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Short term

Unsupported inclusion leading to significant strain upon schools.

Focus on attendance and families understanding the importance of attendance to ensure their child can attain.

Define the key metrics that as an authority we need to focus on, ensure clarity of the target and share good practice across establishments to ensure progress is made quickly

Medium to Longer Term

Heavy investment around early years to ensure children and families are regulated and supported to learn with high aspirations.

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Success in raising attainment in Q1 but Q5 has dipped.

Under reporting on attainment. P7 attainment data versus S3.

Needs to be collaboration between primary and secondary colleagues - learners who achieve 1st earlier than P4 achieve 2nd level earlier than P7. What does the 3rd level offer look like in P6/7???

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Challenges

Reliability of ACEL and validity/ consistency

Staffing levels – right support from right people at right time

Inclusion – disproportionate

Environmental factors

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Q1 data is positive and the gap over time has reduced

Data is in line with virtual comparator

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Staffing challenges

Under reporting of ASN

Transitions aren’t successfully sharing and using data

Professional judgement in primaries v secondaries

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Greater NLC focus/commitment to Numeracy

Continue to target attendance and engagement

Commitment to staff training

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Positive destinations have improved and demonstrate effective partnership working.

Attainment over time in Literacy and Numeracy shows improvement compared with 2022 (less so 2023).

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Undeclaration of BGE ACEL. Tracking needs to focus on added value tracking of same cohort over time and provide benchmarks for stages relevant and appropriate for a cluster.

Achievement of a level methodology needs to underpin improvement. Standardised assessment should be looked at to complement SNSA and ACEL data to support trust in collective judgements.

Additional support resources continue to be a challenge for NLC and other areas across Scotland.

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Develop contextualised Cluster benchmarks drawn from the NLC stretch aims. 23 clusters will have similar and different attainment journeys. We should reflect this and use cluster data to provide benchmarks to support classes, cohorts and schools.

Tracking systems need to support both assessment methodology input and outcome output for analysis in order to plan effective and timely interventions.

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Role of school leaders being taken away resolving payroll, HR and continuing admin tasks takes a significant amount of time away from key priorities of improving attendance and raising attainment.

Most other LAs provide secondary schools with Business Managers to resolve a lot of issues that NLC HTs are facing.

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Digital resources to support pupils and staff are in place, current and continue to evolve. Pupil access to devices at home can still be limited for many of our families.

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Children and young people living in Q1 are making good progress in both literacy and numeracy. The data highlights that the attainment gap has reduced across key stages, including P1, P4, and P7, demonstrating the impact of focused strategies. This success reflects the commitment of NLC staff who are ensuring equity.

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Increased attainment for Q1 learners, significant investment here through CST, CRT staff. Literacy attainment and clear steps to address challenges through intervention guidance.

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Inconsistencies and lack of professional trust in ACEL.

Transition from stage to stage in primary and from primary to Secondary.

Consistency and quality of Early Years service, staff and delivery.

Impact of ASN pupil needs without additional resource to support.

Reduced attainment at S5 and S6.

Gap in developing high level messages in relation to curriculum reform to what happens in individual schools and classrooms.

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Immediate investment in maths pedagogy and staff training, identified interventions and targeted support similar to ongoing investment in literacy.

Investment in ELC staff, training and development of high quality service, shared expectations on quality delivery.

Opportunities to revisit and consolidate authority initiatives and priorities - when everything is a priority - nothings a priority.

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New dashboard to link with Progress and Achievement for instantaneous data calculation.

Budget constraints to be considered.

Strategic support plan for ASN children within mainstream settings.

Administrative role for HTs to be addressed - recruitment, ITrent, number of surveys/returns for multiple teams.

Long Term

Curriculum Improvement Cycle - impact and strategy within NLC?

CRT/CST/Outreach model - is this best use of additional staff, could they be utilised within each establishment as SFL teachers?

NQT training and pedagogical approaches to high quality literacy and numeracy

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Trust in professional judgement from primary to secondary and pace of learning in response to this in S1 to avoid slowing and repetition.

Strategic plan and training to address rising issues such as play pedagogy in Primaries, Project based learning in Secondary, Responsive/In The MOment planning in Early Years - what is our authority standpoint/view when these issues arise?

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Progress in positive destinations.

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Tension between academic focus and the BGE offer - need broader curriculum offer to provide more vocational pathway opportunities. This can be seen in comparator authorities' data.

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The significant difference between P7 and S3 attainment data in literacy and numeracy - what is causing this? Are P7 teachers too conservative? In S4 there is the external measure through assessments/qualifications and working backwards from this S3 TJ appears to be valid and reliable so why the huge difference?

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Increased focus on numeracy through CLPL and further interventions/bespoke offerings to support children and young people.

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Broader range of CLPL opportunities. Majority of CLPL has literacy, numeracy, HWb focus in NLC. If we are looking at improving the BGE and offering a broader curriculum, being more innovative and offering increased vocational pathway opportunities to inspire and motivate young people, staff need a broader range of CLPL.