South Ayrshire Reads

Published 23/04/2024.  Last updated 08/08/2024

Background 

South Ayrshire Council is a mix of urban towns and rural villages, with a population of approximately 112,500. Twenty of the most deprived Scottish data zones are in South Ayrshire. From 2021-22 data, it was estimated that approximately 24.4% of children were living in poverty, accounting for around 4807 children. 

The service is responsible for the education of approximately 14,079 school-aged children. There are forty primary schools, eight secondary schools, two special schools and six supported learning centres within mainstream schools. 

South Ayrshire established a virtual school in 2018, led by a virtual headteacher. During session 2022-23, 507 children and young people who experienced care attended South Ayrshire establishments. 

Rationale 

Developmental milestones data – Early Learning Centres (ELCs) and Primary 1 

Practitioners and speech and language therapists identified an increase in speech and language difficulties of learners in ELCs and P1 following the COVID-19 pandemic. In addition, achievement of language and communication developmental milestones decreased in 2020-21. Practitioners and authority staff felt that enhanced training in the early acquisition of language was essential. 

Achievement of Curriculum for Excellence Levels (ACEL) – Literacy 

In 2020-21 attainment data indicated the following: 

  • overall literacy attainment was 68%, a drop from 80% in 2018-19 
  • the poverty-related attainment gap between learners living in Quintile 1 and those living in Quintile 5 was 23 percentage points (pp) 
  • a significant gap of 38pp existed between the attainment of learners who had experience of care and those with no experience of care  
  • S3 literacy attainment was 85%, a drop from 91% from 2018-19 

Scottish Credit and Qualifications Framework (SCQF) 

Overall literacy and numeracy attainment combined for SCQF Levels 4 to 6 decreased between 2019 and 2021, which increased the poverty-related gap from 11pp to 15pp.

School leaver data in 2021 relating to learners who had experienced care, showed 76% achieved Level 4 literacy, whilst only 33% achieved Level 5 literacy.

Stakeholders engaged in robust analysis of a variety of research and data. Significant professional learning was undertaken by the project team to identify evidence-informed approaches. From this, they chose to explore the ‘science of reading’ as a context for professional learning. They attended learning sessions with Anne Glennie and used key findings from a literature review on the teaching of reading created by educational psychologists in the authority.

Guidance reports from the Education Endowment Foundation and Education Scotland were also used to identify key actions for the strategy. The data highlighted below helped formulate the strategy and local authority stretch aims. 

Attainment Scotland Funding 

Strategic Equity Funding: Over £50,000 

What South Ayrshire Council did

The South Ayrshire Reads (SAR) project team created a high-quality professional learning strategy, based on the science of reading, and began delivery of this in April 2023. 

Targeted schools 

The strategy was first and foremost targeted towards a group of schools with the highest levels of deprivation. These schools were identified by the number of learners living in Scottish Index of Multiple Deprivation (SIMD) Deciles 1 and 2, as well as other indicators of poverty such as free school meal and clothing grant entitlements. The project team provided ongoing, bespoke professional learning and support to these targeted schools. This included: team-teaching; lesson modelling; facilitating peer observations; setting up motivating and engaging reading systems; and providing parent/carer workshops on reading. 

Universal offer 

Baseline views gathered from stakeholders identified that 65% of education staff who responded felt they did not have a good understanding of current research around the science of reading. Almost 40% of respondents felt they were not meeting the needs of learners in reading.  

Universal professional learning on the science of reading was delivered to all primary teachers, early years practitioners, additional support for learning teachers and school assistants. The training focused on the six themes of developing reading: phonics, phonological awareness, fluency, comprehension, vocabulary and reading for enjoyment. 

The team also developed a standardised assessment strategy to support schools in raising attainment and develop consistency in terms of assessment tools. All target schools were issued an assessment support pack and have engaged in the associated training. 

Early Learning and Childcare (ELC) offer 

All ELC staff were offered the opportunity to engage in professional learning on the foundations of the science of reading. In partnership with the early years team, an ‘Early Literacy Toolkit’ and a ‘Phonological Awareness Toolkit’ was created to further support practitioners in developing literacy in their settings. 

The early years practitioner in the project team also supported several settings to build confidence in developing literacy skills during ‘group time’ with learners. This was achieved through modelling and professional dialogue. 

College students and newly qualified teachers (NQTs) 

Professional learning was delivered to students in Ayrshire College and to South Ayrshire NQTs on the foundations of the science of reading and various aspects of literacy development. This included mark-making and the importance of storytelling. As a result, several NQTs now use the SAR strategy as a focus for their practitioner enquiry projects and have formed a small working group to collaborate on small tests of change. 

Communication-friendly environments (CFE) 

The project team created a working group and developed a full accreditation framework based on five key elements; learning environment, supportive learning approaches, adult-child interactions, nurturing communications, and professional learning. The team also created audit tools and a suite of resources to support practitioners through the stages of accreditation. 

Reading Schools accreditation 

The project team organised a ‘Reading Schools’ launch event in partnership with the Scottish Book Trust and the University of the West of Scotland. This was to encourage all schools in the authority to engage in the accreditation journey. Participation of this has been tracked by the project team at individual establishment. 

Impact 

The impact of this work has been captured in a variety of ways. This has included comparison of baseline, mid-year and end-year surveys, as well as ongoing qualitative feedback, both informally and formally. The team appointed a self-evaluation lead who developed a digital self-evaluation framework to support this. 

Positive impact on schools, both targeted and individual: 

  • there is predicted to be an increase in P1/4/7 combined ACEL in attainment from 2020-21 levels from 68% to approximately 77% by June 2024 
  • all education staff have had the opportunity to participate in around SAR and the six components of reading 
  • almost all staff participating in the information, engagement and sessions reported a deeper knowledge and understanding around the six components of reading; including approaches for neurodivergent learners  

Quotes from the teacher focus groups

“Now we have the new decodable books and are following phonics international, I have a much better idea of how to help them and also identify what they are struggling with.” 

“I’ve now observed everyone teaching phonics across both schools. We had really engaging conversations about lessons using the teaching and learning cycle and identified our next steps. The difference since August in amazing. We've also planned to pair up our staff with staff from another school and to look outwards.” 

"Staff training has been high-quality. Resourcing and the team organisation has been an excellent start. Staff confidence in teaching reading is improving." 

Quotes from parent/carer focus group 

“Whatever the teachers at school have done is amazing - I can't believe how well my child can read. Alfie has taught me a lot about reading and I know more than I used to.” 

"It is like night and day for my dyslexic learner! She is going to bed at night feeling successful and wanting to read!" 

Positive impact on ELC settings

All ELC participants agreed that the foundations of the science of reading input had deepened their understanding.

Almost all of participating ELC staff agreed that they now have a deeper understanding of phonological awareness following the ‘Early Literacy Toolkit’ session.

One ELC setting has already gained accreditation for ‘learning environment’ in the new communication-friendly accreditation programme.

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South Ayrshire Reads

Published 23/04/2024.  Last updated 08/08/2024

Background 

South Ayrshire Council is a mix of urban towns and rural villages, with a population of approximately 112,500. Twenty of the most deprived Scottish data zones are in South Ayrshire. From 2021-22 data, it was estimated that approximately 24.4% of children were living in poverty, accounting for around 4807 children. 

The service is responsible for the education of approximately 14,079 school-aged children. There are forty primary schools, eight secondary schools, two special schools and six supported learning centres within mainstream schools. 

South Ayrshire established a virtual school in 2018, led by a virtual headteacher. During session 2022-23, 507 children and young people who experienced care attended South Ayrshire establishments. 

Rationale 

Developmental milestones data – Early Learning Centres (ELCs) and Primary 1 

Practitioners and speech and language therapists identified an increase in speech and language difficulties of learners in ELCs and P1 following the COVID-19 pandemic. In addition, achievement of language and communication developmental milestones decreased in 2020-21. Practitioners and authority staff felt that enhanced training in the early acquisition of language was essential. 

Achievement of Curriculum for Excellence Levels (ACEL) – Literacy 

In 2020-21 attainment data indicated the following: 

  • overall literacy attainment was 68%, a drop from 80% in 2018-19 
  • the poverty-related attainment gap between learners living in Quintile 1 and those living in Quintile 5 was 23 percentage points (pp) 
  • a significant gap of 38pp existed between the attainment of learners who had experience of care and those with no experience of care  
  • S3 literacy attainment was 85%, a drop from 91% from 2018-19 

Scottish Credit and Qualifications Framework (SCQF) 

Overall literacy and numeracy attainment combined for SCQF Levels 4 to 6 decreased between 2019 and 2021, which increased the poverty-related gap from 11pp to 15pp.

School leaver data in 2021 relating to learners who had experienced care, showed 76% achieved Level 4 literacy, whilst only 33% achieved Level 5 literacy.

Stakeholders engaged in robust analysis of a variety of research and data. Significant professional learning was undertaken by the project team to identify evidence-informed approaches. From this, they chose to explore the ‘science of reading’ as a context for professional learning. They attended learning sessions with Anne Glennie and used key findings from a literature review on the teaching of reading created by educational psychologists in the authority.

Guidance reports from the Education Endowment Foundation and Education Scotland were also used to identify key actions for the strategy. The data highlighted below helped formulate the strategy and local authority stretch aims. 

Attainment Scotland Funding 

Strategic Equity Funding: Over £50,000 

What South Ayrshire Council did

The South Ayrshire Reads (SAR) project team created a high-quality professional learning strategy, based on the science of reading, and began delivery of this in April 2023. 

Targeted schools 

The strategy was first and foremost targeted towards a group of schools with the highest levels of deprivation. These schools were identified by the number of learners living in Scottish Index of Multiple Deprivation (SIMD) Deciles 1 and 2, as well as other indicators of poverty such as free school meal and clothing grant entitlements. The project team provided ongoing, bespoke professional learning and support to these targeted schools. This included: team-teaching; lesson modelling; facilitating peer observations; setting up motivating and engaging reading systems; and providing parent/carer workshops on reading. 

Universal offer 

Baseline views gathered from stakeholders identified that 65% of education staff who responded felt they did not have a good understanding of current research around the science of reading. Almost 40% of respondents felt they were not meeting the needs of learners in reading.  

Universal professional learning on the science of reading was delivered to all primary teachers, early years practitioners, additional support for learning teachers and school assistants. The training focused on the six themes of developing reading: phonics, phonological awareness, fluency, comprehension, vocabulary and reading for enjoyment. 

The team also developed a standardised assessment strategy to support schools in raising attainment and develop consistency in terms of assessment tools. All target schools were issued an assessment support pack and have engaged in the associated training. 

Early Learning and Childcare (ELC) offer 

All ELC staff were offered the opportunity to engage in professional learning on the foundations of the science of reading. In partnership with the early years team, an ‘Early Literacy Toolkit’ and a ‘Phonological Awareness Toolkit’ was created to further support practitioners in developing literacy in their settings. 

The early years practitioner in the project team also supported several settings to build confidence in developing literacy skills during ‘group time’ with learners. This was achieved through modelling and professional dialogue. 

College students and newly qualified teachers (NQTs) 

Professional learning was delivered to students in Ayrshire College and to South Ayrshire NQTs on the foundations of the science of reading and various aspects of literacy development. This included mark-making and the importance of storytelling. As a result, several NQTs now use the SAR strategy as a focus for their practitioner enquiry projects and have formed a small working group to collaborate on small tests of change. 

Communication-friendly environments (CFE) 

The project team created a working group and developed a full accreditation framework based on five key elements; learning environment, supportive learning approaches, adult-child interactions, nurturing communications, and professional learning. The team also created audit tools and a suite of resources to support practitioners through the stages of accreditation. 

Reading Schools accreditation 

The project team organised a ‘Reading Schools’ launch event in partnership with the Scottish Book Trust and the University of the West of Scotland. This was to encourage all schools in the authority to engage in the accreditation journey. Participation of this has been tracked by the project team at individual establishment. 

Impact 

The impact of this work has been captured in a variety of ways. This has included comparison of baseline, mid-year and end-year surveys, as well as ongoing qualitative feedback, both informally and formally. The team appointed a self-evaluation lead who developed a digital self-evaluation framework to support this. 

Positive impact on schools, both targeted and individual: 

  • there is predicted to be an increase in P1/4/7 combined ACEL in attainment from 2020-21 levels from 68% to approximately 77% by June 2024 
  • all education staff have had the opportunity to participate in around SAR and the six components of reading 
  • almost all staff participating in the information, engagement and sessions reported a deeper knowledge and understanding around the six components of reading; including approaches for neurodivergent learners  

Quotes from the teacher focus groups

“Now we have the new decodable books and are following phonics international, I have a much better idea of how to help them and also identify what they are struggling with.” 

“I’ve now observed everyone teaching phonics across both schools. We had really engaging conversations about lessons using the teaching and learning cycle and identified our next steps. The difference since August in amazing. We've also planned to pair up our staff with staff from another school and to look outwards.” 

"Staff training has been high-quality. Resourcing and the team organisation has been an excellent start. Staff confidence in teaching reading is improving." 

Quotes from parent/carer focus group 

“Whatever the teachers at school have done is amazing - I can't believe how well my child can read. Alfie has taught me a lot about reading and I know more than I used to.” 

"It is like night and day for my dyslexic learner! She is going to bed at night feeling successful and wanting to read!" 

Positive impact on ELC settings

All ELC participants agreed that the foundations of the science of reading input had deepened their understanding.

Almost all of participating ELC staff agreed that they now have a deeper understanding of phonological awareness following the ‘Early Literacy Toolkit’ session.

One ELC setting has already gained accreditation for ‘learning environment’ in the new communication-friendly accreditation programme.

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