1MB Size 4 Downloads 55 Views

All Fife schools include the promotion of positive relationships and behaviour in their improvement planning, informed by feedback from staff and pupils.


Education is about futures: the futures for our children and our communities.

Every child in Fife has amazing potential. If we help all children, young people and their families realise that potential and fulfil their ambitions, we improve the quality of their lives, their future life-chances and the success of Fife overall.

The results reported in this report are very good indeed. Put simply, they are the best we have ever achieved. But we can, and we will, achieve even more as we are determined to see continued and continuous improvement. That commitment is the best investment Fife Council can make in Fife’s future.

Douglas Chapman, Chair, Education and Children’s Services Committee


Fife aspires to excellence for all its children and young people. That means excellence in the opportunities and excellence in the learning and teaching they experience.

This Standards and Quality Report describes how we are doing in terms of achieving our ambition for excellence. The report makes for good reading, showing what can be achieved when our staff, our partner organisations, our children and their families work together.

Last year we achieved record levels. This year our results have improved further, including the achievement of the EFQM Recognised for Excellence 5- Star Award. This is down to hard work and a shared belief that we can make an even bigger difference for every child and young person.

Kenneth Greer, Executive Director


Introduction Following a rigorous assessment in October 2011, Quality Scotland recognised Fife Education Service as being 5 star standard (gold) in the EFQM (European Foundation for Quality Management) Recognised for Excellence scheme. The following Standards and Quality Report (SQR) is based on the self assessment that we submitted. The full submission can be found on www.fifedirect.org.uk/education

Education in Fife

Fife’s Education Service is the second largest in Scotland. It provides education for around 54,000 children and young people in: 96 nurseries situated within primary schools; 16 stand alone nurseries; 142 primary schools; 19 secondary schools and 6 special schools.

Public sector spending reductions resulted in the service accelerating its move towards a lean management structure. We have re-aligned the organisation towards our strategic priorities whilst also ensuring the best value option for Fife Council. We are now the leanest education service in Scotland as benchmarked by Association of Directors of Education (ADES) and have reduced the management teams in secondary schools by 18%. In doing so we saved £2.5 million, sustained already positive relationships with staff and trade unions and delivered improved results.

Our vision – Excellence for All

Our “Excellence for All” vision and aims are a clear statement of the priorities of the service.

Our Aims, Values, Aspirations and Commitment

The Education Service vision “Excellence for All” is supported by:

The Fife Community Plan

The Fife Community Plan is the overarching plan for Fife. Fife’s community planning partners are: Fife Council, NHS Fife, Scottish Enterprise, CVS Fife, Fife Constabulary, Skills Development Scotland, SESTRANS, St Andrews University and Scotland’s Colleges Fife.

Within Fife Council there are clear and strong links between the Community Plan, Council Plan, Children’s Services Plans and the Education Service Strategic and Operational Plans.

|Community Plan Goals |Community Plan Themes | |Inclusive Fife |Building a stronger, more flexible| | |and diverse economy | |Sustainable Fife |Creating a well educated and | | |skilled Fife | |Best Value and Excellence for Fife |Improving health and well being in| | |Fife |

The Children’s Services Plan

The Fife Council Children’s Services Plan 2011-2014 reflects the priorities of the Community Plan and the Big 8 priorities of the Council Plan. It aims to bind children’s services together in common purpose to ensure that all children are safe, healthy, achieving, nurtured, active, respected, responsible and included. It has a particular focus on young people in greatest need and at greatest risk.

The Fife Council 3 Year Plan

The Fife Council 3 Year plan 2007-2011 identifies Fife Council’s values and eight key priorities known and promoted as the as the Big 8.


The Education Service Plan 2011-2013

The Education Service Plan 2011-2013 priorities, values and outcomes are:

|Priorities |Values |Outcomes | |Raising attainment across all |Compassion |Successful learners | |sectors |Integrity |Responsible citizens | |Promoting achievement for all |Fairness |Confident individuals | |Promoting inclusion | |Effective contributors | |Improving the learning | | | |environment | | |

Challenges and opportunities

The service faces a number of challenges and opportunities over the next few years. Including:

• A number of challenges for management of the school estate: although our school rolls are likely to remain broadly constant over the next 25 years, the pattern of settlement in Fife is likely to change significantly. • Fife’s population is highly socially diverse. There is evidence to show that levels of deprivation are increasing and will continue to increase over the coming years. • National policy priorities in relation to the concordat agreement and supporting initiatives and legislation from the Scottish Government Education and Training. • Curriculum for Excellence (CfE) and the opportunity to develop and implement a flexible curriculum supporting the four capacities of CfE to realise the potential of the children and young people in Fife. • Efficient Government – Securing Efficiency, Effectiveness and Productivity.


Raising attainment across all sectors

Leadership: Context, Challenges and Strategies


Schools in Fife range from the largest in Scotland to the smallest in Scotland. The catchment areas they serve range from the most deprived in Scotland to the most affluent. Over the last few years, raising attainment in Fife has been our top priority. Raising attainment requires first class leadership, good behaviour, well taught lessons, an appetite for success, pride in the school and high levels of parental engagement.

Challenges and Dilemmas

• Develop further school leadership through engagement and enablement despite the challenge of recruitment • Motivate learners through effective learning and teaching approaches despite the lack of ambition prevalent in some pupils and communities. • Design our curriculum around the individual needs of pupils and an assessment system that motivates and challenges pupils but still meet the principles of the “Curriculum for Excellence” for all pupils. • Provide accurate data to support proven raising attainment and quality improvement strategies despite the challenges of our IT systems • Motivate pupils by harnessing technology in the learning and teaching methodologies and assessment systems we employ whilst managing the fact that the high broadband speeds and up to date IT equipment are not universally available in all our schools • Creatively involve parents in the education of their children despite the practical difficulties that this presents


• We have worked closely with head teachers to develop strategies in all of our high leverage activities. We believe the expertise lies in schools and we must not only harness this leadership and celebrate this best practice but actively use this expertise to develop policy and guidelines of best practice in these areas across all of our schools. This “enablement” culture has been well received by our head teachers. • We have developed highly transparent performance management systems which have added significant rigour to attainment review processes and have resulted in significant improvement in outcomes. • We are seeking to improve the quality of pedagogy in all schools by developing Teaching Learning Communities based on evidential research of best practice. We believe that teachers should be given well-planned opportunities to reflect, discuss and analyse best practice. • We are developing further our “tracking culture” across all our schools.


The key people we have sought to engage are Head teachers. They have been instrumental in raising attainment at school level. The key people in the schools are the teachers. The key person we are all collectively seeking to develop further is the learner. The key partner is the parent/carer and paraprofessional e.g. pupil support auxiliary (PSA) in the learner’s support network. We also work closely with partners in Fife Council in a range of strategies designed to improve the attainment outcomes of children e.g. Social Work, community learning development

Attainment review processes and best practice guidelines have been developed with a group of Headteachers. Workshops with headteachers have been developed over a number of years largely led by Head teachers themselves. This has been mirrored in schools where teachers are playing pivotal roles in the CPD approach to raising attainment in schools. Attainment review processes in schools has developed incrementally as well. Groups of Head teachers and Depute Head Teachers are visiting schools with identified “best practice” in raising attainment with a view to sharing this more widely across Fife. The Raising Attainment Strategy Group is currently working on a further programme around turning the current “guidelines” into a policy approach whilst continuing to “show case” best practice.


The processes that we have been developing to raise attainment are:

• Developing our educational leadership strategy • Promote the high standards of learning and teaching and behaviour demanded by a Curriculum for Excellence, in all schools and learning communities. • Promoting high expectations at all levels • Improving our target setting, mentoring and coaching policy • Improving our course choice policy – cautious optimism at all levels • Encouraging greater reflection on learning through analysing performance of pupils in all tests. • Training staff in greater use of tracking methodologies. • Rigorous Quality Assurance Processes

We have established policy in some of these areas but in most of them we only have guidelines as we are keen to develop the conversations in the management teams and classrooms of Fife before establishing policy on these processes. We believe it is the thinking behind these processes that are as important as the process itself. We have established a number of processes at classroom level and whole school community level that work.

Processes which work at School level

• A school which has its core aim the highest aspiration for every child and a belief that there is headroom for improvement in every child. This aim is demonstrated personally by the Headteacher and permeates into every classroom. • A school where the primacy of learning and teaching is not just a theory but observed in every aspect of its delivery and functions – a belief that if it does not happen in the classroom it does not happen anywhere. • A school where strategies to promote and support good behaviour, respect and pride in the school is clearly in evidence and take account of details like dress, punctuality, etc. • A school where everyone feels valued and learning is seen to be fun. • A school where the curriculum is designed to meet the needs of all learners and not just the most able, involving partners and support agencies. • A school where the course choice policy involves cautious optimism for all pupils e.g. a grade C in Higher is better than an intermediate 2 grade A. • A school where tracking, target setting, mentoring and coaching is systematically designed and managed for all pupils and more specifically for some pupils at the cusp of qualifications which if achieved could substantially change their life chances. • A school which practices formative uses of summative assessment and finds systems to improve the consistent application of this • A school that encourages transparency of information facilitates staff to visit each other lessons and provides opportunity for collegiate time to discuss improvements in pedagogy. • A school that holds everyone accountable for the quality of education that is provided for young people and has a rigorous quality improvement system to ensure that no child falls through the net.

Processes which work in the classroom

• A classroom where good management skills are exhibited– an atmosphere is created which is conducive to good learning where pupils know the boundaries of engagement. • A classroom where there is a culture of respect, care and high expectations for every child. • A classroom where there are well prepared and differentiated planning of learning for all children to meet individual needs. • A classroom where the learning intentions and the success criteria are shared in a manner that pupils can understand– all pupils know what it is they are expected to be learning and what success looks like. • A classroom where teachers are attuned to each pupil’s next steps in learning • A classroom where there is enthusiasm in the delivery of lessons and every attempt is made to make learning relevant and motivating to pupils. • A classroom where the views of pupils are listened to, acted upon and there is effective use of praise and encouragement. • A classroom which involves pupils in peer learning, assessment and even teaching. • A classroom where teachers use contextual assessment to manage the variables in the learning situation that make a difference • A classroom where summative assessment (i.e. tests) is used in a formative way to explain to pupils specifically what the next steps are in their learning. (E.g. pupils should know what they have to do move from a grade B in Higher English to a grade A). • A classroom where pupil targets are discussed and strategies to improve further, involving parents and carers where at all possible. • A classroom where there is a culture of self reflection and an appetite to look at all available data on pupil progress to establish whether pupils can make even more progress. • A classroom where there is a transparent culture, where lessons are observed by peers and collegiate time is used to discuss how pedagogical practice can improve further. • A classroom where the teacher and the learner feel and are held accountable for their educational performance and progress. Educational Outcomes

Progress and Achievements

• There have been very significant gains in 5-14 attainment in both primary and secondary schools. We have enjoyed year on year growth for many years in Reading, Writing and Maths in Primary and Secondary. The results in 2011 are the best in the history of 5-14 assessment in Fife. This is the last ever publication of 5-14 results. This is the first year where we can show the results available from the new curriculum for Excellence (CfE).

Primary Secondary [pic] [pic] [pic]

Curriculum for Excellence [pic] This is the first year of implementation and so no trend comparison is possible. The broad expectations about progression through curriculum levels are:

Early level – pre-school and Primary 1 First level – to the end of Primary 4 Second level – to the end of Primary 7 Third and Fourth level – S1 to S3 Senior phase – S4 to S6

(These may be achieved earlier by some pupils.)

Within these broad levels there are milestones of progression. These are:

• Developing (the beginning of the level) • Consolidating (as the child works through the level) • Secure (as the child works towards the end of the level)

• The SQA examination results are the best for the past five years in Fife and in many areas the best ever. S4 S5 [pic][pic] • The HMIE inspection results of the five reference Quality Indicators (QI) in Fife schools are significantly better than is true nationally. • Head teachers believe we are well prepared for implementation of Curriculum for Excellence. The HMIE results on Q1 1.1 indicator shows significant growth in recent inspections and in SQIP returns.

• The number of pupils that leave school to go on to Higher or Further Education in Fife is significantly higher than the national average and amongst the highest in Scotland.

People and Customer Results

Our HMIE inspection results of our schools continue to improve and are significantly better than is true nationally.

Head Teacher Surveys

The survey covers four key areas.

1. achieving key outcomes 2. meeting stakeholder needs 3. how good is our leadership 4. our capacity for improvement

Surveys of head teachers remain highly positive about the leadership and direction of the Service. 99% believe the Service is well led.

These results show that leadership is widely perceived as very good across all sectors and has improved significantly and steadily over recent years.

A range of staff surveys are undertaken. These provide evidence about the impact of our strategies aimed at creating an inclusive, enabling, supportive and empowering culture. The evidence shows that staff across the Education service believe that we have a strong and positive ethos and that this continues to improve.


Promoting achievement for all

Leadership: Context, Challenges and Strategies


The Curriculum for Excellence (CfE) aims to develop four capacities with all pupils “successful learners, confident individuals, responsible citizens and effective contributors”. A key way of meeting these goals is to encourage and support all pupils to develop their interpersonal skills, their personal interests, and their capacity for personal achievement.

Interpersonal skills are developed within the ethos of each school, in everyday interaction between young people and between young people with adults. Our strategy for “behaviour and discipline” was re-branded as our strategy for “relationships and behaviour” to mark a shift in emphasis to nurturing schools, to pupil responsibility involving restorative and self regulation approaches.

In Fife, all pupils are encouraged and supported, both within school and out of school, to reach the highest level of personal achievement and, where appropriate, to achieve nationally recognised accreditation. A wide range of pupil achievements in Fife are now nationally accredited across the full spectrum of pupil interests and include sport, art, dance, music, health and wellbeing, ecology and citizenship.


• To progressively develop opportunities for wider pupil achievements within the school curriculum • To motivate pupils to “be all they can be” by developing a culture in all schools that celebrates and recognises pupil achievement and success • To design the curriculum in schools to reflect the profile of the local community and to support the needs and interests of all pupils • To work closely with partner agencies to expand the opportunities for personal achievement and to increase the number of accredited achievement opportunities • To develop an accurate single recording mechanism to track pupil achievement both within and outwith schools • To actively encourage parents and partners to help develop, support and recognise the interests and achievements of young people


• We have worked closely with headteachers and partners to continue to “personalise the curriculum” for young people and to think creatively about the opportunities offered by the Curriculum for Excellence • We have worked in partnership with our business partners and have listened to the qualities and achievements that they value in young people seeking employment, to translate these into school priorities • We have worked closely with head teachers, Community Learning and Development, Fife Colleges, St Andrews University, the voluntary sector, community planning partners and business partners to develop strategies and provide enhanced opportunities to support wider pupil achievement. • We have developed within E1 a “tracking system” to record pupil achievement.

People/ Partnerships

We have engaged with head teachers, parents and a wide range of key partners. They have each been pivotal in helping to promote achievement for all and in widening the scope of available accredited achievements.

In schools, the key people who support pupil achievement are teachers, support staff and parents. Schools recognise and celebrate pupils’ achievements through a variety of mechanisms including assemblies and awards ceremonies. Schools continue to develop their use of the e1 information management system to include achievement in the pupil reporting process, and to produce pupil achievement profiles at P7 and S3 transition points, as indicated by Curriculum for Excellence.

Pupil and Parents Surveys

HMIE survey our pupil and parent views using a standardised set of questions. The evidence from these surveys confirms that pupils and parents have a strongly positive perception of Fife schools and that this is significantly higher than is true nationally. Schools also systematically gather pupil views as part of the SQIP process.

Pupil achievement is further recognised and celebrated via the local press and schools are encouraged to participate in local and national awards or competitions. Pupil and school achievements are regularly reported to local area committees and the Education and Children’s Services Committee. The range of pupil and school achievements and best practice examples are shared with schools and the public on the Fife Direct and school based websites.


We have been developing these processes to promote achievement for all:

• Enhanced partnership working • Partnership approaches to curriculum design • Developing a culture of high expectations for all pupils • Recognising and celebrating all pupil achievement • Promoting and supporting life long learning and local learning communities. • Improving our recording, target setting, mentoring and coaching for pupil achievements • Developing enhanced pupil support mechanisms • Training staff to plan wider opportunities for pupil achievement.

Educational Outcomes

Progress and Achievements

• Secondary schools, the Pupil Support Service, and local colleges have continued to widen the number of accredited courses available to students • Accredited awards are based on the national ‘Amazing Things’ scheme, and include ASDAN, Prince’s Trust, Duke of Edinburgh, First Aid, Red Cross, Millennium Award, Sports Leadership, National Pool Lifeguard, Natural Connections, John Muir and Youth Achievement awards • The multi agency “More Chances More Choices” team ensure that each school leaver is made an offer of a positive destination on leaving • Achievement awards ceremonies in schools are now a common feature and schools regularly enter staff and pupils in competitions for local and national awards • The number of schools gaining Eco Awards has continued to increase • Kirkland High School was the first secondary school, and Westfield Nursery the first nursery school in Scotland to achieve “Rights Respecting School” status and many Fife primary schools have now also achieved this award • In partnership with colleges and other agencies, good progress has been made in providing more flexible curriculum opportunities for secondary students in line with Curriculum for Excellence.

People and Customer Results


Leavers Destinations

The proportion of young people who left school in 2010/11 to enter courses in the FE and HE sector rose again, to 71%; this is significantly above the national average (which is 63%).


• The proportion of school leavers in positive destinations (of education, employment or training) increased to 91.8% in 2011 which is significantly above national performance.

• The number of accredited achievement awards gained by pupils in Fife schools had increased from 801 to 1499 in 2009/10 and increased markedly further to 2107 in session 2010/11

Eco Schools

• 79% of secondary, 87% of nursery and 94% of primary schools had gained an Eco Schools Award • 32% of secondary, 66% of nursery and 57% of primary schools had been awarded the highest award of Green Flag by 2011, making Fife a leading education authority in this field


• Nearly all Fife schools are actively involved in Fair Trade activities; the status of Fair Trade Foundation School had been awarded to 8 Fife schools by 2011 • Participation rose significantly in the Fife Young People’s Panel to over 800 and in the Scottish Youth Parliament election by 28% • Fife is the leading Scottish authority in developing the UNICEF Rights Respecting Schools initiative; 101 schools and nurseries are now involved in the programme and 21 schools have so far obtained a Level 1 or Level 2 award • The education service achieved the top award of “5 Stars for Excellence” by Quality Scotland, based on the European Foundation for Quality Management (EFQM) assessment system

Key actions to improve performance

• To further develop the success of the strategy for relationships and behaviour in schools in harnessing the incidental learning gained from everyday interactions in developing the four capacities of a curriculum for excellence • Develop a system to regularly inform area committees of exceptional achievement in schools • Continue to tackle the impact of the recession by increasing efforts to achieve positive destinations for school leavers and liaise with CLD, colleges and other agencies to help provide high quality adult learning opportunities post school • To take a lead role, with partners, to tackle inequality in childhood in the context of developing a Fairer Fife • With partners, to continue to develop personalisation of the curriculum, flexible educational arrangements and parity of esteem for vocational achievements • Increase participation and accreditation of schools to support a greener, fairer and sustainable Fife; build on the success of the pilot project to devolve energy management, budget and costs to schools • Continue to develop the Early Years Strategy with particular focus on vulnerable 0-3 year olds and their families to ensure the best possible outcomes for our youngest people and their families • Continue to develop an award winning culture, improved communications and an employee recognition scheme

[pic] www.fifedirect.org.uk/education

EFQM Excellence Award 2011-2012 – Feedback Report Summary


1. EFQM 5 Star Award

Fife Council’s Education Service and its 183 schools and nurseries have been awarded the much prized European Foundation for Quality Management (EFQM), “Recognised for Excellence 5 Star” (Gold) award for its delivery of education services to the children and families of Fife.

2. What is an EFQM assessment

An EFQM assessment is an internationally recognised quality assessment process carried out by experienced, independent assessors using the internationally recognised Business Excellence Model from EFQM. By examining us across the nine criteria shown below, this prestigious award recognises

• the improved outcomes we are delivering for our pupils and families across Fife • the strong values and ethical principles which be believe in and work to • our caring approach towards our people and to the environment around us.

• the unique way in which we are delivering better education service in a time of national and international financial pressures

[pic] The EFQM Excellence Model ©

3. The EFQM Assessment of Fife Council Education Service

Following the submission of a comprehensive 50 page self assessment of the service against the 9 EFQM Criterion (see above table), Quality Scotland appointed a team of experienced assessors with a blend of skills across private, public and voluntary sectors. After a thorough examination of our submission the assessors embarked on a 4 day site visit in October 2011.

With access to every nook and cranny the assessment team began evaluating the performance, the values and the effectiveness of our organisation by: • meeting key individuals on a 1-2-1 basis • meeting staff focus groups representing all sectors of the business • watching us in action - visiting schools to evidence the quality of our front line provision • meeting partner and associated organisations • reviewing the extensive evidence we provided in support of our submission

4. What the assessor said in their executive summary

The assessor said ……..

“There was clear evidence of distributive management as highlighted in the submission document. In focus groups and site visits staff at all levels said they felt empowered and involved in running their school/nursery and that they were trusted to “get on with it”. Staff could clearly link the services they were providing e.g. what they were doing with children, to our three priorities – Achievement, Attainment and Inclusion.

“There was a strong culture of involvement and empowerment, with leaders clearly demonstrating that they regard people as their best asset.  This was supported by a number of robust people approaches, e.g. mechanisms to involve people in improvement activity, internal and external networks to share and learn from best practice, and the regular analysis of staff feedback to generate improvements to service delivery.  Additionally the deployment of these approaches has encouraged a strong focus on the service's key customers (pupils).

“Fife Education Service, (FES) has people plans in place that support both the short and longer-term aims of the service.  The workforce planning approach enables the alignment of competencies and staff numbers to FES's service plan priorities and key strategy groups are set up to ensure staff are involved in this process.  The Forward Planning Team also works closely with FES's key partners (e.g. NHS Fife and Social Work) throughout the workforce planning process.

“The senior team have a sound knowledge and understanding of the financial pressures facing the service over the next three to five years and the potential impact on service provision. Through the Secondary Heads Executive (SHE) and Primary Nursery Special Education (PSNE) groups, senior managers are involved in developing and agreeing efficiency options however the final decision lies with the Directorate Management Group (DMG).

“There was clear evidence of strategic partnership engagement leading to a holistic approach to delivering children services. This approach was evident at an operational level with examples provided on interagency interventions for high risk children and their families.

There was evidence of structures and approaches in place to engage staff at all levels in supporting continuous improvement. Examples include: Strategy groups, Quality Improvement Networks, Area Service Improvement Teams.

“FES has a robust approach to communication, which helps leaders to set a clear direction for staff.  A self-service approach to communication, aligned with the service's e-Vision, has been adopted to provide more information to staff via FISH and Fifedirect.  However, face-to-face opportunities for communication are still provided, e.g. regular team meetings to discuss "Team Talk", policy changes etc.

“The service has developed extensive networks in order to influence national policies and develop best practice within Education”

“In conclusion, the assessment team would like to acknowledge the very evident commitment to developing business excellence within Fife Education Service and would like to wish them well in their continuing journey.” 5. Some of the highlights of the assessment

The Assessor found over 150 areas of strengths across the 9 EFQM criterion. Here’s a flavour of what they said. The full report can be found at www.fifedirect.org.uk/education

The assessors found that ………. ■ There was clear evidence that the vision - Excellence for All - is well embedded across the service and has clear links to council, partnership and national priorities. ■ Staff feel there is a positive ethos in the Service.   ■ Pupil and parent perception results are above the national average. ■ There was evidence of effective partnership working with Community Planning Partners to deliver shared aims and priorities and ensure a holistic approach to children services. ■ A carbon management strategy and action plan has recently been developed. Carbon management pilot schemes are currently being run in a number of schools. ■ There was evidence of an integrated approach to processes being deployed throughout the organisation including; practitioner and pupil feedback, quality improvement visits and SQIPs. Partnership processes are evidenced through Children’s Services Plans and GIRFEC. ■ There are clear structures in place to develop processes that meet local needs (Area Service Improvement Teams). ■ There was evidence of a partnership approach to the provision of services for children with additional support needs which is systematic and integrated across the service. ■ There have been improvements in academic performance figures based on previous performance in Fife. ■ In relation to positive leaver destinations there has been an increasing number of school leavers going on to further and higher education. ■ FES has taken the requirement to make savings and turned it into a positive opportunity to re-visit and eradicate inefficiencies. ■ To date, the service has successfully achieved the efficiency targets set by Fife Council with minimum impact on service provision, through a range of measures including removing inefficiencies within systems and processes; rationalising management and support structures

6. Next steps

While we will take the time to congratulate our staff, schools and partners for their professionalism and commitment in delivering improved performance across the service, and achieving better outcomes for Fife’s children and families, our priority is to improve further. We will use the areas for improvement identified within the report to help us ensure we are targeting resources at the right priorities. .

Can we sustain this level of improvement? After awarding us a 5 star rating, the assessors are convinced we are on the right track. Even though our results are our best ever, the assessor said “FES has identified key performance measures, however it was felt that the full impact of the approaches currently being implemented to improve performance will be realised over the next two to three years. “

What better message from an assessment than we’re on the right track for even better outcomes in future.

Kenneth Greer, Executive Director, Fife Council Education Service


Promoting Inclusion

Leadership: Context, Challenges and Strategies


The Education Service has continued to implement its strategy to build the capacity of all schools for inclusion in partnership with pupils, parents and other agencies. We have continued to ensure equality of opportunity for all pupils and to make provision of effective additional support for pupils who need it, in a managed continuum of mainstream and specialised settings. As the service with lead responsibility for developing integrated delivery of children's services across the partnership, we have successfully led the Fife interagency strategy for the national initiative Getting it Right for Every Child (GIRFEC). We also lead the efforts of the partnership to deliver the Early Years Strategy to ensure the best start for children in Fife.


• To continue to ensure equality of opportunity for all pupils and families, ensuring that the education service complies with the Equality Act 2010 • To implement the requirements of the Additional Support for Learning Acts 2004 and 2009 including the strengthened rights of parents in relation to provision made by the local authority • To continue to improve relationships and behaviour of pupils in schools • To continue the implementation of integrated children’s services delivery through the Getting it Right in Fife (GIRFEC) programme • To embed respect for children’s rights in the policy and practice of the children’s partnership • To continue to contribute to improvements in child protection policy, procedure and practice • To develop our Family and Parenting Strategy to support the most vulnerable families across Fife • To target the work of Family and Community Support Teams to populations of greatest need and to support those who need it most


• Our strategy for inclusion within schools is well established; it comprises a complementary set of sub strategies, for behaviour and discipline, for additional support needs, for the care and welfare, and health and wellbeing of pupils and staff • We have continued to implement our strategy for inclusion to build the capacity of each school to be inclusive by ensuring that the key “ingredients for inclusion” are embedded in all schools and by taking evaluative feedback on customer satisfaction • Each of these strategies is embedded in school improvement processes, where leadership is the key to success and the accountability for valued outcomes is shared by all • We have taken a similar, organisational improvement, approach to developing the Getting it Right strategy. By securing agreement amongst all partners on outcomes, processes and policies, we have designed an approach founded on collective accountability for outcomes • With the trades unions, we have built further on the success of our strategy for relationships and behaviour by continuing to implement innovative practice in promoting positive pupil behaviour

With the trades unions, we have continued to develop the strategy for staff welfare, recognising that the wellbeing of staff and pupils in schools are intertwined and, in turn, determine the effectiveness of schools

• We have ensured that feedback of robust performance management information informs and drives improvement by identifying areas of strength and of headroom for improvement

People/ Partnerships

Leadership, in schools and in partner services, is key to achieving effective outcomes. We have worked hard to achieve collective agreement and very good commitment to valued aims and outcomes at school, area and Fife levels.

The Children in Fife strategic group and the Getting it Right working group play key roles in leading and developing the inclusion agenda by binding the children’s partnership in common purpose on the basis of the children’s services plan.

Our partnership with parents is essential to effective practice. Our individual pupil planning policies and guidelines are founded on person- centred planning principles, where the pupil and parent exercise power and responsibility for decisions about their lives.


Policies and practice guidelines, developed by Headteachers, the Psychological Service and key partners, are in place across Fife. We operate a staged intervention model, founded on the principle of least intrusive intervention. Individual planning processes begin between pupil, parent and teacher and may involve progressively a wider set of partners according to need.

School reviews of inclusion have informed the improvement of processes against agreed standards and practices have been changed accordingly.

Getting it Right school audits have informed and driven partnership improvements within schools and at area level. Seven multi-agency Getting it Right area groups were established with the aim of improving effective partnership working and key outcomes for vulnerable young people at local levels.

An Early Years and Parenting Group forms part of each GIR area group and ensure the delivery of the Early Years Strategy at area level

Educational Outcomes

Progress and Achievements:

• All Fife schools have embedded the ingredients for inclusion in their improvement processes; an anonymous survey in 2011 of parents across Fife whose children have additional support needs found that 96% agreed that they were satisfied with the provision made for their child (26% agreed and 70% agreed strongly).


• All Fife schools include the promotion of positive relationships and behaviour in their improvement planning, informed by feedback from staff and pupils. Most recent evaluations indicate improved perceptions by staff of pupil behaviour in primary and secondary schools and a continuing trend of reducing exclusions of pupils from schools • Positive approaches to relationships and behaviour are implemented throughout our schools and further promoted through the initiatives Being Cool in School, Restorative Practices, Self Regulation and Nurturing Approaches; there continues to be very good take up of these initiatives within Fife schools and very positive feedback of impact • Following a review of previous provision of off campus behaviour support services, three pupil support teams were established. Their reformed vision, aims and indicators for success promote best outcomes for young people • Innovative policies and procedures on risk assessment, physical intervention, host school transfers and approved flexible packages are embedded in our schools • Child protection procedures and associated training continue to be key to giving our front line staff confidence to participate with partners to keep children free from harm • All Fife schools are in the Health Promoting Schools programme and have continued to introduce new strategies to improve health and wellbeing in the context of Curriculum for Excellence; assessment materials for health and wellbeing have been developed by school practitioners to support the effective delivery of health and wellbeing messages to children and young people • All schools participate fully in the 16+ Learning Choices initiative, identifying and supporting those young people most in need of support at transition from school

• Fife is leading the way nationally in the development of tools to promote Staff Welfare in schools, having developed and introduced the web based tool Staffwise; in Fife all schools have introduced Staffwise to harness intelligence from staff to inform school improvement planning

|Staffwise Survey | | | | | |Summary of Strongly Agree/Agree |2010/1| | |1 | |(figures % of responses) | | | Number of Respondents |3499 | |1.     My team has a positive ethos. |87% | |2.     The demands that are made on me are |77% | |manageable. | | |3.     I am able to control how my work is |86% | |carried out. | | |4.     My relationships with other staff in |96% | |the team are generally good. | | |5.     Change in the team is managed |69% | |effectively. | | |6.     I receive effective training and |85% | |support to carry out my role. | | |7.     The Education Service is committed to|- | |supporting staff welfare. | | |8.     I have a clear sense of Education |69% | |Service priorities. | | |9.     I am clear about my job objectives. |95% |

• Getting it Right (GIR) multi-agency groups, now established in all seven local areas, have introduced partnership monitoring and improvement planning at area level on key priorities for children at risk and in need; these groups monitor outcomes for vulnerable populations as prioritised in the children's services plan and improve processes at area level. Evaluation of the group process is built in to the operation of each area group on a continuous basis. A summative evaluation has informed and driven improvement across the groups in 2011 • Led by the education service, the Parenting and Family Support Strategy has been implemented in each of the seven GIR areas with an initial focus on the early years; this has allowed engagement and ownership through the GIR structure and has the development of a clear common direction across the partnership

People and Customer Results


HMIe Inspections of Fife Council Schools

Pre-Schools, Primary, Secondary, Special & Support

Fife schools’ ratings by HMIE in the quality indicator “meeting learning needs” have made further significant improvement and remain above the national average

SQA Results at level 3 in S4 [pic][pic]

|Percentage of the S4 roll who |  |  |  |  |  |  | |attained: | | | | | | |

• Pupil performance at SCQF level 3 across Fife secondary schools has significantly improved in the last five years


• The rate at which secondary schools have needed to exclude pupils for reasons of behaviour continues to fall; there has been a strong downward trend (43% reduction) of days lost to exclusion since 2005. In 2010-11 the days lost per 1000 pupils reduced again to a record low of 238. The days lost to exclusion from primary schools shows a downward trend from 2006/7 though the rate is very much smaller than in secondary schools and has levelled since 2008-09.

• Results of the Behaviour and Discipline Survey of all Fife school staff (teachers and support staff) indicate significant improvements on all measures relating to pupil behaviour and to schools’ responses to pupil behaviour, continuing a sustained positive trend from 2005.

Challenging behaviour is more of a problem for me now than it was a year ago

[pic] % who agree and strongly agree

• Disputes with parents in relation to ASN provision are rare and very low in comparison with other local authorities. Only one reference was made to the ASN Tribunal in 2010-11. There has been no need for any reference to independent adjudication and only two for Independent Mediation in the two year period since 2009. • Our capacity to meet pupils' additional support needs within our local continuum of provision is very good; the rate of needing to use independent provision outwith Fife has fallen markedly over 10 years and is now very low, limited to placing requests and totalling 8 in 2011 • 181 schools have achieved accreditation within our Health and Wellbeing Framework, confirming their capacity to actively improve health through all aspects of the curriculum and school life

Key Actions to improve performance

• Continue to support the capacity of schools and key partners to meet all learner’s needs effectively in the context of a Curriculum for Excellence • Refresh, and continue to implement, the strategy for relationships and behaviour to further improve outcomes for all pupils as responsible citizens and successful contributors • Provide training to support the revised anti-bullying policy to improve impact on pupil safety • Refresh the pupil attendance policy and, in conjunction with partners, refresh the strategy for improving pupil attendance rates • Continue to support and challenge schools' implementation of Getting it Right for Every Child • With partners, continue to strengthen collective monitoring of agreed outcomes of children's services priorities • Work with partners to review policy procedure and practice on dealing with Internet Safety including social networking • Further develop collective accountability at area and at Fife levels for “Getting it Right in Fife” for young people at greatest risk including those in need of child protection • Further engage young people and families in influencing service improvement, taking particular account of inequalities and including use of on-line feedback from key stakeholders taking account of shared priorities such as teenage pregnancy and obesity


Effective management of strategic assets and resources

Leadership: Context, Challenges and Strategies


In 2010/11 Fife Education Service managed a revenue budget of £287m and a capital budget of £27m. The Service was responsible for the repair and maintenance of 184 schools and other buildings and a total workforce of over 5,900 staff.

The quality of school buildings ranges from brand new “state of the art” buildings such as Beath High School and Duloch Primary School to schools such as Cardenden Primary School and Parkhill Primary School which have both been rebuilt or refurbished in the last year. The service has an ambitious capital programme which includes 6 new build schools (Auchmuty High School, Burntisland Primary School, Carnegie Primary School, Dunfermline High School, Madras College and a new secondary school in Kirkcaldy) as part of the Building Fife’s Future Programme.

The service philosophy is that the effective management of finances, personnel, communications technology and property are all crucial elements in supporting our key goals of educational attainment, achievement and inclusion.


• To manage a reducing revenue and capital budget in difficult economic conditions • To continue to work closely with elected members, trade unions and key partners to develop a clear rationale for key priorities • To review key risks and key strategies to address risks • To ensure that all school and office buildings provide a suitable environment for all pupils and staff • To ensure that all schools and the Education Service are staffed by high quality professionals • To ensure that all schools have access to modern and appropriate information and communications technology (ICT) • To ensure that the Education Service contributes to Fife Council’s goal of becoming the leading Green council in Scotland


• We have worked closely with Headteachers, Business Managers, Trade Unions, Property Services, Corporate Asset Management, Corporate Procurement, Development Services, Human Resources, Financial Services, Legal Services and other key partners to ensure effective strategies and outcomes • We regularly review all our policies and procedures to ensure that we become more effective and efficient and continue to offer best value for council tax payers. • We have developed a rigorous performance management culture to ensure that accurate information and data is available to allow the best possible decision making to take place.

People/ Partnerships

Headteachers, Business Managers and specialist education resources staff are crucial in ensuring the effective management of assets and resources.

These members of staff and other key partners have been instrumental in ensuring that new schools and improvements to existing school buildings are completed timeously and to a high standard.

These staff also ensure a swift and effective response to emergencies such as fires, floods or heating failures. In addition, they are responsible for all aspects of forward planning including ensuring that schools are adequately and appropriately staffed at all times.

Good relations with trade unions and professional organisations are also crucial in ensuring that there is understanding and consensus regarding all assets and resources.


The processes that we have been developing to ensure the effective management of assets and resources are:

• Financial planning and monitoring • Workforce planning and monitoring • Asset management planning • Capital Planning • Building Fife’s Future project (new schools) • Emergency planning and risk management • Efficiency and Best Value reviews • Information and Communications Technology (ICT) planning • Carbon emissions strategy and monitoring

Educational Outcomes

Progress and Achievements:

• Effective workforce planning strategy in place and efficiencies being realised • Budget efficiencies 2010/11 implemented and proposals for 2011/12 developing • Planned school building improvements completed on schedule • Significant planned new buildings on schedule • 10 year capital plan in place • Capital Plan Review underway • Phase 1 and 2 of Secondary school management structures review complete • High risk areas continually being reviewed e.g. school transport • Governance processes and procedures reviewed and improved across all areas • GLOW, the Scottish Schools Digital network, rolling out to all schools • E1 (MI system) rolled out to all schools People and Customer Results


• Residents survey highlights that 95% of respondents are very or fairly satisfied with schools in Fife • Planned improvements at Buckhaven High School, Mountfleurie, and Townhill Primaries all complete • New builds at Dunfermline and Auchmuty High School now underway. • New build at Carnegie Primary now complete • Proposed site for new Madras College identified • 27% increase in targeted capital spend delivery • Fife had one of the highest percentages of probationer retention in 2010/11 • 84% of school buildings in Fife are assessed as being in A or B condition • Staffing efficiency reviews completed e.g. Secondary Single Status Staffing Plans, Resources and Janitorial Services • Finance and governance procedures improved • Emergency planning and risk management protocols fully established in cooperation with key agencies • Themed investment programme in schools on target – environmental improvements; wind and watertight; curriculum enhancements; under one roof; safer schools; accessibility and ICT. • ICT Refresh programme being rolled out to schools

Key Actions to improve performance

• Continue to consult with parents, carers and parent councils on the review of education budgets as part of Fife’s effort to address the UK wide spending cuts • Continue with structural review of all education budgets within context of the current economic climate • Continue to progress planned investments in new schools and refurbishments • Ensure that new builds at Dunfermline High School, Auchmuty High School and Madras College are completed on schedule • Completion of the secondary management structures review • Complete development of e1 Management Information System (MIS) in all schools • Continue to review and evolve workforce planning strategy to ensure best use of human resources • Develop further the service risk register • Ensure that the Education Service can continue to deliver reduced class sizes, new schools and a high quality service to all children, (especially vulnerable children) families and local communities even in a challenging economic climate

Progress and Achievements: • Effective workforce planning strategy in place and efficiencies being realised. • Budget efficiencies 2010/11 implemented and proposals for 2011/12 developed. • Planned school building improvements completed on schedule. • Planned new buildings on schedule. • Capital Plan recently reviewed and new 10 year plan in place. • Phase 2 and 3 of Secondary school management structures review complete. • High risk areas continually being reviewed e.g. school transport. • Governance processes and procedures reviewed and improved across all areas. • Updated DSM Scheme in place. • GLOW, the Scottish Schools Digital network, rolled out to all schools • New MIS System now in place in all schools.


• Achieved 97% of planned capital budget. • Residents survey highlights that 95% of respondents are very or fairly satisfied with schools in Fife • Planned improvements at Buckhaven High Schools, Mountfleurie, and Townhill Primaries all complete • Planned improvements to Ceres, Donibristle, Methilhill and Tayport primaries are underway • New build at Carnegie Primary now complete. New builds at Dunfermline High School and Auchmuty High School now underway. • Proposed site for new Madras College identified. • Programme of removal of modular accommodation continues • 82% of school buildings in Fife are assessed as being in A or B condition • Numerous staffing efficiency reviews completed. • Fife had the highest percentage of probationer retention in 2010/11. • Finance and governance procedures improved • Implemented service risk register • Business continuity and emergency planning established at Service level, in co-operation with key agencies and other Services • Implementation and development of the Service level risk register, as well as delivering registers for teams and all education establishments • Themed investment programme in schools on target – environmental improvements; wind and watertight; curriculum enhancements; under one roof; safer schools; accessibility and ICT. • Recommendations to develop Auchterderran as multi-agency training centre implemented • Education e-Vision approved by Committee now in place. • Preparation of Severe Weather business continuity plan

Key Actions to improve performance:

• Continue with structural review of all education budgets within context of the current economic climate • Continue to progress planned investments in new schools and refurbishments • Ensure that new builds at Carnegie Primary, Dunfermline High and Madras College are completed on schedule • Complete the review of secondary management structures. • Post implementation review of e1 Management Information System (MIS) in all schools • Continue to review and evolve workforce planning strategy to ensure best use of human resources • Development of establishment specific business continuity plans • Ensure that the Education Service can continue to deliver reduced class sizes, new schools and a high quality service to all children, (especially vulnerable children) families and local communities even in a challenging economic climate


|Establishment (Full Time Equivalents) | | |31 Mar 2010 |31 Mar 2011 |%Difference | |Directorate |4.0 |4.0 |0% | |Promoted School Staff (incl. |323.80 |305.80 |(5.56%) | |centrally based) | | | | |Teachers |3433.18 |3375.45 |(1.68%) | |Other Staff |2151.35 |2118.15 |(1.54%) | |Total Establishment |5912.33 |5803.40 |(1.84%) | |Summary of Changes to Establishment | |The reduction in promoted and non promoted teaching staff is mainly due | |to the secondary management structures project. The reduction in other | |staff is due to implementation of savings in janitors, term time | |contracts and central administration. |

Financial Information

|Budget Distribution by Service Plan |2009/10 |2010/11 |2011/12 | |Workstream (£’000) |Actual |Actual |Budget | |Raising Attainment (*1) |55,411 |56,337 |56,658 | |Promoting Achievement (*1) |56,870 |58,974 |59,491 | |Promoting Inclusion (*2) |147,207 |157,551 |152,978 | |Management of Resources & Assets |13,670 |14,052 |14,166 | |Total Budget |273,158 |286,915 |283,293 |

*1: These figures include nursery, primary & secondary staffing costs |Revenue Budget |2009/10 |2010/11 |2010/11 |2011/12 | |Premises Related Expenditure |21,756 |23,748 |23,807 |24,230 | |Transport Related Expenditure |12,104 |12,172 |11,991 |12,627 | |Supplies & Services |13,270 |12,750 |13,584 |13,369 | |Third Party Payments |6,231 |5,900 |6,034 |6,020 | |Transfer Payments |1,707 |1,708 |1,706 |1,671 | |Support Services |454 |281 |284 |192 | |Capital Financing Costs |2,773 |0 |0 |0 | |Total Expenditure |283,115 |287,142 |285,383 |289,516 | |Total Income |(9,957) |(8,028) |(8,539) |(6,223) | |Service Managed Budget |273,158 |279,114 |276,844 |283,293 | |Capital Charges/Depreciation |20,291 |21,128 |21,128 |22,042 | |Other Corporately Managed Budgets |9,403 |21,140 |21,140 |20,215 | |(Note 1) | | | | | |Net Expenditure (Note 2) |302,852 |321,382 |319,112 |325,550 |

*2: In addition to nursery, primary & secondary staffing, this also includes ASN staffing figures

Note 1: Other corporately managed costs are higher due a reduced pension liability in 2009/10, which has increased in 2010/11 and 2011/12. Note 2: The reported Net Expenditure for Education Service in Annual Accounts 09/10 is £323,265k. In order to comply with the Local Authority Accounting Code of Practice, the annual accounts figures have to be restated to include, for example, Community Learning & Schools Meals and exclude School Crossing Patrol Officers. The obligatory restatement accounts for the difference of £20,413k from the above figure of £302,852k. The 2010/11

The 2010/11 actual figures are based upon the week 44 projected outturn.

|Capital Budget 2008/11 (£’000) - Capital |09/10 |10/11 |Revised | |Sub-Theme |Actual |Budget |11/12 Budget| |School Replacement & Refurbishment |8,858 |6,072 |2068 | |Building Fife’s Future |1,097 |16,212 |26874 | |Environmental Improvements |532 |643 |510 | |Wind & Watertight |394 |564 |1270 | |Curriculum Enhancements |1,034 |134 |500 | |Under One Roof |2,394 |1,856 |650 | |Safer Schools |507 |174 |115 | |Accessibility |706 |793 |605 | |ICT |823 |481 |623 | |Fire |437 |749 |1232 | |Structural/Developer Contributions |0 |0 |623 | |NOF PE & Sports facilities |5 |0 |0 | |Total Budget |16,787 |27,678 |35,070 |

|Service Performance Scorecard: |

|1. Improve Educational Attainment |

|Ref | |[pic] |

August 2010

• Recognising schools’ and the education service’s achievements • SQA results 2010 • Joint management of small schools • Strategic review of education provision in Kirkcaldy • Janitorial service – review of community use coverage • Revenue budget – final outturn position for financial year 2009/10 • Revenue budget – projected outturn 2010/11 • Capital programme 2009/10 – final outturn position • Education capital investment plan 2010-2011 – progress report • Education maintenance allowance scheme – session update 2009-10 • HMIE multi-agency child protection inspection – interim follow through inspection

September 2010

• Dunearn primary school, Kirkcaldy • Strategic review of education provision in Kirkcaldy – phase 1b • Consultation on a new Madras College • Building Fife’s Future (BFF) – update • Overview of performance outcomes

November 2010

• Community use of schools work with children and young people • Education awards and achievement • Burntisland primary school – new build site options appraisal • Music service • Auchterderran centre – progress report • Behaviour and discipline in Fife schools – the survey of staff • Revenue budget – projected outturn 2010/11 • Education capital investment plan 2010/11 – progress report • School transport provision – possibility to reverting to statutory provision • Eco schools in Fife 2009/10 • Performance reports autumn 2010

January 2011

• Strategic review of education provision in Kirkcaldy, phase 1 – report following completion of consultations and HMIE feedback • Strategic review of secondary education provision in Bellyeoman catchment area, Dunfermline • Leadership strategy • Standards and Quality Report (SQR) 2010 • Education capital investment plan 2010/11 – progress report • Severe weather • Education service – revenue budget projected outturn report 2010/11 • Print 08

March 2011

• Education and children’s services committee – appointment of religious interest representative • Strategic review of education provision in Kirkcaldy – phase 2 • Report following close of consultation on the future of education at Dunearn primary school, Kirkcaldy • Fife children’s right strategy • Townhill primary school progress report

May 2011

• Scrutiny panel on transitions for young people with additional needs • Building Fife’s Future (BFF) – Burntisland primary school business case • Report following close of consultation on the strategic review of secondary education provision in Bellyeoman catchment area, Dunfermline • Strategic review of St Margaret’s RC and Commercial primary schools campus, Dunfermline • More Choices, More Chances (MCMC) • Curriculum for Excellence (CfE) – the skills agenda • The education service autism spectrum disorder improvement plan • Early years redesign (education service) – update • Planning and Performance Reports (PPR) spring 2011 • Children’s service plan 2011-14 • Teacher workforce planning 2011/12 • Tenders for school and local bus services

----------------------- [pic]

Our aims • Raising attainment • Increasing achievement • Ensuring inclusion

Our values • Compassion • Integrity • Fairness

Our commitment: young people who are: • Safe ( Active • Healthy ( Respected • Achieving ( Responsible • Nurtured ( Included


Our aspiration: young people who are: • Successful learners • Responsible citizens • Confident individuals • Effective contributors

Secondary S2: Percentage who have reached ‘5-14’ level E in writing showing a sustained upwards trend.

Education Service DRAFT Standards and Quality Report 2010/11



Primary 3, 4, 6 & 7: percentage who have reached the '5-14' level for their age in Writing showing a sustained upward trend.