Five essential points

Leadership is strengthening

Leadership is strengthening, but improvement is variable. Across many of the secondary schools, there is emerging evidence of increasingly effective leadership and positive relationships that underpin wellbeing and achievement.

Vision and values are generally well understood, with the leadership capacity of teachers improving. However, the impact of leadership that improves outcomes for young people is inconsistent, with variability in improvement planning, rigour of self-evaluation processes and the effectiveness of learner leadership across schools. Sustained improvement is not yet embedded in all schools.

Learning and teaching lack sufficient challenge

Learning environments are positive but learning and teaching lack sufficient challenge. Relationships and the climate for learning in classrooms are a notable strength, with most young people feeling valued and participating well in their learning.

Although many schools have implemented learning, teaching and assessment frameworks that improve consistency and set out expectations of high-quality practice, too many lessons lack pace and challenge.

The use of formative assessment is improving but this is not yet used systematically to inform subsequent planning of learning.

Curriculum pathways show coherence

Curriculum pathways show coherence, but entitlement and progression gaps remain. Most schools provide coherent progression pathways across the broad general education (BGE), particularly in S1 and S2. Progression pathways in S3 are less consistently coherent and some learners do not experience their entitlement to a full BGE.

Entitlements such as language learning (including 1+2), literacy, numeracy and health and wellbeing are not yet fully embedded as responsibilities of all.

The provision of skills development and Developing the Young Workforce (DYW) is increasing but is often not underpinned by strategic planning and consistent approaches to implementation.

Wellbeing support is strong

Wellbeing support is strong, but quality and consistency of planning vary. Young people’s wellbeing is well supported in many schools through nurturing approaches and positive relationships, with growing use of wellbeing data to improve outcomes for young people in stronger practice.

Support for young people’s mental health is developing, but personal and social education (PSE) programmes often lack progression and relevance.

While staff generally understand statutory responsibilities for additional support needs, the quality of individualised planning is too variable, with weaknesses in clarity, measurable targets and review processes.

Tracking, moderation and use of data remain barriers to raising attainment

There is significant variation in how schools track and support learners’ progress, particularly in the BGE. In too many schools, leaders lack a strategic overview of attainment beyond literacy and numeracy in the BGE, and moderation is inconsistent.

Where tracking and moderation approaches are insufficient, timely interventions, valid judgements and improvement are impacted. Strengthening data-informed practice is critical, particularly for supporting learners at risk of not attaining, achieving or sustaining a positive destination.