Collaboration with Education Scotland to deliver the Scottish Attainment Challenge

Local authorities were invited to report on their collaboration with Education Scotland.

Thirty-one out of thirty-two responded. All thirty-one commented positively on the work of attainment advisors and the impact this has had during this period. Twenty-six commented on the collaboration with Education Scotland teams and the impact this had. Five stated that although they had positive relationships with Education Scotland, there had been limited or no involvement during this period of reporting.

Attainment advisors

All local authorities positively described the support provided by their attainment advisor (AA) to deliver the Scottish Attainment Challenge (SAC). The focus of collaboration was wide-ranging and underpinned not only by the support, but also by the challenge provided by attainment advisors in:

• effective use of data
• more rigorous and robust approaches to use of PEF
• guidance on approaches to raise attainment
• working directly with focus schools and their leaders
• guidance and professional advice
• support in monitoring stretch aims
• quality assurance
• professional learning opportunities
• addressing non-attendance

The majority of local authorities outlined that AAs took part in regular meetings at a strategic level and also with schools, including visits. Such visits often had a focus on quality assurance and the use of PEF. Just less than half of local authorities described the work AAs undertook with focused schools.

Local authorities described the collaboration as:

• integral to all work relating to equity and closing the poverty-related attainment gap
• a credible source of professional knowledge, locally and nationally
• having strong, highly effective working relationships with schools and central teams
• developing and maintaining a central and active role in schools and central teams

There is strong evidence that attainment advisors have added significant value to the work of local authorities. The impact of the work was described in the following ways:

• increase in number of schools engaging with self-evaluation
• quality practice in planning with a sharp focus on the PEF spend aligned to improved outcomes for those most disadvantaged by poverty
• improving attainment and outcomes
• delivery of SAC by ensuring poverty and equity remain important considerations
• significant improvement noted in the quality of improvement plans and support and challenge to PEF, SEF and CECYP programmes

Education Scotland

Within this reporting period, most local authorities worked collaboratively with Education Scotland. In many instances, this has contributed their wider work, added capacity, provided guidance and value to new and existing workstreams and/or groups. In seeking ways to improve outcomes for children and young people and keeping a sharp focus on equity, local authorities engaged with teams to support:

• curriculum Innovation
• develop/refresh curriculum rationales
• build capacity in curriculum design
• professional learning
• numeracy and maths
• professional learning
• supporting curriculum groups
• visiting schools to support Curriculum for Excellence Levels
• literacy
• delivering the National Writing Programme supported by CYPIC
• professional learning
• STEM/DYW
• advice on outdoor learning during PEF drop-ins
• raising Aspirations in Science programme
• national Improvement Framework (NIF officers)
• moderation
• quality assurance
• developing attainment strategies

There is strong evidence that collaboration has had an impact on a number of areas including:

• increased practitioner confidence
• improved practice in moderation
• building capacity and knowledge of teachers
• professional learning being applied directly in schools and classrooms
• effecting curriculum change
• added value to system leadership
• building relationships

Local authorities also mentioned that the SAC national events are useful platforms for networking, sharing and learning about effective practice across the country. Local authorities have been invited to present evidence-based practice where there has been an impact on reducing the poverty-related attainment gap.