Tag: attainment gap

Cutting the cost of the school day

Education Secretary praises innovative approach

Pupils and staff at Braes High School in Falkirk have been highlighting their innovate approaches to help cut the cost of the school day for families, as part of Challenge Poverty Week.

Cost-saving initiatives include the creation of ‘Take What You Need’ trolleys with essential school items, toiletries and snacks.  S1 pupils also receive a Braes Backpack which contains a school starter kit.

The school has received more than £369,000 of Scottish Government Pupil Equity Funding (PEF) in recent years, supporting a range of work including these latest initiatives.

Scotland has the most generous universal free school meal offer of any nation in the UK – saving families an average of £400 per eligible child per year – while the School Clothing Grant has been increased so that those who are eligible receive at least £120 per child of primary school age and £150 per secondary pupil.

The 2023-24 Programme for Government set out commitments to further support reductions in the cost of the school day by funding the removal of core curriculum charges, further expanding free school meals and increasing the school clothing grant for the next academic year.

On a visit to the school, the Education Secretary Jenny Gilruth said: “It was hugely encouraging to visit Braes High School during Challenge Poverty Week and to witness the innovative approaches pupils and staff have adopted to deal with the challenges that, sadly, too many of our young people and their families are facing.

“This work has been supported by the Scottish Government’s Pupil Equity Funding scheme – with more than £520 million this parliamentary term empowering headteachers to take creative and innovative approaches to tackle the poverty-related attainment gap.

“We are determined to do everything in our power to support families out of poverty, including investing in the game-changing Scottish Child Payment – part of a package of measures taken by this government which will help lift 90,000 children out of poverty in Scotland this year.

“We know that many families are still struggling, particularly as a result of the cost of living crisis. Tackling the cost of the school day is a key priority for the Scottish Government.”

Sara Spencer, Cost of the School Day Project Manager at Child Poverty Action Group (CPAG) in Scotland: “We have been delighted to work with Braes High School and their Cost of the School Day Pupil Group and see all of the meaningful ways young people have involved their school community and designed supports that help to make sure everyone can take part and feel included.

“Cost of the School Day at Braes is an inspiring example of what can happen when young people take the lead on equity in their own schools and a reminder of the impact that a poverty aware school culture and a clear focus on reducing the cost of the school day can have.”

Braes HS Head teacher Iain Livingstone said: “Our young people, staff, parents, carers and the wider community work well together to challenge poverty and support all learners. Pupil Equity Funding has helped us take forward a number of projects and support to help our young people get the most out of their education.

“We enjoyed being able to speak with the Cabinet Secretary, and seeing our young people discuss the  many developments and ideas they lead.”

Braes High School worked with the Child Poverty Action Group to develop these initiatives. They are part of the new Cost of the School Day Voice network of children and young people.

Schools in Falkirk Council have received more than £26 million from the Scottish Government between 2015-16 and 2022-23 to close the poverty related attainment gap.

Education: Record narrowing of the attainment gap

Primary school literacy and numeracy improvement reaches new high

The poverty-related attainment gaps in literacy and numeracy levels across primary schools have seen the biggest decreases since records began, official statistics show.

The gap between the proportion of primary pupils from the most and least-deprived areas achieving expected levels has narrowed by 3.4 percentage points in literacy and 3.7 percentage points in numeracy, according to the Achievement of Curriculum for Excellence Levels (ACEL) 2021/22. This marks the largest narrowing of the gap in a year since consistent records began in 2016/17.

There has also been a record increase in the proportion of primary school pupils achieving the expected levels of literacy (up 3.7 percentage points to 70.5%) and numeracy (up 3.3 percentage points to 77.9%).

Education Secretary Shirley-Anne Somerville said: “These figures demonstrate a real recovery from the pandemic and underline our progress towards tackling the poverty-related attainment gap, and achieving excellence for all of Scotland’s children and young people.

“This record improvement over one year for primary pupils achieving the expected levels in numeracy and literacy also shows more young people are getting the support they need to reach their full potential.

“However, there is no room for complacency. I recognise that attainment levels are still largely below pre-pandemic levels and the publication of local stretch aims by local councils last week sets out clear plans to significantly narrow the poverty-related attainment gap in the years ahead.

“We know that the impact of the pandemic – compounded by the current cost of living crisis – means children and young people need our support now more than ever. We are determined to do all we can to ensure they can reach their full potential, including a record investment of £1billion over this parliamentary term in the Scottish Attainment Challenge.”

The Achievement of Curriculum for Excellence Levels (ACEL) 2021/22 statistics  include data at Scotland level and for each local authority.

Charity warns of looming educational crisis for deaf pupils in Scotland

  • Teachers of the Deaf numbers in Scotland have fallen by 40% in a decade The fall in numbers is twice that of other parts of the UK
  • Almost half (45%) are due to retire in the next 10 years
  • Deaf young people in Scotland are twice as likely as their hearing classmates to leave school with no qualifications and half as likely to go on to university

Thousands of deaf children across Scotland are not getting the support they need in school after a 40% fall in the number of specialist support teachers for deaf children over the last decade, the National Deaf Children’s Society is warning.

A new report published by the Consortium for Research into Deaf Education (CRIDE), also shows that Teachers of the Deaf numbers in Scotland have fallen at twice the rate compared to other parts of the UK. In addition, around 45% of Teachers of the Deaf in Scotland plan to retire over the next 10 years – so unless action is taken urgently things will only get worse.

Teachers of the Deaf play a vital role in supporting the language and communication development of deaf children. They give advice to families of newly identified deaf children, visit deaf children at school or college – to give them any extra help they need – and provide guidance to mainstream teachers and schools on deaf awareness and inclusion.

However, as the number of fully qualified Teachers of the Deaf in Scotland has fallen, increasing numbers of deaf children are missing out on this support.

Families of deaf children have told the National Deaf Children’s Society that in some areas their local Teachers of the Deaf have too big a caseload to work with deaf learners on a one-to-one basis.

The charity is calling on local authorities across Scotland to commit to returning qualified Teacher of the Deaf numbers to 2011 levels over the next decade.

The National Deaf Children’s Society also wants the Scottish Government to develop and deliver a Scotland-wide workforce strategy for Teachers of the Deaf, and to ensure they are properly paid for the extra responsibilities they take on, in recognition that their specialist expertise is valued.

Such a workforce strategy will involve fully funded places being available for teachers wanting to study for the mandatory qualifications, so a new generation of Teachers of the Deaf can be trained to replace those who are leaving.

Without this, the charity warns deaf children will continue to fall behind and the gap between them and their hearing classmates’ risks becoming wider.

Gemma, from Fife, whose 13-year-old daughter Megan is deaf, described her Teacher of the Deaf asan “absolute necessity” who quickly solves any issues.

She said: “We are a hearing family and although my daughter’s hearing needs are not as big as other young people’s, the Teacher of the Deaf has helped validate my daughter’s past experiences, educate myself on my daughter’s needs and empower her to be confident in the school.”

Mark Ballard, Head of Policy and Influencing for Scotland with the National Deaf Children’s Society, said: “Every deaf child in Scotland should, as a fundamental right, be able to get the support they need from a fully qualified Teacher of the Deaf to help them reach their full potential. We are very concerned that these new figures show a 40% fall in the numbers of qualified Teachers of the Deaf in Scotland, twice the decline in other parts of the UK.

“With the right support in place, deaf children can achieve anything their peers can, but sadly, this simply isn’t happening. The latest Scottish Government statistics show they’re twice as likely to leave school with no qualifications and half as likely to go to university.

“That’s why we want to see a commitment from local authorities and the Scottish Government to work together to return the number of fully qualified Teachers of the Deaf employed across Scotland to the 2011 level, over the next ten years.”

Mr Ballard pointed out that a lack of funding means many teachers in Scotland who want to become a qualified Teacher of the Deaf must often cover the costs themselves.

He added: “There are great courses available to give teachers the extra skills and knowledge they need to become qualified Teachers of the Deaf, but we must make sure the funding and incentives are in place to support teachers to undertake the training.”

cride-2022-scotland-report-finalDownload

Scottish Government’s ‘National Mission’ to close attainment gap

Scotland’s councils set out ambitions to help young people succeed

Local authorities have published their plans for closing the poverty-related attainment gap.

Councils across Scotland have set their own “stretch aims” for children and young peoples’ progress in literacy and numeracy levels, for senior phase qualifications achieved, as well as for the number of young people participating in education, training, or employment.

For both overall attainment and in terms of closing the poverty-related attainment gap in literacy and numeracy, the collective stretch aims of local authorities demonstrate ambitions to work towards achieving the biggest two-year improvement recorded since the introduction of the Scottish Attainment Challenge.

This work will be supported by the Scottish Government’s £1 billion Scottish Attainment Challenge, with £43 million in Strategic Equity Funding allocated to local authorities this year. In total more than £130 million has been distributed to schools so far this year to help close the poverty-related attainment gap.

Cabinet Secretary for Education and Skills Shirley-Anne Somerville said: “We are committed to substantially eliminating the poverty-related attainment gap and councils have a crucial role in driving this national mission forward at a local level.

“Given the effect of COVID-19 on children and young peoples’ achievement of Curriculum for Excellence levels in 2020/21, these collective aims represent significant local ambition for recovery back to and beyond the national position pre-pandemic, aiming to narrow the poverty related attainment gap by over seven percentage points in both primary school literacy and numeracy compared to 2020/21.

“These will drive an enhanced focus on outcomes for children and young people, ensuring they have the opportunities and support they need to reach their full potential.”

University places for most deprived at record high

The number of 18-year-olds from the most deprived areas being offered a place at university is at a record high – up 32% since 2019, the last year there were exams.

The latest UCAS data also shows 29,630 Scottish domiciled students have been offered a place at a Scottish university on SQA results day – up 6% compared to 2019 and the second highest on record.

The number of students accepting places to study nursing at Scottish providers also increased, up 17% to 2,940 compared to 2019.

Separate statistics published yesterday by Skills Development Scotland (SDS) show that in the first quarter of 2022-2023, the number of Modern Apprenticeship starts is up 16% to 3,946 compared to last year.

Minister for Higher Education, Further Education, Youth Employment and Training Jamie Hepburn said: “Congratulations to everyone receiving results today after what has been another extremely challenging year. Whether you are now heading to university, college or taking part in a Modern Apprenticeship, I wish you the very best for the future.

“These statistics are encouraging, particularly the fact we have a record number of 18-year-olds – the closest measure to school leavers – from the most deprived areas being offered a place at university. We want every young person in Scotland to have an equal chance of success, no matter their background or circumstances.

“The number of students accepting places to study nursing has also increased compared to 2019, demonstrating that Scotland continues to be a popular location to undertake medical education and training.

“EU students enrich our campuses, and make a vital contribution to our economy and society. It is bitterly disappointing to see another sharp drop in the number of EU students coming to study in Scotland – a direct result of Brexit.

“The SQA’s appeals process is now open for anyone who needs it. The clearing process is also now live and places are still available for those who want to study in Scotland.”

  • Scottish domiciled acceptances to Scottish providers increased by 6% to 29,630 (since 2019) This is the second highest at SQA results day. In 2021 there was a record 31,070 Scottish domiciled acceptances to Scottish providers
  • the number of 18-year-old acceptances from the most deprived areas has increased by 410 to 1,680, since 2019 (as at SQA results day)
  • the number of EU domiciled acceptances to Scottish providers decreased by 77% to 720 (as at SQA results day 2019)
  • the number of Non-EU domiciled acceptances to Scottish providers increased by 15% to 2,670 (since 2019) This is the second highest at SQA results day
  • Scottish domiciled acceptances to study nursing at Scottish providers increased by 17% to 2,940, since 2019 cycle (as at SQA results day)
  • Scottish domiciled acceptances to study medicine and dentistry at UK providers increased by 23% to 920, since 2019 (as at SQA results day)

UCAS statistics

SDS statistics

SDS Results Helpline

Education attainment gap is closing, say Headteachers

Almost nine out of 10 (87%) headteachers in Scotland say improvements have been made in closing the poverty-related attainment gap despite the impact of the COVID-19 pandemic.

The 2021 Headteacher Survey, published yesterday, also finds that 94% expect to see improvements over the next few years as a result of Attainment Scotland Fund (ASF) supported approaches.

An evaluation report on year 6 (2020-21) of the ASF, also published today, indicates there has been positive progress towards closing the poverty related attainment gap despite the challenges presented by the pandemic. Challenges included staff and pupil absence and the ability to deliver some initiatives.

Education Secretary Shirley Anne Somerville said: “It’s encouraging that our headteachers are continuing to report progress towards tackling the poverty-related attainment gap, despite the impact of the pandemic.

“We know the disruption caused by COVID-19 has presented serious challenges for learning and teaching in Scotland, as it has around the world. But the response of schools and local authorities in adapting to this, supported by Attainment Scotland Funding, has been a testament to the resilience of Scottish education.

“Progress was being made in tackling the poverty-related attainment gap before the pandemic and we now need to increase the speed and scale of this.

“That is why one of our top priorities is to accelerate both recovery and progress in tackling the poverty-related attainment gap, supported by a record £1 billion investment in the Scottish Attainment Challenge over the course of this Parliament.”

The Headteacher survey 2021 found 87% reported seeing an improvement in closing the poverty-related attainment gap.

Schools: Another £520 million to help close poverty-related attainment gap

Scotland’s headteachers will receive more than half a billion pounds of secured funding over the next four years to help close the attainment gap.

Pupil Equity Funding (PEF) totalling £520 million will be distributed to schools in every council area to help headteachers put in place more support for children and young people.

Edinburgh’s share of PEF is over £7.86 million.

The funding has been confirmed for multiple years to provide more certainty for headteachers and allow for longer-term planning.

Education Secretary Shirley-Anne Somerville said: “Tackling the poverty-related attainment gap and giving every young person the chance to fulfil their full potential remains our priority, and we are investing an increased £1 billion through schools and local authorities over the course of this Parliament to support this ambition.

“Our headteachers and teachers know their pupils best and have told us that our measures are working. We are determined to ensure they are empowered to take the approaches that are right for the children and young people in their schools to help improve attainment.

“Our allocation of more than £520 million of PEF for the next four years will give headteachers the confidence and security they need to plan long term. However, we know schools can’t do this alone, and headteachers should work in partnership with each other, Education Scotland and their local authority, to agree the use of the funding.”

St Francis Primary School headteacher Margot MacAlister said: “Pupil Equity Funding has been key in allowing me to deliver my vision for the community I serve. From the beginning it has provided me with stability in terms of funding posts previously reliant on my devolved budget.

“This has allowed me to build purposeful and trusting working relationships with partners over time that bring a great richness to a child’s learning experience.

“Our nurture programme and now our EXCEL programme has become embed in the culture and ethos of the school and addresses the whole child now and in the future.”

MSPs launch inquiry into effectiveness of Scottish Attainment Challenge funding

Funding to help schools and councils close the attainment gap is the focus of a new Scottish Parliament inquiry.
 
The Education, Children and Young People Committee will examine the effectiveness of the Scottish Attainment Challenge in raising the attainment of children from deprived backgrounds.

A range of educational programmes are supported through this funding including support for local authorities and schools. The Scottish Government has announced it will allocate £1bn from 2021 to 2026 to support closing the poverty-related attainment gap.

In launching the inquiry, the Committee is seeking views on how the funding has benefited young people in deprived areas, what difference this has made to the attainment gap so far, and what more can be done going forward.

The Committee will also look at the impact of the COVID-19 pandemic on the attainment of pupils across Scotland over the past two years.

Committee Convener Stephen Kerr MSP said: “Every pupil in Scotland deserves an equal chance to succeed, no matter their background.

“With funding for the Scottish Attainment Challenge set to increase, we need to ensure this money is making a real difference. That is why we are launching an inquiry to determine the impact the fund has made so far in closing the attainment gap.

“To assist with our inquiry, we want your views not only on the progress of the fund but also on how we can best measure its success. That way, we can make sure the money is getting to those who need it the most.”

Deputy Convener Kaukab Stewart MSP said: “The COVID-19 pandemic has adversely affected young people across Scotland, but no group has been hit harder than those from deprived backgrounds.

“We need your help to better understand how the pandemic has impacted on the achievement of our pupils and how the announced new funding can best remedy these effects.”

The deadline for responses to the call for views is 8th February 2022.

You can submit your views to the Committee here:

The Scottish Attainment Challenge – Scottish Parliament – Citizen Space

New report calls for action on tutoring and mentoring to help close Scotland’s attainment gap

Stark gaps in educational attainment in Scotland could be reduced through the rollout of mentoring and tutoring support, according to a new report.

Highlighting evidence showing that mentoring and tutoring have positive impacts on attainment for young people living in the grip of poverty, the report, based on research conducted by the Poverty Alliance for The Robertson Trust, calls for mentoring and tutoring to be available and targeted to all school-aged children and young people at risk of poverty in Scotland. 

It showed that high-quality tutoring programmes, in particular, can significantly reduce inequalities in educational attainment. Despite this, the report reveals that the provision of free tuition for young people living in Scotland is sparse.

In comparison to the National Tutoring Programme, which provides free tuition for pupils in England and Wales, the Scottish Government has not committed to widespread, accessible tuition as part of Covid-19 recovery.

Published yesterday on National Mentoring Day, the report highlights the success of mentoring as an effective intervention for improving self-confidence and raising aspirations amongst young people affected by poverty.

Earlier this year, the Scottish Government and The Hunter Foundation committed to the expansion of mentoring and leadership support for care-experienced young people through funding the roll-out of MCR Pathways’ Young Scottish Talent and Columba 1400’s Leadership Academies across Scotland. 

However, this report reveals a mixed landscape in terms of mentoring provision, with geographical gaps and a lack of provision directed at groups of children and young people who are more likely to be living in poverty compounded by other forms of disadvantage.

Dr Jim McCormick, Chief Executive, The Robertson Trust said: “Too many young people across Scotland are seeing their life chances restricted by poverty.  

“At a time when painstaking progress is at risk of unravelling, it is deeply concerning to see any research which highlights an uneven educational playing field. The lack of free tutoring support is just one example of this and something that will invariably put young people living in poverty at a further disadvantage. 

“We are keen to use these findings to understand what the role of an independent funder should be in working towards equal access to tutoring/mentoring opportunities which can lead to positive academic, developmental and emotional outcomes.

“Based on what we’ve heard, we are calling for greater collaboration between funders and support organisations to help bridge the gaps, both to level the playing field and to build a stronger evidence base of what works. 

“Equally, we hope that this review will stimulate renewed commitment to act on the poverty-related attainment gap across Scotland, particularly in light of the disproportionate impact Covid-19 has had on those most affected.” 

Dr Laura Robertson, Research Officer at the Poverty Alliance and lead author of the review, said: “The Scottish Government has put tackling the poverty-based attainment gap at the heart of its agenda.

“However, inequalities in education attainment remain stark. Covid-19 has not only tightened the grip of poverty on the lives of many children and young people, but has also exacerbated these inequalities. Now, more than ever, children and young people need access to additional support.  

“This report reveals that – despite the evidence that it works – young people living in poverty still don’t have equal access to high quality tutoring free of charge. In a just society, all children and young people should have access to support that allows them to reach their potential, so the Scottish Government must – if it wants to end the attainment gap – respond with action.” 

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New report outlines impact of youth work during pandemic

A new report exploring how youth work responded to the needs of young people during the Covid-19 pandemic reveals the importance of youth work’s role in closing the attainment gap going forward.

Youth work: Closing the poverty-related attainment gap during the pandemic found that access to youth work within a whole system approach can play a key role in mitigating the longer-term impact of the pandemic in relation to attainment, mental health and wellbeing.

The report identified that disruption to youth work services exacerbated the impact of the pandemic on young people’s learning, achievement and wellbeing.

The youth work sector’s ability to adapt to changing guidelines to create new safe spaces had an overwhelmingly positive influence on young people’s resilience during the pandemic, with 83% of young people reporting that youth work had been important or very important to them over the past year.