All local authorities identified next steps for SEF, main themes included:

• a review or evaluation of the current situation regarding the impact and spend of SEF
• sustainability and/or an exit strategy
• development of literacy, numeracy and/or pedagogy
• development of the use of data (including systems to track and monitor attainment and stretch aims)
• a relentless focus on poverty and/or the poverty-related attainment gap

Many of the other next steps reflect the work and needs of each local authority. These included professional learning, collaboration, governance and improving attendance. Next steps are indicative of whether funding is tapering down or increasing.

It is also noteworthy that some authorities involved in the National Writing Improvement programme with the Children and Young People’s Improvement Collaborative (CYPIC) have directed some of their SEF to roll-out this programme.

Examples of the review or evaluation of the current situation regarding the impact and spend of SEF

1. Review of all SAC programmes and performance data by the QIO. Use review of evidence to develop or make changes to the delivery of the programmes, as required
2. Continue the role of the QIO with a clear focus on the poverty-related attainment gap across all schools
3. Evaluation of Standards and Quality Reports, school improvement plans and attainment data to identify further schools requiring enhanced support during 2024-25
4. Continue to provide high-quality support for staff with a focus on using evidence based and targeted interventions. Ensure continued monitoring of impact
5. Review the planned use of increased SEF for 2024-25 and possible additional uses. This will ensure the ‘Family Wellbeing Service’ is achieving the planned outcomes and allow the ‘Excellence and Equity’ board to make informed decisions about the increased funds

Examples of sustainability and/or an exit strategy

1. Continue to plan for sustainable exit across the next financial year
2. Consider and develop a plan for sustainability for each element of the SEF plan
3. Further develop SEF plan taking account of the tapering of funds. This should include updated staffing formula for additional staffing in primary
4. Continue to roll out the sustainable approaches to improving literacy
5. Share the data with the ‘Excellence and Equity’ board to review the impact and plan for sustainability beyond the SAC
6. Refresh operating model to facilitate effective deployment of staff funded by SEF with a focus on equity, excellence and sustainability through tapering funding
7. Continue to develop sustainable approaches, for example ‘grow your own modelling and coaching officer’
8. Consider approaches to maximise funding and build sustainability beyond SEF
9. Use the SAC Self-Evaluation resource and SAC Logic Model to carry out self-evaluation. Use the self-evaluation to inform next steps and develop a manageable plan which has building capacity and sustainability at the forefront
10. Further promote focus on sustainability through all SEF projects to ensure future proofing

Examples of development of literacy, numeracy and/or pedagogy

1. Support training costs in relation to Framework for Inclusion and Framework for Improvement including the Children and Young People Improvement Collaborative National Writing Programme
2. Continue with plans to ensure the pedagogy team can maximise their intensive input to support the closing of the poverty-related attainment gap
3. Implement the National Writing Programme
4. Embed, scale and sustain evidence-based approaches to literacy and numeracy that have demonstrated impact in raising attainment and closing the poverty-related attainment gap
5. Continue to roll out the sustainable approaches to improving literacy
6. Expand research-based universal and targeted pedagogical approaches in literacy, numeracy, play and expressive arts to improve outcomes for learners
7. SEF will support year two of the reading programme with 15 more schools who will engage in their individual reading journeys based on self-evaluation. This will bring the total number of primary schools working on reading pedagogy and culture to 28 (of 40). Consider how momentum is maintained with phase one schools with areas of highest deprivation and how schools sharing successes amongst the schools to ensure biggest impact.
8. Increased focus on supporting pedagogy, with a key priority of writing

Examples of the developing the use of data

1. Fund and recruit a new post to focus on effective use of data. This role will create new, and maintain existing systems, deliver professional learning and provide support, challenge and analysis for schools
2. Support schools to strengthen data collection to evidence impact of spend
3. Fully roll out and ensure effective use of the commercial tracking system funded through SEF
4. Establish systems to gather data on the impact of the ‘Family Wellbeing Service’ to evidence the impact of the service
5. The data team will continue to further development Power Bi and work on tracking subjects electronically across secondary schools. The team will work in collaboration with the raising attainment team to develop a series of tools to support data use for improving outcomes for all learners. By undertaking this work, it will improve consistency and quality of learning, teaching and assessment across the authority
6. QIO to have a stronger focus and increased involvement in the tracking and monitoring of the BGE in secondary schools

Examples of relentless focus on poverty and/or the poverty-related attainment gap

1. It will be important to ensure that all roles funded through SEF explicitly contribute to specific outcomes related to closing poverty-related gaps.
2. Continue with plans to ensure the pedagogy team can maximise their intensive input to support the closing of the poverty-related attainment gap.
3. Refine the role of the SEF team to ensure that individually and collectively there is a relentless focus on children and young people who are impacted by poverty.
4. Embed, scale and sustain evidence-based approaches to literacy and numeracy that have demonstrated impact in raising attainment and closing the poverty-related attainment gap.

All local authorities identified next steps in relation to PEF. The most common areas of focus are on improving the involvement of stakeholders in decision making and encouraging collaboration. Strategies to improve meaningful stakeholder engagement included providing support and guidance around participatory budgeting and ensuring more rigorous planning. It is anticipated that collaboration will be improved through the development, or continuation, of networks and by sharing practice through local case studies.

A quarter of local authorities noted they will continue to support improvements in planning. Improved quality assurance has also been identified as a next step. The important role of the attainment advisor in supporting this work has been highlighted.

Other common themes identified included improving the use of data to plan, track and report on PEF. For over a fifth of local authorities the focus will be on ensuring the sustainability of work currently funded through PEF.

Examples of next steps

1. Develop more consistent processes for involving all stakeholders in terms of consultation around PEF plans
2. Guidance setting out the same principles as participatory budgeting to enhance engagement with stakeholders will be shared with all schools
3. The equity network will continue to be developed to provide support, challenge, advice and guidance on all PEF related matters
4. PEF case studies will be collated to evidence impact and to encourage better learning and collaborative working
5. Strengthen approaches to quality assurance through PEF sampling and validated self-evaluation processes
6. The attainment advisor, the quality improvement officer and the data principal officer will support completion of the excellence and equity workbooks for 2024-25 to ensure consistency across schools
7. Continue to support schools to consider sustainability of their plans to ensure continued benefit beyond funding
8. Develop an exit strategy although this may be very challenging given the financial situation at the council and the level of proposed cuts to budgets

All local authorities outlined next steps for the CECYPF. The most common themes are:

• staff to support children and young people who have experienced care
• use of tracking, monitoring and data
• The Promise Award and Promise support groups
• sustainability and exit strategy

Examples of staff to support children and young people who have experienced care

1. Develop an exit strategy although this may be very challenging given the financial situation at the council and the level of proposed cuts to budgets
2. Virtual headteacher to continue to focus on improving outcomes, attainment, achievement and positive destinations for all learners who have experienced care
3. Continue to develop the role of the care experience team
4. Continue to support the strategic designated manager network through a series of targeted visits, core training and support and development training events
5. VSHT will deliver training to school settings, based on the Education Scotland materials
6. Review the remit of the coordinator between social work and education
7. To develop and embed the role of the newly appointed ‘Promise Improvement Lead’
8. Consider adopting a ‘virtual school’ approach
9. Ensure the reach of education attainment workers (EAWs) is sufficient to reach all communities. The quality improvement officer will undertake an EAW remit review and focus areas of work accordingly

Examples of the use of tracking, monitoring and data

1. Develop an assessment framework to monitor and track the progress of all learners who have experienced care
2. Strengthen governance structures and improve data collection methods
3. Continued focus on the use of data to improve outcomes for children and young people
4. Continue to develop robust tracking and monitoring of attainment, attendance and wider achievement aligning with the new pupil tracker in every school
5. Continue to ensure that there is effective monitoring of interventions
6. Continue to develop monitoring of outcomes for children and young people experiencing care. Complete CECYP data base
7. Develop clearer approaches to tracking and monitoring attainment in the Senior Phase
8. Enhance the targeted use of the fund through improved use of data to identify priorities, outcomes and impact

Examples of The Promise Award and Promise support groups

1. Further discussion and consideration on sustaining the progress of Keeping the Promise Award
2. Network and roll out of the Promise Award
3. Support the delivery of The Promise Education Award with a pilot group of schools.
4. Provide support to all clusters to support achievement of The Promise Award
5. All schools will achieve their Promise Award by June 2025
6. Continue to offer a range of CLPL opportunities, increasing staff knowledge and aspirations for young people through the roll out of the Keeping the Promise Award and working closely with the fostering and adoption team to contribute to trauma informed practice
7. Extend The Promise groups into ELC settings. Increase partnership work to support The Promise
8. Further enhancing supports for children and young people who have care experienced, including mentoring services, which enable them to attain and achieve in line with their peers
9. Create a project board for the Promise to ensure appropriate governance arrangements are in place. Finalise plan for the Promise, taking account of the next steps and support requests identified by headteachers
10. Continue to develop school-based champions boards encouraging pupil voice and expanding use of the ‘Mind of My Own’ app

Examples of sustainability and exit strategies

1. With further planned changes to the small central team it will be important to ensure there is someone with clear responsibility for overseeing the work and monitoring the impact of MCR Pathways on outcomes for young people who have experienced care
2. Explore other funding opportunities to be able to offer more young people the Columba 1400 experience
3. Ensure plans are in place for the additional funding that will become available when the virtual headteacher post transfers to core funding
4. Revised strategic plan that reflects the reduction of the 2024-25 CECYPF
5. Consider approaches to maximise funding and build sustainability beyond CECYPF