(a) a question by Councillor Marshall to the Cabinet Member for Education
Attainment and Achievement in the following terms:-
"It has been reported that there has nationally been a 4% drop in the number of
pupils sitting the Higher Examinations in the STEM subjects (Science, Technology,
Engineering Maths) in this summer’s SQA qualifications and that the promotion of
STEM has been a key initiative of the SNP Government, so can you please list, by
STEM subject, the number of Primary School Teachers in North Ayrshire that have a
Teaching Qualification in that subject?"
Councillor Bruce thanked the Member for his question and responded in the following
terms:-
"The proportion of candidates who were presented for Higher qualifications in STEM
subjects in North Ayrshire in 2015 has not declined relative to the full S5/6 cohort
size in comparison with previous years. In addition, there has also been no overall
decline in the percentage of those candidates who were successful in achieving a
pass (A-C) in STEM Higher exams.
With reference to the number of primary teachers who hold a teaching qualification in
STEM subjects: the primary teaching qualification contains specific training on the
full range of curricular areas. All primary teachers, therefore, have an adequate level
of training to enable them to lead the delivery of all aspects of the curriculum,
including those related to STEM subjects. Nevertheless, we have 14 primary
teachers who have undertaken specific additional teaching qualifications in STEM
subjects. Furthermore, there is an on-going programme of Career-Long Professional
Learning opportunities for primary colleagues in STEM subjects.
A full report on the progress of promoting the STEM agenda in North Ayrshire will be
submitted for Cabinet’s consideration in early 2016."
As a supplementary question, Councillor Marshall asked whether it would be
possible in future to ensure that each primary school cluster has teachers fully
qualified in science and mathematics.
Councillor Bruce responded by indicating that, whilst secondary school teachers are
subject specific, primary teachers are required to have broad expertise in a range of
subjects, but that there are opportunities for teachers to enhance their qualifications
as part of their ongoing professional development
(b) a question by Councillor Marshall to the Cabinet Member for Education
Attainment and Achievement in the following terms:-
"Noting that, contrary to the expectations of those promoting Curriculum for
Excellence as the new dawn in Scottish Education, the 2014 Scottish Survey of
Literacy published in April 2015 evidenced a decline in Education across Scotland
over the past 2 years and highlighted that the overall proportion of pupils performing
well, or very well, in reading had dropped from 83 to 78 per cent in P4, from 90 to 88
per cent in P7, and from 84 per cent to 80 per cent in S2 - What would be the
equivalent figures for North Ayrshire ?"
Councillor Bruce thanked the Member for his question and responded in the following
terms:-
"Like all local authorities, North Ayrshire participates in the Scottish Survey of
Literacy and Numeracy. All data from this survey is anonymised and it is therefore
not possible to extract the performance of our children and young people from the
published statistics in relation to this annual survey.
Nevertheless, you will note from our Directorate Plan that we have identified our five
key priorities for the next three years. A strong focus on making further
improvements to literacy and numeracy levels is central to the work being planned
under these priorities. Indeed, one of the major aims of our plans under the
Attainment Challenge is to improve the quality of learning and teaching (and
therefore the level of achievement) in literacy and numeracy across all stages,
supported through the work of our Professional Learning Academy.
Additional Information:
It is important to note that the SSLN data provides a snapshot only of a sample of
the national cohorts. As such, caution should be exercised in the conclusions that
are drawn from these snapshots. As part of our approach to further improving
learning and teaching, local data will be generated from a range of sources,
including standardised assessments. Professional judgements on progress in
literacy and numeracy will be based on a holistic view of all of the available data and
qualitative information. Indeed, this approach (especially in the context of our
Directorate priorities) reflects the rationale behind the proposed new National
Improvement Framework launched earlier this week. Included in the proposals for
the National Improvement Framework is the development of a new approach to
assessment which will replace the existing SSLN."
As a supplementary question, Councillor Marshall referred to national statistics in
respect of the low percentage of S2 pupils from the most deprived areas described
as performing well or very well in writing and asked whether this was reflected in the
situation in North Ayrshire.
Councillor Bruce responded by advising that he did not believe this was the case.