T h e C i t y o f E d i n b u r g h C o u n c i l
F o l l o w - u p I n s p e c t i o n R e p o r t

Definition of terms used in this report
HM Inspectors use published criteria when making judgements about the work of a school. These performance indicators relate judgements to four levels of performance.
This report uses the following word scale to make clear the judgements made by
Inspectors: very good good fair unsatisfactory major strengths more strengths than weaknesses some important weaknesses major weaknesses
This report also uses the following words to describe numbers and proportions: almost all most majority less than half few over 90%
75-90%
50-74%
15-49% up to 15%

4.
3.
5.
Contents
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Introduction
Page i
1. The aims, nature and scope of the inspection
2. Changes in the operational context of the
Education Service
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Continuous improvement
Progress towards the main points for action
Conclusion
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The education functions of each local authority in
Scotland will be inspected between 2000 and
2005. Section 9 of the Standards in Scotland’s
Schools Etc. Act 2000 charges HM Inspectorate of
Education, on behalf of the Scottish Ministers, to provide an external evaluation of the effectiveness of the local authority in its quality assurance of educational provision within the Council and of its support to schools in improving quality.
Inspections are conducted within a published framework of quality indicators ( Quality
Management in Education ) 1 which embody the
Government’s policy on Best Value.
Each inspection is planned and implemented in partnership with Audit Scotland on behalf of the
Accounts Commission for Scotland. Audit
Scotland is a statutory body set up in April 2000, under the Public Finance and Accountability
(Scotland) Act 2000 . It provides services to the
Accounts Commission and the Auditor General for Scotland. Together they ensure that the
Scottish Executive and public sector bodies in
Scotland are held to account for the proper, efficient and effective use of public funds.
The inspection team also includes an Associate
Assessor who is a senior member of staff currently serving in another Scottish local authority.
All inspections of the education functions of education authorities are followed up by inspection teams, normally around two years from the date of the original published inspection report.
1
Quality Management in Education (HM Inspectors of Schools, 2000) is a framework of self-evaluation for
Local Authority Education Departments. i

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The City of Edinburgh Council
Follow-up Inspection Report
The education functions of The City of Edinburgh
Council were inspected during the period November to
December 2002 as part of the national inspection programme of all education authorities in Scotland over a five-year period.
The local authority prepared and made public an Action
Plan in May 2003, indicating how it would address the main points for action identified in the original HMIE inspection report published in March 2003.
An inspection team revisited the authority in March 2005 to assess progress made in meeting the recommendations in the initial report.
Since the initial inspection of the education functions of
The City of Edinburgh Council in November to
December 2002 there had been a number of significant changes within the Council and the Education Service.
Following the local government election in May 2003, the Labour party continued to lead the administration.
The Leader of the Council remained in post as did the
Executive Member with responsibility for education. The
Council demonstrated a continuing and strong commitment to supporting and scrutinising the work of the Education Department. The Executive Member with
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2 responsibility for education continued to provide firm political leadership.
In 2003 there had been a wide-ranging review of Quality
Services within the Education Department and a new, effective structure had been established in August 2003.
It comprised a Quality Improvement Team which focused on providing support and challenge to schools and pre-5 centres, and a Quality Development Team which had lead responsibility in continuing professional development
(CPD). During this restructuring a number of posts had been left unfilled until appropriate people could be appointed. By January 2005 teams were in place. During this time, there had also been a major review of Working
Together Services (WTS) and Special Educational Needs
(SEN) in the City. The review of WTS resulted in integrated professional teams providing services to neighbourhoods across the city. Evidence indicated that this structure was more effective in providing integrated support at the point of need to children, young people and their families. The strategic framework under which provision for pupils with special educational needs will be developed was consulted upon and agreed by the
Council Executive. The Council also undertook a city-wide review of secondary school catchment areas and a programme of primary school rationalisation.
These involved wide-ranging consultations and a demanding programme of meetings by the Director and his senior team. A strong, strategic lead had been given by the responsible Heads of Services in each of these major areas of review.
Set against these wide ranging reviews within the
Education Department, the Council adopted a radical approach to delivering Children’s Services through its decision to form a Children and Families Department.
Following the publication of the O’Brien Inquiry 2 in
2 O’Brien Inquiry, Report of the Caleb Ness Inquiry , Report commissioned by
Edinburgh and the Lothians Child Protection Committee, October 2003.

October 2003, there was a major review of the organisation and management of social work services.
The Director of Education took overall responsibility for all Social Work services and, following the Council decision to form two new departments, operated an extended remit as Director of Education/Director of
Children and Families designate. The Senior
Management Team (SMT) was extended and operated as a Children and Families SMT from May 2004. This arrangement was formalised in September 2004.
Throughout this period, the Director demonstrated strong strategic leadership at a most difficult time for the
Council. His strong commitment to improving and strengthening partnership working had led to a very positive approach to helping officers manage the changes.
It was impressive that staff had a strong sense of ownership of the new Department and that morale remained high during this period of considerable change.
Since the inspection report was published in March 2003, the Education Department had continued to improve aspects of its overall effectiveness.
Since 2002 there had been an increase of 4% in the overall pupils’ attendance rates in secondary schools. In session 2003/2004, secondary school pupils attended school on average six days more than in 2002/2003.
Attendance rates in primary schools over the same period, from a higher base, had improved slightly. In primary schools the number of exclusions per 1,000 pupils gradually declined over the last three years. Exclusions per 1,000 pupils in secondary schools varied, but remained consistently well below the national average.
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Since the original inspection, the attainment of pupils in the authority’s schools had overall remained relatively even. Aspects of good performance had been maintained and recently there had been signs of improvement in some areas.
Over the period 2002/2004, in primary schools, the percentage of pupils achieving expected levels for their stage in mathematics had remained stable between 2002 and 2003, but increased in 2004. The extent to which attainment was below the national average had reduced to bring it broadly in line with national figures. Attainment in reading and writing had remained steady and in line with national averages. In secondary schools, performance in reading and mathematics had remained steady between 2002 and
2003, but had increased notably in 2004. However, attainment in these curriculum areas remained well below national averages. Attainment in writing had remained steady and, overall, well below the national average.
In National Qualifications, the percentage of pupils attaining five or more awards at Level 3 3 or better,
Level 4 or better and Level 5 or better by the end of S4 had, over the period 2002/2004, remained relatively even.
At Level 3 or better and Level 4 or better attainment by the end of S4 had remained below and slightly below national averages respectively. The percentage of pupils attaining five or more awards at Level 5 or better had remained broadly in line with national averages. The percentage of pupils attaining such a level of award by the end of S6 had steadily improved and was in line with national averages. The percentage of pupils attaining three or more and five or more awards at Level 6 or better by the end of S5 had remained relatively steady and the
3
Scottish Credit and Qualifications Framework
Level 1 = Access 1. Level 2 = Access 2
Level 3 = Standard Grade at Foundation Level or Access 3.
Level 4 = Standard Grade at General Level or Intermediate 1 at A-C.
Level 5 = Standard Grade at Credit Level or Intermediate 2 at A – C.
Level 6 = Higher at A – C.
Level 7 = Advanced Higher at A – C.

extent to which performance was above the national average had been maintained. The percentage of pupils who gained such awards by the end of S6 had remained in line with or slightly above national averages. The percentage of pupils who gained one or more award at
Level 6 or better by the end of S6 had increased. The percentage of pupils who gained one or more awards at
Level 7 by the end of S6 had remained steady and was consistently above national figures.
The Council had maintained high-quality support for all pre-school partnership centres and authority nursery schools and classes. This included regular visits by
Quality Improvement Officers (QIOs), to annually audit and evaluate practice in all types of provision. Very good support was given to pre-school establishments to respond to recommendations made in reports of inspections conducted by the Care Commission and HM
Inspectors of Education. All pre-school establishments received very helpful support materials, including guidelines on policies and self-evaluation. The education resource lending library had been extended to include provision for partner providers. Following a successful pilot, establishments were using electronic individualised educational programmes (IEPs) adapted for children in the early years. These IEPs were helping staff to set learning targets for pupils with special educational needs.
This initiative was well supported by staff development programmes. The authority had seconded an additional
QIO to strengthen the support offered in the pre-school sector. Overall, the quality of pre-school provision for children and their families had been strengthened.
The Council had continued to promote the wider achievement of young people through a well-planned series of initiatives. The high priority given to promoting education for work and enterprise, and citizenship was leading to broader and more relevant learning for pupils in primary and secondary sectors.
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Educational services were building on the strong base to develop further enterprise in education. A group of four enterprise development officers were co-ordinating the initiative well and had given schools high quality support materials. Developments were supported by authority and neighbourhood conferences, and a worthwhile range of good quality continuing professional development opportunities. The development of strong partnerships with a broad range of agencies and organisations further enhanced provision and opportunities for children and young people through a number of initiatives across all sectors of education. Good progress had been made in the development of a data base of local small and medium sized enterprises, in collaboration with
Edinburgh Chamber of Commerce and Enterprise. As a result, the number and variety of potential contacts for schools had increased and widened access to a range of enterprise activities. Partnership with local colleges of further education to extend opportunities for pupils were stronger.
In March 2004, a comprehensive Education for
Citizenship Implementation Plan was launched. Progress in achieving the targets set out in the plan was good. A majority of schools had education for citizenship in their current development plans. The authority had published a helpful resource pack to support schools develop students’ councils. Almost all schools had established a council to provide pupils with appropriate opportunities to have a voice in matters influencing their lives in school. Plans were in place to devolve some finance to student councils to enable them to deliver benefits for pupils in individual schools. A resource pack,
Re: Thinking Citizenship, had been issued to support schools to develop citizenship in the curriculum. In response to requests from schools, the authority had introduced a programme of continuing professional development to support staff take forward education for enterprise and citizenship to the benefit of pupils. Pupils’ broadening experience of global citizenship was evident

The initial inspection report published in March 2003 identified six main points for action. This section evaluates the progress the authority has made with each of the main action points and the resulting improvements for pupils and other stakeholders.
4.1 Continue to improve property maintenance and address issues of over-occupancy and pressures on school accommodation.
The Education Authority had made very good progress towards meeting this point for action.
A comprehensive programme of new school building, refurbishment, school rationalisation and catchment reviews had improved school accommodation. Over and under occupancy levels had been reduced and the quality of accommodation improved. in a number of valuable activities. Seven secondary schools had taken part in international exchanges with schools in Europe and the USA. Six secondary and six primary schools had developed links with various African countries. Almost one hundred schools were registered for the Eco-school award for their approaches to environmental education. Three, including one nursery, had achieved the ultimate green flag status. The authority had involved local and city-wide groups in establishing the Edinburgh Eco-Council. A helpful CD ROM had been developed in partnership with young people to promote and increase involvement in this Council. These various developments, co-ordinated and supported by the authority, provided many children and young people with new and varied opportunities to develop skills and demonstrate new achievements.
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The Public Private Partnership (PPP) programme of new builds and refurbishment and the capital investment programme had improved school accommodation. The
Council’s PPP1 programme was almost complete, with a few remaining schools due to open by the start of the new school year. This programme had given some schools, which were previously over-occupied, increased capacity to meet demand. The experience of the PPP1 programme had successfully informed the planning of the PPP2 programme, particularly in the use of new build properties rather than refurbishment to provide improved accommodation. At the time of inspection, the PPP2 programme had progressed to the Invitation To Negotiate stage.
Population shifts had resulted in catchment numbers exceeding the notional capacity of secondary schools in some areas of the city. This placed pressure on a number of schools. The Council had completed the first year of a three year Catchment Review programme which aimed to match catchment population levels with the capacity of the local schools. Following extensive consultation, alterations had been made to the catchment areas of some over-occupied schools. The full impact of these decisions will not be evident until the start of the next school year.
Over-occupancy levels in some secondary schools remained relatively high despite the actions of the
Council. However, the PPP2 programme and the continuing phases of the Catchment Review should have an increasing positive impact on future occupancy levels.
Improvements to property maintenance services, which had been newly implemented at the time of the original inspection, had now bedded in successfully. There was evidence of a positive impact on maintaining the school estate. Schools built or refurbished through the PPP programme had Facilities Management services provided externally, using a helpdesk contact number to request services. These arrangements were working well and represented a considerable improvement on previous

arrangements. Non-PPP schools had effective alternative arrangements in place for repairs and maintenance.
Business Managers in schools had also had a significant impact in improving the management of maintaining property. Contact arrangements and relationships between the Property Care Service and schools had also improved and the information provided to schools was considered more user-friendly, timely and accurate.
Overall, there was clear evidence of many signs of improvement in the school estate to provide more effective environments for learning. Established policies and programmes provided a strong basis for continued improvement.
4.2 Extend the provision of direction and support for the 5-14 curriculum to enable staff to continue to target under-achievement and raise attainment.
Overall the Education Authority had made very good progress towards meeting this main point for action.
In order to strengthen direction and support for the 5-14 curriculum, the authority had successfully focused on improving continuity in pupils’ learning between primary and secondary schools. For example assessment and curricular materials were improved and supported by appropriate CPD programmes.
The Education Department had completed a review of its approach to supporting and managing the 5-14 curriculum. The restructuring of the Quality Services
Group had strengthened the roles of QIOs in giving advice on the curriculum. QIOs had an allocated responsibility for an area of the 5-14 curriculum. A QIO chaired curriculum working groups, each covering an area of the 5-14 curriculum. These groups, were providing valuable support to improve learning, teaching and achievement.
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The authority effectively deployed development officers in areas supported by dedicated external funding, including science, enterprise in education and formative assessment. The authority was imaginative in using the probationer teacher scheme to release experienced teachers from teaching duties on a part-time basis to support the implementation of a revised 10-14 programme in mathematics in 13 school clusters. Overall the authority was now providing much improved support for the 5-14 curriculum in schools with a view to raising pupils’ attainment. These were encouraging signs of an improvement in pupils’ attainment.
Early intervention programmes in literacy and numeracy had been successful in raising pupils’ attainment at the early stages. A range of high quality materials had been provided to support the teaching of mathematics at
Levels B to D 4 , and others were planned at Level F. An
Achievement in Literacy programme was well supported through teachers’ conferences on the writer’s craft, and on listening and talking. Support materials for P7 to S2, at Levels E and F, and exemplars of imaginative writing at Levels A-F had been developed. Over the last three years primary pupils attainment in reading had remained steady, but had recently increased by 1% in writing. The impact of 5-14 developments on pupils’ attainment in literacy and numeracy are discussed more fully as part of section 4.6 of this report.
Considerable work had taken place to support and develop the curriculum and teaching in science. A structured course framework from P1 to S2 had been introduced and supported by curriculum and assessment materials and an extensive staff development programme.
Science support officers provided much valued support to schools and work in school clusters to promote greater continuity and progression from P1 to S2. These
4
Level A by end of P3. Level B by end of P4. Level C by end of P6.
Level D by end of P7. Level E by end of S2. Level F is an extension to Level E.

developments had resulted in increased staff confidence to teach science and a marked improvement in pupils’ learning experiences. Art and design, drama, music,
Information and Communications Technology (ICT) and modern languages were all being improved.
Strategic leadership and direction of the curriculum had been considerably strengthened. More effective structures and systems had been established. A range of high quality guidance, materials and support in most areas of the curriculum had been provided for staff.
Increasingly, sector meetings for headteachers had a key focus on particular aspects of the curriculum and learning and teaching. These improvements all provided a strong basis for continued development and a sustained impact on pupils’ experiences, attainment and achievement.
4.
3 Consolidate the revised arrangements for school review and the role of QIOs in supporting and challenging schools.
The Education Authority had made very good progress towards meeting this main point for action.
The Education Authority had consolidated the revised arrangements in the Quality Framework and had issued amended School Review Guidelines. These documents gave a clear framework for school reviews, detailing how the themes for the review would be chosen and the process to be adopted. A comprehensive and well-planned training programme had been provided for headteachers and reviewers to ensure consistent implementation of procedures and to provide a sharper focus on securing school improvement. Reviews of establishments were based upon their Standards and
Quality report and areas for improvement were followed up with additional support provided by QIOs and
Development Officers. During the year following the review, QIOs provided senior managers with progress reports. Headteachers and officers also appeared before
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12 one of the Council sub-committees on educational standards where elected members were able to scrutinise the reviews and the action to be taken. Schools were generally making good progress in addressing improvements.
The reviews had led to positive actions. At authority level, the reviews and the evaluation of data had resulted in better targeting of resources to improve attainment.
The monitoring of these reviews and HMIE reports, and the tracking of pupil performance, had identified aspects of education which needed attention across the City, such as attainment in mathematics. This had led to action being taken to improve planning and resources in this curriculum area.
Since the time of the original inspection there had been a number of changes in staffing among the Neighbourhood
Liaison Officers (NLOs) and QIOs. As a result of the changes, and a comprehensive training programme, the quality improvement team were better prepared and more confident in supporting and challenging establishments.
They were ably led by senior managers in Quality
Services who ensured better consistency across the team.
The authority has also seconded a headteacher who was working effectively to further support and challenge schools.
QIOs also implemented a clearly defined programme of visits to their associated schools. The visits were recorded and action points noted and followed. QIOs were assigned to a cluster of schools and worked across sectors. This provided greater continuity and coherence across the sectors.
The authority had demonstrated a clear commitment to quality improvement in addressing this main point for action. Arrangements for quality assurance had been revised and a more rigorous approach to self-evaluation had been promoted across establishments. The revised

procedures had the potential to increase further the levels of challenge to establishments and to provide the basis for assuring quality across the new Children and Families
Department.
4.4 Improve arrangements for management information systems to provide a more co-ordinated approach to the collection, analysis and reporting of educational data.
Overall, good progress had been made towards meeting this main point for action. Some aspects were very good.
A Department Management Information Group had been formed to update the information management strategy.
The strategy set out the vision and goals for the development of information and communications technology. As a result of this, a review of central information management systems, processes and data requirements was undertaken. The outcomes were discussed and the renewal of systems became a
Departmental priority. The authority had produced a business case to take forward the new and complex developments in order to produce a system which would meet the needs of the new Department of Children and
Families. Full implementation was dependent on funding being available.
The Department had engaged a consultant to provide schools, senior managers and QIOs with a helpful analysis of examination attainment data. The data were used well by the authority to support and challenge schools. Other positive features included the collection of information gained from standardised testing at P1 and at S1 and S2, as well as 5-14 national testing. This data gave schools and the authority very good information to help meet pupils’ needs. In addition, the authority had collected and analysed data about the number and performance of the lowest performing pupils in schools.
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This enabled staff in schools to make arrangements to meet the needs of these pupils more effectively.
Overall, the authority had taken positive steps to establish efficient management information systems. It had introduced very good interim systems to collect, analyse and report educational data which officers and members used very well to support and challenge schools. It had clear plans for further developments under the business plan for a new management information system for the reconstituted department.
4.5 Improve the management and effectiveness of the approach to New Community Schools through the Working Together initiative to promote social inclusion and raise educational standards.
The Education Authority had made very good progress towards meeting this point for action.
Working Together was the Council’s approach to ensuring that, as far as possible, all children and young people were taught in mainstream schools. In particular, pupils at risk of school exclusion, or referral to a special school, were involved in this initiative.
The management of Working Together was based around
Education Department Neighbourhoods. Under the re-organisation of the Children and Families Department, the number of neighbourhoods was to be extended to five in order commendably to match with the health authority and community planning areas. The membership of the
Working Together Management Group (WTMG) included all of the key stakeholder agencies involved in the initiative: health, social work, education, housing, police and voluntary organisations. The increased inter-agency working was focused on improving the co-ordination of support for young people and their families.

Working Together support services were delivered through the School Clusters. Each cluster had an education welfare officer and a nurse. The Psychological
Service had not yet moved to this structure.
Neighbourhood teams provided significant, well-coordinated support from education, health and social work. Schools were provided with resources to support their own strategies for raising achievement and supporting vulnerable pupils. Headteachers were very supportive of the flexibility to apply initiatives or developments to their own local circumstances.
The authority’s review of provision for pupils with special educational needs had resulted in a reorganisation of specialist provision, including relocation within mainstream campuses where appropriate, to meet the needs of individuals more effectively. The comprehensive Special Educational Needs Strategic
Overview outlined the future pattern of specialist provision to further improve services.
Working Together facilitated support bases in secondary schools and a mental health project for pupils with social, emotional and behavioural difficulties (SEBD). The worthwhile ‘ Place2Be’ initiative provided counselling and therapeutic support for children with emotional problems. This initiative operated successfully in ten schools and had a significant effect in keeping vulnerable children in school. Holiday playschemes, Play4it
(primary) and Go4it (secondary), offered over
4,000 places and 280 activities to engage and support children and young people.
The Staged Intervention for Better Learning (SIBL) initiative was the Council’s response to Better Behaviour
- Better Learning 5 . A training programme for headteachers was followed by the appointment and
5 Better Behaviour – Better Learning : Report of the Discipline Task Group,
SEED 2002.
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16 training of a behaviour co-ordinator from the teaching staff within individual schools. Three-quarters of all the schools in the authority were involved in this initiative.
Headteachers reported that this had resulted in a decline in exclusions, removals from register and incidents of violence. The Council had established a service level agreement with Barnardo’s to provide intensive educational and therapeutic support at home and in school to meet the particular needs of certain families with children of primary school age.
A Looked After Children Co-ordinator was appointed in
January 2003. Support workers were appointed to work with the co-ordinator, to provide support to individual children and staff in Young People’s Centres and schools.
The focus of their work was on improving attendance and attainment, developing staff awareness and improving communication. Each school had an identified member of staff who was responsible for monitoring the progress of looked after children. Arrangements for monitoring the attainment of vulnerable and looked after children had improved.
Baseline testing at P1 identified children who required additional support at an early stage in their school careers. Funding through Early Intervention allowed headteachers to appoint support staff. The decision on the nature of the support provided was taken at the school level.
Recent data on pupils’ performance in National
Qualifications identified that by the end of S6 the gap between the attainment of pupils’ in Social Inclusion
Partnership (SIP) and non-SIP areas had closed by 2% for those who achieved Level 3 in English and mathematics and by 3% for those who achieved five or more passes at
Level 4 or above. At a number of other levels of attainment the gap had also closed, but to a lesser extent.

The authority had produced and successfully implemented Health Education Policy Guidelines.
Schools were supported through the Health Strategy
Working Group’s (HSWG) implementation officer whose role was to support schools to become a Health
Promoting School (HPS). Pilot schools in the HPS initiative were all making good progress towards the first level of the Lothian Health Promoting Schools scheme of accreditation. Links to the national Health Promoting
Schools (HPS) unit, network and website were well-established. Breakfast Clubs operated in over thirty locations. Headteachers reported improvements in school attendance and engagement with education from children who were now able to start the day with better nourishment. The authority had continued to extend and improve the range of activities and initiatives to support pupils’ diet and health.
Overall, the improvement in the management and effectiveness of Working Together had provided more opportunities to raise educational standards and achievements. A number of successful projects, including contributions from voluntary agencies aimed at keeping more pupils in school, had benefited from the closer liaison between and within services. The new departmental management structure has the potential to further enhance the success of the Working Together initiative to the benefit of pupils and their families.
4.6 Further develop approaches to ensure improvements in educational attainment in numeracy in primary schools and S1/S2, literacy in S1/S2 and the overall performance of lower attaining pupils in secondary schools.
Overall, the Education Authority had made good progress towards meeting this point for action.
The authority had given high priority to improving attainment in numeracy and literacy, particularly at P6 to
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S2 and to ‘closing the attainment gap’ in primary and secondary schools. In the secondary sector, considerable emphasis had been placed on reviewing the curriculum and extending learning and teaching approaches at S1/S2 and S3/S4 to cater better for the needs of all pupils.
In primary schools, performance in respect to 5-14 mathematics was generally in line with the national average. Between 2002 and 2004, the percentage of pupils who achieved Level A or above by the end of P2 had risen by 5% to a level that was broadly in line with the national average. Over the same period, the percentage of pupils attaining appropriate 5-14 levels for their stage had shown a small but steady increase in mathematics. Performance had moved from below the national average in 2001 to 2003 to generally in line in
2004. The rate of improvement was broadly in line with the national average.
Major factors which had contributed to the improvement in mathematics noted in the primary sector were:
• the Total Numeracy pack at P1 which was issued to all primary schools in August 2003 and supported by a major conference and CPD opportunities;
• a new baseline assessment and end-of-year progress test for P1 pupils which provided schools with reliable information for pupils’ subsequent progress and development;
• the Mathematics Recovery programme , targeted initially at P2, which was extended to twenty schools and supported by an accredited Mathematics
Recovery Development Officer;
• a conference titled, Sustaining Improvement beyond
P2 , held in September 2004, to share good practice in mathematics; and

• a more rigorous analysis of attainment data provided to schools and discussed with QIOs and NLOs to assist them in their efforts to raise attainment.
In the period from March 2003 to February 2005, HMIE published reports in primary schools indicated improvements in mathematics at the early stages, particularly P1 and P2. There were also indications of improvements at other stages. However, the overall quality of attainment was good or better in only the majority of the primary schools inspected (57%). QIOs should continue to support and challenge primary schools in their efforts to build on the improving standards in mathematics being achieved at the early stages.
In the secondary sector, pupils’ attainments by the end of
S2 had improved in reading and mathematics but had remained steady in writing. There had been a notable improvement in reading and mathematics in 2004.
Reading had improved by 7% and mathematics had improved by 6%. Although there was evidence of improvement, performance in reading, writing and mathematics continued to be consistently well below the national average. The rate of improvement in reading and writing was broadly similar to the national averages but lower than the national figure in mathematics.
Improvements in reading and mathematics were confirmed by the authority through its programme of standardised testing in S1 and S2. Each school received annually a baseline analysis for reading and mathematics and a progress analysis for S2 which enabled them to identify effective practice and strategies for individual learners.
In the period from March 2003 to March 2005, HMIE published reports in secondary schools which indicated that most pupils at S1/S2 were performing well in coursework in English and mathematics. However, there was still considerable headroom for improvement in the
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20 percentage of pupils attaining appropriate national levels by the end of S2.
Factors which had contributed to the early indications of improvement in literacy and mathematics by the end of
S2 were:
• a more rigorous analysis by the strong team of QIOs and NLOs of how schools were using the results of
5-14 data in reading, writing and mathematics and standardised tests in reading and mathematics to target the performance of higher and lower attaining pupils and to inform the composition of classes at
S1/S2;
• the use of intensive reading and mathematics programmes to target lower attaining pupils at S1/S2;
• more focused cluster development work including the moderation of writing at cluster level to ensure better transition between primary and secondary and to increase pace and challenge; and
• the effective leadership of the Head of Group in
Quality Services and the SQIO Quality Assurance in analysing and acting upon the outcomes of HMIE reports and authority school reviews.
The Education Department had successfully taken forward a number of strategies aimed at improving the performance of lower attaining pupils in secondary schools. These included a major programme of CPD relating to the learning and teaching policy, Learning for
All, and the appointment in August 2003 of a development officer with a remit for Assessment is for
Learning . A range of cluster based projects had been developed in session 2003/2004 to improve aspects of practice in relation to formative assessment and to showcase these in a good practice dissemination day.
Another major development related to the development of

curriculum flexibility. A draft policy was issued in
January 2003 and all headteachers attended a conference in May 2004 to review emerging practice within and outwith the authority. Following this seminar, all secondary schools began to put structures in place to review their curriculum structures, particularly at S3/S4, to address more effectively the needs of pupils facing barriers to learning, experiencing disaffection or who were at risk of exclusion.
Secondary schools were responding to the varying needs of pupils at S3 to S6 by offering a more flexible curriculum. This included:
• an increasing number of schools offering accelerated courses in S2 with some schools introducing course choice at the end of S1 and Standard Grade courses beginning in S2;
• widespread uptake of new national qualifications from Access 3 to Intermediate 1 and 2, particularly in
S3 and S4;
• almost half of all secondary schools involved in an
On Track programme with Careers Scotland which focused on the development of students’ core skills and transferable employability skills; and
• developing links with colleges and industry which had led to a range of well planned pre-vocational courses being offered in most secondary schools.
Between 2002 and 2004, by the end of S4, there had been a small and steady increase in the percentage of pupils gaining English at Level 3 or better. Mathematics at
Level 3 or better had not improved. Performance was broadly in line with the national average. There had been a significant increase in the percentage of pupils gaining certification in English and mathematics at Access 3,
Intermediate 1 and Intermediate 2. Almost all pupils
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22 entered for Access 3 English and mathematics gained an award. In mathematics, the percentage of pupils gaining an A-C award at Intermediate 1 had increased steadily from 2002 to 2004, although success remained low.
Almost all of the S4 cohort in 2004 gained a Level 3 award in English and mathematics. By the end of S6, the percentage of pupils gaining English and mathematics at
Level 3 or better was slightly above the national average.
In the period from March 2003 to February 2005, HMIE published reports on secondary schools indicated that there were consistent strengths in the structure of the curriculum, expectations and promoting achievements and in curricular and vocational guidance. The overall quality of attainment was consistently good or very good at S5/S6. In the majority of schools, the overall quality of attainment was good at S3/S4 and fair at S1/S2.
In special schools, there had been a major development in increasing certification for pupils across a wide range of subjects. All special schools were reviewing the appropriateness of Standard Grade for pupils and were being encouraged to offer NQ courses from Access 1. As a result, there had been a notable increase in the numbers of pupils achieving NQ awards and other forms of certification in sport and outdoor education.
The work at authority level on Closing the Gap had significantly raised awareness of the strategies which were helping to better meet the needs of all pupils, particularly those who were under-achieving in secondary school. The Department had significantly improved the quality of data available to schools and had strengthened the rigour with which schools’ performance was monitored and challenged. It had demonstrated its capacity to take forward improvement. Staff in the new
Children and Families Department should continue to support and challenge schools in their efforts to raise attainment, particularly at S1/S2 and for lower attaining pupils in S3 to S6.

There was strong evidence that the Education Department of The City of Edinburgh Council had improved the provision of education for children, young people and families. Since the original inspection, there had been in-depth and wide-ranging reviews of the responsibilities, organisation and management in the Department. As a result, many of the existing departmental structures and systems to deliver education and support and challenge schools were substantially altered and improved. During this period elected members continued to support and scrutinise the work of the Department. The Director of
Education demonstrated strong strategic leadership throughout this period of considerable change. The strong commitment of staff to improving services and strengthening partnership working assisted the smooth process of change.
The thorough approach of the Education Department had resulted in very good progress overall in addressing the main points for action in the report of March 2003.
Officers and elected members had demonstrated effective leadership in further extending the programme of new school building, refurbishment, school rationalisation and catchment area reviews. These had improved the quality of school accommodation and reduced under occupancy levels across the city. The more effective strategic leadership, direction and support provided to teachers to assist them deliver the 5-14 curriculum was increasingly having an impact on improving pupils’ experiences, attainment and achievement. The arrangements for quality assurance had been revised and provided an opportunity to increase further the levels of challenge to establishments and provide a stronger basis for assuring improvement. The very good interim system to collect, analyse and report educational data was being used very well to support and challenge schools. Plans were in
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24 place to establish a new management information system for the restructured department. The Working Together initiative had extended opportunities to raise educational standards and achievements, and had strengthened joint-working between and within services.
The authority had given high priority to improving pupils’ attainment. Initiatives focused on Closing the
Gap had raised staff awareness of approaches to meet the needs of all pupils more effectively, particularly those of under-achievers in secondary schools. Although there had been recent signs of improvement in attainment in a number of areas, since the original inspection the overall attainment of pupils had remained relatively even. The key challenge for staff in the new Children and Families
Department will be to assist schools in their efforts to raise attainment, particularly at S1/S2 and for lower-attaining pupils in S3 to S6.
The restructuring of the Department and the adoption of an approach to delivering Children’s Services through a
Children and Families Department placed the Council in a strong position to consolidate recent improvements and confidently face future challenges. The new management structure had the potential to further enhance the success of the initiatives introduced in recent years.
As a result of the overall very good progress made by the authority, HMIE will make no further visit to the education authority in connection with this inspection.
Margery Browning
Acting HM Chief Inspector
Directorate 5
August 2005

If you would like an additional copy of this report
Copies of this report have been sent to the Chief
Executive of the local authority, elected members, the
Head of the Education Service, other local authority officers, Members of the Scottish Parliament, Audit
Scotland, heads of the local authority educational establishments, chairpersons of the local authority
School Boards/Parents Associations and to other relevant individuals and agencies. Subject to availability, further copies may be obtained free of charge from HM Inspectorate of Education,
Directorate 5, Denholm House, Almondvale Business
Park, Almondvale Way, Livingston, EH54 6GA or by telephoning 01506 600 380. Copies are also available on our website: www.hmie.gov.uk.
If you wish to comment about education authority inspections
Should you wish to comment on any aspect of education authority inspections, you should write in the first instance to Mrs Margery Browning,
Acting HMCI, at HM Inspectorate of Education,
Denholm House, Almondvale Business Park,
Almondvale Way, Livingston, EH54 6GA.
Our complaints procedure
If you have a concern about this report, you should write in the first instance to Hazel Dewart, Business
Management Unit, HM Inspectorate of Education,
Denholm House, Almondvale Business Park,
Almondvale Way, Livingston, EH54 6GA. A copy of our complaints procedure is available from this office or by telephoning 01506 600 265 or from our website at www.hmie.gov.uk
.
If you are not satisfied with the action we have taken at the end of our complaints procedure, you can raise
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26 your complaint with the Scottish Public Services
Ombudsman. The Scottish Public Services
Ombudsman is fully independent and has powers to investigate complaints about Government departments and agencies. You should write to The
Scottish Public Services Ombudsman, 4-6 Melville
Street, Edinburgh EH3 7NS. You can also telephone
0870 011 5378 or e-mail enquiries@scottishombudsman.org.uk
. More information about the Ombudsman’s office can be obtained from the website: www.scottishombudsman.org.uk
Crown Copyright 2005
HM Inspectorate of Education
This report may be reproduced in whole or in part, except for commercial purposes or in connection with a prospectus or advertisement, provided that the source and date thereof are stated .

The work of HM Inspectorate of Education
HM Inspectors undertake first-hand, independent evaluations of the quality of education. We publish our evaluations in clear and concise reports. Our inspections and reviews monitor how well schools, colleges and other providers of education are performing, and promote improvements in standards, quality and attainment in education.
We ensure that inspection and review activities include the full range of pupils or students in an educational establishment, giving due regard, without unfair discrimination, to disability, gender, religious persuasion, racial origin and cultural and linguistic background.
Each year we also investigate and publish reports on key aspects of education. Our collation, analysis and publication of the evidence and conclusions from all evaluations identify and promote best practice in improving standards and quality. We draw on the results of our evaluations, and our overall knowledge of the system, to provide independent professional advice to the Scottish Ministers, relevant departments of the
Scottish Executive and others.
Further information on the work of HM Inspectorate of Education and its role in
Scottish education is available on our website. You will also find easy access to our inspection and review reports and wide range of other publications.
http://www.hmie.gov.uk