Leaders of Learning

Published 24/04/2024.  Last updated 08/08/2024

Background

Glasgow City is the largest local authority in Scotland. There are 142 primary and 30 secondary schools accounting for almost one quarter of Scotland’s learners (70,406 school-aged children). Data shows that:

  • 56.4% of the children and young people live in Glasgow SIMD deciles 1 and 2
  • 35% of Scottish school-age children and young people living in SIMD decile 1 attend Glasgow establishments
  • 45% of the school population have English as an additional language and 131 different languages are spoken in the local authority

Attainment Scotland Funding 

Strategic Equity Funding (SEF) and Pupil Equity Funding (PEF): Over £50,000 

Rationale

The role of Challenge Leader of Learning (CLoL) was introduced in 2015 in response to the national priorities aligned with the Scottish Attainment Challenge. Since then, 822 teachers have undertaken this role with a focus on improving literacy or numeracy. They have a key focus on equity, supported by the central team at Glasgow Improvement Challenge (GIC). 

The research paper, “Tackling disadvantage: what works in narrowing the achievement gap in schools?”  Review of Education, Vol. 3, No. 2, June 2015, Demie and Mclean are woven through the approach. 

Glasgow City Council case study 

All schools have between 0.2 and 2.2 full time equivalent members of staff whose focus is reducing the poverty-related attainment gap in literacy and/or numeracy. Most schools across the city have engaged in core training in 2023-24. 

The role targets reducing the poverty-related attainment gap with an initial lens of on those living in Scottish Index Multiple Deprivation Quintile 1 (Q1). Impact is measured through the How Good Is Our Project? (HGIOP) toolkit. Additionally, CLoLs support excellence for all by upskilling of staff teams through professional, team teaching and modelling.  

CLoLs are engaged in a three-year rolling programme with the option of continuing their work as part of network groups. As the programme has developed, establishments have chosen to send additional staff members to the training, often funded through Pupil Equity Funding (PEF). This year, 10% of primary establishments have opted to use PEF to fund additional staff in this role. 

Effective learning and teaching strategies underpin all training in line with Glasgow’s pedagogy. These include links to evidence-based approaches including John Hattie, Dylan Wiliam’s and Carol Ann Tomlinson. Collaborative working optimises connections and opportunities to share practice on delivering equity for learners. 

Working with families and communities

CLoLs have the opportunity to engage in structured programmes to improve literacy and numeracy, particularly for those living in SIMD Quintile 1. These include: 

  • ‘Play Along Maths’ in collaboration with the family learning team, using ‘Glasgow Counts’ principles 
  • enhanced Bookbug/Read, Write Count resources for families linked to ‘Literacy for All’ strategies 
  • ‘Glasgow Loves Reading’ to promote reading for enjoyment at school and home  

These opportunities have an impact on parental relationships and support establishments to build community learning networks. 

Sustainability has been one of the main challenges of the role. The ethos of collaboration helps to mitigate these by facilitating opportunities for establishments to share good practice. Leaders of learning from GIC also provide support through visits to share solution-oriented approaches. 

Impact 

The impact of the work of the CLoL is reflected in the stretch aims data from session 2022-23. Achievement of Curriculum for Excellence Level (ACEL) data shows that 

  • there was a +4.1pp increase in literacy overall with a +4.5pp for children living in quintile 1
  • there was an overall narrowing of the gap by 4.7pp against the 2020-21 baseline 
  • there was a 2.9pp increase in numeracy overall and 3.6pp for children living in SIMD quintile 1
  • there was an overall narrowing of the gap by 2.2pp against the 2020-21 baseline
  • there was a 3.9pp increase overall for P4 writing and +4.6pp for children living in SIMD quintile 1
  • there was an overall narrowing of the gap of 0.1pp against the 2020-21 baseline 

Evidence gathered between Aug 2020 and June 2023 shows most learners receiving targeted interventions from/with support of CLoLs have significantly reduced gaps in learning. The majority of targeted learners are on track in their learning at the close of the academic session 2023-24. 

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Leaders of Learning

Published 24/04/2024.  Last updated 08/08/2024

Background

Glasgow City is the largest local authority in Scotland. There are 142 primary and 30 secondary schools accounting for almost one quarter of Scotland’s learners (70,406 school-aged children). Data shows that:

  • 56.4% of the children and young people live in Glasgow SIMD deciles 1 and 2
  • 35% of Scottish school-age children and young people living in SIMD decile 1 attend Glasgow establishments
  • 45% of the school population have English as an additional language and 131 different languages are spoken in the local authority

Attainment Scotland Funding 

Strategic Equity Funding (SEF) and Pupil Equity Funding (PEF): Over £50,000 

Rationale

The role of Challenge Leader of Learning (CLoL) was introduced in 2015 in response to the national priorities aligned with the Scottish Attainment Challenge. Since then, 822 teachers have undertaken this role with a focus on improving literacy or numeracy. They have a key focus on equity, supported by the central team at Glasgow Improvement Challenge (GIC). 

The research paper, “Tackling disadvantage: what works in narrowing the achievement gap in schools?”  Review of Education, Vol. 3, No. 2, June 2015, Demie and Mclean are woven through the approach. 

Glasgow City Council case study 

All schools have between 0.2 and 2.2 full time equivalent members of staff whose focus is reducing the poverty-related attainment gap in literacy and/or numeracy. Most schools across the city have engaged in core training in 2023-24. 

The role targets reducing the poverty-related attainment gap with an initial lens of on those living in Scottish Index Multiple Deprivation Quintile 1 (Q1). Impact is measured through the How Good Is Our Project? (HGIOP) toolkit. Additionally, CLoLs support excellence for all by upskilling of staff teams through professional, team teaching and modelling.  

CLoLs are engaged in a three-year rolling programme with the option of continuing their work as part of network groups. As the programme has developed, establishments have chosen to send additional staff members to the training, often funded through Pupil Equity Funding (PEF). This year, 10% of primary establishments have opted to use PEF to fund additional staff in this role. 

Effective learning and teaching strategies underpin all training in line with Glasgow’s pedagogy. These include links to evidence-based approaches including John Hattie, Dylan Wiliam’s and Carol Ann Tomlinson. Collaborative working optimises connections and opportunities to share practice on delivering equity for learners. 

Working with families and communities

CLoLs have the opportunity to engage in structured programmes to improve literacy and numeracy, particularly for those living in SIMD Quintile 1. These include: 

  • ‘Play Along Maths’ in collaboration with the family learning team, using ‘Glasgow Counts’ principles 
  • enhanced Bookbug/Read, Write Count resources for families linked to ‘Literacy for All’ strategies 
  • ‘Glasgow Loves Reading’ to promote reading for enjoyment at school and home  

These opportunities have an impact on parental relationships and support establishments to build community learning networks. 

Sustainability has been one of the main challenges of the role. The ethos of collaboration helps to mitigate these by facilitating opportunities for establishments to share good practice. Leaders of learning from GIC also provide support through visits to share solution-oriented approaches. 

Impact 

The impact of the work of the CLoL is reflected in the stretch aims data from session 2022-23. Achievement of Curriculum for Excellence Level (ACEL) data shows that 

  • there was a +4.1pp increase in literacy overall with a +4.5pp for children living in quintile 1
  • there was an overall narrowing of the gap by 4.7pp against the 2020-21 baseline 
  • there was a 2.9pp increase in numeracy overall and 3.6pp for children living in SIMD quintile 1
  • there was an overall narrowing of the gap by 2.2pp against the 2020-21 baseline
  • there was a 3.9pp increase overall for P4 writing and +4.6pp for children living in SIMD quintile 1
  • there was an overall narrowing of the gap of 0.1pp against the 2020-21 baseline 

Evidence gathered between Aug 2020 and June 2023 shows most learners receiving targeted interventions from/with support of CLoLs have significantly reduced gaps in learning. The majority of targeted learners are on track in their learning at the close of the academic session 2023-24. 

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