- 23 May 2017
How we will measure:
- school leadership
- teacher professionalism
- parental engagement
- assessment of children's progress
- school improvement
- performance information
A lot of positive work across these areas is already underway in Scottish education. The information we gather about how we are performing can be analysed to identify where we can make further improvements.
Highly effective leadership is key to ensuring the highest possible standards and expectations are shared across a school to achieve excellence and equity for all. It is recognised as one of the most important aspects of the success of any school.
Leaders at all levels who are empowered, and who empower others to take ownership of their own learning, have a strong track record of ensuring the highest quality of learning and teaching.
Evidence we will gather on school leadership
Local authority information on the quality of school leadership of change including the percentage self-evaluating as good or better for QI 1.3 Leadership of Change
This will enable us to identify examples of highly effective leadership. It will also help us to identify where targeted interventions to improve the quality of school leadership of change are needed and to use this information to plan improvements.
Data on the percentage of school inspections where QI 1.3 Leadership of Change is evaluated as 'good' or better
This will help us to identify examples of good, very good and excellent Leadership of Change.
Data on the number of headteachers and those in other posts, who have achieved the Standard for Headship through completing the Flexible Route to Headship, the Scottish Qualification for Headship programme, or the Into Headship programme since 2011
This will show previous levels of engagement in professional qualifications for headship and contribute to our understanding of how well qualified our headteachers are. It will provide a baseline of data to support our ongoing analysis of the impact of the professional qualifications for headship.
Data on the number of practitioners undertaking the Into Headship programme
This will show the level of engagement in the new professional qualification for headship. It will provide evidence on the extent to which professional skills and competencies of headteachers and aspiring headteachers are being developed and maintained.
Data on the number of headteachers and others in local authority schools who are enquiring and engaging reflectively with the GTCS Standards for Leadership and Management and considering the impact of their professional learning in this area, as part of Professional Update processes
This will contribute to our evaluation of levels of expertise within our current cohort of headteachers across Scotland and support our understanding of how they are continuing to develop their professional skills. It will help us to identify any skills gaps which require improvement to ensure the highest possible quality of leadership in our schools.
Information on the range and quality of professional learning for leadership being undertaken by those in teacher, middle, school and system leadership roles
This will help us to identify good practice and any gaps in professional learning for leadership at all levels. We will use the information to share good practice more widely and to plan improvements where necessary. This will help us further to improve the impact of professional learning for leadership and increase the leadership capacity at all levels within our schools.
Teacher professionalism demonstrates the overall quality of the teaching workforce in Scotland and the impact of teachers' professional learning on children's progress and achievement.
There is a strong link between teachers' professional skills and competences and the quality of children's learning experiences.
Ensuring the highest professional standards for all teachers in Scotland will help to ensure the highest standards and expectations for all children.
Evidence we will gather on teacher professionalism
Data on the number of teachers, since 2011, who have gained 60, 120 or 180 credits at SCQF Level 11 (including Chartered Teacher)
This will contribute to our understanding of the level of teachers' expertise.
Data on the number of local authorities which are offering professional learning which has been benchmarked at SCQF level 11
This will contribute to our understanding of the provision in local authorities which relates to ongoing, high quality professional learning.
Data on the number of teachers, since 2011, who have been awarded Professional Recognition by the GTCS and the focus of their work to achieve this
This will contribute to our understanding of the commitment of teachers and the provision in local authorities which relates to ongoing, high quality professional learning.
Percentage of teachers in local authority and independent schools, within the annual cohort, having their professional learning successfully signed off by GTCS
This will give information on the percentage of teachers who have continued to demonstrate their professional skills and competences through undertaking professional update.
Data on the views of newly qualified teachers, schools and local authorities on how well newly qualified teachers are prepared to teach literacy and numeracy, support children's health and wellbeing, use technology effectively to enhance learning and teaching and ensure equality
This will help to evaluate how well newly qualified teachers, schools and local authorities feel student teachers and probationers are being prepared to deliver these key responsibilities in order to inform future practice and ensure continuous improvement.
Information on initial teacher education programmes' coverage of literacy, numeracy, health and wellbeing and social justice
This will be a starting point from which we can begin to evaluate how student teachers are being prepared to teach literacy and numeracy, support health and wellbeing and ensure equality.
Data on the number of teachers in local authority schools who are enquiring and engaging reflectively with the GTCS Professional Standards and considering the impact of their professional learning, as part of Professional Update processes
This will contribute to our understanding of how teachers are linking their professional learning with its impact on children's progress and achievement.
Evaluation of impact of Scottish Government investment in masters level learning
This research will examine how teachers are using their new skills and knowledge while considering the best form through which this type of learning can be delivered.
Parental and family engagement is a key factor in helping all children achieve the highest standards whilst reducing inequity and closing the attainment gap.
Family learning encourages family members to learn together, fostering positive attitudes to lifelong learning.
We want to improve and increase the ways in which parents, carers and families can engage with teachers and partners to support their children and increase the voice of parents and carers in leading improvements within schools. Further information is available via the Parent Communication Plan.
Evidence we will gather on parental involvement
Local authority information on work with partners to develop and deliver family learning opportunities
This will help us to evaluate the extent to which family learning programmes are helping parents and carers to engage meaningfully with their child's learning.
From parents' pre-inspection questionnaires, the percentage of parents who are satisfied with their engagement and involvement with the school as indicated across a range of measures/questions
This will help us to understand the extent to which parents feel they have sufficient opportunity and support to contribute to the life and work of the school. Data will be built on an annual basis in order to develop a robust sample over time.
From parents' pre-inspection questionnaires, the percentage of parents who are satisfied with their child's progress with learning, and the quality of reporting about their child's progress as indicated across a range of measures/questions
This will help us to understand the extent to which parents feel that their child is progressing to the best of their ability and that schools are providing the necessary advice and information to enable parents to support their child's learning at home.
From the Scottish Household Survey, parental satisfaction rates.
This will provide a broad measure of the extent to which parents are satisfied with their local school.
In the 2017 Evidence Report only, pupil survey data from the Scottish Survey of Literacy and Numeracy on parental engagement in learning
This will provide information on learning in the home. It will tell us the extent to which parents discuss children's progress at school, and the extent to which they engage in homework activities.
In the 2017 Evidence Report only, data from the research produced as part of the National Parent Forum's review of the 2006 Parental Involvement Act
This will provide information on the different barriers to parental involvement, the different ways that schools involve parents, differences in engagement based on equality indicators and the extent to which parents are fully involved in the work of Parent Councils.
Data gathered on children's progress is essential to achieving excellence and equity.
Assessment of children's progress includes a range of evidence on what children learn and achieve throughout their education and how well this prepares them for life beyond school.
Further information is available:
- National improvement framework: guide for parents and carers
- The Achievement of CfE Levels 2015 to 2016 statistical information
- Summary Statistics for Schools in Scotland
- Scottish Assessment Summit: September 2019
Evidence we will gather on assessment of children's progress
Data from health visitor reviews (27-30 month)
This will tell us what proportion of children have reached their developmental milestones on entering the early level of CfE and what proportion need additional support, broken down by the Scottish Index of Multiple Deprivation (SIMD).
Data from all 32 local authorities on children's achievement of Curriculum for Excellence levels in literacy and numeracy at P1, P4, P7 and S3
We will know how many children are achieving the expected levels in literacy and numeracy at P1, P4, P7 and S3, at school, local authority and national level. We will also know the breakdown of children's progress by deprivation over time (using SIMD).
Data from a range of surveys on health and wellbeing showing changes over time
This will give us information about a range of children's health, attitudes, behaviours and wellbeing and enable us to monitor differences in health behaviours between different groups of children and young people.
Data on the senior phase qualifications and awards obtained by school leavers
This will tell us about the standard and levels of qualifications with which young people from the most and least disadvantaged backgrounds leave school.
Data on school leaver destinations
This will tell us about the choices young people make, the numbers of young people who are in further or higher education, employment or training and the extent to which this is sustained at local and national level.
Data on the percentage of school inspections where QI 3.1: Ensuring wellbeing, quality and inclusion is graded as good or better
This will tell us how well schools are supporting the wellbeing of their children and young people and how well children and young people are included.
Through Education Scotland's external review of careers information, advice and guidance services, percentages of these services graded as 'good' or better for the quality element 1.1: How effective are service providers at achieving and maintaining high levels of service delivery?
This will tell us how well young people, teachers, parents and carers are being supported with information, advice and guidance, to help young people move into positive destinations upon leaving school.
Local authority self-evaluation data on the effectiveness of moderation of teacher professional judgement of Curriculum for Excellence levels in literacy and numeracy
This will provide us with information on the effectiveness of moderation processes and enable shared and improved practice in assessing progress in literacy and numeracy.
School inspection data on the effectiveness of moderation of teacher professional judgement of Curriculum for Excellence levels in literacy and numeracy
This will highlight the consistency and effectiveness of moderation processes and support us to understand how well teachers are supported to reach a shared understanding of what it means to achieve CfE levels in literacy and numeracy.
School improvement focuses on the quality of education, including learning, teaching and assessment, as well as the quality of the partnerships that are in place to support children and young people with their broader needs.
These are essential elements to raise attainment for all children and close the poverty-related attainment gap.
Guidance for schools is available via Education Scotland's Improvement Planning
Evidence we will gather on school improvement
Data on the percentage of school inspections where QI 2.3: learning, teaching and assessment is graded as 'good' or better
This will tell us how good learning, teaching and assessment are in classrooms across Scotland.
Data on the percentage of school inspections where QI 3.2: raising attainment and achievement is graded 'good' or better
This will tell us how well schools are raising attainment for all
Level of attendance and number of exclusions per school
This will tell us how successful we are at reducing exclusion from school and maximizing the time children spend at school.
The percentage of schools which self-evaluate as good or better for Q.I. 2.3 – learning, teaching and assessment and Q.I. 3.2 – raising attainment and achievement; and for progress with the priorities set out in the NIF
This will tell us how well schools are supporting children and young people in relation to learning, teaching and assessment: raising attainment and achievement; and the priorities set out in the NIF, based on self-evaluation and local authority quality assurance activities.
Local authority information on their capacity and impact on improvement in learning, teaching and assessment, and raising attainment and achievement; and their progress with the priorities set out in the NIF as good or better
This will give us information on how well local authorities are supporting schools to improve learning, teaching and assessment and support for raising attainment at local authority levels. It will also help us to evaluate progress at local level with the priorities set out in the National Improvement Framework.
The percentage of primary schools which are using technology to support effective learning and teaching across the curriculum, as indicated through the Digital Schools Award Scotland Framework
In line with the new Digital Learning & Teaching Strategy, this will help us understand how primary schools are embedding the use of technology in supporting improved outcomes for learners across the curriculum. A parallel Framework is likely to be developed for Secondary Schools.
Number of registrations for funded early learning and childcare
This will provide us with an indication as to whether parents are accessing funded early learning and childcare for their children, broken down by age group. This information will be of greatest value in relation to eligible 2 year olds, who we know are particularly likely to benefit from high quality early learning and childcare.
Through the National Improvement Framework and the annual Evidence Report we will build up a clear picture of progress across the key drivers and of overall progress towards our priorities.
Analysis will help us identify where things are working well and approaches that could be shared as good practice. It will also highlight areas for further improvement and where action is required.
A Research Strategy for Scottish Education sets out the identified priorities for a research strategy to support improvement in Scottish education, particularly regarding schools, in order to deliver the objectives of the National Improvement Framework.
Evidence we will gather on overall performance
Data from each of the key drivers listed above
This will tell us how well Scottish education is performing and improving in relation to the activity identified as having the greatest impact on our key priorities.
Progress towards achieving the priorities set within the Framework, drawing on all the evidence gathered
We will match the evidence from the drivers to the priorities within the Framework. This will help us to understand progress and improvement at local and national level. We will report this in a clear and transparent manner. This evidence will inform the action we need to take to secure further improvement
Information on initial teacher education programmes' coverage of data literacy
This will be a starting point from which we can begin to evaluate how student teachers are being prepared to become data literate.
Data on the views of newly qualified teachers, schools and local authorities on how effectively newly qualified teachers use data to enhance learning and teaching
This will help to evaluate how well newly qualified teachers are being prepared to use data effectively to plan for and enhance future learning and teaching