Pupil Engagement Team - Orkney Island Council: How you knew it worked

This section details the progress and impact of the project, including reviewing evidence against measures of success and consideration of next steps. It also reviews the broader impact of the project, in addition to its original aims, and any unintended consequences.

How do you know the project improved attendance for children and young people and can you measure this? What else did you report on?

The Pupil Engagement Team (PET) improved the wellbeing, engagement and attendance of children and young people. Although not robustly quantifiable at this stage, improvements in attainment can be evidenced through monitoring activities, such as observations and reviewing class jotters. Other measures, including attendance statistics, readiness to learn, Achievement of Curriculum for Excellence Levels and wider achievement, are beginning to present quantitative evidence of impact.

This is supported by positive feedback from children, young people, and their families. The holiday programmes help children and young people to transition positively back to school by maintaining their connection with education. This is reflected in attendance and engagement statistics, direct and indirect observations, and feedback. A few examples have been collated into case studies to evidence their journey working alongside the PET.

Did the project improve wider area? E.g. skills development, barrier removal/readiness to learn, alternative pathways/learning, health and wellbeing, youth voice, personal achievement

The project is still considered a pilot and continues to adjust and test approaches. The use of Pupil Equity Funding is adding value to The Pupil Engagement Team (PET) project and is fully and meaningfully invested to improve outcomes. This includes mitigating or removing barriers for parents to be involved and engaged in their child’s learning.

The level of success evidenced by the project was expected due to the strong rationale underpinning the need for the work. However, the number of positive outcomes superseded expectations. As a result, there has been significant interest from other schools wanting to learn more about the project. Access to, and delivery of, personal achievement awards has also increased. The PET remain responsive to the needs of the schools and their communities.

Have you observed any unexpected outcomes, positive or negative, since implementing the program?

The Pupil Engagement Team have watched the project evolve over the last two years. As a result of evidence from delivering the project, staff would like to work with children at an earlier age and stage to positively impact early intervention.

Did you triangulate any data by using a variety of different data sources?

The project is continuously evaluated through monitoring and tracking attendance and wellbeing. Wellbeing data is taken and analysed from the Leuven Scale in the primary school and from SEEMiS in the secondary school at certain points throughout the year. Comments and feedback are regularly sought from school staff, children, young people, and their families to inform how the project is delivered and to what extent it is achieving its purpose. However, it is recognised that the rigour of certain measures could be more robust.

What future plans or improvements do you have for the program to continue or expand its impact?

There is increased demand from primary schools for parental support. There are six priority areas under the Whole Family Wellbeing Fund. This is providing opportunities for the Pupil Engagement Team to explore increased support for parents through the Solihull Approach, cooking programmes and enhanced connections with organisations in the community. There are also plans to strengthen work around key transition periods between nursery and P1 and P7-S1.