Background

The National Improvement Framework (NIF) sets out Scotland's vision for the future: 'Excellence for all and equity for children and young people'. It works towards realising the Scottish Government's ambition for Scotland to be the best place to grow up.

To achieve the best outcomes there is a need to raise attainment and reduce educational inequity for all of Scotland's children and young people. Attainment (including achievement) is the measurable progress which children and young people make as they advance through and beyond school. However, there continues to be a gap between the progress which is made by those living in Scotland's least and most deprived areas. In rural areas, there is a need to evidence that deprivation and poverty in communities has been identified with appropriate targeting of provision.

The First Minister launched The Scottish Attainment Challenge in February 2015. Its aim is to accelerate the pace in which Scotland closes the poverty-related attainment gap in literacy, numeracy, health and wellbeing through leadership, families and communities and learning and teaching.

Closing the poverty-related attainment gap is complex and poses challenges to the system regarding how to evaluate the impact of the work being undertaken and the use of the significant public funding. Nevertheless, there is a clear requirement to ensure public money is helping to improve learning, raise attainment and close the poverty-related attainment gap. The Standards in Scotland's Schools etc. Act 2000 places a duty on HM Inspectors, either at the request of Scottish Ministers or at such intervals as appear to be appropriate, to inspect an education authority in order to review the way in which the authority is exercising its functions in relation to the provision of school education (Section 9).

In September 2017, Education Scotland announced that HM Inspectors, working in partnership with Audit Scotland would implement a new programme of inspections and report on the progress made by local authorities in improving learning, raising attainment and closing the poverty-related attainment gap. These inspections focused on the nine local authorities who were designated as Challenge Authorities within the Scottish Attainment Challenge. Inspection teams included HM Inspectors of Education, Professional Associates who are senior staff in local authorities across Scotland and Audit Scotland auditors.

When did the inspections take place?

The Chief Executive of the local authority was notified by email that HM Inspectors plan would inspect the progress made by councils in improving learning, raising attainment and closing the poverty-related attainment gap. The notification email was issued at least four weeks prior to the inspection, included:

• when the inspection would take place
• the name of the Managing Inspector, with overall responsibility for the inspection, and the names of all other inspection team members;
• links to pre-inspection questionnaires
• guidance on the documentation to be sent to us in advance of the inspection taking place.

Prior to the week of the inspection, senior managers in the education authority were required to provide a profile which included a self-evaluation for the inspection team. The profile helped focus the work of the team and informed decisions on the range and scope of inspection activity required. Senior managers were also asked to provide some financial information which supported Audit Scotland's contribution to the inspection. Audit Scotland provided a data request template for this. Online questionnaires were issued to education authority staff, all heads of establishments, elected members, partners and Chairs of Parent Councils as part of a survey on the work of the education authority. These provided an opportunity for all stakeholders to contribute to the inspection through sharing their views in confidence. This evidence was an important aspect of the inspection.

Word file: Profile and self-evaluation form

PDF file: Guidance for issuing questionnaires

PDF file: Sample questionnaires

Excel file: Data request template

Shortly after the inspection was formally announced the Managing Inspector (MI) contacted the Chief Education Officer or equivalent senior manager to begin planning the meeting schedule. During the week prior to the inspection the MI and the Area Lead Officer for the education authority sometimes arranged to meet with senior staff within the education authority to scope out and plan the inspection activity.

Excel file: Meeting schedule (29 KB)

Over the course of the inspection, members of the team carried out a range of evidence gathering activities. These may have included interviews with the Chief Executive, elected members with education responsibilities, senior staff, elected members, teachers and other practitioners in varying roles across the local authority, parents and children and young people. They also attended meetings, examined documents and analysed performance information.

The inspection team did not evaluate the work of individual establishments. Senior managers were asked to make staff aware of the reason for any visits to establishments which were included in the meeting schedule.

The completion of the inspection week was followed by a discussion of key findings with relevant senior officers and the subsequent publication of a report on our website.

What was the basis for the inspection evaluations?

The performance criteria are set out in framework to evaluate how well local authorities are improving learning, raising attainment and closing the poverty-related attainment gap. It provided details of the key areas which were inspected and quality indicators. Discussions with stakeholders during the inspection were supported through the use of challenge questions.

PDF file: challenge questions

Why was the educational psychological service (EPS) included in the inspection?

The National Scottish Steering Group for Educational Psychology negotiated with the Scottish Attainment Challenge Implementation Steering group, funding for training of educational psychologists. A requirement of the funding was to provide robust evidence of the impact made by educational psychologists and services in achieving equity and excellence for all and closing the poverty-related attainment gap. It was agreed that EPS should be integrated into the inspections of the progress made by local authorities in improving learning, raising attainment and closing the poverty-related attainment gap. It was agreed that this would be an effective use of time, reduce workload on local authorities by preventing duplication of scrutiny activity, and fulfil Scottish Government policy drivers. The approach allowed a thematic overview of the effective interventions used by educational psychologists to improve outcomes for children and young people.

PDF file: EPS briefing note

What feedback would I get?

The discussion of findings at the end of the inspection week provided feedback on the strengths and aspects for development identified by the inspection team. These were based on the performance criteria set out in the inspection framework. HM Inspectors also indicated the overall evaluation of the progress made by the local authority and the next steps in relation to the inspection. These messages were further articulated in a report published on our website. Senior managers in the education service were asked to share the inspection findings with the Chief Executive and other stakeholders, including with children, young people and families, as soon as possible after the inspection to support ongoing improvement.

What if I had enquiries about the inspection?

In the first instance any enquires were raised with the senior promoted staff in your section or establishment. Further information was available by contacting the Managing Inspector or enquiries@educationscotland.gov.scot.