and 2024.

Anticipated outcomes and next steps

The anticipated outcome of this work is the creation of a mechanism to capture, and celebrate, the range of diverse outcomes and achievements of all children and young people nationally, linking to the National Improvement Framework and National Performance.

Next steps will include engagement with local authorities and consideration of the options to test this new approach within a sample of authorities. Framework measures.

Action

CA94

The Scottish Government will monitor progress made against the actions from the ASL Review by 31 October 2021. The Scottish Government continue to monitor this progress. An updated action plan will be published by Spring 2022.

Current position

Ongoing

The Additional Support for Learning (ASL) Project Board was established to oversee the delivery of the ASL Action Plan and associated workstreams. This governance structure is in place to ensure transparency in the delivery of this work and stakeholders are invited to use this forum to raise any issues, discuss their ideas and to collaborate with others across the sector to achieve constructive solutions to common challenges.

Anticipated outcomes and next steps

A summary progress report was published in November 2022, highlighting that we have successfully delivered 24 out of the 76 total actions. We continued to engage widely with stakeholders throughout the remainder of 2022 to take stock of the current provision and to agree our priorities. These are reflected in our updated action plan which is intended to help ensure that meaningful change is realised.

The Project Board have produced a detailed work plan in response to this report outlining how we will ensure that we deliver meaningful change through this work. To deliver the measures set out in our joint action plan, we will review the actions being delivered on a bi-monthly basis to ensure that progress is being made and that we achieve the broad and deep change necessary to achieve our ambitions that all children and young people are valued, respected, included and supported to achieve and succeed.

Action

CA95

The Children and Young People’s Commissioner Scotland’s 2018 No Safe Place report, and evidence gathered during the Scottish Government’s engagement with local authorities in 2019, highlighted inconsistencies in the definitions of restraint and seclusion used in local policy and practice and the lack of a standard dataset for recording incidents. In 2020, a Physical Intervention Working Group was established to take forward improvements in this area by:

a) Developing new national human-rights based guidance on physical intervention, which includes national definitions, by 2021.

b) Developing and implementing a new national dataset for the recording and monitoring of incidents.

c) Reviewing the restraint and seclusion data collected by local authorities as part of a one year review following publication of the guidance, to assess the guidance’s success.

Current position

Ongoing

A public consultation on draft guidance ran between June and October 2022. Responses are being carefully considered and an analysis will be published by the end of 2023. We will work closely with partners on the Physical Intervention Working Group to update the draft guidance in response to feedback ahead of publication of the final guidance. The draft national dataset was also subject to consultation and will be updated in response to feedback. The Recording and Monitoring sub group will provide advice on appropriate measures to support a review of the guidance one year after publication.

Anticipated outcomes and next steps

Our next steps with this work are:

• Publish an analysis report of consultation responses.
• Complete publication of final guidance and national dataset.
• Update physical intervention guidance within included, engaged and involved part 2.
• Work with partners on implementation.
• The Recording and Monitoring sub group will provide advice on appropriate measures to support a review of the guidance one year after publication.
• Exploring options to strengthen the legal framework in this area, including placing the guidance on a statutory basis. The aims of this work are to support the reduction of restraint in all schools, the upholding of children and young people’s rights and help ensure children and young people are supported to reach their full potential.

Action

CA103

In response to the ASL Review, significant progress has been made to develop a new national measurement framework. This seeks to capture the wider set of data which will be used to measure and support improvement. It is anticipated that the framework will be published by spring 2022. The framework will allow us to capture and celebrate outcomes and achievements of all children and young people nationally through the development of an annual report. This report will be co-created with children and young people and their families and will align with other initiatives around exam results time to provide further opportunities to celebrate and promote the successes and achievements of children and young people in equivalence to exams and attainment.

Current position

Ongoing

Linked to actions CA93 and PI24.

Following delays to this work due to COVID-19, significant progress has been made to develop a framework. The Monitoring and Analysis sub group of the ASL Project Board, met for the first time in June 2023 to consider and further develop the National Measurement Framework (NMF) from its initial iteration. The framework is informed by the Young Ambassadors’ for Inclusion vision statement for success which set out their vision of what is required in order to achieve success. The sub-group have continued to meet monthly to consider how the draft framework will be refined to ensure it fully captures the range of successes and achievements of children and young people with additional support needs. The group is currently considering how the NMF will align with existing national reporting requirements and a range of measures, and the group are providing regular up-dates and reports to the ASL Project Board. This progress has also been reflected within the updated ASL Action Plan and the associated updated report on progress. Implementation of this work will continue to be considered and monitored through the Additional Support for Learning Project Board, during 2023 and 2024.

Anticipated outcomes and next steps

Next steps will include engagement with local authorities and consideration of the options to test this new approach within a sample of authorities.

The anticipated outcome of this work is the creation of a mechanism to capture, and celebrate, the range of diverse outcomes and achievements of all children and young people nationally, linking to the National Improvement Framework and National Performance Framework measures.

Action

CA104

Scottish Government and Education Scotland will work with a range of education agencies, children and young people organisations, and wider stakeholders to review the curriculum framework in relation to children’s rights and in relation to race equality and anti-racism, reporting to the Curriculum and Assessment Board and Scottish Ministers in 2022.

Current position

Ongoing

The Curriculum and Assessment Board sub-group on children’s rights completed its initial examination of this issue during autumn/winter 2021 and provided general recommendations to the CAB in spring 2022. The sub group concluded that the curriculum framework would require a range of important updates in order to be fully “UNCRC compliant”.

Outcomes and next steps

The Curriculum Reform Sub-Group of the Race Equality and Anti-Racism in Education Programme has created principles for an anti-racist curriculum. These principles, entitled Breaking the Mould, were published in June 2023 and seek to articulate and support what it means to embed anti-racism across the education system.

Further work to consider updates to the curriculum framework will be considered in light of decisions on next steps in development of a systematic curriculum improvement cycle.

Action

CA105

Scottish Government will continue to support improvement activity across the CfE subject areas. This will include joint work with local authorities to develop a model for a long-term sustainable instrumental music tuition service as well as the work to implement the recommendations from the Logan Review of Scotland’s Tech Ecosystem.

Current position

Ongoing

Scottish Government continues to implement the recommendations of the Logan Review of Scotland’s “technology ecosystem”. Actions are designed to ensure that teachers in Scotland have access to high-quality support for computing education and include support to the teacher-led body – the Scottish Teachers Advancing Computing Science – STACS which supports teachers to run extra-curricular activities, promotes computing science as a career option and provides a resource centre allowing teachers to enhance their support to young people.

Next steps

Scottish Government will continue to ensure effective support and consideration of improvements across wider CfE subject areas, including on music/expressive arts.

Action

CA108

Scottish Government will co-create a new communications strategy for Curriculum for Excellence with teachers, practitioners, children and young people, and parents/carers.

Current position

Ongoing

As the Cabinet Secretary set out in statements to Parliament on Education and Skills Reform in June and November 2023, the Scottish Government is taking forward significant reform across education and skills. Legislation in respect of new national bodies will be introduced in 2024.

It is important that we get reform right and that reform draws on consideration of the independent reviews that reported to Government over summer 2023; James Withers’ Review of the Skills Delivery Landscape, the priorities arising from ‘Purpose and Principles for Post-School Education, Skills and Research’, the Review of Qualifications and Assessment by Professor Hayward, as well as the themes from the National Discussion on Education.

Anticipated outcomes and next steps

Scottish Government will continue to ensure that Parliament, teachers, and others across education and skills have time to engage and contribute.

Engagement continues to build on the themes arising from the National Discussion which was the biggest listening exercise ever undertaken by the Scottish Government, as well as the substantial consultation and engagement to support the Review of Qualifications and Assessment, the Review of the Skills Delivery landscape, and work to establish the new education bodies.

Action

CA109

The Scottish Government has confidence in the current approach to assessment and qualifications, but to ensure that it remains effective and fair as society changes we are undertaking a process of reform. This will involve agreeing a consensus for the purposes and principles of assessment, and then considering how these may be used to design a reformed process.

Current position

Ongoing

The Independent Review of Qualifications and Assessment (IRQA) published its final report on 22 June 2023. The Scottish Government has been taking views on the final report with teachers, lecturers and a wide range of stakeholders in advance of responding to the report. On 7 November the Cabinet Secretary confirmed that she would return to Parliament in early in 2024 to debate the proposals contained in the final report.

Action

CA111

Work will also be undertaken to review the current role of measures and indicators associated with Curriculum for Excellence, and revised measures of progress and proposals for supporting teacher professional judgement and system evaluation will be included in the National Improvement Framework from December 2022 onwards.

Current position

Ongoing

Work on this is being taken forward as part of the reform programme, and the assurance and accountability framework being developed jointly with COSLA as part of the Verity House Agreement with local government.

Action

CA112

Take in to account the forthcoming Regional Improvement Collaboratives' review and consider their current activities around enhancing curricular design capability.

Current position

Closed

This action has been closed. Following consideration of the 2023 RIC Review Report, the Cabinet Secretary for Education and Skills announced on 7th November 2023 that the Scottish Government would phase out its funding support to the RICs. A reduced level of funding will be provided to each RIC in 2024-25, to support a transition away from SG funding and to provide local authorities with time to consider how they build on the regional networks, activities and arrangements established by the RICs.

Action

CA113

Scottish Government will develop a review cycle for the curriculum (including the four capacities and the eight curricular areas) as recommended by the OECD review. These reviews will take account of the OECD commentary on areas such as the role of knowledge and skills.

Current position

Ongoing

SG is working with Education Scotland and partners to co-design a process to systematically review the curriculum based on evidence of international best practice. A more systematic approach will allow us to proactively consider issues, innovations and developments to ensure the curriculum remains relevant, rich and accessible.

Outcomes and next steps

A co-design group was established in December 2022 to explore what a good review cycle might look like. The OECD were commissioned to carry out a rapid evidence review on international examples of systematic curriculum review. This combined with the ongoing stakeholder engagement has helped to inform the development of a regular curriculum improvement cycle, which will begin in 2024. This will include assessment of the relevance of curriculum content, the role of knowledge, transitions between primary and secondary and alignment between the broad general education and senior phase.

Action

CA114

2022 will mark ten years since Scotland first introduced the cross curricular concept of Learning for Sustainability (LfS). The COP 26 Summit has challenged all education systems to improve the way that they support climate education and education for sustainability. In 2022, the Scottish Government will work with key partners to publish a strengthened action plan on LfS. This work will take account of the COP 26 summit, the Climate Assembly recommendations and the activism of pupil campaigners across Scotland.

Current position

Complete

The refreshed action plan was published in June 2023 with an ambitious new target for all learning settings to become sustainable learning settings by 2030. The concept of a sustainable learning is about every aspect of the learning context. It is about what and how students learn, how the setting manages its physical environment and resources, how staff and learners relate to each other, how they work with their local community and how they reach out to the wider world. This concept is built around:

• Curriculum
• Culture
• Community
• Campus

Action

CA115

Education Scotland will lead and package the publication of a range of resources and professional learning opportunities to support the mental wellbeing of staff and children and young people, which will support practitioners to understand the links and synergies across them all, communicating these to regions, local authorities and schools, providing bespoke support where required

Current position

Ongoing

Between April - Dec 2022, 596 ELC professionals completed the Scottish Government funded CLPL module: Understanding Social Factors designed to impact on children's outcomes in the early years', including adversity and trauma-informed practice. National virtual delivery of four twilight session: Keeping Trauma in Mind, took place across March 2023. A team of 4 Education Scotland staff led on delivery and two national NES team members supported delivery. 500 practitioners working in schools signed up and a closed waiting list of a further 50 people was in place. To respond to needs, discussions have taken place for bespoke delivery in various local authorities for Pupil Support Assistants (PSAs). Key to the success of these sessions has been the joint delivery between Education Scotland and either Educational Psychology Services from the local authorities, or involvement of the local NES trauma champion. This co-delivery demonstrates the partnership and priority of the programme in addition to having provided a more localised context alongside national messages.

Action

CA116

Education Scotland will provide ongoing support during the academic session 2021/22 for the quality assurance of educational content for national standardised assessments and continue to contribute to the development of reporting and training advice (including GME by the GME Team).

Current position

Complete – superseded by CA126

During the academic session 2021-22, Education Scotland provided ongoing support for phase two of the National Standardised Assessment programme. Educational advice and guidance was provided for the development of phase two of the NSA project. Education Scotland coordinated and supported the quality assurance of the educational content for SNSA and MCNG assessments.

Next steps

Education Scotland will provide continued support for the quality assurance of educational content for the National Standardised Assessment programme.

Action

CA117

Scottish Government will work towards the implementation of the actions within the Promise 21-24 Action Plan. Specific actions during 2022:

• Scottish Government will consider, with key partners including SAGRABIS (Scottish Advisory Group on Relationships and Behaviour in Schools) how we can further support schools use of relational approaches, ensuring that exclusion from school is a measure of last resort for all pupils, but particularly those who are care experienced.
• Scottish Government will consider the further actions required, with key partners, to implement the Promise within schools in Scotland.

Current position

Ongoing

The Keeping the Promise Implementation Plan was published in March 22 and included a range of actions which the Scottish Government will undertake to implement the actions of The Promise 21-24 Action Plan. This includes a range of actions, which will be undertaken in partnership between Scottish Government, Education Scotland and partners to deliver the aims of the Action Plan relating to education.

During 2023 the Scottish Government continued to engage with partners to further refine these actions. This included engagement with key stakeholder groups such as SAGRABIS (Scottish Advisory Group on Relationships and Behaviour in Schools) on how we can further support schools use of relational approaches, ensuring that exclusion from school is a measure of last resort for all pupils, but particularly those who are care experienced.

Anticipated outcomes and next steps

We have committed to working with our partners to ensure our response to The Promise is both thoughtful and meaningful, whilst also reflecting on good practice already being demonstrated across educational authorities. To that end, we have been working in close partnership with Education Scotland and are currently engaging with a number of partners - such as COSLA, the Centre for Excellence for Children's Care and Protection (CELCIS) and the Association of Directors of Education in Scotland (ADES) - to consider the calls for action made by the Promise in order to develop these into meaningful, measurable outcomes. The outcomes will seek to improve the engagement, achievement, attendance and attainment of those with care experience and support their transition from education.

Action

CA118

Scottish Government will continue to promote and support NHS Education for Scotland’s (NES) National Trauma Training Programme (NTTP), developing a trauma informed workforce and services, including ELC, through the prevention of adverse childhood experiences and trauma across the life-course, and trauma-informed responses. We will also promote further training resources and examples of effective practice hosted on Education Scotland’s National Improvement webpage.

Current position

Complete

The NTTP programme and e-module have been promoted to all ELC professionals across Scotland since its launch, better enabling them to support children or families who may be affected by trauma, including that associated with COVID-19, and become ‘Trauma Skilled’. The programme will continue to be shared, featuring in the ELC Professional Learning Portal due to launch on the Scottish Social Services Council (SSSC) website in the new year, and the new ‘Mental Health & Wellbeing Learning Resource for Early Years Professionals.’

The Education Scotland Keeping Trauma in Mind (KTiM) is a professional learning opportunity available for all educators working with children and young people in educational settings. The four part professional learning was piloted virtually across the West Partnership region to 450 educators during Feb / March 2022. Feedback from the pilot enabled amendments for future delivery. Supporting guidance on future delivery was agreed which included partnership with NHS Education for Scotland regional trauma champions and / or local authority Educational Psychologists supporting local delivery of the programme to ensure a collaborative approach as well as embedding local messaging through delivery.

During this period, 12 local authorities and one other region has expressed interest in local delivery of KTiM. Education Scotland has supported delivery of KTiM in three local authorities and one region (West Partnership), one virtually (North Lanarkshire) and two face to face (Edinburgh and East Renfrewshire). Target audiences range depending on need, for example East Renfrewshire have targeted Pupil Support Assistants for their delivery and this is being rolled out over in-service dates.

KTiM was also delivered nationally to 500 practitioners from across 31 local authorities and the independent sector across Scotland who signed up for this professional learning within 6 days of it going ‘live’ on the Education Scotland website and shared via the agency’s social media platform demonstrating the need for PL in this area. Sectors represented in the sign up included ASN, care, CLD, ELC, Health, educational psychologists, local authority staff, primary, secondary, third sector and university colleagues in a wide variety of roles. Delivery of the four twilight sessions was via Microsoft Teams to allow for attendance after the school/setting day.

403 evaluation responses were gathered from across the four sessions representing the wide range of sectors and roles mentioned previously.

The average overall rating from attendees was 4.54 out of 5.

Next steps

KTiM will continue to be delivered nationally and tailored for bespoke local delivery.

Action

CA119

Scottish Government is working with Education Scotland to develop two new professional learning courses: ‘Developing an understanding of curriculum rational’ and ‘Tracking and monitoring of children’s learning to ensure continuity and progression, including during key transition stages’

Current position

Complete

The suite of Scottish Government's Early Learning and Childcare continued professional learning (CPL) modules were transferred to the Scottish Social Services Council (SSSC) webpages early this year. Education Scotland also completed development of the two additional courses noted, launching them in the Summer 2023. All of the modules can now be accessed from the site and are referenced accordingly by wider partners.

Action

CA121

SQA manages the National Qualifications Group, which facilitates discussions with stakeholders about the approach to exams post-pandemic. In recognition of the ongoing impact on learning as a result of the pandemic, SQA will engage with partners to monitor the position and agree any adjustments to approach and additional support needed for learners - to ensure fairness for learners and credibility with the system, whilst ensuring delivery of robust, valid, evidence-based attainment in academic year 2022/23.

Complete

SQA engaged with partners throughout the 2022-23 academic session to inform decisions around the approach to the 2023 National Qualifications. Following consultation and feedback on the 2022-23 approach, SQA confirmed in April 2022 that existing modifications to the National Qualifications courses in 2021-22 would continue for 2022-23.

In recognition of the ongoing impacts of the COVID-19 pandemic, SQA confirmed in November 2022 that the approach to grading for the 2023 National Qualifications would be sensitive to the extent of these impacts.

Following an extensive evaluation of the 2022 approach to the National Qualifications, SQA confirmed reintroduction of a marking review-based appeals approach, which was free and allowed direct access for candidates. The use of alternative evidence remained under the exceptional circumstances service that was in place for those young people who were unable to sit their exam(s) due to, for example, illness or bereavement, or who faced disruption on the day of the exam that impacted their performance.

The 2023 Exam Diet took place as scheduled from 24 April to 31 May 2023, with results published on 8 August 2023.

Young people achieved a strong set of results in 2023 compared to the pre-pandemic levels in 2019, demonstrating a continuing recovery from the COVID-19 pandemic.

Action

CA122

Education Scotland will undertake a national thematic inspection on the subject of curriculum design.

Current position

Ongoing

During academic session 2022-23, HM Inspectors undertook a national thematic on curriculum design. This thematic focused on evidence gathered across 50 establishments selected from early learning and childcare settings and primary, special and secondary schools. Fieldwork has been completed and the report and a suite of case studies exemplifying practice is due to publish by the end of January 2024.

Action

CA123

The 'National Discussion' on the future of Scottish Education took place from September to December 2022. Between December 2022 and March 2023, independent analysis will be carried out to evidence the key themes emerging from the extensive range of views received. This will inform early drafts of a vision, which will be discussed and tested with children and young people, parents and carers and teachers and practitioners.

Complete

Independent analysis was carried out during the anticipated timeframe. It informed the draft vision which was tested with the stakeholder groups outlined during the early part of 2023.

Action

CA124

A consensual vision, which provides Scottish Education with the right platform to set the direction for the future, will be delivered in Spring 2023. This vision will help to shape the other strands of education reform.

Current position

Complete

A vision was tested with stakeholder groups and was included in the final National Discussion report. This was adopted by the Scottish Government in June 2023. The vision and the call to action from the National Discussion are underpinning all strands of education reform.

Action

CA125

Alongside the vision, the independent co-facilitators of the National Discussion will set out a 'Call to Action' with short, medium and long term goals for the next 20-years.

Current position

Complete

The Call to Action formed part of the final report of the National Discussion, published in May 2023.

Action

CA126

Education Scotland will provide ongoing support during the academic session 2022-23 for the quality assurance of education content for national standardised assessments and continue to contribute to the development of policy.

Current position

Ongoing

During the academic session 2022-23, Education Scotland staff coordinated and supported the quality assurance of educational content for the Scottish National Standardised Assessments (SNSA) and Measaidhean Coitcheann Nàiseanta airson Foghlam tron Ghàidhlig (MCNG). The assessments were made available to schools and practitioners from August 2023. Educational advice and guidance was provided to support the ongoing development of the programme.

Next steps

Education Scotland will continue to provide support for the quality assurance of educational content for the National Standardised Assessments as part of the ongoing commitment to the programme.

School and ELC Improvement

Action

SI11

We are also exploring options through UK legislation to enable the sharing of data by DWP and HMRC to allow local authorities to identify eligible families. This should assist with increasing registrations of ELC for 2 year olds.

Current position

Complete

Datapipeline (the platform through which local authorities access the data), became operational in June 2023. Local Authorities have started to contact eligible families with information on the local offer of funded ELC for two year olds.

Having access to this data is expected to support local authorities to maximise uptake of funded hours of ELC by eligible 2-year-olds. Early access to high quality ELC is a key contribution to closing the poverty related attainment gap.

Action

SI28

Developing an approach to funding that truly empowers schools, and provides the framework of support which schools need, based on the outcome of the consultation.

Current position

Ongoing

New revised Devolved School Management guidance, co-produced with local government, was published in June 2019. Local authorities worked to implement this guidance, requiring them to prepare revised Devolved School Management Schemes for their own authority. These new schemes were then due to be in place by April 2021. Although all local authorities had made good progress, with some publishing new schemes, some experienced COVID-19 related challenges in progressing reviews. In partnership with ADES Resources and COSLA, updated information was gathered from local authorities to assess whether an extension to the April 2021 deadline could be considered. In November 2020, Ministers pushed back the deadline allowing time for the local authorities to carry out partnership processes effectively and within an achievable timeframe.

Outcomes and next steps

Almost all local authorities had new schemes in place by August 2022, with work underway in the remaining local authorities. Work continues to ensure the remaining four local authorities have plans in place. The overarching outcomes are improved consistency, transparency and equity in decisions on school funding, ensuring local authorities and headteachers work together so that decisions are taken at the most appropriate level.

Action

SI29

Around a quarter of 2 year olds are now eligible for funded ELC through the Children and Young People (Scotland) Act 2014 and through subsequent secondary legislation which commenced in August 2015. There is now a dedicated national project on the 2 year old offer within the Scottish Government expansion programme to provide support to local authorities and make links across the programme. The programme will last up to, and beyond, August 2020. We aim to improve uptake by ensuring the 2 year old offer is appropriate and appealing for eligible children and their families.

Current position

Complete – business as usual

The '2 year old offer project' will close once the final outputs are completed. These all relate to data sharing (covered at SI11).

Over the course of the project, uptake has increased (from 10% of all 2 year olds in 2019 to 14% in 2022.) We anticipate further increases once the new data becomes available to local authorities as they will know more about the size and distribution of their local eligible population.

Next steps

Improvement Service and Scottish Government will retain resource to focus on uptake during 2023/24 financial year with a new project being considered to support work on this with local authorities.

Action

SI63

Working in partnership with local government, Regional Improvement Collaboratives and Education Scotland, ensure that our education empowerment reforms strengthen and support collaborative working across the system. This includes extending the reach, accessibility and impact of collaborative working across school, local, regional and national levels. These reforms are vital to strengthening Scotland’s Curriculum through teachers and headteachers being empowered and supported to collaborate and share innovation and best practise in implementing the curriculum for their learners.

Current position

Closed

Following the announcement/s to establish a Centre for Teaching Excellence and to phase out SG funding support to the RICs, the detailed arrangements to support collaborative working and the sharing of excellence and innovation within the context of school empowerment are under review.

This action has been closed and will be superseded by a new action to align with the current policy context on the development of the Centre for Teaching Excellence and the transition away from RIC funding support.

Action

SI67

Scottish Government will work with partners to implement the 16 recommendations from the Review of Personal and Social Education (published Jan 2019) during the course of 2019. This will include the establishment of a senior phase Personal and Social Education Mentoring Programme to coach and enable pupils to design and deliver aspects of health and wellbeing/personal and social education whilst working towards an award.

Current position

Ongoing

Significant progress has been made in delivering the recommendations and the PSE Delivery and Implementation Group are taking stock of the work done to date to ensure they remain content with progress. Work to take these recommendations forward has been delayed by a range of factors including COVID-19 and other pressures.

Anticipated outcomes and next steps

It is expected the Group will look to conclude the majority of their work by the end of 2024 or sooner.

Action

SI69

A review will be undertaken of Foundation Apprenticeships, with an evaluation of the Developing the Young Workforce programme as a whole reporting after the conclusion of the programme in 2021.

Current position

Complete

The Foundation Apprenticeships (FA) Review was published on the 29th of March 2022 and work to develop improvement actions led by the Foundation Apprenticeship Enhancement Group is underway. Development will have short, medium and long-term phases with design issues taken forward following the outputs from the Independent Review of Qualifications & Assessment in 2023. The Foundation Apprenticeship Enhancement Group short-term plan was approved by the Minister for Higher Education and Further Education, Youth Employment and Training. The group has now progressed to implementation. It should also be noted that they independent review of the skills delivery landscape led by James Withers, has now been published and includes some recommendations on Foundations Apprenticeships and we will be working through what those mean in due course.

The commissioned DYW Evaluations were both published on 13th March 2023:

Developing young workforce strategy - impact on education: evaluation

Developing young workforce strategy - impact on employer engagement: evaluation:

Anticipated outcomes and next steps

In response to the recommendations from these evaluations, we are working with partners, including the employer led DYW network, to develop a delivery plan. The plan will build on the progress that we are making in supporting a record number of school leavers into an initial positive destination.

Action

SI81

The incorporation of the UNCRC and the experience of children and young people during COVID-19 reinforces the importance of gathering and sharing children and young people’s views with decision-makers at every level – school, local and national – and following up to ensure that those views are taken into account. We will take forward a range of further actions to ensure that this is done during 2021.

Current position

Ongoing

The Scottish Government funded the Education Recovery Youth Panel which met up to July 2021, and had a primary focus on COVID-19 education recovery. The Education Recovery Youth Panel held its final meeting in July 2021 and a final report was published in March 2022. A Member of the Scottish Youth Parliament (MSYP) joined the COVID-19 Education Recovery Group (CERG) in October 2020, and attended CERG as the young person representative on the group. In October 2021, an MSYP rep joined as a formal member of the reconstituted Scottish Education Council. Also in 2021, two experts on children’s rights from the Children’s Parliament and Together joined the Scottish Education Council. Scottish Government liaised with these organisations and the Scottish Youth Parliament (SYP) as part of their work to develop toolkits and an online survey in relation to Professor Muir’s consultation on education reform. Scottish Government is currently working with stakeholders to develop a comprehensive and strategic approach to ensure that children and young people’s voices are taken fully into account in education policy development and decision-making as per the action under SI106.

Outcomes and next steps

In May 2022, the Scottish Government awarded UNICEF UK a 3-year grant to offer their Rights Respecting School Award (RRSA) to all state primary, secondary and Special Education Needs schools in Scotland. During this period, the costs of participating in the programme are met at a national level rather than by individual schools or local authorities, which has removed local financial barriers to participation and secured an offer for all schools, with significant public sector efficiency savings. The Award is intended to provide a framework to embed the United Nations Convention on the Rights of the Child (UNCRC) strategically and practically into schools, ensure awareness of children and young people’s rights for every child and bring about whole school change. As of October 2023, there are now 76% of schools signed up to the RRSA programme, which equates to 1809 schools and over 600,000 learners. Since the grant was awarded to UNICEF UK, there have been 374 new school registrations and 444 schools achieving Bronze, 231 Silver and 81 being awarded Gold. 31 out of 32 local authorities now have active partnerships with UNICEF UK. Scottish Government continues to work with stakeholders to develop a comprehensive and strategic approach to ensure that children and young people’s voice is taken fully into account in education policy development and decision-making (action SI106).

Action

SI96

Scottish Government will develop an overarching programme of race equality and anti-racism in education to encompass 4 separate, but interlinked, workstreams:

• Education leadership & professional learning
• Diversity in the teaching profession and education workforce
• Curriculum reform
• Racism and racist incidents

These workstreams will be underpinned by a whole-system approach,

Current position

Ongoing

Initial stakeholder engagement sessions with officials and Ministers were undertaken between October 2020 and January 2021. This was followed by the establishment of the Race Equality & Anti Racism in Education Programme. Originally it comprised of a Programme Board (SG, ES, SQA & ADES) and a larger stakeholder network group with representation from a number of education and race equality stakeholders. 4 subgroups were established under the Stakeholder Network Group (SNG) to take forward the development of actions in collaboration with stakeholders. The overarching programme containing all 4 sub groups' actions was signed off in principle by the Cabinet Secretary in April.

COSLA and ADES also agreed the programme in principle in noting that it was supportive of the actions already underway and committed to working to deliver those which are not yet in train. CALABAR consultants (Hakim Din) were contracted to develop an evaluation framework to assess the impact of the actions as they roll out. They will present the completed framework to the Anti Racism in Education Programme Board on 30 March. In addition to the development of the framework, key achievements across the programme since the last update include: the further roll out of Education Scotland's Building Racial Literacy Programme, the development of an anti-racist framework for Initial Teacher Education providers and the development of anti-racist principles for the curriculum.

Outcomes and next steps

Since the summer, the Anti-Racism in Education Programme Board members have developed a commitment for all organisations in the education sector to sign up to, which will support them to implement systemic, sustainable anti-racist actions. The commitment will be launched at the impending Anti-Racism in Education Summit which will be hosted by the Cabinet Secretary for Education & Skills and is proposed to take place in February 2024.

Action

SI98

Scottish Government will commence work to expand funded early learning and childcare for children aged 1 and 2, starting with low-income households within this Parliament. In the coming year we will start engagement with families, the early learning sector and academics to design how the new offer will work.

Current position

Ongoing

The 2023 Programme for Government (PfG) contained ambitious new commitments on childcare. We have committed that, through our early adopter communities, we will understand and deliver what works for families with children from 9 months to the end of primary in six local authorities, and we will expand our existing targeted ELC offer for 2 year olds.

Anticipated outcomes and next steps

Over the next year we will work with local government and partners in the sector to significantly expand our childcare offer. In this, we will continue to engage with families, so that childcare meets their needs, particularly for those on lower incomes. These are the next key steps in our long-term programme of expansion and improvement to the childcare system in Scotland – as an essential part of giving children the best start in life.

Further detail, including on the additional investment required to deliver the childcare expansion over this Parliament, will be set out at the Scottish Budget for 2024-25 later this year.

Action

SI99

Scottish Government will design a wraparound childcare system providing care before and after school, all year round, where the least well-off families will pay nothing. The design will be driven by the needs of families, build on existing provision and will, where possible, be integrated with the design of an offer of free breakfasts and food provision.

Current position

Ongoing

We published our School Age Childcare Delivery Framework in October 2023 which sets out the approach and principles that we will apply to designing and building a new system of school age childcare. Our action areas detailed in the Delivery Framework are being supported by an initial £15 million investment in 2023/24. This includes: £1 million of continued support for our nine Access to Childcare Fund Projects; £3 million to expand and deliver services in our Early Adopting Communities (Glasgow, Clackmannanshire, Dundee, Inverclyde, Fife and Shetland); £4.5 million ‘Inspiring School Age Childcare Spaces (ISACS) Fund’ to improve indoor and outdoor spaces in school estates supporting provision of school age childcare; £4 million to Local Authorities to support with costs related to the delivery of preplanned summer 2023 programmes, supporting a transition from previous Scottish Government summer programme investment in 2021 and 2022; and £2 million to support local football clubs to provide after-school and holiday football clubs, in a joint project with the Scottish Football Association (SFA), estimated to provide over 2,800 places to targeted primary school children per week through 25 successful clubs. The Early Adopting Communities and the Access to Childcare Fund projects are already delivering innovative school age childcare services to around 1,000 priority families. To further support this work we have providing funding to the Scottish Childminding Association to support childminding in the Early Adopting Communities. We have also published Phase 2 of our Access to Childcare Fund Evaluation by Ipsos Mori in October 2023.

Anticipated outcomes and next steps

This years’ Programme for Government (PfG) set out our ambitious commitments to go further in delivering a significant expansion of targeted childcare provision resolutely focused on tackling child poverty. The commitment to design all-age childcare offers for families builds on existing work as part of our commitment to design a system of school age childcare for Scotland. This year’s PfG also commits us to, through our community-based approach, test a new digital service to help parents and carers find, access and pay for childcare that best suits their needs. In the next year we will begin to develop and test our digital service within the six early adopter communities to understand how it can best support the needs of parents and carers and providers. In developing our future system of school age childcare, we are taking a person centred and place-based approach, recognising that there is no one size fits all solution to providing childcare solutions within communities. Co-design work with parents, carers children and young people is underway, and we have been working collaboratively through a People Panel with families, childcare provider and the wider public sector. We received findings of the first phase of the People Panel engagement work with parents and carers in October 2022. The Children’s Charter, published in October 2023, is important to our co-design approach. The Charter sets out the children’s thoughts about why we need school age childcare, how school age childcare should be run and by whom, where it should take place, and what activities should be on offer. It also sets out principles which the children agreed should be respected in school age childcare settings. Our work to create a children’s charter for school age childcare will ensure children’s rights are firmly embedded and their wants and needs respected.

We have mapped and analysed the current legislative landscape across School Age Childcare to understand what is not currently legislated for. We have also started engagement work with the Care Inspectorate and Scottish Social Services Council (SSSC) on a regulatory and qualification framework for future system of SACC.

High level Programme benefits are:

• Targeted groups of children are healthier and have increased wellbeing.
• More parents from targeted families take up, sustain and/or increase their hours of work, training or study.
• The poverty related outcomes gap narrows.

Key milestones for 2023/24 include:

• Publish evaluation report for Summer 22 Holiday Childcare, Activities and Food programme (Apr 23 - complete)
• Publish our Delivery Framework (October 23 - complete)
• Publish our Children's Charter (October 23 - complete)
• Monitoring and Evaluation framework for Early Adopting Communities (October 23 - complete)
• Launch Digital project (March 24)
• Phase 1 of EACs and SFA projects delivered (March 24)
• Expand delivery to new targeted early adopter communities (March 24)

Action

SI100

Scottish Government will begin the early phasing-in of community level systems of school age childcare (in 2022-23), targeted to support the six priority groups in the Tackling Child Poverty Plan. This early phasing will build on learning from our Access to Childcare Fund projects and input from our Public Panel to help us test and understand how we can build a system of school age childcare to support a community. They will also consider and develop the role that organised children’s activities can play in a school age childcare system alongside the regulated childcare sector to support families, provide choice and improve access to these activities for children from low income households. We will ensure that these systems meet the childcare needs of families before and after school.

Current position

Closed – superseded by SI99

This action has been closed. A progress update will be provided through SI99 as this is part of that commitment.

Action

SI101

Scottish Government will build on Get Into Summer 2021 to deliver a summer 2022 offer for children and families in low income households which provides coordinated access to food, childcare and activities during the holidays. By summer 2023 we will build on this work to make holiday childcare provision available for all children from low income families.

Current position

Complete

High level principles on delivery/approach were agreed by Ministers in early February. A guidance subgroup of partners was established to inform the supporting guidance drafting. The first meeting took place on 10 March 2022. A detailed paper on funding distribution methodologies was presented to and agreed by Ministers and Strategic Directorate Group. Funding and guidance was issued in early April. The team developed a Monitoring and Evaluation approach for the programme and held engagement events for the period April/May. Several Q&A events were held to promote the programme at end of April, together with four themed workshops in May. Attendance by Local Authority leads was high, and the team has been in regular communication, issuing newsletters bi-weekly and more recently, monthly. The Monitoring and Evaluation approach to Summer 2022 was agreed, and an external agency has been recruited to undertake qualitative and quantitative analysis by engaging with beneficiaries by end of the summer. Project documentation for the delivery phase of Summer 2022 has been completed and an independent Monitoring and Evaluation report was published on 6th April 2023.

Outcomes

£4 million was given to local authorities to support with costs related to the delivery of preplanned summer 2023 programmes. The funding supported a transition from previous Scottish Government investments for summer programmes in 2021 and 2022, as we focus our future investment on taking the necessary next steps towards building a system of year round school age childcare, targeted to families on low-income. Future updates on this work will be provided through action SI99.

Action

SI102

We are committed to ensuring every school-aged child has access to an appropriate device to support their learning by the end of this Parliament. During 2022/23 we will undertake preparatory work across the system to prepare the school estate, and the people in it, for a deeper investment in technology from 2023/24 onwards.

Current position

Closed

This action has been closed and superseded by a new action around the commitment to develop a digital strategy for education which will highlight the key role digital plays in our education system and will seek to define the key elements in successful technology deployment.

Action

SI103

By April 2022, Education Scotland has planned discursive sessions for practitioners who have some knowledge of UNCRC to discuss and collaborate on next steps. Collaboration is ongoing with colleagues who have taken part in the 'Train the Trainers' sessions, and are delivering professional learning across the regions. Learner Participation sessions are planned to support the implementation of the UNCRC, and ensure that there are opportunities for children and young people to be actively involved in decisions that affect them.

Current position

Complete – superseded by SL96

This action is in a 'maintenance' phase, with ongoing opportunities for colleagues at every level to collaborate and top up their training. A Glow team is in place to support collaboration and sharing of resources. This action will be merged with SL96 for next session.

Action

SI105

By summer 2022, Education Scotland and ADES will complete ‘collaborative improvement’ reviews with a further 6-8 local authorities. This will result in reports to local education committees, clear action plans, monitoring and ongoing support.

Current position

Complete

The Collaborative Improvement reviews continued throughout 2022-23 with an individual local authority per month, each leading the improvement process in partnership with ADES and Education Scotland.

Outcomes and next steps

The programme of reviews will continue until mid-2024 at which point it is intended for Scotland to move further beyond what has become known as a self-improving system, to become a Networked Learning System (NLS). Collaborative Improvement can contribute significantly to delivering this important objective.

Action

SI106

Scottish Government will engage in collaborative work with children and young people organisations to understand the various ways that learners currently engage with national decision-making, and to co-design a new format and approach for all future engagement.

Current position

Ongoing

Scottish Government is currently working with stakeholders to develop a comprehensive and strategic approach to ensure that children and young people’s voice are taken fully into account in education policy development and decision-making. External Mapping activity has highlighted the various ways children and young people have engaged with education policy since 2019. The subsequent report identified a number of key principles which would allow for a meaningful mechanism for children and young people's participation, these will be incorporated into the co-design process with children and young people (Autumn/Winter 2022/23). The findings of this report will also be embedded into the work of the National Discussion, ensuring what we've already been told by learners is incorporated into the development of the "vision" for Scottish Education.

Anticipated outcomes and next steps

The Scottish Government are continuing to review the findings of the completed Mapping Exercise and co-design process to develop our approach to the developing a rights based, sustainable mechanism for learner participation. We are committed to ensuring young people are front and centre of policy development across Education. We are currently working with the organisations involved to re-align their project proposals to better support the Education Reform Programme.

Action

SI108

Education Scotland will engage directly with authorities who have experienced the biggest falls in attainment, to support them in planning interventions with the greatest opportunity for success.

Closed – superseded by SI110

This action has been superseded by action SI110 to reflect that Education Scotland are directly engaging with all authorities, not least in the context of stretch aims. Proportionately more support is provided to authorities where progress can be accelerated.

Action

SI110

Education Scotland has worked in partnership with 3 LAs during 2022-23 to deliver a bespoke action plan to support improvement across a number of aspects identified through self-evaluation. The Accelerating Progress Forum ensured effective deployment of Education Scotland resources from across the organisation to support the implementation of these plans.

Before the end of 2022, we will announce the successful projects which will be included within Phase 3 of the Learning Estate Investment Programme.

Current position

Ongoing

Education Scotland will collaborate with system leaders on the effective use of context specific data to support self-evaluation for improvement and inform setting and monitoring the progress of local authority stretch aims.

Anticipated outcomes and next steps

The Accelerating Progress Forum will review action plans and consider how Education Scotland resources are allocated and deployed. Action plans will be focused on improving performance and outcomes for children and young people.

Complete

Phase 3 of the LEIP was announced on 30 October 2023. Through this phase, 10 school projects will be delivered to provide modern, state of the art learning facilities for over 6,100 children and young people across Scotland.

Consideration of Phase 3 bids had been delayed due to several factors, which could not have been anticipated when the original invitation to bid was issued. For example, significant market volatility affecting a number of current Phase 1 and 2 projects and the impact of RAAC on our school estate.

LEIP funding focusses on improving the condition of schools across the country and those impacted by population growth. The LEIP is expected to benefit tens of thousands of children and young people by the end of December 2027.

Next steps

We will continue working with COSLA to explore how we can deliver further improvements in the school estate, as well as ensuring provision in those areas experiencing population growth.

Action

SI113

As part of earlier phases of our £2bn Learning Estate Investment Programme, which is being delivered in partnership with local authorities, 17 school projects will have started construction by autumn 2023.

Current position

Ongoing

There are currently 12 projects in construction, and a further 5 projects are open, as part of the Learning Estate Investment Programme.

Performance Information

Action

PI16

Early work is under way on a long-term project to develop a new index of social background, which is aimed at creating individual level data (as opposed to area-based) which allow more targeted and effective intervention for disadvantaged pupils

Current position

Closed

We have identified that the Department for Work and Pensions’ (DWP) social security data, and in particular their Children in Low Income Families dataset, would be key to developing this index.

To enhance our evidence base on school-level deprivation, we are currently working with DWP to agree sharing of their Children in Low Income Families dataset at school-level. Should this principle be agreed with DWP, work will begin to explore the practicality of accessing the individual-level data from DWP that is needed to develop the index.

Action

PI19

Research and development work will continue around the three aims of the Research Strategy.

Current position

Complete

The five year period covered by the Research Strategy ended in 2022.

Similar work will be progressed via The Plan for School Research 2023-2026.

Action

PI20

The PISA 2021 assessment has been postponed until 2022 due to the impact of COVID-19. Results will be available in 2023.

Current position

Complete

The Programme for International Student Assessments (PISA) is an international study that assesses the knowledge of 15 year old students in maths, reading and science. Over 80 countries took part in PISA 2022, with Scotland taking part in every assessment since its inception in 2000. The PISA 2022 assessments took place in Scotland in October and November 2022, with more than 3,000 15 year olds in almost 120 schools taking part. The results of the PISA assessment were published for Scotland and internationally on 5 December 2023 here.

Action

PI22

The Behaviour in Scottish Schools Research (BISSR) 2021 will be published.

Current position

Complete

Linked to action CA71. Behaviour in Scottish Schools Research (BISSR) fieldwork could not take place as planned in March 2021 due to COVID-19 restrictions in place in schools and their impact on survey reference periods. The research took place in 2023 with the final report being published on 28 November. The publication of this report will inform the future policy development and actions taken by the Scottish Government and partners to continue to support positive relationships and behaviour policy in schools. These actions are included within the improvement plan.

Action

PI24

By Spring 2022, the Scottish Government will, in collaboration with partners, develop a national measurement framework for children and young people with additional support needs. This will create a mechanism to fully capture and celebrate the range of diverse outcomes and achievements of all children and young people nationally.

Current position

Ongoing

Linked to actions CA93 and CA102.

Following delays to this work due to COVID-19, significant progress has been made to develop a framework. The Monitoring and Analysis sub group of the ASL Project Board, met for the first time in June 2023 to consider and further develop the National Measurement Framework (NMF) from its initial iteration. The framework is informed by the Young Ambassadors’ for Inclusion vision statement for success which set out their vision of what is required in order to achieve success. The sub-group have continued to meet monthly to consider how the draft framework will be refined to ensure it fully captures the range of successes and achievements of children and young people with additional support needs. The group is currently considering how the NMF will align with existing national reporting requirements and a range of measures and the group are providing regular up-dates and reports to the ASL Project Board. This progress has also been reflected within the updated ASL Action Plan and the associated updated report on progress. Implementation of this work will continue to be considered and monitored through the Additional Support for Learning Project Board, during 2023 and 2024.

Anticipated outcomes and next steps

The anticipated outcome of this work is the creation of a mechanism to capture, and celebrate, the range of diverse outcomes and achievements of all children and young people nationally, linking to National Improvement Framework and National Performance Framework measures.

Next steps will include engagement with local authorities and consideration of the options to test this new approach within a sample of authorities.

Action

PI26

Education Scotland will continue to offer support to local authorities for reporting and planning, including data, aligning to the NIF for 2021-22.

Current position

Ongoing

During the 2022-23 academic session, Education Scotland offered support to local authorities across the six Regional Improvement Collaboratives with the formulation of statutory annual education plans. Education Scotland carried out various engagements with local authorities in response to requests for further support. For example, Education Scotland provided feedback on previous plans/reports to inform the development of planning processes and structures. Education Scotland continue to work with Scottish Government and wider partners to provide professional advice on the national statutory guidance and national policy drivers to school and system leaders.

Anticipated outcomes and next steps

Education Scotland will continue to engage with local authorities to support formulation and ongoing implementation of statutory annual NIF plans and work with Scottish Government and wider partners to review the national guidance on statutory annual education plans.

Action

PI27

Scottish Government will work with colleagues in ADES, COSLA, and Education Scotland to consider how to secure greater visibility of the NIF drivers in local and regional improvement and recovery planning, to help to ensure a national line of sight on local ambitions and practices.

Current position

Ongoing

This is being considered as part of the work to develop a shared programme of work under the Verity House Agreement with local government.

Action

PI28

Plans are in place for local authorities to carry out the Health and Wellbeing and Parental Involvement and Engagement Censuses in 2021/22. The next round of the Health Behaviour in School-aged Children (HBSC) study is also due to take place in early 2022.

• Specific actions include:
• Launch Health and Wellbeing Census in LAs (August 2021) and publish results in late 2022.
• Launch Parental Involvement & Engagement Census in LAs (Spring 2022) and publish results late 2022.
• Health Behaviour in School-aged Children (HBSC) study (2022) with analysis to follow by the HBSC team

Current position

Complete

Health and Wellbeing (HWB) Census: 16 local authorities collected the pupil survey data in 2021-22 and shared their data with Scottish Government.

Parental Involvement and Engagement (PIE) Census: 20 local authorities have collected the parent/carer survey data in 2021-22, and 18 shared their data with SG.

Local authorities have their health and wellbeing data and parental involvement and engagement data for their use in identifying and monitoring improvement actions. Local authorities are currently producing the analysis they require, for example in setting stretch aims. Scottish Government published parental involvement and engagement analysis in Dec 2022 and health and wellbeing analysis in Feb 2023. Analysis will be used for monitoring improvement activity in children and young people’s health and wellbeing across the existing frameworks: National Performance Framework, National Improvement Framework, The Children, Young People and Families Outcomes Framework Core Wellbeing Indicator Set, and PHS Children and young people's mental health indicators.

Action

PI30

SCER will create three hubs based at the Universities of Edinburgh, Glasgow and Stirling, with proposed research activity to focus primarily on:

• Curriculum
• Educational equity, leadership and systems changes
• Quantitative research in education

Current position

Closed

Due to the current economic and fiscal context it was decided that work to progress the Scottish Coalition for Education Research would cease.

Action

PI31

In 2023 Scottish Government will look at the feasibility of aligning the measures of school leaver attainment in the National Statistics Scottish Statistics on Attainment and Initial Leaver Destinations (SSAILD) report and the Insight tool. If adopted, this would lead to the inclusion of a wider range of providers and courses to SSAILD (on top of National Qualifications).

Current position

Ongoing

Following consultation with colleagues and stakeholder groups and further internal analysis, our plan is that the SSAILD publication will

(i) continue to present the existing National Qualifications only measure (to meet user needs and for the purposes of measuring the poverty-related attainment gap) and

(ii) additionally report on the 'All SCQF' measure from the Insight tool (to provide better alignment with government policies and to align improvement data used at national and school/LA level).

This change to reporting will be accompanied by clear definitions of each measure and a narrative on the use of each measure.

Action

PI32

Working with partners, Scottish Government will develop options for the enhancement of the Insight benchmarking tool in line with the recommendation in the Muir report. Initial proposals will be developed by spring 2023.

Current position

Complete

A targeted, public consultation paper on how to enhance the Insight tool was held April-June 2023. Proposals for action following that consultation were discussed with the Benchmarking Tools Advisory Group in September. A summary of those actions and the analysis of the consultation responses will be published by the end of 2023. Action is now underway to take forward the agreed activity to enhance the tool.

Action

PI33

Scottish Government will work with Education Scotland and authorities to support progress towards local authority stretch aims. This will include: - Develop an enhanced guiding coalition to support an acceleration of progress towards achieving the mission of the Scottish Attainment Challenge. - Develop partnership working across services and the third sector to improve outcomes for children and young people impacted by poverty, with a focus on engaging children and young people for their views on this work. - Develop and publish an updated Framework for Recovery and Accelerating Progress for 2023/24, reflecting learning from 2022/23 and the 2022 NIF. - Develop and undertake refreshed evaluation strategy for 2022/23 through to end of parliamentary term.

Current position

Ongoing

As a joint Scottish Government and Education Scotland programme, the Scottish Attainment Challenge now has an expanded Programme Board with representation from COSLA, ADES and SOLACE. Further, the ongoing evaluation of the SAC programme is supported by an Evaluation Advisory Panel which includes representation from teachers and headteachers, and from academia.

Through its national programmes, the SAC programme is supporting Young Scot, Youth Link Scotland and Child Poverty Action Group. Each of these organisations is engaging directly with children and young people on important issues like readiness to learn and the cost of the school day. Further, one of the three thematic outputs of the SAC evaluation strategy for 2023/24 is on youth voice.

Following extensive engagement with key stakeholders and partners, the Framework for Recovery and Accelerating Progress was updated and published in May 2023.

The evaluation strategy for 2022 to 2026 is published on gov.scot.

Action

PI34

We will continue to work with HMRC to gain access to employment data for 16-24 year olds for statistical purposes to support the Annual Participation Measure.

Current position

Complete

In 2023, Skills Development Scotland (SDS) began to receive employment data from HMRC for statistical purposes only. This data was used for the first time in the Annual Participation Measure 2023 statistical publication. The inclusion of this employment data has improved the quality of the underlying data source for the APM, therefore improving the accuracy of the statuses of the young people included in the measure.

Action

PI35

Linked to the work to support the Annual Participation Measure, we will support service delivery and reform by sharing individual level employment data with partners for operational purposes.

Current position

Ongoing

SG and Skills Development Scotland (SDS) continue to work with HMRC to explore making HMRC employment data for 16-24 year olds in Scotland available to key partners. The timescales for this part of the process are unknown at this time.