Agenda item
Asymmetric Week
Presentation by Service Director Children and Young People.
Minutes:
With reference to paragraph 2 of the Minute of the Meeting of 18 August, the Chairman welcomed Ms Donna Manson, Service Director Children and Young People; Ms Michelle Strong, Chief Officer Education and Lifelong Learning; Mr Paul Fagan, Depute Headteacher, Peebles High School and Ms Anne Marie Bready, Headteacher, Edenside Primary School, Kelso. The officers were in attendance to give a presentation on the implementation of the Asymmetric Week.
Mr Fagan began the presentation from a secondary school perspective. He explained that previously there had been a 30 period week which had been inherently inefficient because of teachers’ class contract time, resulting in 25 – 45 minutes of teaching time lost each week. The Asymmetric Week had introduced a 33 period week which had enabled efficient timetabling, facilitated the introduction of a greater number of courses for students and increased student support. Mr Fagan referred to Selkirk High School where there had been a reduction in the number of teachers. However, efficiencies in the Asymmetric Week had enabled the school to retain their existing timetable. The 33 period week had also meant that there was less need for supply teachers as there was greater flexibility within schools. More efficient timetabling has also resulted in savings for supply budgets.
Mr Fagan advised that feedback from eight secondary schools had shown an overwhelmingly positive response that the Asymmetric Week had increased breadth and choice for students. Mr Fagan gave an example of Eyemouth High School where, as a result of rurality, certain opportunities had not been taken up. With the introduction of the Asymmetric Week the school had been able to utilise two additional periods, on a Wednesday afternoon, to enhance the learning experience for students, providing a leadership qualification, whilst protection class time.
Mr Fagan went on to advise that in respect of Peebles High School, all students now had a personal support period, with one learning support teacher assigned to every 15 students. The sessions had proved positive for students. However, the sessions would not have been possible under the 30 period week, when there had been insufficient teacher capacity.
Mr Fagan further advised that feedback received from four secondary schools showed that the Asymmetric Week had also had a positive impact on attainment. Jedburgh High School had used the additional time available to offer six periods of Higher education, previously this had been five. Peebles High School had seen increased attainment in literacy and numeracy; every student now having five periods of mathematics and additional tuition in English. Mr Fagan went on to advise that the Asymmetric Week afforded schools more flexibility and increased options. There was now a greater alignment of timetables with best practice shared between schools. Kelso High School and Jedburgh High School were working together as was Eyemouth High School and Berwickshire High School. Borders College had also aligned their timetable to secondary schools making their courses more viable in terms of increased attendance.
Mr Fagan concluded by stating that the Asymmetric Week had been a resounding success in Peebles High School. Students had an enhanced learning experience with supported learning and greater choice. As a result attainment had increased. Parents had also welcomed the increased choice. Staff morale had also improved, teachers using Friday afternoons for reflection and preparation for the following week.
Discussion followed and Members raised a number of questions. Ms Manson advised that HM Inspectors had not inspected secondary schools since the introduction of the Asymmetric Week. However, Scottish Borders Council (SBC) had carried out an inspection and had evidence to support the positive change the introduction of the Asymmetric Week had achieved for students and teachers. The change to school hours was discussed and Mr Fagan explained that initially there had been concern that a reduction in the lunchbreak from one hour to 50 minutes would affect access to lunchtime sporting activities. To mitigate against this, Peebles High School had improved access to lunch with “grab and go” meals, for students participating in lunchtime activities. There had also been a positive impact in terms of students’ behaviour during lunchbreaks. Mr Fagan advised that it was a requirement that students received two periods of physical education each week, a 33 period week had allowed this to be increased to three periods per week. Ms Strong added that in addition, a number of schools now delivered school sports on a Friday afternoon. Mr Fagan acknowledged that the introduction of the Asymmetric Week had been cost neutral. However, now teacher capacity was used more efficiently, therefore providing greater opportunities for students.
Ms Anne Marie Bready, Edenside Primary School, was in attendance to give a primary school’s perspective on the Asymmetric Week. She explained that the children’s working day had moved to four longer days, Monday to Thursday 9 am to 3.30 pm, with a shorter day on Friday – 9.00 am to 12.50 pm. Edenside Primary School, had one of the larger school rolls with 325 pupils and had introduced staggered lunchbreaks for older and younger children. The schools’ focus on the morning was literacy and numeracy. Teachers welcomed the extension in the afternoon, to three teaching blocks, to allow for interdisciplinary learning, art and science. Ms Bready advised that younger children did the bulk of their learning in the morning. The older children, with more learning stamina, continued into the afternoon. The Asymmetric Week enabled teachers to attend cross authority training on Friday afternoons e.g. motivional speaker sessions, GIRFEC and pastoral meetings without disruption to teaching time
Discussion followed and Members raised a number of questions. Ms Breadie advised that provision of additional childcare had not been viable with only three parents stating they would utilise the service. Parents planned ahead and family members assisted or they had a parents’ rota for childcare. There had not been a huge demand for After School Friday Clubs; families choosing to make their own arrangements for childcare or choosing to maximise this time with their children. Ms Breadie acknowledged the public perception that teachers had more time off, explaining that teachers had a huge commitment to learning. Teachers used Friday afternoons to collaborate with other teachers and to discuss the needs of vulnerable children.
Councillor Aitchison, Executive Member for Education, was in attendance and thanked officers for their interesting presentation which highlighted that small changes could make a significant difference. Children were spending less time in school but results had improved. Friday afternoons were now spent with parents and grandparents which was positive for families and children. The Asymmetric Week had been a success; children and staff were more focused and motivated with increased opportunities for children.
The chairman thanked Councillor Aitchison and officers for their very informative and interesting presentation.
DECISION
NOTED the presentation.