Why collaborate?

The idea of the Regional Improvement Collaborative was first introduced in the Education Governance: Next Steps document published in June 2017.

More detail was provided in the steering group paper Education Governance: Improvement Collaboratives agreed by COSLA, SOLACE, ADES and the Scottish Government on the functions to be undertaken by each Improvement Collaborative.

Six Regional Improvement Collaboratives have been established across Scotland. The functions of the Regional Improvement Collaborative must support and directly contribute to nationally and locally identified priorities with the overall objective of empowering our teachers, parents, partners and communities to deliver excellence and equity for all our children and young people.

The Regional Improvement Collaborative is expected to provide excellent educational improvement support for headteachers, teachers and practitioners drawing on Education Scotland staff, local authority staff and partners.

It is also expected to provide a coherent focus for all partners across the region through a Regional Collaborative Improvement Plan, aligned to the National Improvement Framework. The Regional Improvement Collaborative will facilitate collaborative working across the region, including sharing best practice, supporting collaborative networks and pursuing partnership approaches.

A plan to describe the work of the Regional Improvement Collaborative will take account of the following functions over time;

  • reflect the full range of functions agreed by the Local Government/Scottish Government Steering Group;
  • be based on a detailed analysis of all available evidence on educational performance within the region;
  • draw on data and information from other key sources such as health, justice and local community planning information;
  • make clear how schools will access the support for improvement they require;
  • make clear to headteachers what is being provided by the RIC, what is being provided by their individual local authority, and where to go for specialist advice;
  • support continuous improvement in curriculum design and development, including literacy and numeracy and other national priorities, such as STEM, 1 + 2 languages, DYW and the Learner Journey;
  • be underpinned by a clearly understood approach to improvement/theory of change/change model;
  • include clear information about how the RIC will go about measuring progress/the impact of the plan;
  • be designed in a ‘bottom-up’ manner, based on the needs and improvement priorities of schools;
  • outline clearly how key partners such as parents, communities, third sector and young people have contributed to the development of the plan;
  • include how priorities will be delivered and outline the professional learning offer from the collaborative;
  • include subject specific support and advice across all eight curriculum areas, for example through networks of teachers.

The initial Regional Improvement Plans set out regional priorities for improvement. These regional priorities were informed by existing school and local authority priorities as well as the National Improvement Framework.

The consultation on the forthcoming Education Bill may require amendments to the plan in the future but due to being in the consultation phase has not been considered in the current SEIC Plan.

Download the  SEIC Improvement Plan here.