Curriculum for Excellence 8.30-8.40 Welcome and introduction   8.40- 9.30 Inspection advice note, Improvement Framework and RAFA Discussion 9.30-9.50 Coffee and networking 9.50- 10.10 Expressive Arts - Magic of Music 10.10- 11.00 Building the Ambition 11.00-11.20 Creating a rich learning environment 11.20-11.30 Questions, close and evaluations

Excellence through raising attainment Schools and centres at the heart of the community Improve Information Equity Launched start Sept- There is a general acceptance of the need for greater clarity around data and consistent evidence on progress The Framework will focus on the key points in a learners’ education that underline evidence of progress and identify any gaps. It will support us all in improving outcomes for all children by collecting the right type of evidence and data we need to identify, measure and inform progress and innovation across Scottish education Excellence through raising attainment: ensuring that every child achieves the highest standard in literacy and numeracy and the right range of skill, qualifications and achievements to allow them to succeed Achieving equity: ensuring every child has the same opportunity to succeed.

Literacy Numeracy Health and Wellbeing Key priorities Improvements in..... Staff making Teachers clear judgements about children’s progress, drawing on a range of evidence including the results of national assessment The Framework will focus on the key points in a learners’ education that underline evidence of progress and identify any gaps. It will support us all in improving outcomes for all children by collecting the right type of evidence and data we need to identify, measure and inform progress and innovation across Scottish education

Key Drivers School improvement Teacher professionalism Assessment of children’s progress Performance information School leadership Parental involvement Key priority areas within the Framework are literacy, numeracy and health and wellbeing 6 key drivers for improvement – school improvement, school leadership, teacher professionalism, assessment of children’s progress, parental involvement and performance information

Edinburgh Early Years Collaborative & Raising Attainment for All CfE Event 1st October 2015 Donna Murray Quality Improvement Officer The City of Edinburgh Council donna.murray@edinburgh.gov.uk

The Early Years Collaborative To make Scotland the best place in the world to grow up by improving outcomes and reducing inequalities to ensure all children have the best start in life. The EYC was launched in October 2012. All 32 Community Planning Partnerships in Scotland have been involved and they have been working on a range of projects to improve outcomes for children and families. The themes covered in the projects include, support for early pregnancy and beyond, reviewing children the 27-30 month health check and addressing the issues raised from this, addressing attachment issues and child development needs, improving transitions, improving parent engagement and involvement in their child’s learning, supporting families and addressing the impact of child poverty, improving learning through play and addressing child health and wellbeing needs. Donna Murray, EYC Programme Manager

Raising Attainment for All Scotland should be the best place to learn. We want each child to enjoy an education that encourages them to be the best they can be and provides them with a full passport to future opportunity. RAFA was launched in June 2014. Why EYC & RAFA - Because there are still children and young people in Scotland from disadvantage backgrounds whose Development , Attainment and Achievement is not what it should be. There is an unacceptable gap between children from our most and least advantaged backgrounds (wider than in some comparable European countries). and until we finally address this, and ensure all Scotland’s children and young people get an equal chance in their early years and throughout their education, we will not support them to fulfil their potential.

EYC Stretch Aims Stretch Aims Edinburgh’s current progress 1. Reduce rates of stillbirth and infant mortality by 2015 Achieved 2. 85% of children reach their developmental milestones at the time of their 27-30 month review by 2016. 79% 3. 90% of children reach their developmental milestones at the start of Primary 1 by 2017. 77% 4. 90% of children reach their developmental milestones and learning outcomes by the end of Primary 4 by 2021. TBC The concept of a stretch aim is that it shouldn’t be achieved by hard work alone. To have the desired impact there must be a shift in the way that improvement work is delivered. If we work the way we always have, we will always get the same results. Developmental milestones Vision Hearing Attention Behaviour Fine Skills Gross Skills Speech, Language and Communication Social skills Emotional Skills

RAFA Stretch Aims Aim Edinburgh’s current progress 1. 85% of children successfully experience and achieve CfE Second Level Literacy, Numeracy and Health and Wellbeing outcomes by 2016. TBC 2. 85% of children successfully experience and achieve CfE Third Level Literacy, Numeracy and Health and Wellbeing outcomes by 2019. 3. 95% of young people within each school cluster go on to positive participation destinations on leaving school by 2018. Both programmes use the Model for Improvement methodology which is based on addressing three questions What do we want to improve i.e. what is our end game/overall aim? How will we know how we are doing i.e. what will we be measuring? What changes will we need to make to deliver this? Both programmes involve bringing groups together including staff from early years, primary, secondary, health, police and voluntary sector colleagues. Primary schools – Brunstane, Niddrie, Broomhouse, Sighthill, Forthview, Castleview, St Catherine’s, St Francis Secondary – Royal High, Craigmount, Tynecastle, Broughton, Liberton

What is the Attainment Gap? By 3 yrs old children from deprived backgrounds are already showing significantly lower cognitive ability than their peers. (GUS) By P7, the gap in reading attainment levels between pupils living in poverty and their peers is 14%. By S2 only half as many pupils from deprived backgrounds are performing well or very well in maths compared to their peers. In the most deprived areas of Scotland fewer than 1 in 3 young people leave school with at least 1 higher. In the most affluent areas it is 4 out of every 5. If we continue to deliver our services to children and young people in the same way we always have, We will continue to get the same results.

Coffee and Networking

Magic of Music

Evaluations