1. Donna Murray Quality Improvement Officer The City of Edinburgh Council donna.murray@edinburgh.gov.uk

2. To make Scotland the best place in the world to grow up by improving outcomes and reducing inequalities to ensure all children have the best start in life. Donna Murray, EYC Programme Manager

3. Scotland should be the best place to learn. We want each child to enjoy an education that encourages them to be the best they can be and provides them with a full passport to future opportunity.

4. Stretch AimsEdinburgh’s current progress 1. Reduce rates of stillbirth and infant mortality by 2015 Achieved 2. 85% of children reach their developmental milestones at the time of their 27-30 month review by 2016. 79% 3. 90% of children reach their developmental milestones at the start of Primary 1 by 2017. 77% 4. 90% of children reach their developmental milestones and learning outcomes by the end of Primary 4 by 2021. TBC

5. AimEdinburgh’s current progress 1. 85% of children successfully experience and achieve CfE Second Level Literacy, Numeracy and Health and Wellbeing outcomes by 2016. TBC 2. 85% of children successfully experience and achieve CfE Third Level Literacy, Numeracy and Health and Wellbeing outcomes by 2019. TBC 3. 95% of young people within each school cluster go on to positive participation destinations on leaving school by 2018. TBC

6. By 3 yrs old children from deprived backgrounds are already showing significantly lower cognitive ability than their peers. (GUS) By P7, the gap in reading attainment levels between pupils living in poverty and their peers is 14%. By S2 only half as many pupils from deprived backgrounds are performing well or very well in maths compared to their peers. In the most deprived areas of Scotland fewer than 1 in 3 young people leave school with at least 1 higher. In the most affluent areas it is 4 out of every 5.

7. The percentage of children with a baseline literacy score of 85 or more at the start of Primary 1 increases from 88% to 93% by August 2017.

8. 1. Change the name from lending library book to bedtime story book. 2. Children changed their book any day and as often as they wished rather than once a week. (Why when we wanted to encourage bedtime reading did we only give a book once a week!) 3. Children change their book at arrival or collection time. 4. Parents not staff change the bedtime story book with their child. (No more trying to get parent helpers to run the library. They’re all involved! 5. Children can choose more than one book. 6. The book stand is located beside the registration area. 7. Staff no longer record what book children have. (Staff, children and parents talk to each other about the books) 8. The Bedtime story leaflet is kept inside the child’s bedtime story bag. 9. Children take the book home in their own see through bag. 10. Staff talk regularly to parents and children about their bedtime story experience e.g. their choice of book, their recommendations for each other and reading the books children choose at story time.

9. 1. Pre 5 Literacy Assessment and Planning Tracker 2.Literacy Rich Environment toolkit 3.Staff engagement with Building the Ambition document and support materials. 4.Up, Up and Away Reflection Is your nursery using these? If not what assessment and evaluation tools is your nursery using to support improvement in Baseline Literacy scores?