Where the development of policies or strategies for family learning was identified as a next step, almost all have made progress. Almost half report good, or better, progress against their plans. This reflects the continued importance placed strategically in involving and engaging with families. 

Strategies for family learning: example 1

Considerable progress has been made. There has been positive parental engagement in consultations. This is evidenced by a high number of survey responses. In-person forum discussions ensure a wide cross-section of views.

Themes from the survey will feed into the updated plan. These include the voices of stakeholders. The review and update are on schedule to be completed by June 2024.

Strategies for family learning: example 2

Good progress has been made. The parental involvement and engagement strategy was published in November 2023.

An easy-read version has also been created to allow access for all readers. This provides advice for early learning and childcare settings and schools on involvement and engagement. It also encourages the involvement of parents to promote a learning community where pupils can engage with staff and peers.

Partnership working is benefiting children’s learning, development, experiences and outcomes as well as addressing the poverty-related attainment gap. 

Strategies for family learning: example 3

Good progress has been made. The relationships, behaviour and learning policy framework was approved by the education committee in January 2024.

Policy implementation will be supported through professional learning for senior leaders. Almost all leaders from primary and secondary schools attended a leadership forum to review the implementation plan, which included the rollout of the ‘Circle Model’. 

Strategies for family learning: example 4

Guidance for the Child Planning Framework Locality Team was published in February 2023.

Good progress has been made in implementing the model in four localities. This will be fully implemented in all six by June 2024. Identified strengths of the model include: 

• opportunities to bring people together for multi-agency discussions 

• greater awareness of community supports available 

• the local authority’s early intervention and prevention strategy 

• improving understanding of patterns of need and where to target resources 

Next steps include improving the ways in which children and young people participate in the process and ensuring attendance of all locality team members. 

The parental engagement strategy is complete and will be launched in May, following approval at the education committee meeting. An action plan has been created to support its implementation. Important phases include: 

• familiarisation of headteachers 

• auditing and planning parental engagement and involvement, family learning and learning at home priorities at establishment level 

• supporting schools and parents in meaningful collaboration in the school improvement cycle 

• capturing and sharing effective practice 

Strategies for family learning: example 5

A community 'front door’ allows families to access the right support where and when they need it. The parenting strategy is a focal point for this service. It outlines the range of approaches and interventions available, including non-violent resistance training. The service has a clear evaluation plan. This helps to evidence the outcomes of interventions.

Strategies for family learning: example 6

A family support event helped to raise awareness of supports available. This allowed practitioners to speak with families about their needs. It also established networks across a range of agencies supporting children and families.

Twenty-one services from across the council and third sector groups participated. This includes representatives from:

• the family link network
• the virtual headteacher team
• housing
• health
• Scottish Fire and Rescue
• fostering and adoption
• learning and employability
• family wellbeing
• Action for Children

Feedback from the event was positive. As a result, the family link network invited housing colleagues to their next meeting.

Strategies for family learning: example 7

A children’s service plan for 2023 to 2026 emphasises the importance of early intervention. This describes annual action plans for each outcome. Funding is from Scottish Government’s Family Wellbeing Fund. This involves leads from across education, health and social services.

Strategies for family learning: example 8

The local authority has enhanced its parental and family engagement strategy through the work of family hubs. Feedback from parents and carers has shaped initial support.

Views gathered through surveys and focus groups ensure that support can meet the needs of families. The hubs are now running drop-in groups and 1:1 supports across three sites.

Processes are in place to gather feedback from parents and carers on an ongoing basis. This will ensure that families continue to shape the support offer.

All local authorities working to improve consultation with parents have made progress. This work is also connected to improvements for policies or strategies for family learning. This reflects the significance placed on hearing the voices of parents.

Consultation with parents example 1

Mechanisms are in place for ongoing consultation. Digital and in-person forums gather feedback from a wide demographic of the community. This is an integral part of the self-evaluation process and informs future planning.

Consultation with parents example 2

The authority has consulted learners, parents, carers and school leaders. They gathered information across varying school and geographical contexts. They have also used a variety of methods to capture a broad range of opinions.

Consultation with parents example 3

Good progress is being made to strengthen parental involvement in aligned initiatives. Decisions about available funds are being made well in advance. The authority has included Parents in decision-making related to funding streams. This includes Scottish Equity Funding (SEF) and the Care Experienced Children and Young People Fund.

There is evidence of progress in relation to parental involvement in other areas. There are plans to consult parents and carers on the development of family support. This ensures that those accessing services have a meaningful role in their design.

Consultation with parents example 4

The Scottish Attainment Challenge (SAC) lead and an attainment advisor visited most schools. These visits examined the impact of current funding. They also considered future plans for the allocation of Pupil Equity Funding (PEF).

An internal audit supported updates to the PEF mid-year review template. This now asks how schools involve parents, carers and learners in decisions about PEF. This evidence-based approach will provide the information needed to clarify next steps. It will also provide a baseline for improvements.

There will be further work to consider the best way to involve parents in decisions about SEF. As an interim approach, the attainment advisor and SAC lead will work with the family link network to gather the views of parents for SEF for 2024 to 2025.

Consultation with parents example 5

The authority has made good progress has in involving parents in decision-making. They have re-established a parent forum in conjunction with the National Parent Forum for Scotland. Meetings include a collective of Parent Councils from all schools in the authority. The group’s focus is on working to better engage parents in decision-making processes.

Education attainment apprentices continue to work with parents, under the direction of headteachers. Work is underway to consult parents and young people about support programmes for school holidays.

Scoping work is being undertaken to involve parents in the authority’s 2024 to 2025 budget. This includes setting process and initial impact assessments.

Consultation with parents example 6

The ‘Moving Forward in Learning’ group has made good progress. They are gathering data and feedback around the needs and preferences of parents and carers. They used existing data to identify strengths and development needs. They also looked insight into tools and approaches. A pilot is in place with parents, to inform the understanding of participation.

Schools are working with Parent Councils to develop parental involvement and engagement strategies. Research is currently underway to develop a communication strategy for schools. This will ensure that all parents and carers can have their voices heard.

Consultation with parents example 7

A review of the PEF planning and reporting cycle has taken place. All schools have brought planning and reporting in line with the financial year. There is a renewed emphasis placed on involving parents in the decision-making process. The quality improvement officer is supporting schools to promote engagement with parents.

Views from parents, carers and pupils will inform SEF planning from now until 2026. The school pupil leader’s group is gathering views from learners. They will consult Parent Council chairs at their next meeting. Attainment advisors provide professional learning for headteachers. This will explore meaningful ways to involve parents and pupils. This will coincide with PEF planning cycles.

Fifteen local authorities identified reducing the cost of the school day as a next step. All have made progress towards this aim. Common themes included:

• further professional learning
• support for school trips
• clothing and uniform banks
• support towards the cost of food

Cost of the school day example 1

Very good progress is being made towards this. Nineteen schools use Pupil Equity Funding to run breakfast clubs. In the majority of these, this has resulted in increased engagement and attendance. Schools also report improvements in wellbeing and relationships. Other successes include the ‘School Clothing Bank’ projects which assist families in need of uniforms and reduce the associated stigma. An online payment system for school meals in now in place across all schools. No pupils are excluded from meal provision and schools continue to work with families in relation to eligibility for free school meals or potential discretionary free meals for a given time period.

Cost of the school day example 2

Data has been collected and analysed. This shows that a majority of primary schools and most secondary schools have undertaken Cost of the School Day audits with stakeholders. Work is ongoing with school coordinators to build on and extend practice of involving stakeholders in collaborative self-evaluation and planning around PEF.

Cost of the school day example 3

Good progress has been made with outcomes and actions set out in the latest Child Poverty Action Report. A commitment has been made that all school staff will complete the Cost of the School Day (COSD) module. All schools will be supported to undertake a COSD audit with their pupils and Parent Councils. These actions to take place by the end of the 2024-25 session.

Cost of the school day example 4

The education service, in partnership with the youth participation team, has made good progress towards reducing the cost of the school day for children and young people. As a result, pressures have reduced for them and their families, particularly for those experiencing poverty. A draft policy has been written and will be published in April 2024. It is intended that this policy will strengthen and improve the work across schools and early years centres. The draft policy has enabled schools to focus on a range of approaches, such as: availability of new and recycled uniforms, consideration of the cost of excursions, residential experiences and after school clubs. Food poverty has been addressed through provision of breakfast clubs, healthy snacks across the school day, and holiday programmes with free lunches. Schools have processes in place to allow all children access to experiences within curriculum areas such as home economics, physical education, music, and art. Feedback from the ‘Youth Joint Cabinet’ reports young people rank support with costs associated with school as a top priority.

Cost of the school day example 5

A cost of the school day working group has been formed. The group has made good progress against intended outcomes. A framework with an action plan template has been developed, trialled and shared with all school leaders. Signposting to a range of resources and partner services has been provided. Case studies highlighting practice with a positive impact on outcomes have been collated and shared online. This included work carried out by a rural school to ensure all learners accessed their entitlement to free public transport.

Cost of the school day example 6

Good progress has been made in building a framework to ensure a consistent approach to tackling the costs associated with school. The community of practice has received support from the Child Poverty Action Group (CPAG) Scotland and Education Scotland. Partners from educational psychology, Citizens Advice Service, Quarriers Mental Health Service, Social Security Scotland, CPAG Scotland, NHS Borders, Community, Learning and Development and employability services have been included in the community of practice.

Cost of the school day example 7

A ‘champion’, who will have a lead role in gathering and sharing examples of effective practice from each cluster, has been identified. There is recognition that some schools and settings have already taken significant action in reducing costs to families. Case studies will be gathered, collated and highlighted locally and then shared with CPAG Scotland. Next steps include identifying the role and aims of the champions network.

Cost of the school day example 8

Within the workstreams associated with ‘Excellence and Equity for Learners’, professional learning needs and next steps have been identified. These include a commitment to revisit ‘Cost of the School Day’ training and resources. Further proposals on moving this forward will be outlined within the 2024 to 2025 ‘Excellence and Equity Plan’. A thematic review of the Scottish Attainment Challenge is underway. Information from learner focus groups, staff and parental views is being used to gather examples of successful actions to mitigate costs and to identify areas for improvement.

Cost of the school day example 9

Work on the cost of the school day (COSD) continued during 2023-24 resulting in most schools including this within their school quality improvement plans. Schools will move from a position statement to policy this year. Local guidance will be launched at the COSD conference in March.

The policy will be written in consultation with all stakeholders and reviewed annually. The guidance was created involving a working party of senior leaders and central staff. Effective consultation with facilities services ensured a section on food met with relevant rules and regulations. This resulted in a presentation being given to school cooks during November 2023. There was further consultation with selected school leaders, the attainment advisor, heads of service, early years managers and the communications manager.

Cost of the school day example 10

The ‘Child Poverty Action Group (CPAG), Cost of the School Day Voice Network’ has been promoted across all schools. Data received from CPAG indicated that thirty-four primaries and four secondaries had signed up at the outset. This promoted the work of schools around the cost of the school day, with a focus on engaging parents/carers and the local community. The secondary schools’ health and wellbeing survey included questions around cost of the school day. Analysis of the data shows emerging themes to be uniforms, trips and food. This data will shape future actions at school and local authority level. Developing opportunities for authentic and meaningful learner voice has been a key focus. Pilot work is currently underway in four primary schools. This is being used as part of the participatory budgeting process and is currently being evaluated. Evidence from this work will inform a career long professional learning session.

The impact of cost of the school day work was positively evaluated in recent inspection reports and through validated local authority self-evaluation activity. Schools continue to measure impact using the PEF planning tool and officers are continuing to support this process.

Cost of the school day example 11

Seven schools participated in the ‘Cost of the School Day Voice Network’. Participation has highlighted practical steps schools can take, in partnership with stakeholders, to reduce costs associated with attending school. CPAG and the attainment advisor have planned to bring the seven schools together to share practice, discuss impact and identify next steps. The attainment advisor provided professional learning sessions to headteachers, middle leaders, newly qualified teachers and supply teachers. Planning for sessions with early learning and childcare practitioners is currently underway.

Cost of the school day example 12

The ‘Cost of the School Day’ principles have been reinforced with schools. Key messages from the ‘calls for action’ in The Promise have also been shared. All schools are now more aware of the need to recognise the impact of poverty on families and have been given examples of how to mitigate this. For example, schools are looking at ways to ensure that all children can participate in events such as World Book Day, without cost.

Eight local authorities wished to improve systems to track family learning. All have made progress, with four of the eight reporting good progress. A few identified tracking the impact of family work as a priority. Most tracking and monitoring systems now align with other systems. This provides a breadth of data beyond family learning.

Systems to track and monitor family learning example 1

A dashboard providing regular snapshots of progress across all schools is positively informing local and strategic decision-making. Information extracted from pupil tracking is used effectively to prompt lines of enquiry and inform intelligence on the impact of school, cluster and authority-wide partnerships and collaborations. This also includes engagement with partners, such as Active Schools or other providers funded by Pupil Equity Funding.

Systems to track and monitor family learning example 2

The ‘AnalyseM closing the gap’ tool has been successfully rolled in all primary schools. Following feedback from teachers, modifications continue to be made with enhanced attendance monitoring now available. This has improved data interrogation, with positive feedback received from headteachers. A phased roll out is planned with secondary settings in term four.

Systems to track and monitor family learning example 3

Good progress has been made in implementing the cluster plans. It is not yet possible to measure the impact on children and young people. Each of the nine clusters has finalised plans to deliver local support to identified children, young people and families. These plans have been shared and quality-assured amongst cluster leads. Monitoring procedures outlined in the operational guidance are being followed. In some clusters, schools and partners have met to agree priority areas of need and to propose local solutions and actions. In some clusters, progress has been made in recruiting key staff and in consulting with children, young people and families. It is too early to measure impact for children and young people. Cluster leads have reported that the cluster model and SEF have created opportunities to discuss shared areas of concern and to consider ways of working collaboratively to improve outcomes for children and young people. As progress continues, approaches to monitoring impact will be developed.

Systems to track and monitor family learning example 4

Good progress is being made in relation to tracking evidence of impact of family hubs. Systems are in place to gather feedback, in a structured way, through post interventions questionnaires. In addition, comments shared by parents/carers are captured and make valuable contributions to the evaluation of impact. Hub staff encourage and support parents/carers to provide feedback. However, response rates are low compared to the total number of parents/carers engaging. The local authority is aware of the need to be sensitive and flexible when working with families that are vulnerable and who previously may have been reluctant to engage with services. It is currently considering approaches that will balance these with the need to evaluate robustly the impact of the hubs.

A minority of next steps highlighted approaches to improving attendance as a priority. The majority of these have recorded good progress in steps towards improving attendance. All authorities recognise the need to involve stakeholders and parents in their strategies. A few have organised events to allow stakeholders to share expertise.

Improving attendance example 1

All establishments continue to prioritise communication and targeted efforts with learners and their families to encourage attendance at school. For example, the engagement officer in one primary school contacts learners with attendance below 85% to establish reasons for absences and offer support.

There is clear guidance and messaging to all schools on the procedures for non-attendance and engagement. This will be strengthened by the development of a local authority attendance strategy.

Improving attendance example 2

Considerable progress has been made with this next step. The new ‘Maximising Attendance Policy 2024’ is currently being implemented in consultation with parents. This policy supports schools and early learning and childcare settings to develop and implement positive approaches to attendance. This is accompanied by updated guidance on attendance coding for schools along with drop-in support sessions for clerical staff to ensure accurate information is recorded and tracked. A newly appointed attendance working group is evaluating current provision at a central level. It aims to develop a more targeted approach to school tracking and monitoring. This will also support improved attainment, social opportunities and greater employment opportunities for learners.

Improving attendance example 3

Good progress has been made. A short-life working group has been created, comprising of educational psychologists, primary and secondary school leaders and family support workers. The group is led by an education officer working closely with the attainment advisor. A driver diagram has been developed outlining key drivers for change. Four key themes for change have been identified: policy and procedures, use of data, communication and cluster support teams. Individuals have been identified to lead and create more detailed plans under each theme with clear timeframes in place.

Improving attendance example 4

Evaluation of the impact of the attendance test of change is ongoing. Evidence shows a positive impact with attendance rates improving by two percentage points, on average, across the cluster schools compared with other schools. Further exploration is underway on how to implement this approach across all schools. The test of change was supported by the Regional Improvement Collaborative (RIC). Plans are being developed to sustain the progress being made beyond the tenure of RIC funding.

Improving attendance example 5

Work to improve attendance is continuing. Analysis of data identified a regular dip in attendance during December. Strategies to improve this included a range of social media posts targeted at parents. Forth Valley and West Lothian Regional Improvement Collaborative shared an aspect of their improving attendance resource online every school day in December. Schools have taken creative approaches to promoting attendance. For example, one school created an attendance advent calendar with an activity every day in December. This resulted in increased attendance of 5.16pp in December 2022-23.

Improving attendance example 6

Good progress has been made against the intended outcomes. Attendance guidance has been updated. Schools are implementing a staged intervention framework designed to identify and support learners at risk of low attendance. The first in a series of attendance summits was held in January 2024. This provided school leaders with an opportunity to review local and national data and discuss the reasons for low attendance. Several schools shared examples of practice which had improved attendance. All schools were invited to make a public pledge committing to an attendance action. The authority is working with Education Scotland and colleagues from the Tayside Regional Improvement Collaborative to analyse and understand the key issues behind low attendance. This work is focused on attendance data, processes and reasons for absence. The education service is also in the process of identifying a partner provider to work with schools to support identified families to improve attendance, engagement and participation.

Improving attendance example 7

The authority is on track for a full roll out across all clusters by April, demonstrating considerable progress. A ‘Family First Forum’ has been established, comprising multi-agency membership from across education, Thriving Communities, the NHS, education psychological services, the health and social care partnership, campus officers and school counsellors. This forum enables schools to refer cases to multi-agency partners who consider bespoke interventions for children and families. Those involved in the forum reported that the new system supports improved moderation, understanding and management of needs, resulting in more efficient use of resource across a cluster. There have also been noticeable, positive impacts on children and families. For example, two young people from different clusters transitioned from non to full engagement in school within eight weeks. Feedback from those involved report this is due to the multi-agency intervention approach. The forum hopes to extend its function to sharing effective practice across agencies on the themes of attendance, exclusion, and transitions. As Regional Improvement Collaboratives taper down, it will be important to consider new ways of working together to build on current plans to address attendance.

A few local authorities set next steps to improve outcomes for children and young people who have experienced care. Almost all have made good progress against the targets they set.

Support for children and young people who have experienced care example 1

Work is ongoing to evaluate the impact of the approaches and interventions for supporting children and young people who have experienced care. This is embedded in the work of The Promise. The outcomes of the evaluation will inform the plan for the CECYP fund going forward.

Support for children and young people who have experienced care example 2

Good progress has been made in identifying specific stretch aims for children and young people who have experienced care; these are now included in the raising attainment strategy. Aims included attendance, BGE literacy and numeracy and five awards or more at SCQF Level 1 or above. The education support officer for Care Experienced Children and Young People supports environments where learners feel more settled, motivated and resilient to ensure a better experience at school. This in turn is predicted to improve attendance and educational outcomes. The officer has a strategic role and supports, tracks and monitors outcomes for this cohort.

Support for children and young people who have experienced care example 3

Funding from The Corra Foundation has enabled a small team to be recruited to work in partnership with identified schools (two secondary and two primary schools). This team includes an educational psychologist, teachers, pupil support assistants and an Active Schools Coordinator. To build sustainable system-level change, a principal teacher has been appointed in each of the two secondary schools. They will also track and monitor the progress of the young people targeted by the project. A partnership with two residential children’s homes has been This supports the holistic wellbeing and engagement in school for the young people living there. An effective tracking system has been developed and allows staff to have greater understanding of their children, learning styles, attainment, attendance, wellbeing needs and next steps.

Support for children and young people who have experienced care example 4

All schools were invited to be part of this consultation. Returns were received from all associated school groups which allowed for baseline data to be collated. Feedback from this consultation is being used to inform and direct training and support from the virtual headteacher. This role continues to evolve with positive impact reported and captured in the CECYP grant report 2022 to 2023.

Support for children and young people who have experienced care example 5

All schools in the authority are now engaged in the Rights Respecting Schools accreditation process, at varying levels. This demonstrates an authority-wide commitment to realising children’s rights. The ‘Champions Board’ also continues to meet regularly to ensure voices of learners with experience of care are also represented. Next steps include a planned relaunch of the parental engagement strategy, and a council-wide staff needs analysis in relation to children’s rights.

Support for children and young people who have experienced care example 6

Steady progress has been made. The quality improvement officer and the coordinator for care experienced children and young people have created a roadshow for school staff. This highlights awareness of the impact of poverty on children, young people and their families.

A minority of local authorities set next steps for families and communities which lie outwith the identified themes.

Local authority examples of other next steps

Parent Councils have been offered opportunities to share good practice through informal meetings, training and information sessions. Resources to support their work are regularly shared. For easy access, an area of the corporate website will be amended soon to store resources for Parent Councils.

A place-based approach to allocating Strategic Equity Funding (SEF) to ensure best value and improve outcomes for learners has been adopted. Each learning community conducted a needs analysis across schools. A collective bid was made for SEF to address the barriers in their area. Learning communities have used this for additional staffing to support improvements in:

• attendance and family engagement
• family support
• attainment in literacy and numeracy
• health and wellbeing to support learners
• youth work and mental health
• pathways to positive destinations

The model for ‘Leadership for Equity’ delivery is under review. Proposals for delivery through a ‘learning community approach’ are being considered. This would enable key performance indicators to be met in terms of number of staff being trained. More importantly, it would ensure wider understanding of the attainment trends across a learning community.

Very good progress has been made with gathering data on the usage of the digital literacy pack. Free to families, there has been 250 downloads in the first two weeks of the offer. Ongoing usage continues to be monitored. The digital team is responsive and continues to tailor support to ensure families have access the literacy package at home. Measuring the impact of free availability to all families is in the early stages but indications from schools and HMIe reports show that it is having an impact on good quality digital skills in the classroom.

The success and level of interest in the ‘Play Along Maths’ launch led to the creation of new materials to further support the project. Initial feedback has been positive and highlights increased engagement from families leading to improved relationships with school staff. There are now further opportunities for parents to volunteer as tutors in other school programmes.

Two schools have undertaken participatory budgeting initiatives as part of their PEF plans. Findings from these projects will be shared with establishments to encourage a wider range of similar projects. A cycle of establishment-based PEF impact meetings has been carried out by the central team. They identified an increasing number of schools actively encourage ‘pupil voice’ to determine PEF strategies.

Overall, progress was made in almost all next steps for continuous improvement. Due to the collaborative nature of working with, and improving services for, families and communities, aspects of the key themes permeate the progress being made in the next steps in almost all local authorities.