Pupil Equity Fund Report 2017/2018

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Contents

Introduction 4

Governance 5

Support and Training 7

Opportunities to Share Practice 7

Selecting and Targeting Interventions 8

Interventions of Equity – Progress and Outcomes 10 Targeted Approaches to Literacy 10 Targeted Approaches to Numeracy 12 Health and Wellbeing 14

Sustainability 15

Attainment Trends 16

Summary 20

Next Steps 20

Appendices

Appendix 1 Pupil Equity Fund Guidelines

Appendix 2 Raising Attainment Champions Fund Project Overview

Appendix 3 Sketchnote Overview

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Introduction

As part of the Scottish Attainment Challenge, in session 2017/18, Stirling schools received a total of £1,424,400 of Pupil Equity Funding across 38 primary schools, 7 secondary schools and 1 special school. School-level allocations ranged from £1,200 to £118,000 with only one primary school receiving no allocation. Wallace High School and Raploch Primary Schools are also part of the Scottish Attainment Challenge Schools Programme because of the significant proportions of their pupils living in SIMD deciles 1 and 2. They receive additional financial allocation, as part of this programme. This report will outline the use and impact of the Pupil Equity Fund (PEF) in session 2017/18. It will consider trends and conclusions about the effectiveness of PEF in tackling the poverty-related attainment gap. The role of PEF in meeting the duties of reducing inequalities and achieving the strategic priorities of the National Improvement Framework (NIF) will be considered. Effectiveness of the procedural and administrative arrangements for PEF will be detailed. In compiling this report, information has been extracted from analysis of PEF plans, feedback from schools, Standards and Quality Reports and analysis of teacher judgement data.

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Governance Following national and local launch events which were attended by headteachers, Stirling Council’s Schools, Learning and Education team developed local guidance based on National Operational Guidance 2017. Schools, Learning and Education Pupil Equity Fund (PEF) Guidance (Appendix 1) included information for schools on planning, implementing, evaluating and reporting on PEF. This was shared with all headteachers at a collegiate session in March 2017. The Lead Officer, Excellence and Equity, co-ordinated support for schools in Stirling, working alongside Education Scotland’s Attainment Advisor. All schools integrated PEF planning as part of their school improvement planning process. The template provided included a requirement for the provision of a contextual analysis, details of spend and impact measurement. These were submitted alongside School Improvement Plans in June 2017. A group of headteachers and education officers moderated the plans in September 2017 and provided written and verbal feedback to schools. This audit also gathered data to inform authority planning, to support and challenge schools, as well as providing a valued professional learning opportunity for school leaders. A contextual analysis was completed by schools as part of the PEF planning process, drawing on available data including: SIMD, FME, attainment information, attendance, exclusions, participation, achievement and leaver destinations. Levels of confidence in presenting a school contextual analysis were varied in Year 1. Many schools were able to present a range of evidence including data to demonstrate their poverty-related attainment gap and barriers to learning, with others presenting more limited information. Following professional learning, provision of exemplars and individual school support, Year 2 plans are much more consistent, with much more widespread use of data to identify attainment gaps. A PEF collegiate session for headteachers was held in February 2018, providing an opportunity to share successes, review guidance, plan in learning communities and identify what supports would be helpful in the following session. This was led by the Lead Officer, Excellence and Equity and the Attainment Advisor from Education Scotland. Representatives from Stirling High School and Cambusbarron Primary School shared some effective approaches to closing the poverty related attainment gap. Support in relation to budgets was provided by School Resource Officers (SRO) in secondary schools and by central Business Team SROs in primary schools, linking with the Lead Officer. In Year 1, separate cost centres within the Council’s financial ledger were created specifically for PEF to assist with accounting for, monitoring and reporting of PEF expenditure. Budgets were monitored on a termly basis with advice and support provided to schools. An internal audit took place in February 2018 to consider the arrangements to ensure compliance with national guidance on PEF. The specific objectives of the review considered whether:

• the Service and schools had formulated and were implementing plans to deliver the objectives and requirements of the Pupil Equity Fund;

• the Council had appropriate procedures in place for the management of the Pupil Equity Fund, which were aligned to Scottish Government guidance, and with clear delegation of responsibility for application of the funds allocated;

• the Council had appropriate governance arrangements in place for the Pupil Equity Fund, including school allocations, progress with the use of funds and outcomes achieved were monitored and reported; and the Council had appropriate risk management processes in place for the Pupil Equity Fund with due consideration, identification and monitoring of relevant risks.

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The Lead Officer worked with the Business Team to interpret and use accurate financial data to inform decision-making and risk management implications to inform the internal audit. This audit provided “substantial assurance that the arrangements in place within the Council for the administration and use of the Pupil Equity Fund are robust and operating effectively, in line with the Council’s approved guidance.” Some recommendations to strengthen the financial management, governance and risk management arrangements were made. These recommendations have all been addressed. In Year 1, the additional funding was new to schools and there were some challenges with appointing staff, which resulted in some underspend and some changes to initial plans. By 31 March 2018, 61% of PEF allocations had been spent. This rose to 91% of Year 1 funding spent by 31 August 2018. There is confidence that the funding for 2018/19 will be more timeously spent as schools are now much more familiar with planning for the use of Pupil Equity Funding, additional staffing has been appointed and procedures are now well established.

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Support and Training Research-based intervention suggestions were provided locally. Schools were also directed to information to support decision making, including the National Improvement Hub for information about evidence-based practice and Education Endowment Foundation’s Toolkit. In addition to sessions to support headteachers, Stirling has established a Raising Attainment Champions (RAC) programme to support practitioners. This has been in place for the last two academic sessions and is continuing in session 2018/19, delivered by our Lead Officer and Attainment Advisor. In Session 2017/18, there was a cohort of 16 practitioners, made up of 2 secondary teachers, 13 primary teachers and one Early Childhood Educator from a nursery. Interventions have included ‘I’m a Maths Magician, Get Me Out of Here,’ a project to raise attainment in numeracy through outdoor learning in Doune Primary and “Chatter Boxes,” an early years project to improve communication skills in Park Drive Nursery. An overview of 2017/18 Raising Attainment Champions projects is included (Appendix 2). The Raising Attainment Champions programme has resulted in an increase in schools’ and practitioners’ knowledge and understanding of: the impact of barriers, including poverty, to learning; analysis of data to support improvement; and skills and experience in strategies and interventions to tackle the poverty-related attainment gap. Champions continue to lead Career Long Professional Learning (CLPL) sessions in their schools, sharing their knowledge and understanding of the use of data and of strategies to raise attainment in literacy, numeracy and health and wellbeing. All establishments have had access to training in improvement methodology to support measurement of impact of interventions. Stirling’s Educational Psychology Service supported several schools in measuring impact. Schools used a wide range of quantitative and qualitative measures to measure impact of interventions. These included standardised assessments, formative assessment, teacher judgement information, attendance data, participation records, classroom observations, questionnaires, tests of change and focus groups involving parents and children. There is evidence of increased confidence in identifying appropriate impact measures and in using data to support self-evaluation and inform practice.

Opportunities to Share Practice In addition to sharing of practice across schools, there have been a number of opportunities provided for schools to share good practice locally and nationally. Working Together Meetings for headteachers have provided a forum for practitioners to share successes through ‘Learning Conversations’. This included ‘Rebel Writers’ from Raploch Primary School, Dunblane High School’s Nurture Group, Raising Phonological Awareness in Early Years and use of dyslexia boxes to raise attainment of young people at McLaren High School. Well-established School Improvement Partnerships have been valuable in encouraging support and challenge across schools in relation to PEF. This included sharing and moderating outline PEF plans prior to submission. Some schools have been selected to present their work to tackle the poverty related attainment gap at local and national conferences, receiving very positive feedback and leading to further networking opportunities. In February 2018, Wallace High School shared the success of their Family Support Worker intervention and Borestone Primary School shared their work on promoting family learning.

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Selecting and Targeting Interventions Pupil Equity Funding has focused on interventions leading to improvements in literacy, numeracy and health and wellbeing. Activities, interventions and resources have been additional to those already planned and funding has provided targeted support for children affected by poverty and deprivation. Headteachers have used their professional judgement to include additional children to targeted interventions where this would be of benefit. Data played a significant role in the targeting process, ensuring that intervention was focused on need. Data and evidence were used by schools to describe the context of their school and using this information, schools detailed the identified gaps and priorities for intervention. Evidence used included SIMD information, levels of FME, teacher judgement data, levels of participation, issues relating to rural poverty, leaver destinations, SQA data, attendance and exclusion rates. The Interventions for Equity framework was used to support self-evaluation and planning for improvement. Schools were asked to consult within their schools, communities and with partners in identifying interventions to address the poverty related attainment gap. Successful examples of this included consultation through parental questionnaires, with Parent Councils and Pupil Councils, work with focus groups, collegiate activity with whole staff teams and asking parents to identify priorities at sharing learning events. At Parents’ Evening, St Ninians Primary School asked their parents to identify which Interventions for Equity were most important to them and what they thought their funding should be spent on by asking parents to “Please rate your top 3 in order of importance by placing a sticker on the appropriate page.” They used this information to support their PEF planning.

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A wide range of interventions were implemented as part of the fund. In 2017/18, these mainly focused around literacy, numeracy and health and wellbeing, however interventions also covered family support and engagement, teacher skills development, equipment and resources. An overview of interventions was shared with headteachers to support collegiate working. In 2017/18 in Stirling, literacy was the strongest focus, with 95% of schools implementing at least one literacy intervention in comparison to 50% of schools with at least one intervention targeting numeracy. Health and wellbeing was also a key area for more than half of schools. There has been strategic planning within and across learning communities to consider best use of resources. Three primary schools in St Modan’s Learning Community appointed a Health and Wellbeing Officer to be shared across the schools. All Bannockburn Learning Community schools decided to appoint Health and Wellbeing Officers, jointly formulating a job description and conducting interviews before appointing successful candidates. High levels of interest in Read Write Inc. and Fresh Start resulted in training being arranged centrally by a Schools, Learning and Education Officer, ensuring best value for money. Similarly, Reflective Reading training has been shared by a number of schools across learning communities. PEF funding was used for staffing, supporting professional learning, resources and for specific programmes and interventions. This included procurement of services beyond Stirling Council including mental health services, sports co-ordinators and speech and language therapy services. Additional staffing included the appointment of Health and Wellbeing Officers, Family Link Workers, Inclusion Support Workers, Reading Ambassadors, Support for Learning Assistants and provision of additional leadership opportunities including Principal Teachers.

Role Number

Inclusion Support Worker 3

Health and Wellbeing Officer 3

Family Support Worker 5

Reading Ambassador 2

Principal Teacher 6

Appointment of additional teaching staff and Support for Learning Assistants was also a feature. Interventions have ranged from work with individuals and small groups to universal approaches to address identified barriers at class and school level.

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Interventions for Equity: Progress and Outcomes A wide range of interventions have been implemented across schools with reports of improved outcomes in many areas. In very general terms, schools have reported that interventions have had a positive impact on attainment levels, attendance, exclusions, participation rates, parental engagement, confidence, consistency of teaching approaches and understanding of the impact of the poverty-related attainment gap. Whilst there is no doubt that early reports at the end of Year 1 of PEF describe improved outcomes in a range of areas, attributing this solely to Pupil Equity Funding is much more complex. PEF interventions are part of the School Improvement Planning process and due to variations across schools in data collection and evidence used, identifying trends may not yet be reliable.

Targeted Approaches to Literacy Literacy interventions in 40 schools supported targeted groups of young people to improve reading, writing and phonics skills. In broad terms, schools which implemented new literacy approaches reported improved phonological awareness, increased vocabulary, increased consistency in teaching and greater engagement and enjoyment from pupils involved. Examples of literacy interventions included: Read Write Inc. and Fresh Start phonics programmes; Accelerated Reader programme; Reflective Reading approaches; interventions to increase levels of reading engagement; and targeted individual and small group work. There was also cross-school work with Wallace High School English teachers working alongside primary colleagues in Cornton, Fallin and Raploch Primary Schools to bridge the transition in writing. Cornton Primary School adopted this approach and reported a 17% increase in children achieving second level by the end of Primary 7, improved engagement and motivation to write. Read Write Inc. phonics approaches were adopted by more than 20 primary schools. All reported an increase in children in Primary 1 achieving Early Level in reading and writing, with one school reporting a 50% increase since the previous session. Although initially a universal approach, training of Support for Learning Assistants in the approach has led to targeted support for individuals and groups. Evaluations indicate there are fewer children now requiring this targeted support, indication of a reduction in the gap.

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The ‘Fresh Start’ phonics-based programme has also been reported to be successful in raising attainment and reducing the poverty-related attainment gap. This is a targeted programme intended for children in P5-7 who are not yet confident, fluent readers. Schools reported improved reading, writing and spelling, improved fluency in reading and up to 49% improvement in phonological awareness. In Riverside Primary School, attainment data for Fresh Start shows that of the 39 pupils who have participated in the programme weekly throughout the session, all have made improvement in their literacy levels. Assessments completed termly have shown that all pupils have made progress in their sound recognition, word recognition and fluency. Class teachers in P5-P7 have observed that most pupils in the programme are demonstrating that they can transfer this learning to their literacy work in class. Three schools targeted reading engagement and motivation for reading; involving children in selecting reading materials and making their libraries and reading areas more appealing. All reported an increase in reading attainment, with increases in the quantity and range of books read by children. One school reported almost 50% increase in the number of children who regularly read to others and a 19% increase in children reading out of school. Cowie Primary School’s reading engagement project included partnership working in a shared reading project with Scottish Book Trust. The 28 P7 pupils were motivated by and engaged well in the shared reading project from which 45 younger pupils benefitted. They took part in an interactive drama workshop, learning how to read a picture book aloud to younger children and to help them bring the stories to life with simple props. These senior pupils also delivered a highly entertaining assembly for their whole school community with guests including friends and families. Senior pupils have supported younger learners to complete Reading Passports as part of the First Minister’s Reading Challenge as well as organising events for World Book Day. Primary 7 are now regular users of the local library and visit as part of class time for research sessions as well as during their own time. Some P7 learners have established a Big Bookbug Club at lunch time to share downloads made through the local library service. Suggestions for younger and older readers are then posted on the Big Bookbug Wall in school for others to read. This work has been celebrated by the Scottish Book Trust and a case study published on their website. The school has also used PEF funding to widen the range of reading materials for children and to develop an inspiring school library, providing further opportunities to develop a culture of reading.

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One secondary school and three primaries introduced an Accelerated Reader programme. Strathyre Primary School reported that of the group of children involved, there was an increase in reading age of between one and three years. There was an increase of 29% of children in Primary 7 achieving second level reading. St Modan’s High School reported that there was also an increase in ability to apply the reading skills in different contexts. Almost all of the young people who participated were able to achieve National 3 Literacy by the end of the programme. Five primary schools worked with speech and language therapists to implement new approaches including Focussing on Communication and Language (FOCAL) and Word Aware. This included training for staff, collaboration in delivery of the programmes and individual and small group work with children. Standardised assessments were used to measure progress. Our Lady’s Primary School reported that there had been an improvement of over 9 months in 94% of the children involved in the 9 month programme, with gains of up to 35 months during this period.

Targeted Approaches to Numeracy Numeracy interventions and approaches were identified across 25 of the schools. As was the case for literacy interventions, a wide range of impacts and measures were proposed by schools to support the implementation of these approaches and establish impact. Numeracy interventions included implementation of SEAL (Stages of Early Arithmetical Learning) and CGI (Cognitively Guided Instruction) approaches, outdoor learning in numeracy, a range of digital approaches to improving numeracy and introduction of a range of new resources to support understanding. A number of these approaches specifically focused on increasing levels of parental engagement and involvement in learning in numeracy. Interventions designed to improve confidence, reduce anxiety and address mindset in relation to numeracy were introduced. There was a focus on metacognitive approaches in many of the interventions, encouraging use of a range of strategies and in being able to explain reasoning. Early indications are that children in target groups have had an increased rate of progress, more prolonged engagement in learning, increased confidence and more positive attitudes towards numeracy.

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A number of schools involved working with parents on numeracy strategies to support their children. Borestone Primary introduced a “Maths and Munch” approach. Home learning packs were produced to support development of efficient numeracy strategies and parent and child sessions were delivered jointly by the school’s Family Link Worker and Principal Teacher. Parents were introduced to strategies and support materials and after a shared lunch were able to put their learning into practice. This approach had a positive impact on both parents and children, with improved confidence, development of more positive attitudes towards numeracy and improved attainment. This approach also supported the building of positive relationships between home and school and increased engagement of parents in other school-based activities. Some schools used PEF for additional staffing to work with identified groups of children on developing numeracy. Borestone Primary School reported that over 50 children received support from the raising attainment teacher to address specific gaps in numeracy learning. Assessment evidence demonstrated that children were achieving more consistently with greater depth of knowledge and understanding within specific areas of numeracy. Children in target groups were achieving at least one phase above where they started in the developmental numeracy framework, with some moving on two phases, indicating the gap is closing for these pupils. Evidence from pre and post target group sessions indicated that almost all children rated themselves as more confident after working with the raising attainment teacher. Children were able to use language which supported a more positive maths mindset – everyone can do maths, mistakes grow your brain, “If I’m stuck, I can just try it a different way or draw a picture.” Peer tutoring approaches were implemented in three schools. Teachers worked with children to train them to support younger children, with benefits being reported for both younger and older children. In Stirling High School, a number of approaches to raising attainment in numeracy were implemented. A group of young people in S3 at risk of not achieving third level outcomes was identified. The approach included changing the lesson structure following feedback from young people and work on mindset which had been identified as a barrier. A focus on developmental numeracy strategies also supported improvements and resulted in almost all young people in the target group achieving National 3 numeracy. Young people were more confident and engaged and reported a sense of pride and achievement in their learning. Increasing engagement in numeracy through outdoor learning was introduced in three primary schools. Reports indicate that children demonstrated better concentration and engagement when outdoors and that through the activities, there was increased understanding.

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Health and Wellbeing Overall, approaches to health and wellbeing, in particular social and emotional wellbeing were widespread. Positive health and wellbeing was identified in many plans as critical in that it provided the foundation for learning and improved attainment. This included addressing social and emotional needs, to ensure that children were able to attend school, enjoy school and be ready to learn. Interventions were varied in nature and included nurture, counselling, music therapy, outdoor learning, breakfast and lunchtime clubs and staff training in mental health. Outcomes related to an increased understanding by staff of a range of topics and strategies, including attachment theory, nurturing approaches, resilience and the impact of adverse childhood experiences. It was recognised that whilst there have been improvements in outcomes for children, including improved relationships, interactions, resilience, attention and self- regulation, that work focusing on health and wellbeing will take longer than one year to have a significant impact. Encouraging engagement of familes, including some of those hardest to reach was recognised as being challenging but of crucial importance in the longer term. Approaches have included shared parental learning sessions, developing positive relationships with Family Link Workers and signposting and support to access wider services for health and financial support. In Stirling High School, a Family Cook School was set up to support building of positive relationships and improve school attendance. Following consultation with families, a “Fakeaway” theme was decided upon and a local community centre kitchen was utilised. Feedback from parents and young people was very positive about strong relationships being built with key members of staff and between themselves through taking part in an enjoyable and useful activity. Nine schools appointed Family Link Workers or Health and Wellbeing Officers, with different titles but similar goals including improving attendance levels and timekeeping, increasing levels of parental engagement, improving engagement in learning and providing alternative curricular opportunities. In St Modan’s Learning Community, a Health and Wellbeing Officer has been shared across the community with positive impact. Our Lady’s Primary School reported that their part-time officer had worked with 20 families, provided weekly individual support in school, and led to a number of children gaining a Hi5 accreditation for activities they had completed and a group of children achieving Bikeability awards. There had been a significant increase in attendance rates for two of the children involved and a decrease in late arrivals to school. Another school reported that 75% of children involved in a targeted supporting attendance group had improved attendance and that there had been a 50% improvement in arriving on time for school. This school also reported that several parents and grandparents who had never previously taken part in school activities came with their child for the first time. Counselling services were introduced in 6 schools. In some cases, a waiting list was soon necessary due to popularity of the service. Reports were that the service was well-received with improved outcomes for many young people. A number of schools used a portion of their Pupil Equity Funding on increasing levels of access to wider achievement opportunities. This included provision of a wider range of lunchtime and after school clubs which were free of charge. Identified children were prioritised for these groups. Schools have reported that this has increased engagement and participation and improved self-esteem. In some cases, these groups have provided the opportunity for involvement in accredited awards including seven primary schools completing Hi5 awards from Youth Scotland. A number of interventions were designed to reduce inequity relating to costs of uniform, excursions, access to technologies and covering costs of curricular opportunities in secondary schools. In St Modan’s High School, there has been an increase in the number of young people now accessing curricular opportunities such as Home Economics which were previously avoided due to a cost imperative. The same school purchased a stock of school uniform to support pupils not attending school due to uniform issues. These pupils were not reported to feel included and supported whilst at school prior to the uniform bank being available.

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The cost of excursions has been covered or subsidised in many schools for identified children, ensuring that this is not a barrier to their participation. A range of approaches to improving attendance and timekeeping have included assistance with transport to school, “soft-start” on arrival, an “Early Bird” club and increasing motivation to attend through provision of alternative curricular experiences. Home Link Workers have also supported families in the home environment including helping families to establish routines to support improved attendance and facilitating solution-based planning. In Bannockburn Primary School, a health and wellbeing learning project was undertaken with the aim of improving the health and wellbeing of P7 learners with a particular focus on those at risk of disengagement from learning. This project developed learner leadership skills as they were charged with creating a happiness project which positively impacted on the life of the school as well as the wider community. Children worked collaboratively to develop a number of interventions throughout the school year. All children engaged well in this project. A few children were involved in visiting partner schools and some learners spoke to Schools, Learning and Education staff about the happiness project and the impact that it had on them. The work undertaken resulted in the school being awarded an “Outstandingly Happy School Award” from The Art of Being Brilliant Company, the first award of this type in Scotland. There are plans to continue this work in 2018/19. Health and Wellbeing Officers in some secondary schools have established community partnerships and links with local businesses in order to facilitate and support work placements for young people, as well as supporting learning in different environments out-with school. Partnerships with third sector organisations have had a positive impact, for example school-based staff working with Save the Children on delivering the “Families Connect” programme. Following the success of a pilot programme, this has now been rolled out in five primary schools, with very positive feedback from families and a high retention rate. Increases in children’s vocabulary and in parental confidence in understanding of key strategies to support children’s learning have been reported by all schools taking part. Newly appointed Health and Wellbeing Officers and Family Link Workers have had opportunities to network and share training with Stirling Council’s Parent and Family Support team. This has included work with NHS Colleagues, Citizen’s Advice Bureau, Housing services, Women’s Aid and Sleep Scotland, as well as awareness-raising sessions on the range of parenting programmes available for families. At Borestone Primary School, the Family Link Worker supported the setting up of children’s saving schemes alongside Stirling Credit Union. In addition to giving children the opportunity to learn the importance of saving at a young age, parents have also been able to engage in volunteering opportunities which have had positive benefits in building their own skills.

Sustainability A significant amount of PEF funding has been used to improve teaching and leadership skills of staff, develop knowledge and understanding of the effect of poverty on attainment and increase confidence in using data and research to inform practice. This will last beyond a period of funding. Likewise, resources purchased to support learning are now available. Interventions which involve additional resources, including staffing, are less likely to be sustainable without increased funding.

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Attainment Trends Analysis of the poverty-related attainment gap has been undertaken using Achievement of Curriculum for Excellence Levels (ACEL) from teacher judgement over the last three years. This demonstrates that whilst the gap has reduced in some areas, in others it has not yet. This information helps us to plan future improvement activity. Key Findings 2017/18:

• Pupils from the least deprived areas perform better than pupils from the most deprived areas at all stages for all four organisers. Performance tends to increase as deprivation levels decrease although there are a few exceptions in Stirling for this, as can be seen from the table below.

• In primary stages the largest gap is in writing but for secondary it is in numeracy. Listening and talking has the smallest gap across all stages.

Stirling Achievement of CfE levels or better by 2017/18 – SIMD

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Stirling Percentage of Pupils achieving level or better by SIMD, 2017/18

P1 (Early Level) Reading Writing List & Talk Numeracy SIMD Quintile 1 - Most Deprived 77% 63% 83% 73% SIMD Quintile 2 76% 73% 85% 77% SIMD Quintile 3 88% 85% 92% 91% SIMD Quintile 4 92% 90% 95% 94% SIMD Quintile 5 - Least Deprived 94% 91% 95% 93% P4 (First Level) Reading Writing List & Talk Numeracy SIMD Quintile 1 - Most Deprived 60% 54% 76% 61% SIMD Quintile 2 66% 63% 79% 65% SIMD Quintile 3 79% 75% 86% 81% SIMD Quintile 4 84% 81% 92% 83% SIMD Quintile 5 - Least Deprived 91% 88% 95% 87% P7 (Second Level) Reading Writing List & Talk Numeracy SIMD Quintile 1 - Most Deprived 64% 53% 73% 60% SIMD Quintile 2 78% 70% 85% 70% SIMD Quintile 3 80% 74% 91% 82% SIMD Quintile 4 88% 83% 90% 80% SIMD Quintile 5 - Least Deprived 93% 89% 97% 89% S3 (Third Level) Reading Writing List & Talk Numeracy SIMD Quintile 1 - Most Deprived 83% 83% 88% 79% SIMD Quintile 2 91% 92% 93% 77% SIMD Quintile 3 95% 93% 95% 87% SIMD Quintile 4 96% 95% 98% 93% SIMD Quintile 5 - Least Deprived 97% 97% 98% 95% S3 (Fourth Level) Reading Writing List & Talk Numeracy SIMD Quintile 1 - Most Deprived 21% 19% 22% 31% SIMD Quintile 2 43% 36% 42% 52% SIMD Quintile 3 55% 52% 59% 59% SIMD Quintile 4 53% 45% 51% 63% SIMD Quintile 5 - Least Deprived 71% 69% 69% 77%

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SIMD Gaps between Quintile 1 (most deprived) and Quintile 5 (least deprived) for the last three years

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Attendance by Quintile, 2017/18 Attendance data by Quintile has been analysed over the last two years. Schools who have implemented targeted interventions to address attendance have reported success in improving attendance of the group. We will continue to analyse attendance data to ensure the gap is narrowing.

91%

94%95%

96% 97%

80%

82%

84%

86%

88%

90%

92%

94%

96%

98%

100%

Q1 Q2 Q3 Q4 Q5

PRIMARY Attendance by Quintile 2017-18

87%

89%

92%93%

95%

75%

80%

85%

90%

95%

100%

Q1 Q2 Q3 Q4 Q5

SECONDARY Attendance by Quintile 2017-18

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Summary At the end of Year 1 of Pupil Equity Funding, it can confidently be reported that the interventions implemented as a result of additional funding have had a positive impact on children and families in relation to attainment in literacy, numeracy, health and wellbeing, attendance, participation and several other areas. The extent to which this can be attributed entirely to PEF is more complex to evaluate due to the variety of interventions and range of impact measures at this time. A sketchnote overview of PEF in Stirling 2017/18 is included in Appendix 3. This has been used to share high level messages with other services.

Next Steps • Continue to develop capacity in schools for making intelligent use of data, including use of the new BGE

Benchmarking Tool and Stirling’s FOCUS Toolkit.

• Continue to analyse data on the poverty related attainment gap to support planning for improvement.

• Further develop the Raising Attainment Champions programme.

• Continue to support schools in contextual analysis, measuring outcomes and reporting on impact of interventions.

• Update PEF Guidance for schools including further information on procurement.

• Provide further opportunities for collegiate working between schools to share practice and provide support and challenge.

• Ensure that Care Experienced funding compliments PEF and share lessons learned from existing interventions.

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Pupil Equity Fund (PEF) Guidelines

Appendix 1

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Contents

Introduction 4

Allocation of Pupil Equity Fund 4

Use of Pupil Equity Fund 5

Implementation of Pupil Equity Fund 5

Practical Matters 9

Unspent Funds 10

Support 10

Appendices

Appendix 1 Formula for allocation of PEF

Appendix 2 Stirling Council School PEF Allocations 2018/19

Appendix 3 Improvement Planning Overview – Pupil Equity Fund

Appendix 4 Change of Plan – Pupil Equity Fund

Appendix 5 Feedback on Pupil Equity Fund Improvement Planning and Reporting

Appendix 6 Indicative Staff Costs

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Introduction

The Pupil Equity Fund (PEF) is additional funding from Scottish Government allocated directly to schools to target closing the poverty related attainment gap. The Scottish Government has committed to this funding as part of the Scottish Attainment Challenge programme. The Pupil Equity Fund forms part of the £750M Attainment Scotland Fund which will be invested over the current Parliamentary term; Pupil Equity Funding will continue until the end of this Parliament. The purpose of these Schools, Learning and Education Guidelines is to support headteachers and schools in implementing PEF to improve educational outcomes for children and young people. These guidelines should be read in conjunction with Pupil Equity Funding – National Operational Guidance, 2018.

Allocation of Pupil Equity Fund

Publicly funded primary, secondary and special schools will receive £1,200 in 2018-19 for each child in Primary 1 to S3, or equivalent, who is eligible and registered for free school meals under national eligibility criteria. The 2018-19 funding allocation has been calculated using the most recently available Healthy Living Survey and Pupil Census data (see formula in Appendix 1). Stirling Council will receive a grant allocation of £1,483,440, with individual school allocations ranging from zero to £147,600 (see Appendix 2). Funding will be paid by Scottish Government to local authorities by means of a ring-fenced grant. Finance will then make arrangements for the money to be downloaded to schools’ PEF cost centres. Our Business Team Leader (Aileen More), Accountant (Lisa Macaulay) and primary and secondary SROs will oversee and support this process. The headteacher will be accountable to their local authority for the use of Pupil Equity Funding within their school.

Schools are asked to ensure that their recording of pupils registered for FSM is kept up-to-date on SEEMiS.

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Use of Pupil Equity Fund

Pupil Equity Funding is to be focused on interventions that will lead to improvements in literacy, numeracy and health and wellbeing. Activities, interventions and resources must be additional to those already planned. Funding must provide targeted support for children and young people affected by poverty and deprivation. Headteachers can use professional judgement to bring additional children in to the targeted interventions. Funding can cover staff costs, both teaching and support, resources and services. The funding cannot be used for capital expenditure. Headteachers should work in partnership with each other, their learning community and Schools, Learning and Education to agree the use of the funding. Headteachers are encouraged to work at individual school and learning community level and collegiately in school groups to address common interests. Working with parent groups, parent councils, other local authority services, third sector organisations and other educational sectors is encouraged.

Implementation of Pupil Equity Fund

Identify the gap Headteachers must base their use of PEF on a clear contextual analysis which identifies the gap(s) in their school and the barriers to learning in their community. This should include analysis of:

• Attainment in literacy & numeracy – ACEL levels; NQ data; standardised assessments. • SIMD quintiles; gap between most and least advantaged e.g. SIMD 1&2 and 9&10. • Virtual and actual comparators – local and national. • Attendance, exclusions, participation, engagement. • Achievements within school and community. • Leaver destinations. All staff should be engaged in identifying gaps and barriers to learning. A range of data is available to support contextual analysis. This includes:

• School monitoring and tracking data. • Schools, Learning and Education Teacher Judgement Analysis, 2017. • Scottish Government Achievement of Curriculum for Excellence (CfE) Levels, 2017. • Schools, Learning and Education Attendance and Exclusion Overview. • Insight data. • Positive Destinations. Schools must submit a contextual analysis as part of their School Improvement Planning Overview. (Appendix 3)

Identify the gap Improvement planning

Targeted interventions

Impact and recording

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Planning PEF should be planned as part of the school improvement planning process. Schools, Learning and Education Guidelines on School Improvement Planning and Standards and Quality Reporting will apply and should be read in conjunction with these guidelines. Thus, improvement planning, which includes planning for PEF, will involve effective, collaborative self-evaluation; an evidence based approach, including careful analysis of data; and consideration of national, local and learning community priorities. Parents/carers, children and young people and other key stakeholders should be consulted and involved in the planning process. It is noteworthy that 2018 is the ‘Year of Young People’. To support this the following will be useful:

• How good is our school? (4th Edition) • Schools, Learning and Education Self-evaluation Toolkit • National Improvement Framework for Scottish Education • Schools, Learning and Education Raising Attainment Strategy When incorporating PEF into School Improvement Plans, schools should consider:

Schools are encouraged to:

• Focus relentlessly on learning and teaching, striving for excellence in pedagogy and learning experiences.

• Build capacity through leadership at all levels. • Work with parents and partners, developing family learning approaches. • Evaluate current strategies, identifying those that currently helping to raise attainment. • Be innovative, looking at new ways of doing things. • Ensure that improvements are sustainable for the future. Additionally, schools are encouraged to:

• Develop plans in partnership with other schools. • Work with support services and services across Stirling Council. • Consider the role that might be played by other organisations and the third sector, particularly in relation

to family learning and health and wellbeing. Schools should identify a small number of targeted interventions to raise attainment and close the gap which everyone is committed to. Interventions in 2017-18 which are having an impact on closing the poverty gap can be incorporated into the planning for 2018-19, alongside new strategies which can be introduced as appropriate. Improvement methodology and tests of change are encouraged.

•Learning and teaching•Leadership•Families and Communities

Organisers

•Literacy•Numeracy•Health and Wellbeing

Interventions

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The normal improvement planning cycle will apply. Thus, PEF should be planned for as part of School Improvement Plans for 2018-19. This will be PEF Year 2, in the context of the following 2 years to June 2020. Within the School Improvement Plan there must be a clear indication of how PEF will be used and this will include an overview of proposed expenditure. As noted in the previous section, a contextual analysis must also be included. Schools must have plans in place at the outset to evaluate the impact of the funding. These plans should outline clear outcomes to be achieved and how progress towards these, and the impact on closing the poverty related attainment gap, will be measured. If as a result of this ongoing monitoring, the plans are not achieving the results intended, these plans should be amended and resubmitted to Erica Paul, Excellence and Equity Co-ordinator. (See Appendix 4)

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Targeted interventions To support planning and implementing of interventions, Scottish Government has made available:

• Interventions for Equity This is an initial framework to support PEF. It is based on a range of interventions and approaches that are currently being used in schools across Scotland and will continue to be updated and developed.

• Scottish Attainment Challenge Learning and Teaching Toolkit The toolkit provides a summary of global educational research on the impact of interventions for 5 - 16 year olds. This will be developed further and will grow to include Scotland specific content.

• National Improvement Hub Other possible research to explore includes:

• Education Endowment Foundation • Sutton Trust • Guidance on working with the third sector – Education Scotland Examples of interventions from Scottish Attainment Challenge and PEF in Stirling include:

• Developing whole school nurturing approaches. • Focus on mental and emotional health and wellbeing; counselling. • Physical Education, physical activity and sport programme (PEPASS). • Breakfast Club. • Focus on Communication and Language (FoCaL) in partnership with Speech and Language Therapy. • Read, Write Inc Phonics and Fresh Start programmes. • Reading comprehension strategies – Reflective Reading, HOTS. • Developing a reading culture; Literacy Hub, book swap, therapets. • Raising Attainment Teacher for literacy and numeracy. • Peer tutoring programmes for literacy and numeracy. • Outdoor learning as a context and approach for learning. • Creative Arts project. • Widening opportunities – cultural, sporting – excursions, visits, visitors. • Supported study; lunch and after-school clubs; homework groups. • Parental engagement events; parental workshops. • Family learning in partnership with third sector. • Additionality in leadership team to coordinate PEF interventions.

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Impact and reporting Progress and impact of PEF will be reported on as part of standards and quality reporting. Schools, Learning and Education Guidelines on School Improvement Planning and Standards and Quality Reporting should be read in conjunction with these guidelines. In their Standards and Quality Report, schools will evaluate the impact of actions to improve excellence and equity and include a statement on the impact of PEF. Schools should articulate clearly defined outcomes to enable progress and impact to be measured. Where appropriate, consideration should be given to defining short, medium and long term outcomes to enable progress to be measured over time and to ensure that plans are resulting in improvements. Targeted outcomes should be specific, for example, attainment levels, attendance, participation, exclusions, positive destinations. Outputs such as number of pupils and parental engagement should be included. Standards and Quality Reports will be produced annually and made available to parents/carers and other stakeholders, including on the school’s website. Headteachers will also report regularly to parents and their Parent Council via their usual approaches. Headteachers will be accountable to Schools, Learning and Education for the use of PEF within their school. An audit of PEF plans will be undertaken and feedback on planning and interventions will be provided to all schools (Appendix 5). School inspection will also be used to ensure schools are using PEF appropriately, specifically in relation to QI 3.2.

Practical Matters

Staffing Where schools decide to recruit additional staff for an appropriate intervention or strategy, they must work closely with HR, ensuring policy and procedure is adhered to. A clear job description must be prepared. This should clearly identify the outcomes that will be expected from the post holder and will be used to evaluate whether the post holder has been successful in adding value. The post will then require to be job-sized. You will need to allow time in your plans for this process to be completed. Normal procedures for recruitment (advertisement, leeting and interviewing) must be followed. Headteachers must note:

• As per usual procedure, in addition to basic salary costs an element must be added for employment costs (on costs).

• Contingency planning is required, for example, for sickness leave, MLOA. • There may be further costs such as travel expenses, technology, desks, storage etc. Some indicative staff costs are provided in Appendix 6. HR contact for PEF is Fiona Thomson, HR Advisor.

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Procurement Stirling Council contracts and/or National Framework contracts for the provision of goods and services should be used. Where a requirement exists which cannot be met through existing contractual arrangements, further commissioning work will be required. If there is the need to buy any goods or commission any work that exceeds £10,000 (aggregated value) then you must consult the Strategic Commissioning Team (details below). Headteachers should bear in mind that appropriate time will need to be reflected in the implementation programme to allow the appropriate procurement processes to be followed. As an officer of Stirling Council, headteachers and school leaders must ensure that they adhere to Stirling Council’s Procurement and Commissioning Strategy 2016-2017. Procurement contact for PEF is Jennifer Baird, Category Manager for Services for People, Goods and Services, 01786 233763.

Unspent Funds

The National Operational Guidance 2018 states:

“Where schools are unable to spend their full allocation during the financial year, any underspent funds can be carried forward to the new financial year. We would expect that, other than in exceptional circumstances, it should be spent within the current academic year.”

In the event of underspent funds, schools need to liaise closely with the authority to agree arrangements for carrying forward the funding into the new financial year.

Support

To support the aims and implementation of PEF, Schools, Learning and Education will:

• Identify bundles of interventions across Stirling to promote collaboration and to ensure that improvement work is purposeful.

• Collect and disseminate best practice in relation to Scottish Attainment Challenge Schools’ Programme. • Collect and disseminate best practice in relation to PEF, raising attainment and closing the equity gap. • Provide CLPL activities focused on learning and teaching and excellence and equity. • Continue the Raising Attainment Champions Programme in session 2018-19. • Support and develop the more effective use of data and data analysis to better inform improvement

planning and service delivery. • Develop and implement Leadership Strategy which provides a clear framework for leadership at all

levels. • Monitor implementation of the Pupil Equity Fund in the context of the Raising Attainment Strategy to

improve outcomes for all learners and address the poverty attainment gap. A Pupil Equity Fund page has been set up on the Source to provide guidance, resources and links. Updates from Scottish Government will be provided on this page and via the e-bulleting. Updates from Scottish Government may also go direct to schools.

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Appendix 1

Estimating the number of pupils in Scotland in P1 to S3 registered for free school meals under national eligibility criteria.

P1 – P3

P4 – P7

S1 – S3

Special schools

Number of P1-P3 pupils

(Sep 2017 pupil census)

Percentage of primary pupils

registered for FSM

(2014 Healthy Living Survey)

Estimated number of P1-P3

pupils who would be registered for

FSM under national eligibilty

critera

Number of P4-P7 pupils

(Sep 2017 pupil census)

Percentage of P4-P7 pupils

registered for FSM

(2017 Healthy Living Survey)

Estimated number of P4-P7 pupils registered

for FSM

Number of S1-S3 pupils

(Sep 2017 pupil census)

Percentage of secondary school pupils registered

for FSM

(2017 Healthy Living Survey)

Estimated number of S1-S3 pupils registered

for FSM

Number of special school pupils

aged 4-14

(Sep 2017 pupil census)

Percentage of special school

pupils registered for FSM

(2017 Healthy Living Survey)

Estimated number of special school pupils in

the P1-P3 age range registered

for FSM

Appendix 2

Stirling Council Scotland PEF Allowances 2018/19

Local Authority Seed Code School Stage Allocation Stirling 5720028 Aberfoyle Primary School Primary £ 10,800 Stirling 5724821 Allan's Primary School Primary £ 18,360 Stirling 5722527 Balfron Primary School Primary £ 14,400 Stirling 5723124 Bannockburn Primary School Primary £ 69,600 Stirling 5724929 Borestone Primary School Primary £147,600 Stirling 5725127 Braehead Primary School Primary £ 37,800 Stirling 5723329 Bridge Of Allan Primary Primary £ 20,400 Stirling 5723523 Buchlyvie Primary School Primary £ 7,560 Stirling 5720427 Callander Primary School Primary £ 25,200 Stirling 5723620 Cambusbarron Primary School Primary £ 21,600 Stirling 5725224 Cornton Primary School Primary £ 58,800 Stirling 5723728 Cowie Primary School Primary £ 47,520 Stirling 5720524 Crianlarich Primary School Primary £ 8,640 Stirling 5720621 Deanston Primary School Primary £ 13,200 Stirling 5720729 Doune Primary School Primary £ 22,800 Stirling 5723922 Drymen Primary School Primary £ 9,600 Stirling 5720826 Dunblane Primary School Primary £ 18,000 Stirling 5724023 East Plean Primary School Primary £ 60,000 Stirling 5724120 Fallin Primary School Primary £ 63,600 Stirling 5724228 Fintry Primary School Primary £ 4,800 Stirling 5724325 Gargunnock Primary School Primary £ 2,400 Stirling 5721024 Gartmore Primary School Primary £ 3,600 Stirling 5724627 Killearn Primary School Primary £ 3,600 Stirling 5721121 Killin Primary School Primary £ 13,200 Stirling 5721326 Kincardine-in-Menteith Primary School Primary £ 3,600 Stirling 5724724 Kippen Primary School Primary £ 9,720 Stirling 5745829 Newton Primary School Primary £ 3,240 Stirling 5725720 Our Lady's RC Primary School Primary £ 31,200 Stirling 5721725 Port of Menteith Primary School Primary £ - Stirling 5725321 Raploch Primary School Primary £ 94,800 Stirling 5725429 Riverside Primary School Primary £ 73,200 Stirling 5723825 St Margaret's RC Primary Primary £ 30,000 Stirling 5720923 St Mary's Episcopal Primary School Primary £ 1,080 Stirling 5723221 St Mary's RC Primary School Primary £ 46,800 Stirling 5725623 St Ninian's Primary School Primary £ 64,800 Stirling 5725828 Strathblane Primary School Primary £ 9,720 Stirling 5721822 Strathyre Primary School Primary £ 6,000 Stirling 5722020 Thornhill Primary School Primary £ 4,800 Stirling 5726034 Balfron High School Secondary £ 21,600 Stirling 5726131 Bannockburn High School Secondary £ 56,160 Stirling 5722438 Dunblane High School Secondary £ 10,800 Stirling 5722330 McLaren High School Secondary £ 30,240 Stirling 5726336 St Modan's High School Secondary £ 75,600 Stirling 5726239 Stirling High School Secondary £ 57,600 Stirling 5726530 Wallace High School Secondary £116,400 Stirling 5726840 Castleview School Special £ 31,200

Appendix 3

School Improvement Overview – Pupil Equity Fund

School: PEF Allocation:

National Improvement Framework Policy

• Closing the attainment gap between the most and least disadvantaged children

Contextual analysis (identify the gap and barriers to learning

Intervention Cost (£) Details of Spend Impact Measurement

Appendix 4

Change of Plan

Intervention Cost (£) Details of Spend Impact Measurement

Appendix 5

Stirling Council Schools, Learning and Education Feedback on Pupil Equity Fund Improvement Planning and Reporting September 2018

Establishment: Date:

Contextual Analysis Gaps and Barriers to Learning Identified

Demonstrate an evidenced based approach, including careful analysis of data including: • SIMD • Attainment in literacy and numeracy • Attendance • Engagement & participation • School leavers’ destinations • National, local and learning community priorities

Targeted Interventions Interventions Address Identified Gap

Intervention Cost

Impact Measurement Identified

Standards and Quality Report

Evaluation of the impact of actions to improve excellence and equity including: Clearly defined outcomes to enable progress and impact to be measured. A statement on the impact of PEF. Comment:

Key Strengths:

Suggested Developments:

Schools Visit to Support, Challenge and Inform School Planning

Intervention Update:

Challenges:

Finance Update Month Total Spend (inc committed) Balance Remaining June November February April

Appendix 6

Indicative Staff Costs

Hourly Rate Daily Rate

Full-time (27.5 hrs) term-time

Full-time (35 hrs)

52 weeks

Support for Learning Assistant

£11.65 £81.55 £14,819 £21,287

Early Childhood Educator

£15.60 £109.20 £19,846 £28,508

Inclusion Support Worker

£15.60 £109.20 £19,846 £28,508

Family Support Worker

£15.60 £109.20 £19,846 £28,508

Administrator £12.69 £88.83 £16,138 £23,182

Includes employment costs – an element for National Insurance, Superannuation and holiday pay.

Full-time

Class Teacher £46,585

Difference CT to PT1 £4,206

Difference PT1 to DHT £6,815

Includes employment costs – an element for National Insurance, Superannuation and holiday pay. The rates are based on the new hourly rates from April 2018. All costs are approximate and must be checked with SROs.

Review of Pupil Equity Funding (PEF) Guidelines Date Lead Officer(s) Produced March 2017 Carolyne McDaid, Service Manager Updated March 2018 Erica Paul, Excellence and Equity Co-ordinator Review March 2019

RAISING ATTAINMENT CHAMPIONS FUND – PROJECT OVERVIEW

School RA Focus Project Title Project summary Balfron Primary Literacy Sentence Superheroes This project aimed to remove barriers to learning within writing for a group of Primary 3 pupils and to take writing “outside the box”

using creative approaches including digital literacy and outdoor learning. Parents were involved throughout in family learning activities using sentence sacks.

Bannockburn Primary

Literacy The Acorns – ‘Great Things May Come From Small Beginnings’

This project aimed to develop confidence and attainment in reading through developing a reading culture and increasing access to a range of motivating and engaging reading materials.

Cornton Nursery Nurture Nurture Me, Bridging the Gap This project aimed to secure positive outcomes (raise attainment) and close the equity gap an identified group of children. The project focus was to equip children with the necessary social and emotional skills to embrace future learning opportunities and succeed in life.

Cornton Primary Literacy Cornton Nessy Spelling The main aim of this project was to raise attainment in spelling and remove barriers to learning for lower achieving children in Primary 3 – 7 in SIMD decile 1. An online resource, “Nessy Spelling” was used by identified children.

Cowie Primary Literacy Blending Is Brilliant The project aimed to raise attainment of primary one children experiencing socio economic disadvantage by developing a love of reading for the whole class and providing targeted interventions for an identified group of learners - with a specific focus on the development of blending skills. Regular visits to the local library were introduced, with parents joining some of the sessions.

Doune Primary Numeracy Mathmagicians This project focused on raising attainment in P5 pupils who were not secure in first level numeracy through a maths recovery approach. It also utilised the developing confidence and skills of these pupils by training them to be peer tutors to younger pupils.

Fallin Primary Literacy Book Buddies The project aimed to facilitate an improvement in attainment both across the class and in particular within a group of identified children who were attaining below expected levels in literacy, most notably within reading. A structured paired-reading approach and storysack resources were used.

Killearn Primary Numeracy I’m a Maths Magician – Get Me Out of Here!

This project focused developing core numeracy skills at Early Level through outdoor activities. The key aims were twofold: To provide early intervention in numeracy and to equip teachers and support staff to with resources to provide quality outdoor learning opportunities for all children.

Kippen Primary Numeracy Count on Us! The aim of the project was to raise attainment in numeracy for targeted learners and improve learner’s confidence in numeracy in a small group of P4 learners. The use of number sack resources and a small group focus on place value supported improvements in attainment.

McLaren High School

Literacy Dyslexia Boxes The project focused on raising attainment of young people across the school with a specific focus on dyslexia. Resources were provided for use in a range of classes, including a c-pen, a scanning pen which “reads” text.

Newton Primary Numeracy Number Explorers This project focused on raising attainment and confidence in numeracy for targeted children across P2 who have not yet achieved early level in numeracy. The approach included outdoor learning in numeracy and implementation of a range of engaging manipulatives to increase motivation and support learning.

Our Lady’s Primary Literacy Great Grammar This project aimed to target the whole school, with a specific focus given to a small identified group of learners who were achieving well below the expected levels for their current stage. A “Jolly Grammar” approach was implemented throughout the school and a tailored approach with the target group.

Park Drive Nursery Literacy Chatter Boxes The project aimed to raise the attainment of 5 children within the 2-3 playroom through increased focus on language development. This included the use of “Chatter Boxes” to support home learning, work with parents to increase their confidence in supporting language development and focused work with individual children in nursery.

Appendix 2

St Mary’s RC Primary

Literacy Literacy Lunchers The project aimed to increase enthusiasm and confidence in literacy, specifically reading, in children in Primary 2 through various interventions. This included a lunchtime literacy group involving paired reading with older children, use of storysacks and introduction of Kindle e-books.

Stirling High School Numeracy Making Use of ICT resources to support Numeracy Development

The focus of the project was to increase pupil engagement with ICT resources, primarily Manga High, to support their learning and development in Numeracy. It involved a group of S1 and S2 learners.

Thornhill Primary Literacy Reading Rockets The project introduced the Read, Write Inc. programme in the P1-3 classroom with a focus on raising attainment through consistently taught synthetic phonics, used in conjunction with the linked reading scheme.

Appendix 3