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???

• Reliability of ACEL and validity/ consistency 

• Staffing levels – right support from right people at right time

• Inclusion – disproportionate 

• Environmental factors 

Data is in line with virtual comparator

Under reporting of ASN

Transitions aren’t successfully sharing and using data

Professional judgement in primaries v secondaries

Continue to target attendance and engagement

Commitment to staff training

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

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.

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

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.

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

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.

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.

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

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?