Parent Council Presentation 2 nd December 2013 Andrew Sutherland Executive Director of Learning & Leisure Services

Structure of Presentation Early perception of the present strengths of Learning & Leisure Services Challenges/priorities to be covered over the next three years. Summary of activity required to continually improve the learning & leisure for children, young people and families.

Strengths in the System Able and committed staff across all parts of the service. Positive children, young people and adults in the community Supportive parents/carers and communities. Support of elected members. Solid attainment and achievement in schools Overall good and improving school/nursery estate. Relatively well resourced service Established policy driver in: ‘Raising Achievement for All’

North Lanarkshire Corporate Strategy on lifelong learning Better prospects Better Achievement. Greater Opportunities Stronger Communities ‘We believe that everyone has an unlimited ability to learn and it is our aim to remove any barriers which get in the way of achievement and higher aspirations’ North Lanarkshire Council’s Corporate Plan (p16)

Education Scotland’s vision ‘Learners in Scotland will progress in one of the most effective education systems in the world, renowned for the ability of national and local partners to work flexibly together to achieve high quality and equitable outcomes for all’. Corporate plan 2013

North Lanarkshire Council  Early Years Population – 5,662  Primary School Population – 26,917  Secondary School Population – 21,153 pupils  Special School Population – 860 Total number of children & young people: 54, Early Years Establishments 33 Partnership Nurseries 121 Primary Schools (with 73 nursery classes) 24 Secondary Schools 10 Additional Support Schools (including 5 nursery classes) 3 Social Emotional Behavioural Needs Schools Not to be reproduced without permission!

Eradicate negative educational outcomes caused by disadvantage and inequality Continue to intervene early and raise literacy (and numeracy) levels for children, young people and adults Continually raise standards to improve attainment and achievement Every young person in NL ends up in a positive destination when they leave school Increased partnership and multi agency working to better achieve the above

ReadingMathsPhonicsOverall Score P1 Baseline Average Standardised Scores-pupils CEM Scotland

ReadingMathsPhonicsOverall Total P1 Baseline Average standardised scores lowest 15% SIMD areasAll pupils

The percentage of pupils in North Lanarkshire achieving five or more awards at Level 4 (Standard Grade): 6/30 5+ Awards at SCQF Level 4 (Standard Grade) (%) North Lanarkshire National78 80

The percentage of pupils in North Lanarkshire achieving five or more awards at Level 5 (Standard Grade):19/30 5+ Awards at SCQF Level 5 (Standard Grade) (%) North Lanarkshire National

The percentage of pupils in North Lanarkshire achieving five Highers (Level 6) by end of S5: 5+ Awards at SCQF Level 6 (Higher) (%) 3/ North Lanarkshire National

The percentage of pupils in North Lanarkshire achieving five Highers by end of S6: 5+ Awards at SCQF Level 6 (Higher) (%) North Lanarkshire National

School Leaver Destinations 2011/12

Data summary By age of 5 we have a 10 point differential in performance against a standard of 50 linked to SIMD wards (1-10) SCQF performance reflects above and the % majority of young people in NL don't achieve 5+ credits or 3/5 Highers at S4/5 Almost 40% of our young people don’t go to FE/HE and this % is most marked in the economically disadvantaged areas of NL.

How do we respond to this challenge?

Great learning Confidence and resilience – YP and families Health and well-being –YP and families Family/baby nurturing

Lets not talk about GIRFEC, but about getting it right for every child……..

‘Scotland is neither the sick man of Europe nor is it the most deprived. There are actions we can take to “Get it Right For Every Child” (and adult) and it is incumbent on all public services to work together to this end. We can make a difference – indeed it is already happening. But there is much more to do....’ Sir Harry Burns

Early Intervention – at all transition (progression) stages... Work with families Measure impact (0-3) Early Years collaborative Nurture Programmes Leadership decisions – e.g. who teaches in P1 & P4? Multi agency partnership working. Schools/nurseries cannot do it alone

The essential basics …..

Pupil Attendance/Primary 2012/ pupils……..

Pupil Attendance/Secondary 2012/ pupils…

Exclusions 2012/13 in primary sector: 162 pupils excluded for at least three days and 285 exclusion incidents

Exclusions 2012/13 in secondary sector: 840 pupils excluded for at least three days and 1530 exclusion incidents

Looked after children….700 in North Lanarkshire.

Looked after children: examination performance Looked after at home 5+ level 4 = 11.9% 5+ level 5 = 2.3% 5+ level 6 = 0% Looked after away from home 5+ level 4 = 11.76% 5+ level 5 = 2.94% 5+ level 6 = 0%

A child who is looked after will, on average, be excluded 10 times more than a child who is not looked after….

High quality literacy is the most essential building block for success in attainment.....

Scottish Survey of Adult Literacy 2011

Principles of CfE for All. Challenge and Enjoyment Depth Breadth Progression Relevance Coherence Personalisation and Choice

Creativity..... If there was no more to human intelligence than academic ability most of human culture would not have happened. There would be no practical science or technology; no business, no arts, no drama, dance, architecture, design, cuisine, aesthetics, feelings, relationships, emotions or love Ken Robinson: ‘Out of our Minds’ (Learning to be Creative).

Skills gap among employees Source: Scottish Employer Skills Survey 2010 Base: All establishments with a skill gap No Complacency: What are the skills required of our young people?

Top 7 strategies to achieve outcomes of CfE Great leadership at all levels. First class teaching and learning. Highly qualified teaching professionals at all stages, including CLD making best use of CPD. Effective collaboration on learning and enquiry within and across establishments. High level of internal and external challenge. Appropriate courses and programmes for all young people matched to need and ability. Partnership buy in.

‘ Reverse Engineering’…… Destination profile in schools/clusters over the past five years? Consistent picture? Curriculum choice and equity? Choice pattern support local, regional and national employment patterns? My £3k cheque……

Four pillars of success. Prevention Partnership People Performance ES Corporate plan 2013

Important Priorities Early Intervention – at all stages GIRFEC approach to minimising disadvantage and inequality Improving health and well being of young people, families and adults Improving academic attainment and wider achievement through the Curriculum for Excellence Partnership approach to Improving positive and sustained destination opportunities for young people and adults.

So... Measures of Success Improved measured (include literacy and numeracy) attainment – at all levels Local and wider community full engagement and active buy in to the vision and change agenda Effectively measured improvements in indicators of health and well being and confidence and resilience Variation in quality and performance reduced and disadvantage and inequality tackled. CLD working with all partners/agencies at centre of community in regeneration and skills/vocational delivery supporting every young person and adult.

‘A hundred years from now it will not matter what kind of car you drove, what kind of house you lived in, how much you had in your bank account, or what your clothes looked like. But the world may be a little better because you were important in the life of a young person (or adult).’ Margaret Fishback- Powers

THANK YOU