Reducing the Attainment Gap Paul Clancy, Head of Service (Secondary, Support for Learners and Inclusion) Children and Families Service.

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Presentation transcript:

Reducing the Attainment Gap Paul Clancy, Head of Service (Secondary, Support for Learners and Inclusion) Children and Families Service

Importance of early intervention Limitations of data based on 16+ performance Setting meaningful targets- Individual/school level Avoid perverse incentives

Particular Features of the Gap in the City 33% Placing Requests Balance of Pupils in Natural Catchment- Coordinating Community Resources and Support Attendance and Exclusion Dartington Survey: underperformance issues 0-5 Social and Emotional Development 0-5 Language Development 0-5 Obesity Levels

The Gap

Literacy and Numeracy

Current Actions and Initiatives 21 Family Support and Development Workers SfL Staffing –reassigning resources Targeting alternative curricular support models to primary and early years Curricular Programmes for Literacy S1/2 Support for Literacy and Numeracy Inclusion Plus Aspire Baseline Assessment Programme for P1,4 and 6

Attainment Challenge One of 7 LAs in Phase 1 of Attainment Challenge funding – linked to SIMD 1&2 Planned Intervention Workstreams: Early years: behavioural, social, emotional, language and communication and nutrition Speech, language and communication Nurture and wellbeing ASPIRE Dundee: arts-based social intervention Literacy and numeracy

Attainment Challenge Along with universal support and appropriate staff training in each of these areas, we will provide the following: Early years: targeted support for 2 early years centres, 6 nursery classes and 5 stand-alone nurseries Speech, language and communication: targeted support in identified nurseries and primary schools Enhanced nurturing experiences in identified nurseries and primary schools ASPIRE: support to schools in music (4), drama (3) and dance (2 in year 1, 4 in year 2) Enhanced approaches in literacy and numeracy including parental engagement in supporting children’s learning

Summary Courage to shift resources Identify and define the gap clearly Meaningful national baseline data in the early year, primary stages Clear targeting of resources on families Intervene at the earliest possible stage