CLD Policy
and
Improvement Team
Self-evaluation report
April 2014 – March 2015
June 2015
Contents
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Background to the CLD Policy and Improvement Team: 2014-2015
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About the CLD team
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Introduction and Methods
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Workstream 1 – Advise Ministers
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Workstream 2 – Lead and Strengthen CLD Policy
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CLD Regulations
National Youth Work Strategy
Curriculum for Excellence in CLD
Community Capacity Building
Learning for Sustainability in CLD
Adult Learning Statement of Ambition
ESOL Strategy Refresh
New Scots Education Implementation Group
ALIS 2020
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Workstream 3 – Support Improvement and build capacity
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Creative Conversations
ESOL Practitioner Network
Direct support engagement requests
Innovation & Improvement Fund
Strategic Funding Partners
Funding CLDMS
Additional ESOL funding
Innovative Practice visits
Web platforms
CLD – Education Scotland Website
Workforce Survey
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Workstream – Offender Learning
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Summary of priority actions
2 | CLD Policy and Improvement Team Self-evaluation report April 2014 - March 2015
Background to the CLD Policy &
Improvement Team: 2014-15
The CLD Policy and Improvement Team was established in May 2013 after the recruitment of a
Senior Education Officer – CLD. This post was in line with other SEO curricular posts recruited by
Education Scotland (ES).
Staffing changes to the team occurred between 2013 and 2014 with the addition of 3 permanent
Development Officer posts. A full time seconded post was also established until March 2014.
In June 2014, Education Scotland took over as policy lead for youth work, with the addition of 14
Youth Organisation Strategic Funding Partnerships (SFPs). This brings the total number of SFPs,
including the Adult Learning SFP’s to 21. As well as youth work, the CLD Policy and Improvement
team have policy lead for adult learning, adult literacy and numeracy, ESOL and CLD.
Further staffing changes took place in November 2014 with one of the Education Officers securing
the post of CLD HMI. This has resulted in a temporary staff cover of one of the Education Officers.
A new post has recently been created for the team of Policy Officer to specifically focus on the
ministerial work that the team undertakes.
About the team
Education Scotland’s Community Learning and Development Policy and Improvement Team is
comprised of 12 officers. The team provides advice, leadership and support to develop CLD policies
and improve CLD practice in Scotland. The wider CLD team includes HMI CLD colleagues who are
responsible for providing public accountability. The team sits within the Lifelong Learning
Directorate of Education Scotland. The team functions and how they correspond to the corporate
objectives are as follows:
Advise Scottish Government Ministers and
national stakeholders on CLD issues and
policy lead areas.
The CLD team has a key role to play in advising
Ministers and stakeholders on issues involving
the CLD sector. Education Scotland has the
policy lead responsibility for CLD Regulations,
youth work, adult learning, English for speakers
of other languages (ESOL) and adult literacies.
The CLD team leads on these areas, producing
briefing materials and supporting Ministers to
respond to parliamentary questions and
debates as required.
(ES Strategic Objective 5 – Influence
national policy through evidence based
advice)
3 | CLD Policy and Improvement Team Self-evaluation report April 2014 - March 2015
Lead and strengthen the development of CLD policy nationally.
Working with key national stakeholders, the team supports the development of CLD policy and
ensures that there is a coherent and consistent focus on CLD priorities across all relevant policy
areas. Key policies developed in 2014/15 with partners include ‘Our ambitions for improving the life
chances of young people in Scotland’ – National Youth Work Strategy 2014-2019, the ‘Statement
of Ambition for Adult Learning in Scotland’ and assessing the quality of the developing opportunities
for young people aged over 16 in education, training and employment with a particular focus on
young people in a custodial setting.
(ES Strategic Objective 5 – Influence national policy through evidence based advice)
Support the CLD sector to build capacity to embed policy in practice and drive improvement.
The team has a significant role to play in providing support to the CLD sector by creating guidance
resources, supporting workforce development, identifying and sharing innovative practice and
supporting quality assurance and quality improvement. We work closely with partners including
CLD Managers Scotland and the CLD Standards Council. Support is provided through national
networking events, training opportunities and grant funding. The team also supports specific
requests for direct support around key policy areas.
(ES Strategic Objective 2 – Promote high-quality professional learning and leadership
amongst education practitioners and 3 – Build the capacity of education providers to
improve their performance continuously)
4 | CLD Policy and Improvement Team Self-evaluation report April 2014 - March 2015
Introduction
This report presents a summary of strengths and areas for development identified following a
review of team activities delivered in 2014-15.
Activity followed the principles of continuous improvement as set out in Education Scotland
Corporate Objective 3 Strategy. Findings will inform future planning for improvement in the quality
and impact of service provided as part of good practice
Methods
The self-evaluation approach involved a peer led training session with opportunities for group
discussion on shared areas of work. Lead officers then self-evaluated each programme of work in
the team plan. There were also several opportunities to take part in group discussion around shared
areas of work. Evidence was gathered from each work stream to support the self-evaluation
process which was taken forward by dedicated team members taking the role of peer ‘critical
friends’.
In addition, three external focus groups with key stakeholders were facilitated by HMI colleagues
around the QI 8.1. Partnership Working (HGIOCLD2). This QI was selected because of the value
placed by the team on partnership working and stakeholder engagement, and the findings will
inform future engagement activities.
5 | CLD Policy and Improvement Team Self-evaluation report April 2014 - March 2015
Workstream 1 – Advise Ministers
Key Strengths:
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•
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Timeously responded to requests.
Managing volume and diversity of Ministerial and Cabinet Correspondence (MACC’s).
Raised awareness of areas of shared policy interest across Government.
Strong relationships with Private Office.
Good relationships with Ministers.
How good is our support to Ministers?
The Education Scotland CLD team responded to 126 MACCs between April 2014/ March 2015 as
follows:
Response type
Speeches
Briefings
Diary cases
Official responses
Ministerial responses
MACCS contributions
Freedom of Information requests
Parliamentary questions (written)
Parliamentary questions (oral)
Number
16
33
42
10
7
7
4
6
1
An improvement task jointly supported by the team, Scottish Government Improvement Services
and Cabinet Secretary’s Private Office has led to a better shared understanding of processes and
expectations and has informed efficiencies. There is now a need to systematically gather
performance information and further invest in team capacity to take this workstream forward.
Areas for development:
•
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•
•
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Further develop core briefs/top lines for each area of policy lead for consistent use
Arrange for monthly performance statistics for each policy area from PS/Education to be
facilitated by B2 Policy Officer
Introduce and implement a method of gauging quality of submissions – following guidance
provided by Scottish Government Improvement Team.
Request access for all team members working on MACCs to gain access to previous
submissions to assist in providing current and relevant information
Balance the need for weekly information and high profile news – Improvement task agreed
that CLD team will gain access to Private Office training. Arrangements to be taken forward
for CLD team to participate in training
B2 policy post to be developed around supporting Ministerial work.
6 | CLD Policy and Improvement Team Self-evaluation report April 2014 - March 2015
Workstream 2 – Lead and Strengthen
CLD Policy
Key Strengths:
•
•
•
Strong engagement with external stakeholders to co-design and co-produce relevant
policies
Progress in developing and strengthening relationships with internal Education Scotland
and Scottish Government stakeholders.
Consistency of planning around policies is beginning to emerge.
How good is our Policy support?
2.1 CLD Regulations
The team is improving understanding and supporting implementation of the CLD Regulations well
through its implementation framework (LA guidance document, support sessions, standard
presentation, creative conversations). Nearly all Local Authority lead officers have increased their
confidence and understanding through two conversation sessions held by the team in Jan-March
2015.
The team have worked closely with the Community Learning and Development Managers to shape
what is offered and provide individual support where necessary.
The implementation framework was developed and delivered later than originally intended. While
there is no evidence to demonstrate the impact of this, it is likely to have affected the way in which
the sector responded to the CLD Regulations.
Further work is required to support both scrutiny colleagues (HMI and Area Lead Officers) and senior
managers within Local Authorities and elsewhere to develop understanding of the requirements
placed upon them. This will enable those implementing the CLD Regulations to develop strategic
relationships and effect change in the way that the Regulations require, while having confidence that
the scrutiny model supports the changes outlined by the CLD Regulations.
Areas for development
•
•
•
•
•
•
Establish a national CLD steering group to ensure the effective implementation of CLD policies,
and oversee relevant developments that impact on the delivery of CLD.
Establish improved communication mechanisms with CLD Inspection team around
Regulations.
Develop stronger working with SOLACE, ADES, ACOSVO and other networks.
Develop relationship with ALO and all HMI teams to raise awareness and understanding of
role of CLD within a wider context.
Consider the role ES may have in raising awareness of CPPs re Regulations and Strategic
Guidance.
With Education Scotland/Scottish Government colleagues, explore areas where linkages may
exist - for example in youth employability and offender learning.
7 | CLD Policy and Improvement Team Self-evaluation report April 2014 - March 2015
2.2 National Youth Work Strategy
The National Youth Work Strategy (NYWS) was launched in April 2014. A National Youth
Implementation Forum has been established and is co-chaired by Education Scotland and Youthlink
Scotland. Members of the Forum have been assigned a role of champion with a responsibility for a
key objective.
The implementation of the strategic objectives are key to the success of the Forum. The Forum will
undertake its second meeting in June.
Areas for development
• Focus in implementation of NYWS to shift from process to impact, i.e. How do we build an
evidence base to show impact of the implementation? A wider question for the implementation
group but also an internal question for Youthlink and ES as leaders of the process.
• Improve communication on progress – both to internal and external audiences:
- Internal CLD team and wider ES- National Communication – being considered by champion
group on how to make an impact Link progress and evaluation of progress against Adult
Learning Statement of Ambition and ESOL strategy to ensure consistency in approach
• Adopt consistent methodology in reporting on progress for all Strategies Further involvement
of CLD team in process of implementation of the NYWS implementation plan
2.3 Curriculum for Excellence in CLD
The CLD team delivered all assigned targets as stated in the CfE national implementation plan,
supported by an outcome-focused plan, which assisted with monitoring of progress. Strengthened
relationships with ES Assessment team, SG Assessment/Insight teams and the Awards Network
have been central to the success of the work over the year.
Activities included three Creative Conversations attended by over 120 delegates. Almost all
participants reported improved knowledge and understanding of CfE and meeting with and
exchanging ideas and practice examples was of most value.
In addition, the team worked with SG colleagues, ES Assessment team and Awards Network to
deliver four information sessions on Insight/Profiling in the context of Assessment reaching a total of
105 participants. All participants reported they had an improved knowledge and understanding of
CLD role in CfE implementation.
Areas for development
• Further review of National strategic arrangements for CfE in CLD.
• Future professional learning delivered at regional level to meet needs of sector.
• Enhanced professional support for CLD leaders responsible for CfE.
• Further smarten sources of evidence used to inform future planning – e.g. CfE aspect review.
• Build on initial joint work with SG, Assessment team and Awards Network.
• Include joint work with others in ES in CfE targets for 15/16 e.g. LfS, Children & Young People’s
Rights.
• Identify online platform to host key documents, event outputs and encourage development of
online networks
8 | CLD Policy and Improvement Team Self-evaluation report April 2014 - March 2015
2.4 Community Capacity Building
Our policy development work in this area has had limited impact to date. The team have scoped the
issues well, consulting with a good range of internal and external stakeholders, producing a
discussion paper with recommendations which has been shared internally only at this point. Whilst
the scoping study has helped generate internal dialogue, it has had limited impact so far on further
dialogue with a broader range of stakeholders. An initial agreement has been made with CDAS to
work in partnership on a national statement on community development, thereby reducing the risk
of duplication in this area. The planned national stakeholder reference group has still to be
established. Progress by ES on developing a statement of ambition and/or action plan with partners
has been dependent on this.
Almost all of the 45 stakeholders in a conversation session in January 2015 stated their
understanding of how community learning and development can support community empowerment
had increased. Key messages from the conversation re-emphasised the need for a clearer focus on
community development and CCB in national policy; a focus on upskilling/professional learning,
especially around key aspects of the Community Empowerment Bill; and a demand for more
conversations on this theme.
Good links have been made with the ES Social Studies team, which will enable the team to contribute
to ES political literacy/education resources to make them useful to CLD practitioners.
•
•
•
Arrange discussion with senior SG colleagues to scope support for a stakeholder reference
group with a remit to strengthen national ambitions on community development and community
capacity building.
The CLD workforce survey findings will influence the thinking in this area of policy.
Develop our links with ES Social Studies team and partner organisations to ensure that
planned political literacy professional learning resource is accessible to CLD practitioners and
includes examples of good community involvement.
2.5 Learning for Sustainability in CLD
The CLD team work on Learning for Sustainability (LfS) in 2014/15 has been punctuated by the end
of the decade, which has raised new challenges regarding future policy direction for LfS in education,
both formal and non-formal.
Strong existing working relationships with SG and ES colleagues will be key to setting out future
policy priorities.
Almost all of the 60 CLD leaders and practitioners involved in LfS related activities have voiced the
need for further awareness raising, values led approaches for organisations and professional
learning opportunities.
Areas for development
• Policy development supporting LfS in CLD required to carry agenda beyond end of decade.
• Continue to strengthen the synergies between school and CLD developments including new
Inspection models.
• LfS needs to be more visible in the CLD sector.
• Increase support to professional learning through partnership initiatives including practice
sharing.
• Investigate opportunities to support CLD organisations to review their ‘values’ through a LfS
lens.
• Gather more case studies/good practice examples to further develop online resource.
• Research on the impact of LfS in CLD by 2016.
• Learn from organisations working on more deprived communities about their
successes/methods.
9 | CLD Policy and Improvement Team Self-evaluation report April 2014 - March 2015
2.6 Adult Learning Statement of Ambition
The Adult Learning Statement of Ambition was launched in May 2014. Since then the Strategic
National Adult Learning Forum have commissioned desk top research into UK and European models
for the learner voice. During the year, Strategic Forum members developed and agreed strategic
objectives to sit under the Statement of Ambition outcomes. Members consulted with their
stakeholders on these strategic objectives; priorities for action and how best to ensure learner’s
views and thoughts were incorporated into the process. The team also facilitated three creative
conversations to consult on priorities for action in partnership with CLDMS Adult Learning sub-group,
Learning Link Scotland and Dundee City Council. Education Scotland Knowledge Management
colleagues produced a report on themes from the feedback. These consultations will inform the
Implementation Plan for the Statement of Ambition.
A steering group co-chaired by Education Scotland and SCQF and in partnership with Newbattle
Abbey College successfully oversaw the development of Adult Achievement Awards, which were
credit-rated by Napier University in February 2015 at SCQF levels 3, 4 and 6.
The results of the consultation process showed that 94.12% of 204 respondents welcomed the
establishment of Adult Achievement Awards.
Areas for development
• Future resource implications to be considered by the Forum.
• Ministerial involvement.in Strategic Forum to be clarified
• Establish four working groups to take forward implementation plan.
• Evaluation and support to AAA pilot programme.
2.7 ESOL Strategy refresh
The refresh process has involved a number of stakeholders ranging from practitioners, providers,
learners, other stakeholders and national organisations as well as Scottish Government Minister and
their private offices.
It has helped to maintain the profile of ESOL on the public service landscape and the refreshed
strategy seeks to ensure that it continues to do so. Involvement of other colleagues within Education
Scotland and Scottish Government was sought at appropriate stages of the process.
As a result of the refreshed strategy, there is now a great impetus to review key resources which
support the field including the national ESOL Scotland website and learning and teaching materials.
The strategic document provides the starting point from which to address key issues in the
coordination and delivery of ESOL provision which can be affected by education policy as well as
matters reserved to the UK government.
Draft implementation planning is currently underway and will adopt approaches and methods that
ensure close involvement with the sector.
Areas for development
• Develop a communication plan as part of the implementation of the ESOL strategy refresh
ensuring that changes e.g. Home Office language requirements for citizenship are
communicated quickly to the field.
• Ensure there are opportunities to further engage with stakeholders in more remote parts
of Scotland including learners.
• Refine the planning process from initial consultation meetings to completed document
and promotion activity. Apply this to the implementation process
• ESOL resources online to be reviewed with some being migrated to (Give full name)
EPALE.
10 | CLD Policy and Improvement Team Self-evaluation report April 2014 - March 2015
2.8 New Scots Education Implementation Group – lead and progress actions
The New Scots: Integrating Refugees in Scotland’s Communities strategy is a Scottish Government
strategy to work towards effectively supporting the integration of refugees in Scotland. Led by the
Equalities Unit in Scottish Government, it works with key partners including COSLA and the Scottish
Refugee Council to oversee the implementation of the strategy.
Addressing the needs and issues of refugees and asylum seekers in Scotland, the strategy has
brought together a diverse range of stakeholders and national agencies in an attempt to coordinate
efforts and services to effectively support the integration of refugees and asylum seekers.
Education Scotland’s role in leading the Education Implementation Group for New Scots has
involved engaging with key stakeholders as well as seeking their commitment to actions.
A good working relationship with the Scottish Refugee Council has helped to ensure refugee
involvement in the implementation group and that involvement is accessible as possible.
Education Scotland’s role has been key to ensuring that actions related to education issues for
refugees and asylum seekers are progressed. Many of the actions relate to refugees and asylum
seekers but also their children. It spans many areas related to education from early years through to
lifelong learning.
The main challenge to this project is keeping an overview of all the actions being carried forward by
a number of different organisations. This is helped by records from meetings and continuous
communication with key partners in the group.
Areas for development
• Increase engagement with relevant partners in other implementation groups.
• Provide more opportunities for stakeholders in the implementation group to share
knowledge and information about their core roles and responsibilities to increase
understanding and awareness of their functions and how they can commit, contribute to
and take forward actions in year 2.
• Develop further cross directorate links to support actions for year 2 of the strategy action
plan.
2.9 ALIS 2020
ALIS 2020 Strategic Implementation Group met through 2014 but the group was stood down in 2015
in line with the end of the Standing Literacy Commission. The group have agreed to remain as a
virtual sounding board as required.
The team contributed to progress reports and presented on the Adult Literacies Section of the
Literacy Action Plan to the Standing Literacy Commission. The final report was published in May
2015.
Adult Literacies Key Contacts met twice in 2014-15 and requested longer meetings in order to cover
more business and spend more time networking.
There has been interest from Europe in the adult literacies work in Scotland. Education Scotland are
members of the European Basic Skills Network and a Standards Council colleague gave a
presentation on i-develop at the 2015 conference. There is interest from Norway on Big Plus as
‘promising practice’ and colleagues from Hungary came to Scotland to learn from practice here.
International Literacy Day was celebrated in the Emirates, Glasgow and received positive feedback
from participants with 95.4% of participants rating the speakers as excellent or good and 90.4% of
participants rating the practice sharing workshops as excellent or good.
11 | CLD Policy and Improvement Team Self-evaluation report April 2014 - March 2015
We have started work on a ‘state of the nation’ report on ALIS 2020 five years on. The report will
cover main achievements and also look at priorities for the next five years.
Good links have been established with ES school literacy and numeracy teams with the literacy team
part of the organising group for ILD and adult literacies practitioners invited to the National Literacy
Network and National Numeracy Network.
Areas for development
• Review and update e-platforms – e.g. Adult Literacies Online
• Gather statistics for learner involvement in literacies learning
• Complete ALIS report to highlight achievements from 2010-2015 and identify priorities
from 2015-2020
12 | CLD Policy and Improvement Team Self-evaluation report April 2014 - March 2015
Workstream 3
- Support improvement & build capacity
Key Strengths:
• Innovation & Improvement Fund – improved support and monitoring role from ES.
• Positive professional relationships with SFP’s.
• Workforce Survey partnership approach has led to good response from the sector.
• Support around CLD Regulations positively received.
How good is our support to the sector?
HMI colleagues led a series of focus groups from a random sample of our partners. A varied and
diverse range of partnerships were outlined through the focus group discussions. These ranged from
SFP funded organisations, support to Scottish Government Ministers, Innovation & Improvement
Fund recipients, Local Authorities, Scottish Prison Service, CLDMS, and internal partners - ES/SG.
Overall partners were very positive about the working relationship with CLD team members. Partners
felt very well supported and talked about a close working relationship. Partners felt their views were
being taken on-board and acted upon by responsive staff.
The skill set of the CLD team is much improved with a raised awareness across sectors about the
key role CLD plays. Education Scotland CLD team members are knowledgeable and well informed.
All partners felt they were being well supported to achieve agreed outcomes. Events such as the
Creative Conversations were seen as offering a good opportunity for improved professional dialogue
and in opening up networking opportunities. Most organisations represented felt that the inputs on
the Regulations had been helpful.
Areas for development identified by external focus groups:
• Provide clarity around where unified advice on CLD can be found.
• ES to share information about its organisational structure and detail on Directorate remit
with partners including Private Office.
• Improve articulation of ‘professional development’ offer.
• Articulate and improve how inspection findings informs the work of the wider CLD team.
• Provide key staff contact names on website material where appropriate, to facilitate follow
up enquiries.
• Scope feasibility of developing further consortia arrangements to fund/deliver initiatives.
• Professional learning to support improvement in areas such as ‘improvements in
performance’ and ‘improving services’ (HGIOCLD2 quality indicators 1.1 and 5.10).
• Increase opportunities for practice sharing through professional dialogue e.g. networks,
events and case studies e.g. CLD plan progress.
• Opportunity for the CLD Team to further develop partnership approaches across Education
Scotland e.g. assessment and curriculum/Developing Young Workforce.
13 | CLD Policy and Improvement Team Self-evaluation report April 2014 - March 2015
3.1 Creative Conversations
Creative conversations were designed as an approach and a way of engaging with the wider
stakeholder audience around an area of work that was central to the development of CLD. This
approach was in line with corporate ES approaches to engaging on key curricular areas. Feedback
has been positive and those who have attended have reported that they have been useful and
informative. Almost all conversations have been well attended.
Areas for development
• Define the key components that constitute a ‘Creative Conversation’.
• Explore other models to support on-going dialogue with the sector.
• Evidencing impact.
• Explore the need for both practitioner and manager networks
• Ask our stakeholders what themes/policy areas would be most beneficial to them
3.2 ESOL Practitioner Network
The network meetings have been well attended by a range of practitioners across CLD, college, third
and schools sector. The network meetings provide the opportunity for practitioners who work in
isolated settings to share practice. New practitioners find the network meetings a valuable source of
information. The network meetings also provide a platform for other organisations to share
information. SQA has attended on several occasions in the past, providing information on the
development of the new ESOL qualifications.
Areas for development
• Re-assess role of the practitioner network
• Assess how aspects of the network might align better with other CPD platforms/networks
(needs a bit of rewording to make sense)
• Assess role of ES in building the network
• Make each meeting relevant to all those who wish to attend
• To provide the right level of national input and to ensure there is opportunity for
discussion. Practitioners across sectors have been able to make links with others through
these networks.
3.3 Direct Support Engagement Requests
Over the past 18 months, local authority requests have been a means for the team to provide
planned external support to partners. Requests have varied from support on outcome based
planning to implementation of CLD Regulations. The request format was established in an attempt
to provide tracking to the request and monitor completion of response. The development of this
coincided with ES reorganising the role of ALOs and partnership agreements. A corporate decision
was made to include all support in partnership agreements through the ALOs. As a result, all
requests should come through ALOs and will be recorded in the partnership agreement.
Areas for development
• Guidance for the team around how support is allocated
• Clarity of role and the links with the ALO to identify support needs
• In light of the ALO role, review the engagement form and process of supporting LAs
• Further develop communication across HMI team and CLD team.
• Develop closer working relationships with Directorate A around partnership agreements
14 | CLD Policy and Improvement Team Self-evaluation report April 2014 - March 2015
3.4 Innovation & Improvement Fund
In 2014, Education Scotland launched a CLD Innovation and Improvement (I&I) Fund, providing
grant funding to implement CLD policy, strategy and legislation. The fund was designed to support
partners to deliver the key changes required to achieve transformation through innovation and
improvement. We asked applicants to demonstrate how they would embed CLD policy in practice
through delivering at least one of the following two outcomes:
•
•
CLD partners are more confident, skilled and better equipped to deliver the requirements of
CLD policy and legislation;
The quality of CLD activity is improved through innovative practice that embeds CLD policy.
Areas for development
• Evaluation Survey aimed at successful recipients
• Produce communications strategy to include clarification on who can/cannot apply for I&I
funding
• Organise support workshop event(s) around outcome planning and the application
process.
• Organise an end of project event (real or virtual) to show case good practice resulting
from funded activity
3.5 Strategic Funding Partners
Work with Strategic Funding Partners (SFP’s) has evolved over the past year. SFP’s report that a
positive, professional relationship is developing with the monitoring officers and with the Policy and
Improvement Team as a whole. Two information sharing events with SFP’s were conducted over
2014/15 and both were positively received.
Areas for development
• Innovation and Improvement fund guidance for monitoring officers to be adapted for SFP
monitoring officer role.
• Improvements to Admin and Finance systems to continue to develop through the Central
Grant role
• Closer working relationships with SG colleagues to develop consistency in approach
• Signpost monitoring officers to key policy areas to enable linkages across portfolio areas
and inform strategic discussions
• Plan for transition to new system 2016 – 17 to ensure stakeholders are fully supported by
CLD Team as appropriate
• Use shared folders when established, to collate and share information across the teams
re SFP progress and actions.
• Establish use of the shared drive for ease and efficiency as well as record keeping
• Plan further events to link SFP’s to further learning opportunities
15 | CLD Policy and Improvement Team Self-evaluation report April 2014 - March 2015
3.6 Funding Community Learning and Development Managers Scotland (CLDMS)
The relationship between CLDMS and ES is evolving and there is a raised awareness of the breadth
of ES role and that of the CLD Policy and Improvement Team, however, further work is required to
establish a greater understanding of how the roles and responsibilities can work in tandem. There
have been good examples of increased attendance at events and more joint planning on areas of
interest.
The funding agreement would benefit from a renegotiation with SMARTER targets.
Areas for development
• Need to renegotiate the funding agreement
• Clarity required on joint initiatives for 2015 and beyond
3.7 Additional ESOL Funding
Information from 2013-14 reports will be used to assess the level of information, that is captured and
to review the reporting process. This will lead to improvements in the monitoring of funding and in
providing the information most useful for Education Scotland/Scottish Government.
Previous reports have been useful in providing information to Ministers on ESOL activity in different
areas of Scotland. Detailed information is given on type of provision, partner providers, learning
hours made possible and learner numbers.
Sustainability of provision becomes an issue where providers rely heavily on additional funding for
their core activity.
Areas for development
• Address specific issues identified through the work of New Scots implementation work and
ESOL strategy implementation work.
• Work with the statistics team to improve processes for evidencing impact of additional
funding and to assess level of demand and type of demand.
• Work with stakeholders to agree funding criteria.
• Need to assess the model, distribution and sufficiency in relation to some of the issues
outlined.
3.8 Innovative Practice visits
As part of the learning community inspection model, innovative practice was identified as an area to
capture. The CLD Policy and Improvement Team were allocated responsibility of following up with
visits and write ups to publish case studies. Over time, this has required significant staffing resource
with limited impact on the sector. Following completion of all outstanding visits, this process will be
reviewed and assessment made on how best to capture innovative practice across the CLD sector.
Areas for development
• Work with HMI colleagues to develop appropriate Innovative Practice criteria
• Work with sector to identify categories/types of examples that are of most benefit
• Work more closely with organisations to co-produce write up
• Investigate ES cross directorate ways into how good practice is identified and disseminated.
• QA process established for innovative practice not identified through inspection
• Consider mentoring/brokering of sharing practice/study visits for those most in need of this
learning.
16 | CLD Policy and Improvement Team Self-evaluation report April 2014 - March 2015
3.9 Web Platforms
External validation confirmed views that the portfolio of CLD web platforms required rationalising and
modernising. Generally, there is a correlation between the investment in a platform and the level of
practitioner interaction. Some practitioner resources and features across the web platforms were felt
to have value. Statistics could be better utilised to monitor and track performance.
Areas for development
• Develop digital footprint to include all channels.
• Identify resources/information to be preserved for future use across all platforms.
• Scope new web platform for CLD practitioners.
• Build in more targeted use of web statistics and metrics and associated analysis in
monitoring and tracking.
• Look at opportunities for outsourcing current recommendations
• Recruit part – time web post to oversee all CLD web development work
3.10 CLD – Education Scotland Website
The review of the CLD webpages has facilitated a much-needed opportunity to rethink the role of
the CLD Policy and Improvement team and how services are delivered, in particular the online
presence. By the end of this task, the quality and coherence of the website will have improved
significantly. In undertaking this exercise, the team have improved their understanding of and
relationship with the web content team, allowing for improved procedures for adding content in the
future.
Areas for development
• Develop clear quality assurance procedures
• On-going review of content to ensure accuracy
• Develop retention/review schedules
• Improve the aesthetic of webpages by updating images.
• Stakeholder engagement to evaluate new structure
• Improved use of statistical information
3.11 – Workforce Survey
A Workforce Survey was identified as a key area of work to provide a snap shot of the needs of the
sector and ensure that resources provided are appropriate and targeted. A cross representative
working group established from ES, Standards Council, WEA, SCDC, and Youthlink supported by
colleagues from the Knowledge Management Team scoped the key areas of research. Education
Scotland has made good progress overall in implementing its plan for a workforce survey within the
planned timescale and budget. Partners have worked well together to carry out pilots and develop
the survey. The initial response rate to the survey is good. The process should be evaluated more
thoroughly in May 2015 to assess the final number and quality of responses and the impact of funding
partners to support their sectors to engage with the survey. The impact of the survey findings on
Education Scotland and other partners’ future priorities will also be evaluated.
Areas for development
• Evaluate the process fully in June 2015 when survey findings are published.
• With partners, identify priorities and resources for the future phases of this research to be taken
forward in years 2 and 3.
• Scope potential to gather statistics on numbers of learners and training needs.
17 | CLD Policy and Improvement Team Self-evaluation report April 2014 - March 2015
Workstream – Offender Learning
Key Strengths:
• Strengthened relationships with Scottish Prison Service (SPS) staff
• Increased capacity of staff to provide a higher quality learning experience.
• Links with ES colleagues in providing range of quality staff CPD.
• Increased awareness by SPS staff of the value of on-going self-evaluation.
How good is our support to the Scottish Prison Service?
Offender Learning: Improving outcomes for young people and adults
Understanding of the importance of regular review and consistency of approach has increased. Staff
have developed an understanding of evaluation and its role in programme development. However,
further work is required to support staff embrace the language and value of self-evaluation.
Development of a quality assurance toolkit will support the roll out to delivery partners and other
areas across the establishment.
Through partner focus groups it was reported that since support from Education Scotland begun,
there have been raised staff aspirations and increased awareness of the need to look outwards and
better engage with the communities prior to young people being released from custody. It was also
noted that Education Scotland support work within HMYOI Polmont had been “done with and not to”
SPS staff and young people.
A snapshot evaluation conducted by Analytical Services in March-April 2015 presented findings from
interviews with key stakeholders involved with offender learning. Interviews were part of an on-going
evaluation of Education Scotland’s work and were designed to gather feedback in relation to the
impact the organisation has had on establishments and on the SPS’ approach to learning.
Overall, the participants felt that the support provided by Education Scotland had had a positive
impact. In particular, participants commented on how valuable work had been at a strategic level in
terms of helping to identify future priorities, to develop strategies and also referred to the
contributions Education Scotland staff had made in steering groups.
Training provided was highlighted as being particularly valuable as it helped participants to clarify
their thinking and identify how they could apply learning from education to their own areas.
Participants also felt that advice in relation to evaluation could help them apply the learning to their
own work. One participant valued the networking opportunities although sometimes these
opportunities were not initiated by the organisation but instead had arisen as a result of the
partnership.
In relation to communication with Education Scotland staff, the results were mixed with some
participants indicating it was always possible to contact and discuss things while others felt it was
perhaps inconsistent at times.
Areas for development
• Development of a process toolkit for rolling out to all other areas to ensure consistency of
approach across the establishment
• Build in self-evaluation and reflection
• Explore the possibility of developing peer support/champions for self-reflection and
evaluation.
18 | CLD Policy and Improvement Team Self-evaluation report April 2014 - March 2015
Summary of priority actions
Improvement activity
•
Review current team use of Communications channels
Timescale
Jul – Sep ‘15
Workstream 1 – Advise Ministers
•
•
•
Develop top lines and core briefs
Implement a team MACCS tracking system to be shared
centrally
Identify and implement model of qualitative evaluation of
MACCS.
Jun – 30 Sep ‘15
Jun – 30 Sep ‘15
Jun – Oct ‘15
Workstream 2 – Lead and strengthen CLD Policy
•
ES to establish a Strategic group for CLD
2 Sep ‘15
•
Create an infrastructure to support improved communications
across ES
Aug ‘15 – Mar ‘16
Workstream 3 – Support Improvement and build capacity
•
•
•
•
•
•
Scope and agree teams role in CPD/Workforce development
(grants/direct support/corsortia)
Digital footprint workplan
Support SFP partners in transition to new grant arrangement
Sep ’15 – Dec ‘15
Framework for identifying and validating innovative practice
created (improved support/guidance to DOs conducting IP
visits- questions, focus group advice to improve consistency)
Defined criteria for hosting a national event and systematic
evaluation of the impact of national events.
Framework for providing support to authorities/partners in
conjunction with Directorate A (defined process for working
amidst partnership agreements/engagement requests)
30 Sep ‘15
Aug ’15 – Dec ‘15
Aug ‘15
30 Nov ‘15
Sep ‘15
Offender Learning – HMYOI Polmont – Learning Environment
•
•
Create and implement strategy for roll out of model for
curriculum design and development.
Build in system of quality assurance and self-evaluation
19 | CLD Policy and Improvement Team Self-evaluation report April 2014 - March 2015
Jun ’15 – Mar ‘16
Jun ’15 – Mar ‘16
Education Scotland
Denholm House
Almondvale Business Park
Almondvale Way
Livingston EH54 6GA
T +44 (0)131 244 3000
E enquiries@educationscotland.gov.uk
www.educationscotland.gov.uk