Agenda Document Pack - Education, Children and Families Committee - 25/02/2025
North Lanarkshire Council · 25 February 2025
Back to Education, Children and Families Committee — 25 February 2025 and its agenda
Text extracted from the council's PDF. Layout and reading order may differ from the original.
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14 February 2025 Members of the Education, Children and Families Committee Chief Executive’s Office Archie Aitken Chief Officer (Legal & Democratic) Civic Centre, Windmillhill Street, Motherwell ML1 1AB www.northlanarkshire.gov.uk Notice is given that a Meeting of the Education, Children and Families Committee is to be held in the Council Chamber, Civic Centre, Windmillhill Street, Motherwell, ML1 1AB on Tuesday, 25 February 2025 at 14:00 PM which you are requested to attend. The agenda of business is attached. Archie Aitken Chief Officer (Legal & Democratic) Members : Clerk Name: Clare Louise McDonald Clerk Telephone: 07350 435308 Clerk Email: committee@northlan.gov.uk M McBride, B Baudo, D Ashraf, A Ballinger, C Barclay, A Beveridge, M Boyd, H Brannan- McVey, B Burgess, T Carragher, C Costello, M Coyle, S Coyle, G Currie, P Di Mascio, H Dunbar, F Fotheringham, T Johnston, J Jones, P Kelly, A Khan, K Larson, G Lennon, H Loughran, A Masterton, B McCluskey, P McDade, F McKay, R McKendrick, C McManus, M McPake, J McPhilemy, A McVey, P Patton, J Reddin, G Robinson, A Smith, A Stubbs, J Toner, N Wilson.M Clarkson, G McCormick, M McCrossan, I Scott. Page 1 of 122
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Agenda 1 Declarations of Interest In Terms of the Ethical Standards In Public Life Etc. (Scotland) Act 2000 Operational 2 Progress Report on the CLD Young Adult Programme Submit report by the Chief Social Work Officer (Children, Families, Justice and Integrated Practice) highlighting the progress and success of the Community Learning and Development, Young Adult Project. 5 - 14 3 Progress Report on the CLD Multiply Programme Submit report by the Chief Social Work Officer (Children, Families, Justice and Integrated Practice) outlining the implementation plan, operational delivery model and current progress to date on the Community Learning and Development Multiply Programme. 15 - 26 4 School Term Review Submit report by the Chief Officer (Education - South) seeking approval to undertake a consultation exercise on the school holidays for Session 2026/27. 27 - 36 5 Performance Update Submit a report by the Acting Chief Officer (Education - North) providing an update on North Lanarkshire’s performance for session 2023-24 including a summary of HMIe and Care Inspectorate Inspection Outcomes. 37 - 60 6 Interim Report on Member Officer Working Group Review of Acceptable Walking Route Policy Submit report by Depute Chief Executive providing an update on the work undertaken by the Member Officer Working Group - Acceptable Walking Routes and seeking approval of the draft Walked Routes to School Policy and the proposed consultation. 61 - 76 7 Transforming Places Town and Community Hub Programme Six Monthly Update on Progress Submit report by the Chief Officer (Assets and Procurement) providing an update on the Town and Community Hub Delivery Programme and highlighting the status of each project. 77 - 96 Page 3 of 122
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Financial 8 Revenue Budget Monitoring Report Submit report by Chief Officer (Education - South) providing a summary of the financial performance of the Education, Children and Families Service for the period from 1 April 2024 to 3 January 2025 (Period 10) and highlighting the projected outturn position as at 31 March 2025. 97 - 108 Contracts 9 Contract Award for Domestic Abuse Submit report by Chief Officer (Education, Families, Justice and Integrated Practice) seeking approval for the award of a contract for Domestic Abuse to Sacro. 109 - 122 Page 4 of 122
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North Lanarkshire Council Report Education, Children and Families Committee Does this report require to be approved? ☒ Yes ☐ No Ref Date 25/02/25 Progress Report on the CLD Young Adult Programme From Alison Gordon, Chief Social Work Officer (Children, Families, Justice and Integrated Practice) E-mail Gordonal@northlan.gov.uk Telephone 01698 332001 Executive Summary This report highlights the progress and success of the Community Learning and Development (CLD), Young Adult Project (YAP) and the support to and positive impact on North Lanarkshire’s young workforce, together with an update on the ongoing progress of the employees. This new employability programme for 2024 – 2025 supported 18 young people drawing on learning from the previous two successful cohorts of Young Person’s Guarantee Scheme. Funding was secured in partnership with the Employability Team and saw recruitment of 18 young adults aged 19-24 years who faced barriers to education and employment, to take up a 12-month placement with Community Learning and Development. The CLD Young Adult Project supports and is aligned with the priorities of The Plan for North Lanarkshire, the Brighter Futures Programme of Work and the CLD Partnership Adult Learning Delivery Plan locally whilst also aligning with national ‘No-one Left Behind’ and ‘Developing the Young Workforce’ strategies. Recommendations It is recommended that the Education, Children & Families Committee: (1) Acknowledge the success of the CLD Young Adult Project 2024 – 2025, (2) Subject to the formal confirmation and approval of funding streams, endorse the planned continuation of CLD Young Adult Programme for 2025/26. The Plan for North Lanarkshire Priority Improve economic opportunities and outcomes Ambition statement (6) Raise attainment and skills for learning, life, and work to enhance opportunities and choices Programme of Work Brighter Futures Item 2 Page 5 of 122
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1. Background 1.1 In April 2021, North Lanarkshire Council, Community Learning and Development (CLD) introduced the Youth Guarantee Programme as outlined in the report to the Community Empowerment Committee of 26th May 2021. The programme ran for a 12- month period from April 2021 – March 2022 and then from September 2022 – September 2023. During this time, it played a significant role in addressing the issue of youth unemployment and specifically the impact of COVID-19 on young people across North Lanarkshire. 1.2 Recruitment for the programme targeted young people who experienced significant barriers, such as, those with literacy and numeracy needs, care experienced young people, ethnic minority backgrounds and those living in disadvantaged areas. Thirty- four young people aged between 16 and 24 years old were employed over the 2 years. The young staff were line managed by a CLD Development Officer and mentored by CLD Workers during their employment. Their 12-month employability programme included an intensive and comprehensive programme of training, work placement and personal development in addition to the benefits available to them as NLC employees. 1.3 Figures at that time showed that North Lanarkshire’s youth unemployment rate (16 - 24 years) was at 16.3%, higher than the Scottish average of 13.5%. In July 2021, 2,470 (6.9%) of North Lanarkshire’s young people were claiming benefits. 1.4 Subsequent professional dialogue with partners at North Lanarkshire’s Employability Partnership (NLEP) identified that a number of supports were in place for 16 – 19-year- olds but there were less opportunities for those aged 19 and over. 1.5 Continuous feedback and critical evaluation throughout the programme from the young people, CLD staff, partners and mentors throughout the timeline of both Young Person’s Guarantee Projects also backed up a continued need for an employability programme but with a focus on older young adults. 1.6 Consultation with young people from both cohorts led to a new Young Adult Project being devised in March 2024 with focus on 19 – 24-year-olds with a reduced weekly work placement of 12 hours instead of 20. 1.7 Intensive promotion, targeting and recruitment of the programme involved the CLD Development Officer linking in with a wide range of partners including Skills Development Scotland (SDS), Department of Work and Pensions (DWP), NLC’s Supported Employment Service and the wider CLD team to ensure targeted recruitment to meet the project objectives. 1.8 The project is incorporated within the UK Shared Prosperity Fund (UKSPF) theme: People & Skills, intervention S35: Support for employability programmes and advice. The YAP provides tailored support to help young people who are not supported by mainstream provision into employment and to address barriers to accessing education and training courses The project was funded via the Employability Team’s through the local allocation of national No-One Left Behind monies and through UKSPF funding. 1.9 The Young Adult Project directly links to the Programme of Work: Brighter Futures deliverable intervention: Create a community-based employment opportunity within the council for young people aged 19 – 24 years who experience multiple barriers to learning and employment.  Page 6 of 122
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2. Report The Programme 2.1 The Young Adult Project aimed to recruit 18 young adults aged 19 – 24 who are not in education, training or employment to work in the public sector on a 12-month paid work placement for 12 hours per week within North Lanarkshire Council. They worked within the areas of Youth Work, Family Learning, Adult Learning, and Resettlement. As well as gaining support through groupwork, training and 1 to 1 support, there was a focus on qualifications to get young people work ready including qualifications in employability, IT, numeracy and personal development. 2.1.2 Recruitment commenced in April 2024 with 18 young people starting employment. The CLD Development officer was supported by 2 Support Workers (YAP) for 12 hours per week to provide practical support to the young people throughout their employment and learning journey. 2.1.3 The cohort recruited included 6 identifying with a diagnosed disability, 2 with a learning disability, 2 from the resettled community and for whom English is not their first language and one employee was a young parent. One third of those recruited lived in the lowest 5% data zones and for 7 of the cohort this was their first experience of paid employment. 2.1.4 To address a range of range of factors from first experience of paid employment to understanding work-based competencies, the programme has been individually tailored to respond to need with the intense support programme providing also guidance on boundaries and expectations for professional conduct in the workplace. 2.1.5 Initially the young people are provided with practical support including induction to both NLC and CLD procedures. This is then followed by a comprehensive training programme to upskill the young people with knowledge, practical resources and skills that they could then use on their work placements and wider lives. 2.1.6 Designated as Assistant Support Workers (ASW), each is provided with 1 to 1 mentoring by the CLD Development officer and then matched with a bespoke timetable produced by Development Officer in consultation with them and the CLD teams. This details training and placements for term ahead. 2.1.7 Weekly team meetings take place every Tuesday between 11am – 3pm to allow the young people to bond, receive training and build confidence around building group dynamics and employee etiquette. The weekly team meetings are therefore a critical vehicle for the Development Officer to work directly with team members and build up a relationship in order to better support them throughout their learning journey. Every week there is a ‘kick start activity’ for 45 minutes which set the mood and motivation for the day followed by individual work reflections and training such as child protection training and Autism Awareness training. 2.1.8 ASWs manage their own time and diaries and are allocated a laptop and mobile phone giving them full access to all council systems including Myself / I-Trent and Learn NL. They are also provided with a kit bag containing resources that staff could use to deliver activities without a lot of preparation such as dice for challenges, skipping ropes and arts and crafts materials. Each member of staff is provided with Young Adult Project hoodie to wear when on placement which helps to create a group identity and identify them as staff as well as an NLC official staff name badge. Page 7 of 122
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2.1.9 A weekend residential is a key bonding part of the employability programme but also provides young people with opportunities for personal development, problem solving and new experiences. For many of the young adults, this would be their first experience of an opportunity such as this. 2.1.10 Ongoing review and evaluation has taken place throughout the programme and involved everyone who participated, ASWs, CLD staff, Partners and service users. An evaluation event will be held with participants who are given the opportunity to feedback on their own experiences and to influence the programme for the next cohort. Training & Qualifications 2.2.1 A full training timetable was developed for each ASW that provided them with the skills and knowledge required to carry out their CLD duties and also to provide them with the skills and qualifications required to access future education, volunteering and employment. 2.2.2 Some examples of the training undertaken are: • ICT Core Skills SCQF Level 4 • Walk Leader Training • SQA Residential Experience SCQF Level 4 • SQA Graphical Information – SCQF Level 2 • Adult Achievement Award • First Aid • Facilitation Training • REHIS 2.2.3 The team benefited from linking up with the Sum It Up team (part of the UKSPF funded Multiply project within the CLD Adult Learning Team). They were able to achieve qualifications in using graphical information and one ASW participated in National 5 Maths. They also received input from the Tackling Poverty team. 2.2.4 A full list of training and qualifications is available in the report at Appendix 1. Work Placement 2.3.1 The 12-hour work placements gave each ASW the opportunity to experience the full range of CLD provision. They were immersed in the working experience and subject to the same expectations and standards as all ASWs are within the service. Although, challenging and stretching at times, with guidance from the CLD Development officer, Support Workers, peers and other CLD staff participants in the YAP report that it has been a fulfilling and enjoyable experience. 2.3.2 The ASWs worked with a wide range of learners across communities gaining experience of engaging with learners from different backgrounds, cultures and varied life experiences through programmes, such as, ESOL, Duke of Edinburgh for unaccompanied and care experienced young people, Refugee Week events and supporting learning and integration for those resettled in North Lanarkshire from Afghanistan and Syria. 2.3.3 Skills have been gained in planning and facilitating learning sessions, planning and organising events, and evaluation and reflection on individual and groupwork. Feedback from individuals showed that confidence had greatly increased, and each had a clearer focus of what they wanted to do in the future. Page 8 of 122
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2.3.4 Due to the reduction in employment hours per week forming the core programme, young people were supported to look for other opportunities both within and outside of CLD. The CLD Development Officer worked individually with the young employees to take up additional hour posts, higher duties and apply for other jobs. Success to Date 2.4.1 Of the 18 young people who started the programme, as of January 2025 two have been successful following professional dialogue to undertake higher duties at support worker grade. 2.4.2 One University place has been confirmed with a young adult attending UWS to study Community Education. 2.4.3 One member of staff who requires literacy support has learned to use assistive technology to help undertake requirements of role, has gained their first formal qualifications and has appeared in a BBC documentary about the literacy support they currently receive. 2.4.4 There have been 6 successful applications made for internal vacancies which resulted in interview. 2.4.5 Two have secured employment with the council. One is employed as additional supports need assistant and another is employed as Monitoring Officer with Community Safety Unit. 2.4.6 All young adults involved in the programme are on target to achieve the 16 Adult Learning Outcomes by end of February 2025. 2.4.7 As of December 2024, the project has already met outcomes and outputs et as part of UKSPF funding. These include the following: • 14 people in employment, including self-employment, following support; • 7 people in education, employment or training. • 14 people gaining qualifications, licenses and skills. 2.4.8 A Celebration of Learning event will be held in March 2025 and will be attended by Council staff and Elected Members, participants and their families. The ASWs will take an active part in the celebration and will confidently share their experiences and the positive impact that the Young Adult Project has had on their lives. Next Steps – Young Adult Project 2025/2026 2.5.1 To support the Young Adult Project in 2025/26, the Employability Team are continuing to source funding via the UK Shared Prosperity Fund and No One Left Behind Fund. On confirmation of aligned funding streams, a recruitment exercise will begin in early 2025 where the Service aim to recruit 15 young people aged 19 – 24 years who are not in education, training, or employment. Accordingly, a new cohort of young people are envisaged to commence employment in 2025/26. 2.5.2 The focus will be on building confidence around IT skills, numeracy, budgeting and money management and those skills required for everyday work and life. Page 9 of 122
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2.5.3 Qualifications and courses will focus on completing SQA Employability Award Level 4, PDA in Youth Work or Adult Learning. There will be a strong emphasis on wellbeing that will allow young adult to focus on their own health and wellbeing and that of the communities in which they live and work thus supporting the focus on reducing health issues which may directly affect work and further life opportunities. To achieve this, Living Life to the Full will be delivered as well as a unit from Health Issues in the Community. 3. Measures of success 3.1 Positive destinations of young people who participated in the programme. 3.2 Number of SQA qualifications gained by learners taking part in adult learning programmes (Pi030) 3.3 Number of candidates taking part in adult learning programmes achieving SQA qualifications (Pi031) 3.4 Number of people supported into employment by the council (Pi026) 4. Supporting documentation 4.1 Appendix 1 – Training and Qualifications achieved. Alison Gordon Chief Social Work Officer (Children, Families, Justice and Integrated Practice) Page 10 of 122
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5. Impacts 5.1 Public Sector Equality Duty and Fairer Scotland Duty Does the report contain information that has an impact as a result of the Public Sector Equality Duty and/or Fairer Scotland Duty? Yes ☐ No ☒ If Yes, please provide a brief summary of the impact? If Yes, has an assessment been carried out and published on the council’s website? https://www.northlanarkshire.gov.uk/your-community/equalities/equality- and-fairer-scotland-duty-impact-assessments Yes ☐ No ☐ 5.2 Financial impact Does the report contain any financial impacts? Yes ☒ No ☐ If Yes, have all relevant financial impacts been discussed and agreed with Finance? Yes ☒ No ☐ If Yes, please provide a brief summary of the impact? The continuation of the Young Adult Project into 2025/26 is subject to the confirmation and approval of UKSPF and No One Left Behind funding allocations. UKSPF funding allocations to Council programmes are subject to approval at Enterprise & Fair Work Committee (14/02/25). 5.3 HR policy impact Does the report contain any HR policy or procedure impacts? Yes ☒ No ☒ If Yes, have all relevant HR impacts been discussed and agreed with People Resources? Yes ☐ No ☐ If Yes, please provide a brief summary of the impact? We intend to create a further 15 Assistant Support Worker posts if funding is successful from UKSPF and No-One Left Behind. The request to create these posts was agreed at the Workforce Steering Group in November 2024, pending the funding above being secured 5.4 Legal impact Does the report contain any legal impacts (such as general legal matters, statutory considerations (including employment law considerations), or new legislation)? Yes ☐ No ☒ If Yes, have all relevant legal impacts been discussed and agreed with Legal and Democratic? Yes ☐ No ☐ If Yes, please provide a brief summary of the impact? 5.5 Data protection impact Does the report / project / practice contain or involve the processing of personal data? Yes ☐ No ☒ If Yes, is the processing of this personal data likely to result in a high risk to the data subject? Yes ☐ No ☐ If Yes, has a Data Protection Impact Assessment (DPIA) been carried out and e- mailed to dataprotection@northlan.gov.uk Page 11 of 122
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Yes ☐ No ☐ 5.6 Technology / Digital impact Does the report contain information that has an impact on either technology, digital transformation, service redesign / business change processes, data management, or connectivity / broadband / Wi-Fi? Yes ☐ No ☒ If Yes, please provide a brief summary of the impact? Where the impact identifies a requirement for significant technology change, has an assessment been carried out (or is scheduled to be carried out) by the Enterprise Architecture Governance Group (EAGG)? Yes ☐ No ☐ 5.7 Environmental / Carbon impact Does the report / project / practice contain information that has an impact on any environmental or carbon matters? Yes ☐ No ☒ If Yes, please provide a brief summary of the impact? 5.8 Communications impact Does the report contain any information that has an impact on the council’s communications activities? Yes ☐ No ☒ If Yes, please provide a brief summary of the impact? 5.9 Risk impact Is there a risk impact? Yes ☐ No ☒ If Yes, please provide a brief summary of the key risks and potential impacts, highlighting where the risk(s) are assessed and recorded (e.g. Corporate or Service or Project Risk Registers), and how they are managed? 5.10 Armed Forces Covenant Duty Does the report require to take due regard of the Armed Forces Covenant Duty (i.e. does it relate to healthcare, housing, or education services for in-Service or ex- Service personnel, or their families, or widow(er)s)? Yes ☐ No ☒ If Yes, please provide a brief summary of the provision which has been made to ensure there has been appropriate consideration of the particular needs of the Armed Forces community to make sure that they do not face disadvantage compared to other citizens in the provision of public services. 5.11 Children’s rights and wellbeing impact Does the report contain any information regarding any council activity, service delivery, policy, or plan that has an impact on children and young people up to the age of 18, or on a specific group of these? Yes ☐ No ☒ If Yes, please provide a brief summary of the impact and the provision that has been made to ensure there has been appropriate consideration of the relevant Articles from the United Nations Convention on the Rights of the Child (UNCRC). If Yes, has a Children’s Rights and Wellbeing Impact Assessment (CRWIA) been carried out? Yes ☐ No ☒ Page 12 of 122
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Appendix 1 – Training and Qualifications achieved. FULL LIST OF TRAINING UNDERTAKEN BY YOUNG ADULT PROJECT PARTICIPANTS APRIL 2024 – MARCH 2025 • ICT Core Skills SCQF Level 4 • Walk Leader Training • SQA Residential Experience SCQF Level 4 • SQA Graphical Information SCQF Level 2 • Adult Achievement Award • First Aid level 6 • Facilitation Training • REHIS food hygiene • Autism Awareness Training • CEOP training (Child Exploitation and Online protection) • Landed Peer Education training in vaping, alcohol and relationships • First Steps to Family Learning SCQF level 5 • First Steps to Youth Work SCQF level 4 • Outdoor First Aid level 6 • Keeping the Promise Award • Assist with an event SCQF level 4 • Child protection training Page 13 of 122
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North Lanarkshire Council Report Education, Children and Families Committee Does this report require to be approved? ☒ Yes ☐ No Ref AG/ Date 25/02/25 Progress Report on the CLD Multiply Programme From Alison Gordon, Chief Social Work Officer (Children, Families, Justice and Integrated Practice) E-mail Gordonal@northlan.gov.uk Telephone 01698 332001 Executive Summary This report highlights the progress and success of the Community Learning and Development (CLD) Multiply Project and the positive impact to North Lanarkshire’s One Plan and Programme of Work. The CLD Multiply Project, funded through the UK Shared Prosperity Fund (UKSPF), has provided bespoke numeracy learning across Adult Learning, Family Learning and Youth Work providing significant additionality to, and complementing, existing provision. It focuses on adults aged 19 and over (or those aged 16 to 19 not in education, employment or training) who aspire to improve their numeracy and who have little or no numeracy qualifications. To date funding for Multiply projects has been ringfenced within the UKSPF and the CLD project has operated under Intervention S42M: courses designed to increase confidence with numbers for those needing the first steps towards formal qualifications. As such the project is closely aligned with the Brighter Futures Programme of Work This report outlines the implementation plan, operational delivery model and current progress to date. Recommendations It is recommended that the Education, Children and Families Committee (1) Recognise the progress made to date in raising numeracy levels across North Lanarkshire through the implementation of the CLD Multiply Programme. (2) Subject to the formal confirmation and approval of funding streams, endorse the planned continuation of CLD Multiply Programme for 2025/26. The Plan for North Lanarkshire Priority Improve economic opportunities and outcomes Ambition statement (6) Raise attainment and skills for learning, life, and work to enhance opportunities and choices Item 3 Page 15 of 122
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1. Background 1.1 Over 29,000 North Lanarkshire residents of working age (16 – 64) have no formal qualifications. This is 13.6% of the population and is 4.9 percentage points higher than the Scottish average. 1.2 Evidence from national numeracy surveys suggests while Scotland performs slightly better than the UK average in terms of adult numeracy skills, there are still around 56% of adults with low numeracy skills. This is the equivalent of 1.9 million working age adults. 1.3 The Adult Learning Statement of Ambition, published in 2014, set an ambition for every adult in Scotland to have the right to access learning to meet their educational needs and aspirations. 1.4 Multiply is an integral element of the UK Government Shared Prosperity Fund (UKSPF), alongside the three core UKSPF priorities: Communities and Place, Supporting Local Business, and People and Skills. 1.5 Multiply is a targeted programme to support adult numeracy. It offers adults (aged 19 and over) who do not have a maths National 5 qualification (or equivalent) access to free maths and numeracy courses. 1.6 The Multiply fund for North Lanarkshire was £1,772,970 - this included £313,343 for intervention S49 - Financial Inclusion delivered by the Tackling Poverty Team; and £1,459,627 for S42 – Sum It Up, an adult numeracy programme, which will support people with no or low-level maths skills get back into work. Both projects are governed by the UKSPF Board. 1.7 A North Lanarkshire promotional campaign was developed in partnership with the NLC Corporate Communications team and the brand “Sum It Up” was established (Appendix 1). To support successful engagement with local people, it was co-produced with adult learners and staff. North Lanarkshire Council was first authority from the Glasgow City Region (GCR) partnership to have an implementation plan and a Multiply staff team in place. 1.8 In January 2023, a CLD Development Officer was recruited to establish and develop the CLD Multiply learning offer. The team was subsequently established with a further 3 x CLD Workers (NLC 11) and 6 x Project Officers (NLC 9) to create capacity to deliver in all Town Board areas. 1.9 The Sum It Up team directly provide community-based numeracy courses at SCQF levels 2 to 4, with partnership referral routes into Level 5 and beyond and bespoke support for those who cannot access mainstream CLD or further education provision. 1.10 The Sum It Up Programme initially targeted those aged 19 years and over who were looking to build confidence and skills around functional maths skills but in 2024 it was revised to include those aged 16 to 19 years not in education, skills or training. Programme of Work Brighter Futures Page 16 of 122
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1.11 The team has significantly enhanced and complemented the existing CLD Adult Learning team resource and has allowed for further development to embed numeracy skills across a range of adult learning, youth work and family learning programmes. 1.12 Local delivery of Adult Numeracy support has taken place in community facilities, such as community centres and schools, with opportunities created online for further engagement as part of a hybrid approach. 1.13 Given the additional regional availability of college courses, the Glasgow City Region Multiply Officer Group agreed to the promotion and marketing of Multiply at the City Region level to support marketing being carried out at an individual local authority level. This was agreed by the Glasgow City Region Chief Executives’ Group (CEG) in September 2023. A Regional Multiply Communications and Marketing Sub-Group was established with communications and marketing colleagues from across the eight member authorities, with significant contributions from NLC Corporate Communications. Various marketing and promotional methods were used including online adverts, posters on local transport and radio. 2. Report Programmes 2.1.1 Adults were referred by partners and self-referred for a variety of reasons (see appendix 2) and bespoke CLD courses were designed and delivered to respond to their learning needs including managing money, budgeting and for parents supporting their children with homework. For many post-school learners, CLD’s Adult Numeracy support provides a supportive, non-judgemental, second chance at maths for those who may not have initially achieved a qualification for a variety of reasons. 2.1.2 Numeracy programmes are built around each learner’s personal goals, using the Social Practice model to acknowledge that each learner brings skills, experiences and assets to be built on. 2.1.3 These courses were delivered by CLD Workers and Project Officers who deliver courses from a portfolio of Scottish Qualifications Authority (SQA) qualifications that are approved for delivery by the CLD team. SQA qualifications where embedded and offered alongside innovative learning programmes. 2.1.4 Examples of bespoke CLD learning offers delivered by the Sum It Up team include: 2.1.5 Savvy Savers - Community Based Adult Learning opportunity delivered in partnership with colleagues for the Tackling Poverty Team, giving learners the opportunity to find out more about reducing costs, budgeting, savings, credit unions and affordable credit. During the sessions the learners have the chance to build their confidence in numeracy and work towards gaining an SQA Qualification. 2.1.6 Green Gym - Building confidence in numeracy by using nature as an example, measuring, using thermometers to highlight greenhouse effects and showcasing how numbers and nature align. 2.1.7 Preparation for Christmas – In responding to Christmas being a time of financial stress, learners get involved in activities like planning Christmas dinner, budgeting, food comparisons and taster sessions, gift giving and more. Learners gain everyday skills Page 17 of 122
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to help them manage their money better and avoid the financial stress and burden of Christmas. 2.1.8 Carbon Counters – Learners look at climate change and how their individual actions can have a positive action in reducing their carbon footprint and that of North Lanarkshire. As a group they have looked at the carbon footprint of various activities, for example, travelling one mile by bus costs 150g of C02e (Carbon dioxide equivalent)- compared to 710g of C02e by car. 2.1.9 Maths for Parents – Linking closely with the CLD Family Learning team, a number of practical courses were delivered in schools and family learning centres to build the confidence of parents and carers in supporting their child / children with maths in the home and school. Staff Training & Capacity Building 2.2.1 Staff training has been integral to building a sustainable Multiply legacy where numeracy skills are embedded across learning programmes. Examples of training offered across the CLD service include: 2.2.2 Maths on Toast training - Fifty staff across CLD participated in one full day training session. Maths on Toast is designed to highlight that numbers are everywhere and how we can use that in our lives at home, work on in our social lives. This training provided staff with activities on how to help families to feel confident about maths and numbers in their lives. 2.2.3 SQA Assessor & Verifier Training – 23 staff across CLD have completed the PDA Conduct the Assessment Process and 24 staff have completed the PDA Conduct the Internal Verification Process. Both units are set at Level 8 on the Scottish Credit & Qualifications Framework (SCQF) which ensures consistent quality around the delivery and verification of all SQA units that CLD are registered to deliver. 2.2.4 REHIS – 47 staff have completed the Royal Environmental Health Institute of Scotland (REHIS) food hygiene certificate which has allowed staff to deliver cooking projects and embed numeracy and budgeting throughout CLD learning heathy eating programmes. 2.2.5 Walk Leader Training – Delivered by Paths for All this training for staff gives them the skills and confidence to lead safe, effective and enjoyable Health Walks in a community setting as part of a Health Walk Project. Twenty-eight staff have benefited from this training across CLD teams. 2.2.6 Living Life to the Full – 20 staff have been trained in this Cognitive Behavioural Therapy (CBT) course designed to help people tackle depression, low mood and stress or anxiety at every stage in life. This will allow staff to reduce barriers and use these techniques at the initial engagement stage or during an adult learning group to better help learners to achieve their goals. Successful Partnerships 2.3.1 The Sum It Up CLD Team work closely with the Tackling Poverty Team to deliver accredited learning alongside money management courses. All learners are also offered income maximisation when engaging with the Sum It Up (Multiply) programme. Page 18 of 122
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2.3.2 New College Lanarkshire have delivered National 5 Courses in Mathematics and Application of Mathematics in 2023/2024. In addition, during 2024/2025, we began delivering National 4 Mathematics for the first time. The National 4 in maths relies on continuous assessment and offers a structured system for learners who may wish to progress on from Level 3 or 4 with CLD and then study for a National 5 at a future date. 2.3.3 Courses were also delivered collaboratively with several partners. These partnerships allowed for creative opportunities involving some specialist teaching alongside the CLD worker who embedded numeracy throughout the sessions. An example of this included a Robotics course delivered in partnership with NLC Libraries at the Maker Space in Motherwell Library. The courses attracted different learners to CLD and allowed practical coding and robotics activities whilst developing confidence around numeracy. Accreditation & Positive Impact 2.4.1 Since the project started, over 450 people have registered with the Multiply project. From this cohort 360 distinct learners registered for SQA courses as of December 2024. 2.4.2 There have been 283 SQA qualifications achieved with more on schedule to be achieved each term. There has specifically been a focus on money in relation to learners actively gaining skills and knowledge to confidently manage their money more effectively which links to the council’s priority on Challenging Poverty. Qualifications gained around money since the project started include: • 25 people have gained SQA qualifications with a focus on money • 44 people have so far gained an SQA in Numeracy: Using Number - Money • 30 people have so far gained an SQA in Lifeskills Mathematics: Money • 51 people have so far gained an SQA in Applications of Mathematics: Manage Money and Data 2.4.3 There have been 117 learners who have achieved SQA qualifications focused on Numeracy: Using Number – Measuring. This is embedded into everyday healthy cookery classes alongside budgeting. Participants are building their confidence around making healthier and cheaper meals for their families, whilst also gaining REHIS and SQA qualifications. 2.4.4 In August 2024, 12 learners achieved National 5 qualifications with a further 16 attending the current 2024/2025 class. 2.4.5 There have been 52 learners who have achieved more than one qualification after registering with the Sum It Up team. 2.4.6 Sum It Up courses have also supported learners to achieve 1389 Adult Literacy & Numeracy Outcomes as of October 2024. 2.4.7 More broadly continual evaluation of the Sum It Up programme with learners has shown that: • 77% reported an improvement in Personal Life and Mental / Physical Health • 95% of learners reported an increase in their numeracy skills. • 98% of learners were very satisfied with their experience of learning 2.4.8 Sum It Up has been life changing for many of the learners who have gained their first formal qualifications. This has had a crucial impact on building their confidence, self- Page 19 of 122
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esteem and skills whilst also leading them to enrol in other types of learning (Appendix 3). 2.4.9 Each learner will complete an Individual Learning Plan (ILP) with a CLD worker to look at their learning and employability pathway and identify next steps. Learners were asked what the next step for them would be after a Sum It Up programme with further potential positive destinations including: • Additional Adult Learning Classes 65 • Further qualifications in Numeracy 77 • College 24 • Employment 11 • Volunteer 9 • Take my time but keep in contact 50 2.4.10 There have also been learners who have now moved onto higher education at university to study Primary Teaching as a result of attending National 5 with Sum It Up (see appendix 4). Next Steps 2.5.1 Going into 2025/2026, there is a reduced UKSPF allocation and the Multiply Programme will no longer be ringfenced nationally. Subsequently, spend will be reviewed and a new proposal will be put forward subject to agreement of allocation from the Enterprise & Fair Work Committee (14/02/25). 2.5.2 The Sum It Up team will continue to deliver in communities of need across the authority to the most vulnerable learners. There will be a focus on building our portfolio of bespoke adult learning numeracy programmes across all CLD teams. 2.5.3 There will be continued capacity building across the CLD service with numeracy being embedded within wider service programmes. 2.5.4 There will be significant emphasis on continuing to work with partners to ensure progression for learners on their learning pathway and for collaborative delivery. 2.5.5 Continued evaluation and research into the impact of the programme will continue over the next year and learning will be shared across the CLD service. 3. Measures of Success 3.1 Number of SQA qualifications gained by learners taking part in adult learning programmes (Pi030) 3.2 Number of candidates taking part in adult learning programmes achieving SQA qualifications (Pi031) 4. Supporting documentation Appendix 1 Sum It Up Promotional Material Appendix 2 GCR Promotional Material Appendix 3 Referral Reasons Appendix 4 Case Study and Impact Statement Videos Page 20 of 122
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Alison Gordon Chief Social Work Officer (Children, Families, Justice and Integrated Practice) Page 21 of 122
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5. Impacts 5.1 Public Sector Equality Duty and Fairer Scotland Duty Does the report contain information that has an impact as a result of the Public Sector Equality Duty and/or Fairer Scotland Duty? Yes ☐ No ☒ If Yes, please provide a brief summary of the impact? If Yes, has an assessment been carried out and published on the council’s website? https://www.northlanarkshire.gov.uk/your-community/equalities/equality- and-fairer-scotland-duty-impact-assessments Yes ☐ No ☐ 5.2 Financial impact Does the report contain any financial impacts? Yes ☒ No ☒ If Yes, have all relevant financial impacts been discussed and agreed with Finance? Yes ☐ No ☒ If Yes, please provide a brief summary of the impact? The continuation of the Multiply Programme into 2025/26 is subject to the confirmation and approval of UKSPF funding allocations. UKSPF funding allocations to Council programmes are subject to approval at Enterprise & Fair Work Committee (14/02/25). 5.3 HR policy impact Does the report contain any HR policy or procedure impacts? Yes ☒ No ☐ If Yes, have all relevant HR impacts been discussed and agreed with People Resources? Yes ☐ No ☐ If Yes, please provide a brief summary of the impact? Staffing posts will be extended on approval of UKSPF proposal. 5.4 Legal impact Does the report contain any legal impacts (such as general legal matters, statutory considerations (including employment law considerations), or new legislation)? Yes ☐ No ☒ If Yes, have all relevant legal impacts been discussed and agreed with Legal and Democratic? Yes ☐ No ☐ If Yes, please provide a brief summary of the impact? 5.5 Data protection impact Does the report / project / practice contain or involve the processing of personal data? Yes ☐ No ☒ If Yes, is the processing of this personal data likely to result in a high risk to the data subject? Yes ☐ No ☐ If Yes, has a Data Protection Impact Assessment (DPIA) been carried out and e- mailed to dataprotection@northlan.gov.uk Yes ☐ No ☐ Page 22 of 122
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5.6 Technology / Digital impact Does the report contain information that has an impact on either technology, digital transformation, service redesign / business change processes, data management, or connectivity / broadband / Wi-Fi? Yes ☐ No ☒ If Yes, please provide a brief summary of the impact? Where the impact identifies a requirement for significant technology change, has an assessment been carried out (or is scheduled to be carried out) by the Enterprise Architecture Governance Group (EAGG)? Yes ☐ No ☐ 5.7 Environmental / Carbon impact Does the report / project / practice contain information that has an impact on any environmental or carbon matters? Yes ☐ No ☒ If Yes, please provide a brief summary of the impact? 5.8 Communications impact Does the report contain any information that has an impact on the council’s communications activities? Yes ☐ No ☒ If Yes, please provide a brief summary of the impact? 5.9 Risk impact Is there a risk impact? Yes ☐ No ☒ If Yes, please provide a brief summary of the key risks and potential impacts, highlighting where the risk(s) are assessed and recorded (e.g. Corporate or Service or Project Risk Registers), and how they are managed? 5.10 Armed Forces Covenant Duty Does the report require to take due regard of the Armed Forces Covenant Duty (i.e. does it relate to healthcare, housing, or education services for in-Service or ex- Service personnel, or their families, or widow(er)s)? Yes ☐ No ☒ If Yes, please provide a brief summary of the provision which has been made to ensure there has been appropriate consideration of the particular needs of the Armed Forces community to make sure that they do not face disadvantage compared to other citizens in the provision of public services. 5.11 Children’s rights and wellbeing impact Does the report contain any information regarding any council activity, service delivery, policy, or plan that has an impact on children and young people up to the age of 18, or on a specific group of these? Yes ☐ No ☒ If Yes, please provide a brief summary of the impact and the provision that has been made to ensure there has been appropriate consideration of the relevant Articles from the United Nations Convention on the Rights of the Child (UNCRC). If Yes, has a Children’s Rights and Wellbeing Impact Assessment (CRWIA) been carried out? Yes ☒ No ☐ Page 23 of 122
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Appendix 1 - Sum it up promotional material. Sum It Up Campaign of Promotion Campaign activity was in 2 x 7 weeks bursts: 11 March-28 April, 1 July-18 August, targeting over 19s in NL, or 16-19 and not in work or education. Visits to the Sum It Up website: 37,600 Direct referrals to the sum it up webpage from online campaign channels: Facebook ads/promoted posts: 11,082 Google display ads: 5,528 Snapchat ads: 3,320 YouTube, promoted videos: 3,233 201 of the registered class attendees heard about Sum it up through the campaign activity Video testimonials, used to promote the campaign: Family learners: https://youtu.be/hrE0wN2JEyE - Carolanne and Kelly 16-9 on Vimeo National 5 qualification: https://youtu.be/tShzv9aTN7g - Ellie 16-19 on Vimeo Links to further, full length, video testimonials: Kelly's Story on Vimeo Clair's Story on Vimeo Irene's Story on Vimeo STV advert: https://youtu.be/iV86EPAspyk Sum it up overview (used on webpage; all campaign activity funneling to this): https://vimeo.com/893665434?share=copy Plus, area-specific videos: Sum It Up - Airdrie https://vimeo.com/893667241?share=copy Sum It Up - Motherwell https://vimeo.com/893670547?share=copy Sum It Up – Coatbridge https://vimeo.com/893666222?share=copy CC_2022_00087 Page 24 of 122
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Appendix 2 – GRC Promotional Material. https://multiply123.co.uk/ https://multiply123.co.uk/stories/kellys-story/ Appendix 3 – Referral reasons Appendix 4 – Video Testimonies Shannen - Sum it up participant - Shannen May - Sum it up participant - May Tony - Sum it up participant - Anthony Learner Profile Males – 125 Females – 328 55% of learners registered with Sum It Up presented with: • Learning disability: 35 • Long term Physical Illness or Health condition: 33 • Mental Health: 74 • Physical Impairment: 78 • Sensory Impairment: 14 • Multiple Disabilities: 46 Referral Reasons Managing Money 71 Work Costs including wage slips 12 Supporting Kids with Homework 47 Managing Household Budget 59 Gain a qualification for me 38 Gain Employment/Further employment 15 Other 2 Page 25 of 122
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CLD Case Study Sum It Up Multiply Project North Lanarkshire Council As a Lifelong Learner May struggled with numbers throughout her life due to not gaining any qualifications when at school. She has a vivid memory of her Maths teacher at school, who was unbelievably strict and was not willing to support anybody who struggled in her class. Consequently she always found the thought of ‘maths’ very daunting and had a lack of confidence when it came to numeracy. Last summer May attended taster sessions with Sum It Up classes in the local community centre, this is where she met Nadia (Project Officer – Sum It Up). After they had built a relationship, Mary asked if she could continue with a Sum It Up class to get more confidence /qualifications in numeracy. The class came with no judgement and offered a safe place for May to not only escape their reality, but to learn. “I came the first week and stayed in the class for a year until the class officially ended. I have had some physical and mental health barriers in my life, but through attending these classes, my mental health was in a much better place, and my confidence with numbers got much better. It was so lovely to experience this opportunity with the team at Sum It Up and I have now been able to gain confidence to move forward with my learning life”. https://vimeo.com/learningcentre/review/1024277860/6063d69082 Impact I have achieved Core Skills Level 2; Group Award Using Number; Measuring, Using Number; Time ,Using Number; Money ,Using Graphical Information, Core Skills Level 3 and Using Number; Measuring, I have also managed to get Level 4 literacy qualifications through attending another class, so over the last couple of years, I have gained qualifications in both numeracy and literacy through the CLD department. I have now progressed so much that I volunteer with ESOL classes in Adult Learning in the Pat Cullinan Centre. Page 26 of 122
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North Lanarkshire Council Report Education, Children and Families Committee Does this report require to be approved? ☒ Yes ☐ No Ref BS Date 25/02/25 School Term Review From Barry Smedley, Chief Officer (Education – North) Email smedleybar@northlan.gov.uk Telephone 07919245004 Executive Summary Following a motion approved at the Council Committee on 3 October 2024, the report details an option for consultation on school holidays for session 2026-27. Recommendations It is recommended that Committee: 1) Approves that the Education service now undertakes a consultation exercise on the optional school term as detailed within Appendix 1. 2) Approves that a further report is brought back to Committee on 20 May with an outcome from the consultation. 3) Approves that any agreed change to the school term is introduced from August 2026. The Plan for North Lanarkshire Priority Support all children and young people to realise their full potential Ambition statement (10) Engage with children, young people, parents, carers, and families to help all children and young people reach their full potential Programme of Work Brighter Futures Item 4 Page 27 of 122
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1. Background 1.1 Following Council committee on 3 October 2024, the following composite motion was agreed: “Council notes that a substantial majority of respondents to a consultation favour a change to the school holidays in North Lanarkshire and therefore agrees that a report should be brought for consideration at the February Education Committee to progress the aspirations of: 1. An early return to school following the summer break in August 2026 2. Expanding the February break to one week from February 2027 3. An expansion to the October holiday to two weeks beginning in October 2026 This report will include an overall recommendation which will ensure that there is no detriment to the education/teaching offering.” 1.2 This report provides an update on the work that has now been undertaken and provides a proposal for a revised school term to reflect the ask contained within the motion. 2. Report 2.1 Following agreement of the motion a small group of senior staff were tasked with reviewing the existing school term. From the outset, the service was clear that the overriding factor of the motion was that any proposed change “…. will ensure that there is no detriment to the education/teaching offering” and the review was based on this principle. 2.2 To assist in determining what potential options to the school term were available and could align with the three asks of the motion, a review of the school terms amongst neighbouring local authorities was undertaken. 2.3 At present the Council sits within the ‘West Partnership’ grouping of local authorities. This is a collaboration of eight local authorities: East Dunbartonshire, East Renfrewshire, Glasgow City, Inverclyde, North Lanarkshire, Renfrewshire, South Lanarkshire, and West Dunbartonshire. There is an alignment of school holidays across this grouping, the purpose of which is to achieve an element of consistency which assists with managing teacher holidays so that those teachers working and living within the west region have a similar working pattern. This allows an easier transfer of staff across this area allowing staff to work between local authority areas with the security of having similar holidays for their own children. Furthermore, this alignment negates any possible impact on pupil attendance associated with differing holiday arrangements between neighbouring local authorities. 2.4 To provide an alternative approach, other neighbouring local authorities within the Forth Valley partnership were reviewed – Stirling, Falkirk and West Lothian. When reviewing this partnership area, these authorities had adopted, or were in the process of consulting on, the two-week holiday in October at the expense of other holidays across the school year. Most notably this was a later finish in summer and the removal of holidays within September and May. 2.5 When reviewing neighbouring local authorities position within the month of February, a few local authorities, including Stirling and West Lothian, are closed to pupils for 1 week. The Education service within North Lanarkshire would not support this position, Page 28 of 122
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as having a full week of leave at this point may have a detrimental impact on the educational offering. The service’s view is that the month of February is critical in the lead up to the school exam period in terms of course completion and external assessment gathering. As such, an extended break at this time is not recommended due to the potential negative impact on attainment. 2.6 When reviewing neighbouring Local Authorities position in relation to an earlier return of pupils in August, information currently available on Council websites suggests that this is not being supported. This is likely to be due to the release of SQA results to pupils, and to allow schools to support any subsequent changes to curriculum options and school timetables. 2.7 In addition to the review of neighbouring local authorities, the service also reviewed where it could make small changes across the annual calendar, to facilitate a Friday finish at the end of each term. This, alongside other measures, aims to improve attendance rates, particularly in the last week of the summer term. To this end, the service has reviewed the annual calendar with an emphasis on making minor adjustments to facilitate Friday finishes, where possible. This is based on the principle that attendance falls noticeably from the beginning of the week, in mid-week closure periods. 2.8 In light of all the above information a revised school holiday calendar has been provided and is contained within Appendix 1. The set school term for 2025/26 has been used to allow an easy comparison between the optional term and the current arrangements, albeit these changes, if approved, would not take effect until August 2026. 2.9 If committee agree to consider the revised school holiday calendar, then a full consultation exercise will be undertaken by the Education service. This will include consultation with the following stakeholders: • Teachers. • Trade Unions • Single status staff • Pupils • Parents and Carers • Partners 2.10 Although the wording of the motion “notes that a substantial majority of respondents to a consultation favour a change to the school holidays in North Lanarkshire”, this statement should be put into context. The previous consultation exercise undertaken in April/ May of 2023 received around 9,000 responses; but only 12.2% of eligible parent/ carers completed the survey and only 31.7% of eligible school-based staff. It is important therefore that any future consultation exercise results in a significant increase in the response rate. The consultation methods that will be deployed will therefore look to ensure that this is achieved so that it is reflective of a far greater percentage of stakeholders. 2.11 Following this consultation exercise, it would also be proposed that a further report is submitted to Committee on the 20th May outlining the feedback that is received to allow Committee to consider whether there is support for a revised school term and whether there would be any positive or negative educational impact. Page 29 of 122
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3. Measures of success 3.1 A school term which allows greater flexibility for children, parents and carers but at the same time does not have any detrimental impact on educational attainment, and indeed assists with improving attainment and attendance. 4. Supporting documentation 4.1 Appendix 1 – Contrast of Existing and Optional School Term 2025/26 Barry Smedley Chief Officer (Education - North) Page 30 of 122
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5. Impacts 5.1 Public Sector Equality Duty and Fairer Scotland Duty Does the report contain information that has an impact as a result of the Public Sector Equality Duty and/or Fairer Scotland Duty? Yes ☐ No ☒ If Yes, please provide a brief summary of the impact? If Yes, has an assessment been carried out and published on the council’s website? https://www.northlanarkshire.gov.uk/your-community/equalities/equality- and-fairer-scotland-duty-impact-assessments Yes ☐ No ☐ 5.2 Financial impact Does the report contain any financial impacts? Yes ☐ No ☒ If Yes, have all relevant financial impacts been discussed and agreed with Finance? Yes ☐ No ☐ If Yes, please provide a brief summary of the impact? 5.3 HR policy impact Does the report contain any HR policy or procedure impacts? Yes ☒ No ☐ If Yes, have all relevant HR impacts been discussed and agreed with People Resources? Yes ☒ No ☐ If Yes, please provide a brief summary of the impact? If there is an agreement to consider an optional school term then a full consultation will be undertaken with all affected staff. 5.4 Legal impact Does the report contain any legal impacts (such as general legal matters, statutory considerations (including employment law considerations), or new legislation)? Yes ☐ No ☒ If Yes, have all relevant legal impacts been discussed and agreed with Legal and Democratic? Yes ☐ No ☐ If Yes, please provide a brief summary of the impact? 5.5 Data protection impact Does the report / project / practice contain or involve the processing of personal data? Yes ☐ No ☒ If Yes, is the processing of this personal data likely to result in a high risk to the data subject? Yes ☐ No ☐ If Yes, has a Data Protection Impact Assessment (DPIA) been carried out and e- mailed to dataprotection@northlan.gov.uk Yes ☐ No ☐ 5.6 Technology / Digital impact Does the report contain information that has an impact on either technology, digital transformation, service redesign / business change processes, data management, or connectivity / broadband / Wi-Fi? Yes ☐ No ☒ If Yes, please provide a brief summary of the impact? Page 31 of 122
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Where the impact identifies a requirement for significant technology change, has an assessment been carried out (or is scheduled to be carried out) by the Enterprise Architecture Governance Group (EAGG)? Yes ☐ No ☐ 5.7 Environmental / Carbon impact Does the report / project / practice contain information that has an impact on any environmental or carbon matters? Yes ☐ No ☒ If Yes, please provide a brief summary of the impact? 5.8 Communications impact Does the report contain any information that has an impact on the council’s communications activities? Yes ☒ No ☐ If Yes, please provide a brief summary of the impact? If the recommendations of the report are agreed a full consultation exercise will be undertaken with all relevant parties. 5.9 Risk impact Is there a risk impact? Yes ☒ No ☐ If Yes, please provide a brief summary of the key risks and potential impacts, highlighting where the risk(s) are assessed and recorded (e.g. Corporate or Service or Project Risk Registers), and how they are managed? It is hoped that any change would have a positive effect on attendance. 5.10 Armed Forces Covenant Duty Does the report require to take due regard of the Armed Forces Covenant Duty (i.e. does it relate to healthcare, housing, or education services for in-Service or ex- Service personnel, or their families, or widow(er)s)? Yes ☐ No ☒ If Yes, please provide a brief summary of the provision which has been made to ensure there has been appropriate consideration of the particular needs of the Armed Forces community to make sure that they do not face disadvantage compared to other citizens in the provision of public services. 5.11 Children’s rights and wellbeing impact Does the report contain any information regarding any council activity, service delivery, policy, or plan that has an impact on children and young people up to the age of 18, or on a specific group of these? Yes ☒ No ☐ If Yes, please provide a brief summary of the impact and the provision that has been made to ensure there has been appropriate consideration of the relevant Articles from the United Nations Convention on the Rights of the Child (UNCRC). As part of the consultation process, pupils will be provided with an opportunity to respond and share their views. If Yes, has a Children’s Rights and Wellbeing Impact Assessment (CRWIA) been carried out? Yes ☐ No ☒ Depending on the outcome of the consultation, a decision will be taken on whether a CRWIA is required. Page 32 of 122
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Appendix One – Contrast of Existing and Optional School Term 2025/26 Current School Holidays for 2025/26 School Term WB MON TUE WED THU FRI WB MON TUE WED THU FRI WB MON TUE WED THU FRI WB MON TUE WED THU FRI Oct 27 Jan 19 Apr 13 H H H H H Aug 11 H Inset 1 Inset 2 Nov 3 Jan 26 Apr 20 Aug 18 Nov 10 Feb 2 Apr 27 Aug 25 Nov 17 Inset 3 Feb 9 May 4 H Inset 5 Sept 1 Nov 24 Feb 16 H H Inset 4 May 11 Sep 8 Dec 1 Feb 23 May 18 H Sept 15 Dec 8 Mar 2 May 25 H Sept 22 H Dec 15 Close 2.30 H Mar 9 June 1 Sep 29 H Dec 22 H H H H H Mar 16 June 8 Oct 6 Dec 29 H H H H H Mar 23 June 15 Oct 13 H H H H H Jan 5 Mar 30 Close 2.30 H June 22 Close 1.30 Oct 20 Jan 12 Apr 6 H H H H H June 29 H H H H H Page 33 of 122
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Indication of Optional School Holiday Term Which Will be Subject to Consultation WB MON TUE WED THU FRI WB MON TUE WED THU FRI WB MON TUE WED THU FRI WB MON TUE WED THU FRI Oct 27 Pupils Return Jan 19 Apr 13 H H H H H Aug 11 Inset 1 Inset 2 Pupils Return Nov 3 Jan 26 Apr 20 Aug 18 Nov 10 Feb 2 Apr 27 Aug 25 Nov 17 Feb 9 H May 4 H Inset 5 Sept 1 Nov 24 Inset 3 Feb 16 H Inset 4 May 11 Sep 8 Dec 1 Feb 23 May 18 Sept 15 Dec 8 Mar 2 May 25 Sept 22 H Dec 15 Schools close 1:30 Mar 9 June 1 Sep 29 Dec 22 H H H H H Mar 16 June 8 Oct 6 Dec 29 H H H H H Mar 23 June 15 Oct 13 H H H H H Jan 5 Pupils Return Mar 30 Close 2.30 H June 22 Schools close 1:30 Oct 20 H H H H H Jan 12 Apr 6 H H H H H June 29 H H H H H Page 34 of 122
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Difference Between Optional and Existing • Lose 29th September (-1) • Gain 20th – 25th October (+5) • Lose 18th and 19th December (-2) • Change of February break to Friday and Monday as opposed to Monday and Tuesday. • Lose 22nd and 25th May (-2) Page 35 of 122
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North Lanarkshire Council Report Education, Children and Families Committee Does this report require to be approved? ☐ Yes ☒ No Ref BS/MOH Date 25/02/25 Performance Update From Barry Smedley, Chief Officer (Education – North) E-mail smedleybar@northlan.gov.uk Telephone 01236 812269 Executive Summary North Lanarkshire Council is committed to ensuring excellence and equity and to improving outcomes for children and families. This report provides the Education, Children and Families Committee with an update on North Lanarkshire’s performance last session (2023-24), across key measures including: • Attainment within the Broad General Education (from early learning and childcare to end of S3) measured via Achievement of a Level (ACEL) data • Attendance and Exclusion • Teacher Numbers and Pupil Teacher Ratio (PTR) The report includes Local Authority comparison data compiled from National statistics published in December 2024. This data is available via Insight and the link below. • Insight • School education statistics - gov.scot The report also provides committee with a summary of HMIe and Care Inspectorate Inspection Outcomes for session 2023-24. Where applicable, the report will outline impact, progress to date and identify planned next steps. Recommendations That Education Children and Families Committee: (1) Endorses the various updates contained within this paper. The Plan for North Lanarkshire Priority Support all children and young people to realise their full potential Item 5 Page 37 of 122
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1. Background 1.1 Local Authorities have a duty to improve standards in education, challenging and supporting educational establishments to ensure continuous improvement. North Lanarkshire’s (NL’s) quality improvement (QI) framework, updated in session 2022-23, empowers school leaders to secure continuous improvement while providing assurance to stakeholders on the quality of education provided for learners. 1.2 This report will outline some of the key strategies implemented this session to further support the QI framework, to facilitate improvement across NL’s educational establishments. Education and Families Managers manage the implementation of this framework. 2 Report Attainment within the Broad General Education 2.1 Scotland’s curriculum, Curriculum for Excellence (CfE), is divided into two phases: the broad general education (BGE) and the senior phase. The BGE has five levels (Early, First, Second, Third and Fourth). It begins in early learning and childcare and continues to the end of S3 (the third year of secondary school). As illustrated in the table below, broadly speaking at the primary stages, progress through a level can take up to three years, although the curriculum is designed to allow pupil progress to be accelerated to ensure breadth, depth and challenge, across and within levels. 2.2 Achievement of a Level (ACEL) data is the measure of attainment within the Broad General Education (from early learning and childcare to end of S3). ACEL data is based on Teacher Professional Judgement (TPJ) of a pupil’s attainment in literacy (listening and talking, reading and writing) and numeracy for all pupils at P1, P4, P7 and S3. This data is collected by the Scottish Government at the end of each academic session and published, nationally, in December. 2.3 Following publication, analysis and interrogation of the data supports and informs the Service’s strategic improvement planning for next session and beyond and allows us to track our performance in relation to national averages. It also allows us to compare our performance with other Local authorities, particularly those within the West Partnership and Family Groups. 2.4 North Lanarkshire’s family group for Children, Social Work and Housing indicators consists of the following Local Authorities: Na h-Eileanan Siar, Inverclyde, Dundee City, West Dunbartonshire, Glasgow City, East Ayrshire and North Ayrshire. These councils Ambition statement (6) Raise attainment and skills for learning, life, and work to enhance opportunities and choices Programme of Work Brighter Futures Page 38 of 122
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are grouped by the type of population they serve, e.g., level of deprivation and affluence. 2.5 The data is shared with Education and Families Managers and Heads of Establishments to support improvement discussions, attainment reviews and assist planning to raise attainment and to close the poverty related attainment gap. P1,4 and 7 combined data for Literacy and Numeracy 2.6 The tables below show NLC’s performance over time. They also provide a comparison between NLC’s performance, the National average performance and performance beside our Family Group authorities. 2.7 To achieve a level in overall Literacy and Numeracy, pupils must achieve across all organisers within the curriculum area. In its broadest sense, an organiser is a distinct aspect of the overarching curriculum area. For example, Literacy has 3 main organisers: Listening and Talking, Reading and Writing. To achieve the level the pupil must be assessed as having achieved the expected level in all three organisers. The tables below refer to achievement of an overall level. Early Level (P1) First Level (P4) Second Level (P7) Page 39 of 122
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2.8 As well as reporting on stage specific information, Scottish Government also report on P1,4 and 7 combined attainment of a level data for the primary stages, as illustrated below. This provides a broad picture of combined performance for the BGE primary stage. 2.9 Analysis of NLC’s overall combined P1, 4 and 7 results indicate that levels of attainment in literacy and numeracy are in line with last year’s data and that they continue to be above national average figures. Locally and nationally, attainment in numeracy is higher than attainment in literacy, at the primary stages. Performance within CFE Organisers – Primary 2.10 The table below shows attainment data across the literacy and numeracy organisers. This data is particularly useful as it supports the service’s strategic planning in terms of training for staff, deployment of support etc. NLC’s primary data for session 2023-2024 shows that at the P1 stage, attainment is broadly in line with last year’s data, across all organisers. At the P4 stage, attainment has increased across all organisers with the biggest increase noted in P4 numeracy (+2.17pp). Notably, attainment has dipped in 3 out of the 4 organisers at the P7 stage, with the biggest dip noted in P7 writing. (- 2.34pp). However, if we look at the cohort comparison data in the table in section 2.17, we can see that the attainment level for this cohort of young people has increased from when they were in P4 in 2021 to when they were in P7 in 2024, across all organisers. For example, when this cohort were in P4, 72.20% had achieved expected levels but when they were in P7, 78.56% has achieved expected levels; showing improvements in their attainment. Page 40 of 122
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Combined data for Literacy and Numeracy S3 2.11 The table below shows NLC’s ACEL performance, at the S3 stage (Third year in secondary). It highlights learners’ attainment at CFE 3rd and 4th level. It also provides a comparison between NLC’s performance, the national average performance and performance beside our Family Group authorities. 2.12 Notably, as explained in 2.11 above, at the S3 stage, schools are asked to report on two curriculum for excellence levels; CFE 3rd and 4th level. S3 is a transition stage and schools are preparing pupils to make a smooth transition from the BGE curriculum into the senior phase i.e., courses leading to qualifications, other awards and work-based learning, as appropriate to their needs. 2.13 Nationally produced guidance from the Scottish Government states that in S3, young people should have opportunities to complete their entitlement to a BGE, including all the Experiences and Outcomes to third level, across all curriculum areas. They should also have the opportunity to specialise and extend their learning into CfE fourth curriculum level and beyond wherever they are capable of doing so. S3 – Third Level S3 – Fourth Level Page 41 of 122
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2.14 Attainment improved in S3 third level literacy and numeracy last session, and we are now almost in line with national figures, particularly in literacy. Attainment for S3 4th level literacy and numeracy also rose significantly last session but remains below national and family group comparators. 2.15 However, if we track our learners’ attainment when they progress into S4, as illustrated in the tables below, we can see that our performance is more closely aligned with national data, particularly in numeracy. This would suggest that we are still slightly under reporting our attainment at the BGE 3rd level, and notably under reporting at BGE 4th level. As such, this will be prioritised as an area for improvement, next session. Performance within CFE Organisers – Secondary – S3 2.16 As shown in the table below, at the S3 stage, NLC’s attainment has increased, across all organisers for both Curriculum for Excellence (CfE) 3rd and 4th level. The biggest increase was noted in numeracy with a 2.93pp increase at CfE third level and 10.96pp increase at CfE 4th level. Page 42 of 122
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(*ACEL data was not collected at S3 in 2020 and 2021.) Cohort Comparison 2024-2021 Achievement of a Level (ACEL) Analysis 2.17 Comparing 2024 data with 2021 data allows us to track and compare the progress of the same cohort of pupils who have moved from P1 to P4, P4 to P7 and P7 to S3 over the four-year period. 2.18 Overall, there is a positive upward trend across almost all organisers for each cohort when comparing current ACEL levels to previously published attainment levels; indicating that the schools are continuing to support learners to improve from previous levels of attainment. Arguably, it also indicates that through targeted interventions and support the service is improving outcomes for identified learners, resulting in more learners being assessed as having achieved the level. Progress Towards Closing the Poverty Related Attainment Gap Over Time 2.19 In line with national and local priorities, the service has a clear focus on removing barriers and closing the poverty related attainment gap. Within North Lanarkshire, a significant number of children and families live in areas of high deprivation with over 32.5% in Q1; approximately 15,900 pupils from primary and secondary. 2.20 In line with national guidance, we track and monitor our attainment gap by comparing the attainment of learners living in Quintile 1 (Q1 – most deprived) with learners living in Quintile 5 (Q5 – least deprived). The table below illustrates our progress from 2018- 2024 across each of the organisers for literacy and numeracy, as collected at the key ACEL stage of P1, P4, P7 and S3. Gap data for 2023-24 has been compared to 2022- 23 gap data and colour coded green where the gap has reduced, and red where the gap has increased. Page 43 of 122
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2.21 The data above indicates that: • across the primary stages, for all organisers, the gap between Q1 and Q5 learners has reduced in session 2023-24 when comparing to session 2022-23. • at the P4 stage performance improved for learners in Q1 and Q5. • the largest improvement in closing the attainment gap between the most and least deprived in session 2023-2024 is in P7 writing with the gap closing by 6.34pp. • the largest gap remains P4 writing (17.34pp). This will continue to be an area of focus. • the gap has increased at S3 across all organisers. Notably, attainment of learners from Q1 and Q5 have increased, across all organisers. However, the rate of improvement for Q5 learners exceeds the rate of improvement for Q1 learners and this impacts on the attainment of the gap. 2.22 At some stages, particularly P1 and P7, attainment for Q5 learners dipped whilst attainment for learners in Q1 improved; this will have impacted on the attainment gap. 2.23 Appendix 1 outlines our progress towards our stretch aims (targets) to improve attainment in key measures and to close the poverty related attainment gap. Further detailed analysis of the gap between the most and least deprived has been carried out and will be reported on as part of the Scottish Attainment Challenge report presented at a future Committee. Senior Phase – Post Appeal Data 2.24 Attainment in the senior phase is down on all measures in 2023-24. This trend is concordant with the national picture. However, there has been an improvement in all Page 44 of 122
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S4 measures and the 5+ at Higher measure, relative to 2019, and improved progress was made relative to our stretch aim for 1+ Higher in 2023-24. Pupil Numbers 2.25 Pupil numbers are reducing nationally. However, last session North Lanarkshire’s overall pupil numbers increased by 20, as shown below. Teacher Numbers and Pupil Teacher Ratio (PTR) 2.26 The table below summarises NLC’s 2024 census information in relation to teacher numbers and pupil teacher ratio (PTR). It includes information on global teacher numbers and numbers used to establish the PTR. Global teacher numbers include any teachers employed across the service, including any working in the early years (ELC) sector. This global teacher number is the element used by the Scottish Government to set the targets for teacher numbers for local authorities. Page 45 of 122
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2.27 Last Session, NLC’s teacher target was 3,688. As noted in the table below our actual global teacher number (FTE across all sectors) was 3,682 and therefore, we were 6 below our target. 2.28 Sector specific information about the deployment of teachers within NLC is outlined below. Centrally employed staff includes teachers who are employed in our clusters and deployed from our central team such as SAC etc. 2.29 The table below presents information on NLC’s PTR and allows for the comparison of PTR across our family group local authorities. Notably, North Lanarkshire pupil teacher ratio (PTR) did not change from 2023 to 2024. Page 46 of 122
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Attendance & Exclusion 2.30 Last session, North Lanarkshire’s overall attendance increased from 88.7 to 89.1, however the service recognises the need to continue to focus on implementing strategies to improve attendance rates. The overall percentage of 89.1% is calculated using the Scottish Government calculation; SG attendance = present openings/possible openings. 2.31 Internal attendance monitoring data indicated a steady decline in secondary attendance throughout the last week of term in June. This impacted significantly on the overall attendance figures. Therefore, the service will continue to prioritise working with establishment leaders to support improved attendance. 2.32 Recognising the need to use data effectively to inform and underpin our strategic approach to improving attendance at establishment and service level, we have continued to review and refresh our approaches to analysing attendance data to support early identification and intervention to support improvement. 2.33 Monthly attendance reports (MAPs) are providing a relentless focus on pupil attendance, and this is supporting our emerging upward trend. 2.34 Recent North Lanarkshire figures from the monthly absence monitoring process (MAP) show that attendance for the months of November and December were higher than the corresponding months last year, across all sectors except the ASN sector. There are examples where attendance has had a sizeable increase. This will be explored and good practice shared. Exclusions 2.35 As noted in the table below, the number of exclusions within North Lanarkshire has continued to decrease. North Lanarkshire is comparing well with other local authorities in our Family Group and we will continue to implement strategies to build upon this progress. Page 47 of 122
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HMIe and Care Inspectorate Inspection Outcomes 2.36 Each year, Education Scotland undertakes a programme of scrutiny (inspection) in each local authority to gather evidence of what is working well in our education system; areas which are showing improvement, and areas where further development is needed. 2.37 Inspections take the form of either a short or full model: • A short model inspection is generally over two to three days and focuses on Quality Indicators (QIs) 2.3 (Learning, Teaching and Assessment) and 3.2 (Raising Attainment and Achievement). • A full model is usually four to five days in duration, and focuses on the two aforementioned QIs, plus QI 1.3 (Leadership of Change) and 3.1 (Ensuring Wellbeing, Equality and Inclusion). 2.38 All inspections, whether short or full, focus on QI 2.1 (Safeguarding and Child Protection). 2.39 The table below shows the main quality indicators assessed during full and short inspections and shows the themes covered under each quality indicator. 2.40 Following inspection activity, formal reports are published and hosted on Education Scotland’s website. 2.41 During session 2023-2024, 15 schools were inspected in North Lanarkshire, the breakdown of which are as follows: Page 48 of 122
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• 10 Primary Schools • 2 Secondary Schools • 3 Additional Needs Schools (ASN) 2.42 As part of the service’s quality assurance and improvement processes, results of all inspections are analysed to identify trends, strengths and good practice, and any areas for development. 2.43 The tables below provide a summary of inspection results for session 2023-24. It is important to note that of the 15 schools inspected, seven had the full inspection model focusing on 4 QIs, and eight had the short inspection model which focuses on 2 QIs. 2.44 As noted from the tables above, last session, most inspection outcomes were graded as good or satisfactory. The table below shows definitions associated with the 6-point scale used by HMIE for grading the QIs. 2.45 Full details of individual establishment gradings for session 2023-2024 can be viewed at Appendix 2. 2.46 Two establishments received gradings of very good in one or more QI. Establishments graded very good or above are highlighted as good practice and where possible, are given the opportunity to share their practice at headteacher meetings etc. to build overall capacity across our establishments. 2.47 During session 2023-2024, a total of four primary schools with nursery classes were jointly inspected. During joint inspections, nursery classes are inspected under the following QIs: • QI 1.3 Leadership of Change • QI 2.3 Learning, Teaching and Assessment • QI 3.1 Ensuring Wellbeing, Equality and Inclusion • QI 3.2 Securing Children’s Progress Page 49 of 122
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2.48 Of the four joint inspections, two were short model (focusing on QIs 2.3 and 3.2) and two were full model (focusing on all four QIs). 2.49 Analysis of joint inspections carried out during session 2023-2024 can be viewed in the table below. (Please note: This report only outlines joint Care Inspectorate and HMIE inspection results. Analysis of NLC’s performance in early years Care Inspectorate inspections will be provided in a future early years’ committee report.) 2.50 Analysis of the overall HMIE inspection results (2.43 and 2.48) indicates that North Lanarkshire are performing relatively well (with some exceptions) under QIs 2.3, 3.1 and 3.2. However, this data indicates that QI 1.3, Leadership of Change, is the area that requires additional focus, moving forward. However, it is worth noting that the data only represents a small proportion of our educational estate and that across other establishments, Leadership of Change is identified through our own self-evaluation processes as a key strength. Nevertheless, officers are cognisant of this data when planning leadership development opportunities. 2.51 Notably, during session 2023-2024, three North Lanarkshire establishments were identified (20% of establishments inspected) by HMIe as having practice worth sharing, nationally. These establishments are Stane Primary School for their innovative and impactful use of Pupil Equity funding; St Ignatius Primary School for innovative approaches to learning, teaching and assessment, and alternative curriculum offerings, and Firpark Primary School, for effective partnership working with parent council and families. 2.52 Last session, three establishments were graded as weak in one or more QI. As a result, HMIe will return to reinspect these establishments. 2.53 If an establishment is graded as weak or below during an inspection, a robust action plan is implemented by the service to ensure the establishment has the capacity to improve. Action plans are intended to be a means of support and challenge for establishments, ensuring they have clear and measurable activity for improvement. The level and types of support provided, and the personnel involved in supporting establishments, is bespoke to the establishment and their identified areas for improvement. Any package of support is designed carefully to meet the needs of the school in terms of securing immediate continuous improvement. Page 50 of 122
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Thematic Inspection 2.54 In October 2024, a team of inspectors from Education Scotland visited North Lanarkshire Council to gather evidence about how North Lanarkshire Council supports school improvement, with a focus on how they support schools to improve the quality of education through: • the implementation of effective improvement planning and standards and quality reporting • self-evaluation and quality assurance • professional learning • universal and targeted support and challenge 2.55 During their visit, the inspectors met with senior leaders, local authority officers, parents/carers, headteachers, teachers, representatives from professional associations and elected members. 2.56 Overall, HMIe recognised how the service has successfully: • Aligned Corporate, Service and Establishment level planning to create a shared vision and strategic direction. • Established and utilised networks and partnerships to improve outcomes for children and families. • Encouraged innovative and creative approaches to improvement, keeping abreast of new research and pedagogical developments to ensure all learners have consistent access to high quality learning experiences. • Aligned funding streams, including PEF and SAC, and support systems to maximise outcomes for learners. • Developed new approaches built upon self-evaluation, at all levels, complemented by proportionate arrangements for external scrutiny/quality assurance. (Validated self- evaluation processes). 2.57 They also acknowledged challenges in maintaining consistent support for establishments due to the demand on resources related to the size of the central team. 2.58 They suggested the following action points to support continuous improvement: • They endorsed NLC’s planned creation of an overarching data system which would enhance our ability to analyse and maximise the use of data to support continuous improvement, improving consistency. • Continue to develop the use of central evaluation evidence to inform system level changes and to build overall staff capacity, for example through the creation of sharing of good practice networks and structured development opportunities for the central team etc. • Maximise opportunities for parental engagement • Continue to focus on improving attainment 2.59 A full copy of the inspection report is included in appendix 3. (The service is still awaiting the final version of the report. They have contacted HMIE for an update.) Conclusion 2.60 The service is currently revising existing plans to create an overarching Raising Attainment Strategy that will outline clearly for the Committee the Service’s short-, medium- and long-term plan to raise attainment and improve outcomes for children and Page 51 of 122
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families. This plan will be presented to Committee in May for approval, with planned implementation from August 2025. 3.0 Measures of success 3.1 Increased attainment at primary and secondary stages. 3.2 A decrease in ‘weak’ gradings or below across all QIs, particularly in QI 1.3. 3.2 An increase in ‘very good’ gradings or above across all QIs. 3.4 Improved staff skill, confidence and ability. 3.2 Improved outcomes for children, young people and families. 3.3 High quality learning, teaching and assessment across all establishments. 4. Supporting documentation 4.1 Appendix 1 – Stretch aims 4.2 Appendix 2 – Inspection Outcomes 4.3 Appendix 3 – Thematic Inspection Report Barry Smedley Chief Officer (Education - North) Page 52 of 122
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5. Impacts 5.1 Public Sector Equality Duty and Fairer Scotland Duty Does the report contain information that has an impact as a result of the Public Sector Equality Duty and/or Fairer Scotland Duty? Yes ☐ No ☒ If Yes, please provide a brief summary of the impact? If Yes, has an assessment been carried out and published on the council’s website? https://www.northlanarkshire.gov.uk/your-community/equalities/equality-and-fairer- scotland-duty-impact-assessments Yes ☐ No ☐ 5.2 Financial impact Does the report contain any financial impacts? Yes ☐ No ☒ If Yes, have all relevant financial impacts been discussed and agreed with Finance? Yes ☐ No ☒ If Yes, please provide a brief summary of the impact? 5.3 HR policy impact Does the report contain any HR policy or procedure impacts? Yes ☐ No ☒ If Yes, have all relevant HR impacts been discussed and agreed with People Resources? Yes ☐ No ☐ If Yes, please provide a brief summary of the impact? 5.4 Legal impact Does the report contain any legal impacts (such as general legal matters, statutory considerations (including employment law considerations), or new legislation)? Yes ☐ No ☒ If Yes, have all relevant legal impacts been discussed and agreed with Legal and Democratic? Yes ☐ No ☐ If Yes, please provide a brief summary of the impact? 5.5 Data protection impact Does the report / project / practice contain or involve the processing of personal data? Yes ☐ No ☒ If Yes, is the processing of this personal data likely to result in a high risk to the data subject? Yes ☐ No ☐ If Yes, has a Data Protection Impact Assessment (DPIA) been carried out and e- mailed to dataprotection@northlan.gov.uk Yes ☐ No ☐ 5.6 Technology / Digital impact Does the report contain information that has an impact on either technology, digital transformation, service redesign / business change processes, data management, or connectivity / broadband / Wi-Fi? Yes ☐ No ☒ If Yes, please provide a brief summary of the impact? Page 53 of 122
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Where the impact identifies a requirement for significant technology change, has an assessment been carried out (or is scheduled to be carried out) by the Enterprise Architecture Governance Group (EAGG)? Yes ☐ No ☐ 5.7 Environmental / Carbon impact Does the report / project / practice contain information that has an impact on any environmental or carbon matters? Yes ☐ No ☒ If Yes, please provide a brief summary of the impact? 5.8 Communications impact Does the report contain any information that has an impact on the council’s communications activities? Yes ☐ No ☒ If Yes, please provide a brief summary of the impact? 5.9 Risk impact Is there a risk impact? Yes ☒ No ☐ If Yes, please provide a brief summary of the key risks and potential impacts, highlighting where the risk(s) are assessed and recorded (e.g. Corporate or Service or Project Risk Registers), and how they are managed? All risks are identified within the Corporate Risk Directory and identified as part of the SAC Programme. All risks are regularly reviewed in line with current guidance. 5.10 Armed Forces Covenant Duty Does the report require to take due regard of the Armed Forces Covenant Duty (i.e. does it relate to healthcare, housing, or education services for in-Service or ex- Service personnel, or their families, or widow(er)s)? Yes ☐ No ☒ If Yes, please provide a brief summary of the provision which has been made to ensure there has been appropriate consideration of the particular needs of the Armed Forces community to make sure that they do not face disadvantage compared to other citizens in the provision of public services. 5.11 Children’s rights and wellbeing impact Does the report contain any information regarding any council activity, service delivery, policy, or plan that has an impact on children and young people up to the age of 18, or on a specific group of these? Yes ☒ No ☐ If Yes, please provide a brief summary of the impact and the provision that has been made to ensure there has been appropriate consideration of the relevant Articles from the United Nations Convention on the Rights of the Child (UNCRC). Article 28 – Right to Education and Article 29 – Goals of Education In North Lanarkshire we recognise that raising attainment does not fall to one Service, or one Sector, we must therefore work together to use our resources effectively and efficiently to ensure that our children and young people have opportunities to achieve and attain. If Yes, has a Children’s Rights and Wellbeing Impact Assessment (CRWIA) been carried out? Yes ☐ No ☒ Page 54 of 122
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Appendix 1: Stretch Aims: NL Key Performance Measures (Including core and core plus stretch aims and KMS identified in performance management framework) Please note: Attainment data is provisional and may be subject to slight changes following Scottish Government cleansing exercise and confirmation of SQA appeals results. Tolerance Level 0.5pp above or below. Key Performance Measure June 2022 Attainment June 2023 Attainment June 2024 Attainment June 2025 Attainment Stretch aim Target (2026) % of pupils (P1, P4 and P7 combined) achieving expected levels or better in literacy 72.23% 75.47% 75.05% 77.0% % of Q1 pupils (P1, P4 and P7 combined) achieving expected levels or better in literacy 63.93% 67.52% 67.73% 69.40% % of Q5 pupils (P1, P4 and P7 combined) achieving expected levels or better in literacy 82.94% 86.06% 82.77% 86.7% Q1 – Q5 Gap (P1, P4 and P7 combined) achieving expected levels or better in literacy) 19.01pp 18.54pp 15.04pp 17.3pp % of primary pupils (P1, P4 and P7 combined) achieving expected levels or better in numeracy 79.38% 81.31% 81.18% 90.46% % of Q1 primary pupils (P1, P4 and P7 combined) achieving expected levels or better in numeracy 72.60% 74.80% 74.56% 82.48% % of Q5 pupils (P1, P4 and P7 combined) achieving expected levels or better in numeracy 89.15% 90.90% 88.37% 97.35% Q1 – Q5 Gap (P1, P4 and P7 combined) achieving expected levels or better in numeracy 16.55pp 16.10pp 13.81pp 14.87pp % of S3 pupils achieving third level or better in literacy (based on reading, writing and talking and listening (Core Plus) 85.14% 84.35% 86.7% 87.0% % of S3 Q1 pupils achieving third level or better in literacy (based on reading, writing and talking and listening (Core Plus) 79.21% 79.50% 79.59% 84.0% % of S3 Q5 pupils achieving third level or better in literacy (based on reading, writing and talking and listening (Core Plus) 93.11% 88.50% 93.69% 92.20% Q1 – Q5 Gap (S3 3rd level or above literacy) 13.9pp 9.0pp 14.10pp 8.2pp % of S3 pupils achieving third level or better in numeracy (Core Plus) 85.34% 85.11% 87.66% 89.10% % of S3 Q1 pupils achieving third level or better in numeracy (Core Plus) 76.20% 78.13% 79.86% 81.50% % of S3 Q5 pupils achieving third level or better in numeracy (Core Plus) 95.96% 93.87% 96.85% 95.5% Q1 – Q5 Gap (S3 3rd level or above numeracy) 19.76pp 15.74pp 16.99pp 14.0pp Number and percentage of secondary school leavers by total qualifications attained under the All SCQF measure (S2.2a) (Based on leavers data therefore previous year’s data.) June 2022 (20/21 Insight) June 2023 (21/22 Insight) June 2024 (22/23 insight) % of leavers achieving 1 or more awards at SCQF Level 5 or better (All SCQF) 88.55% 87.46% 85.82 90.46% % of Q1 leavers achieving 1 or more awards at SCQF Level 5 or better 81.73% 78.48% 77.09 82.48% % of Q5 leavers achieving 1 or more awards at SCQF Level 5 or better 97.96% 96.60% 95.59% 97.35% Q1 – Q5 gap SCQF 5 16.23pp 17.52pp 18.5pp 14.87% % of leavers achieving 1 or more awards at SCQF Level 6 or better 67.49% 64.62% 61.89% 69.12% % of Q1 leavers achieving 1 or more awards at SCQF Level 6 or better 54.82% 49.13% 48.93% 54.13% Page 55 of 122
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Key Performance Measure June 2022 Attainment June 2023 Attainment June 2024 Attainment June 2025 Attainment Stretch aim Target (2026) % of Q5 leavers achieving 1 or more awards at SCQF Level 6 or better 83.67% 81.41% 82.89% 87.41% Q1 – Q5 gap SCQF 6 28.85pp 32.28pp 33.96pp 33.28pp Annual Participation Measure The percentage of young adults (16-19 year olds) participating in education, training or employment in the LA in the year to 31st March. (SDS data) June 2022 June 2023 June 2024 Overall 90.2% 91.0% 91.9% 94.6% Quintile 1 85.1% 85.7% 87.2% 92.0% Quintile 5 95.5% 96.0% 96.4% 98.0% Q1 – Q5 gap (APM) 10.4pp 10.3pp 9.2pp 6.0pp Core Plus Stretch aims June 2023 June 2024 % Attendance Primary 91.16% 91.61% 93.0% % attendance Q1 Primary 88.52% 89.15% 89.8% % attendance Q5 Primary 94.50% 94.69% 95.0% Q1 – Q5 Gap Primary 5.98pp 5.54pp 5.2pp % Attendance Secondary 85.54% 85.72% 88.4% % Attendance Q1 Secondary 81.57% 81.21% 85.6% % Attendance Q5 Secondary 90.41% 91.23% 91.7% Q1- Q5 Gap Secondary 8.84pp 10.02pp 6.1pp % of leavers achieving S5 1+ Higher (A-C passes based on all candidates) (Excludes ASN schools) 57.5% 53.36% 53.2% 57.41% % of Q1 leavers achieving S5 1+ Higher (A-C passes based on all candidates) 40.6% 36.84% 37.7% 41.4% % of Q5 leavers achieving S5 1+ Higher (A-C passes based on all candidates) 74.8% 77.58% 72.6% 78.82% Q1 – Q5 gap leavers achieving S5 1+ Higher (A-C passes based on all candidates) 34.2pp 40.74pp 34.9pp 37.42pp % of P4 learners achieving expected level for writing 70.90% 73.45% 73.89% 76.70% % of Q1 P4 learners achieving expected level for writing 62.53% 66.35% 67.06% 70.4% % of Q5 P4 learners achieving expected level for writing 81.21% 83.91% 84.40% 85.7% Q1 – Q5 Gap for P4 learners achieving expected level for writing 18.68pp 17.56pp 17.34pp 15.3pp *Final SCQF for 2024 leavers will be reported when the Summary Statistics for Attainment and Initial Leaver Destinations 2024 data is published in February 2025 *1 For reference, SEEMIS BI does not provide the S4 roll figure for Q1 or Q5 so this information has been taken from Insight (i.e. for 2024 – taken from 2023 S4 on Insight). The 2024 percentages are then a comparison of the number of pupils that got an A-C pass in the SEEMIS BI data with the S4 Page 56 of 122
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Appendix 2: Inspection Outcomes Page 57 of 122
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Appendix 3: Thematic Inspection Establishment Date of Inspectio n Report Published Sector Head Teacher Type of inspection 1.3 Leadershi p of Change 2.3 Learning, Teaching and Assessme nt 3.1 Ensuring Wellbeing , Equality and Inclusion 3.2 Raising attaineme nt and achievem ent Nursery 1.3 Leadershi p of Change Nursery 2.3 Learning Teaching & Assessme nt Nursery 3.1 Ensuring wellbeing, equality and inclusion Nursery 3.2 Securing Children's Progress Golfhill Primary School 02.10.23 05.12.23 Primary Gail Gallen Full 4 4 4 4 Our Lady's HS - CNauld 23.10.23 23.01.24 Secondary Nicola Cunningham Short 5 4 Caldervale HS 30.10.23 26.03.24 Secondary Danny McNulty Full 2 3 2 3 Lawmuir PS 06.11.23 30.01.24 Primary Tracy Hurst Full 4 4 4 3 . Stane PS 08.01.24 27.02.24 Primary/EY Laura Simpson Short 4 4 Bothwellpark 09.01.24 23.04.24 ASN Michael McGinley Short 3 3 St Ignatius Primary School 17.01.24 26.03.24 Primary/EY Anne Marie Pearson Short 5 5 3 4 Cleland Primary School 05.02.24 07.05.24 Primary Jan Barclay Full 2 3 3 3 Firpark Primary School 19.02.24 23.04.24 ASN Marie Clare Webster Short 3 4 St. Barbara's Primary School 04.03.24 03.09.24 Primary Sheelah McKinney Full 4 3 4 4 St. Mary's PS (C/Bridge) 18.03.24 27.08.24 Primary/EY Karen McLelland Full 2 2 3 3 3 4 4 3 Fir Park Secondary School 20.05.24 12.11.24 ASN Karen Dunion Short 4 4 St Patrick's PS and Nursery Shotts 28.05.24 17.09.24 Primary/EY Jo Steele Short 4 4 4 4 Baird Memorial Primary School 03.06.24 10.09.24 Primary/EY Julie Ann Price Full 3 3 3 3 Old Monkland Primary School 10.06.24 01.10.24 Primary/EY Lynn McFadden Short 3 3 3 3 Page 58 of 122
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North Lanarkshire Council Report Education, Children & Families Committee Does this report require to be approved? ☒ Yes ☐ No Ref AMcPH/TOH Date 25/02/25 Interim Report on Member Officer Working Group Review of Acceptable Walking Route Policy From Andrew McPherson, Depute Chief Executive E-mail mcphersona@northlan.gov.uk Telephone Executive Summary Following a motion agreed at Full Council on 3 October 2024, a Member Officer Working Group (MOWG) was established to review the acceptable walking route policy for home to school transport. This report provides the Education, Children & Families Committee with an update on the work undertaken by the MOWG to date. This includes a draft of the proposed revised policy, future planned actions and the timeline for submission of future reports from the group. Recommendations It is recommended that the Education, Children and Families Committee: - 1) Approves the draft Walked Routes to School Policy and the proposed consultation. 2) Approves that a final version of the policy and any implications will be submitted to the Education, Children & Families Committee on 10 September 2025 for consideration. The Plan for North Lanarkshire Priority Enhance participation, capacity, and empowerment across our communities Ambition statement (20) Improve the involvement of communities in the decisions, and development of services and supports, that affect them Programme of Work Sustainable Futures Item 6 Page 61 of 122
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1. Background 1.1 The motion establishing an officer/ member working group to review the current “Walked Routes to School Policy” was approved by Full Council on 3 October 2024. The motion is highlighted below. “Council Notes: • Section 51 of the 1980 Education (Scotland) Act [6] requires local authorities to make such arrangements as they consider necessary for the provision of school transport for pupils residing, and attending schools, in their area. • Local authorities have a wide level of discretion in this regard. • When considering whether to make arrangements for the provision of school transport, local authorities are further required to have regard to the safety of the pupils. • Legislation does not prescribe the distance beyond which they must, nor distance below which they must not, provide transport. • It is for local authorities to determine the nature of the provision they offer. Council Understands: • Local authorities are expected to keep their criteria for providing school transport under review and be flexible enough to take into account factors, relative to the nature of the route, which might affect pupil safety. • North Lanarkshire Council has not undertaken a review of criteria for providing school transport since May 2018. Council Agrees: • A member/officer working group is set up to thoroughly review and update the criteria used to provide school transport being flexible enough to take into account factors, relative to the nature of the route, ensuring at all times child safety is placed as the number one priority. • The recommendations of the member/officer working group to be submitted to the appropriate Committee of the Council to allow the updated criteria to be agreed and implemented in sufficient time to ensure necessary transport provision is in place before further changes are made to primary school provision.” 2. Report 2.1 Following the approved changes to secondary school transport distance eligibility criteria from August 2024, a motion was subsequently agreed by Full Council on 3 October 2024 to establish a MOWG to review the existing “Walked Routes to School” Policy. The policy was previously reviewed and approved by the Infrastructure Committee in February 2018. 2.2 The working group was established on 13 November 2024 and has agreed key governance procedures including a Terms of Reference, scope, and objectives. The work of the MOWG includes:- • Review and update the walking route assessment criteria used to provide school transport to take into account factors, relative to the nature of the route, ensuring child safety. • A benchmarking of similar policies within other local authorities to ensure the North Lanarkshire Policy is reflective of best practice. • Submission of MOWG recommendations to future Education, Children and Families Committees. Page 62 of 122
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2.3 The MOWG continues to meet regularly and has received a presentation from AtkinsRealis, the independent Roads and Infrastructure specialists whom the Service engaged to support the walking route assessment process. The presentation included an explanation of how a walking route assessment is undertaken with reference to criteria and technical information incorporated within the current “Walked Routes to School” policy. 2.4 The Group is undertaking a comprehensive review of the current policy, taking into consideration relevant documentation including the ‘Scottish Government; School Transport Guidance 2021’, and where necessary has sought additional operational information and clarification from officers. 2.5 The Group have suggested a number of revisions to the existing policy taking into consideration the areas of concern raised within the original motion and a draft version of the new policy is enclosed at Appendix 1. A summary of the key changes are as follows: • Lighting - whilst personal security is not a material consideration of any previous assessment process, it was agreed to include this in the revised policy. To be considered an acceptable walking route, lighting on roads, footways and footpaths should be illuminated to the Council’s current standards for footpaths. • Footpath Condition - To ensure remote footpaths are suitable for walking, wheeling and cycling, it is proposed that the standard adopted is consistent with other relevant guidance. Both the Council’s Active Travel Strategy (2021), and ‘Paths for All – Surfacing Guide for Path Projects (2019) indicate that both bound and unbound surfaces are suitable for all users. However, unbound surfaces will only be considered acceptable if the material is suitably compacted e.g. no significant stone loss. Compacted earth would not be considered a suitable alternative. • Watercourses - As part of the review, it was also recognised that the danger associated with rivers, canals and lochs was not fully captured within the existing policy. Consequently, it is proposed to outline the water incursion risk tolerances that would be acceptable within the new policy. The incursion risk must either be mitigated by an adequate barrier e.g. bridge parapet, fencing etc, or the footway / footpath must be set back a minimum of 3 metres from any of the aforementioned water hazards for the route to be considered acceptable. • Crossing Islands - Pedestrian crossing island must be an absolute minimum width and depth of 1.5 metre to be considered acceptable to enable a 2-stage gap acceptance assessment to be undertaken. If not, the assessment must be undertaken as a single stage crossing. • Footpath Width - An adequate footway/footpath would be defined as one 'At least 1.5 metres wide, even in surface and suitable for walking on'. Reductions to be a minimum width of 1 metre will be considered acceptable over short lengths (up to 30 metres) to account for street furniture or where additional road safety infrastructure such as vehicle safety barrier or pedestrian guardrail is provided. The footway/footpath should be continuous or be an acceptable level equivalent e.g. dedicated part of road sectioned by white lining. Page 63 of 122
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2.6 Should the revised draft policy be approved by Committee, the Working Group will undertake a period of consultation with Parent Councils and pupils to allow feedback on the updated draft policy and to determine whether any further amendments are required. 2.7 Following completion of this consultation and any resulting amendments, a review of all walking routes would then be completed to gauge compliance with the new draft policy. Thereafter a further and final report will be submitted to the Education, Children & Families Committee on 10 September 2025. This report will provide details on any feedback received as part of the consultation, any resulting changes to the policy and the estimated costs associated with the adoption of the new policy. Committee will then be asked to determine whether to accept the terms of the new policy with a view to implementing the recommendations in time for the start of the 2026/27 school year. 3. Measures of success 3.1 An updated “Walked Routes to School” Policy which is flexible enough to consider factors, relative to the nature of the route, ensuring at all times child safety is placed as the number one priority. 4. Supporting documentation Appendix 1 – Revised Assessment Process Appendix 2 – Revised Assessment Inspection Form Appendix 3 - The Assessment of Walked Routes to School Gap Analysis Form Andrew McPherson Depute Chief Executive Page 64 of 122
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5. Impacts 5.1 Public Sector Equality Duty and Fairer Scotland Duty Does the report contain information that has an impact as a result of the Public Sector Equality Duty and/or Fairer Scotland Duty? Yes ☐ No ☒ If Yes, please provide a brief summary of the impact? If Yes, has an assessment been carried out and published on the council’s website? https://www.northlanarkshire.gov.uk/your-community/equalities/equality- and-fairer-scotland-duty-impact-assessments Yes ☐ No ☐ 5.2 Financial impact Does the report contain any financial impacts? Yes ☐ No ☒ If Yes, have all relevant financial impacts been discussed and agreed with Finance? Yes ☐ No ☐ If Yes, please provide a brief summary of the impact? 5.3 HR policy impact Does the report contain any HR policy or procedure impacts? Yes ☐ No ☒ If Yes, have all relevant HR impacts been discussed and agreed with People Resources? Yes ☐ No ☒ If Yes, please provide a brief summary of the impact? 5.4 Legal impact Does the report contain any legal impacts (such as general legal matters, statutory considerations (including employment law considerations), or new legislation)? Yes ☐ No ☒ If Yes, have all relevant legal impacts been discussed and agreed with Legal and Democratic? Yes ☐ No ☐ If Yes, please provide a brief summary of the impact? 5.5 Data protection impact Does the report / project / practice contain or involve the processing of personal data? Yes ☐ No ☒ If Yes, is the processing of this personal data likely to result in a high risk to the data subject? Yes ☐ No ☐ If Yes, has a Data Protection Impact Assessment (DPIA) been carried out and e- mailed to dataprotection@northlan.gov.uk Yes ☐ No ☐ 5.6 Technology / Digital impact Does the report contain information that has an impact on either technology, digital transformation, service redesign / business change processes, data management, or connectivity / broadband / Wi-Fi? Yes ☐ No ☒ If Yes, please provide a brief summary of the impact? Page 65 of 122
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Where the impact identifies a requirement for significant technology change, has an assessment been carried out (or is scheduled to be carried out) by the Enterprise Architecture Governance Group (EAGG)? Yes ☐ No ☐ 5.7 Environmental / Carbon impact Does the report / project / practice contain information that has an impact on any environmental or carbon matters? Yes ☐ No ☒ If Yes, please provide a brief summary of the impact? 5.8 Communications impact Does the report contain any information that has an impact on the council’s communications activities? Yes ☐ No ☒ If Yes, please provide a brief summary of the impact? Not at present but any changes to any acceptable walking routes as a result of the new policy will be communicated to all affected parents/ carers. 5.9 Risk impact Is there a risk impact? Yes ☐ No ☒ If Yes, please provide a brief summary of the key risks and potential impacts, highlighting where the risk(s) are assessed and recorded (e.g. Corporate or Service or Project Risk Registers), and how they are managed? 5.10 Armed Forces Covenant Duty Does the report require to take due regard of the Armed Forces Covenant Duty (i.e. does it relate to healthcare, housing, or education services for in-Service or ex- Service personnel, or their families, or widow(er)s)? Yes ☐ No ☒ If Yes, please provide a brief summary of the provision which has been made to ensure there has been appropriate consideration of the particular needs of the Armed Forces community to make sure that they do not face disadvantage compared to other citizens in the provision of public services. 5.11 Children’s rights and wellbeing impact Does the report contain any information regarding any council activity, service delivery, policy, or plan that has an impact on children and young people up to the age of 18, or on a specific group of these? Yes ☒ No ☐ If Yes, please provide a brief summary of the impact and the provision that has been made to ensure there has been appropriate consideration of the relevant Articles from the United Nations Convention on the Rights of the Child (UNCRC). If approved, the revised walking routes policy will be communicated to Parent Councils, shared with pupils and a Children’s Rights and Wellbeing Impact Assessment (CRWIA) will also be completed during this time period.. If Yes, has a Children’s Rights and Wellbeing Impact Assessment (CRWIA) been carried out? Yes ☐ No ☒ Page 66 of 122
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Appendix 1 - The Assessment of Walked Routes to School Process Principles 1.1 The safety of children is the guiding principle for determining whether or not a walked route is deemed acceptable, however, due regard must be given to the following further principles upon which the assessment process is based. Route 1.2 The route to be assessed will be determined by the Council’s Education and Families Service. To calculate whether the route falls within or outwith the distance thresholds, the distance assessed will be from the home address to the nearest available school gate with pedestrian access. The walked route will ordinarily be the same as the distance assessment, although in some cases where a route has been declared acceptable from a pick-up point to the school gate, the route from the home address to the pick-up point would then be assessed. It is the prescribed route which is being considered during the assessment, not the child. 1.3 The route to school assessment considers the road safety risks resulting from potential pedestrian and vehicle conflict or safety hazards resulting from the physical condition of the route. Safety inspections and work to rectify defects such as trip hazards will be undertaken in line with the Council’s road and path maintenance policy 1.4 Route assessments will be conducted on the basis that the children will be accompanied as necessary by a responsible adult. As such, personal safety issues are not addressed by the route to school assessment. Page 67 of 122
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Time of Assessment 1.5 The route will be assessed during the school term and, where practicable, at a time when the child would be expected to make the journey. Normally route assessments will be conducted in the morning unless it can be evidenced that the afternoon journey would be more problematic. 1.6 The assessment can only be based upon normal conditions and not extremities. Parents/guardians or carers will be required to decide on appropriate alternatives where extreme events or extremities of weather are experienced. Accompaniment of Children 1.7 When carrying out a walked route to school assessment, the assessor will assume that parents/guardians or carers have arranged for children to be accompanied as necessary by a responsible adult. It is also presumed that all persons' will exercise reasonable caution and adhere to basic road safety rules. Accident Data 1.8 A history of pedestrian accidents on any route would not automatically conclude that the route is unacceptable. Any data will be analysed to determine the type, nature and relevance of pedestrian accidents to the route assessment. Most weighting will be given to incidents recorded within term times, involving children of school age during travel times to school. 2.0 Route Assessment Procedure 2.1 These guidelines cannot cover every eventuality and situation as there are many subtle variations in features of routes. Each route will be considered on its individual merits. 2.2 A map of the route to be assessed should be attached to the written record of the assessment. Page 68 of 122
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2.3 The pedestrian accident record for the route over a minimum period of three years will be taken into consideration. 2.4 In carrying out the assessment, it will be presumed that parents/guardians or carers have arranged for the child to be accompanied as necessary by a responsible adult. 2.5 In carrying out the assessment, it will also be presumed that all persons will exercise due care and adhere to basic road safety rules. 2.6 The route will be assessed on a school day and, where practicable, at a time when the child would be expected to make the journey. 2.7 The route will be assessed against the identified criteria and any points of concern out with the criteria will be noted by the Education and Families Service For example, other defects and suggestions for network improvements could be forwarded to the Council’s Road’s Maintenance or Transportation Teams for consideration. 2.8 The identified route will consist of a footway/ footpath/ roadside verge or shared space/ surface of a reasonable width and condition. In terms of surface condition, bound and unbound surfaces are suitable for all users. However, unbound surfaces will only be considered acceptable if the material is suitably compacted e.g. no significant stone loss. Compacted earth would not be considered a suitable alternative. Routes will also need be illuminated to the Council’s standard. 2.9 An adequate footway/footpath would be defined as one 'At least 1.5 metres wide, even in surface and suitable for walking on'. Reductions to be a minimum width of 1 metre will be considered acceptable over short lengths (up to 30 metres) to account for street furniture or where additional road safety infrastructure such as vehicle safety barrier or pedestrian guardrail is provided. The footway/footpath should be continuous or be an acceptable level equivalent e.g. dedicated part of road sectioned by white lining. 2.10 The incursion risk to water dangers such as rivers, canals and lochs, must either be mitigated by an adequate barrier e.g. bridge parapet, fencing etc, or the footway / footpath must be set back a minimum of 3 metres from any of the aforementioned water hazards for the route to be considered acceptable. Page 69 of 122
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2.11 Judgement will be used to assess the suitability of shared surface streets. Streets with shared vehicular and pedestrian space tend to have low traffic flows and speeds due to their urban nature and specific street design. Similar principles will also be applied within older towns and villages that have no dedicated footways or demarcated pedestrian provision. 2.12 On a road with light traffic flows (less than 400 vehicles per hour), a verge that can be stepped on by a child and accompanying adult when traffic is passing can normally be assumed to provide an available route. This is known as a "step off'. This would not include roads (shared surface/ spaces) where the function of the design is to have pedestrians and vehicles using the same area. 2.13 Where roads need to be crossed, the availability of controlled crossing facilities such as pedestrian crossings or traffic signals will be taken into consideration. In the event that no crossing facilities are available, sufficient and suitable opportunities for pedestrians to cross will be assessed. 2.14 Some routes may lie along roads that do not have a footway. On such roads, consideration will be given to the width of the carriageway, traffic volume and to both pedestrian and driver visibility, i.e. sharp bends with high hedgerows or other obstructions to visibility. The term 'Visibility' means the distance of unobstructed vision from the driver to pedestrian when measured from the eye point of a driver (usually taken as being 1.05 metres above the road surface). 2.15 The flow chart below will be used to determine the acceptability of a route where there is no footway or footpath: Page 70 of 122
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3.0 Road Crossing Assessment 3.1 Where the following facilities are provided, it will be assumed that these provide an acceptable crossing opportunity for pedestrians: • Crossing facilities e.g. zebra, pelican, puffin crossing etc. • Pedestrian phase at traffic signals • School Crossing Patrols 2.16 Where no crossing facility exists a suitable location should be identified and an assessment of the risk generated by crossing YES YES YES STEP OFFS YES VISIBILITY ' , ROUTE ROUTE Page 71 of 122
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the road should be made. This will be achieved by determining the gaps in traffic flow through measurement to ensure that the pedestrians have frequent and sufficient opportunities to cross the carriageway. On roads that have central pedestrian refuge islands this will be assessed in two parts with each carriageway being assessed separately. . These islands must be a minimum of 1.5 metres wide and same depth to be considered suitable as a refuge area. The assessment procedure is detailed below. Crossing Assessment 3.2 Should a crossing assessment be required, this will be carried out when traffic flow is at its heaviest. For most routes, this will be during the morning journey unless evidence exists to provide this would be best done in the afternoon. The crossing should be walked in both directions to ensure adequate visibility from both sides of the road. 3.3 There is no need to classify vehicles, as pedestrians do not consider vehicle classification when determining whether to cross or not. Crossing Time and Visible Gap Time 3.4 The crossing time required for a child pedestrian to safely cross the carriageway should be calculated as: Crossing time (seconds)= Thinking time+ Carriageway width/walking speed (this is based on one second thinking time and an average walking speed of 0.9m per second e.g. 1 +7.3/0.9 = 9.22 seconds) 3.5 The visible gap time in traffic is the time between approaching vehicles in either direction to reach the crossing point. At sites where the visibility is restricted, a measure of time should be taken from when a vehicle comes into view until it reaches the crossing point and that should exceed the time required for the pedestrians to cross the road. 3.6 For a crossing to be considered acceptable, four visible gap times greater than the minimum crossing time should be Page 72 of 122
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recorded in five-minute intervals. Longer gaps could be classified as multiple gaps rather than one gap. 3.7 If a crossing point fails the assessment consideration will be given to identifying what controlled crossing measures could be installed to mitigate the need for additional bus travel. 3.8 Two assessment forms will be used as shown in appendix 2 and 3: • Route inspection form • Gap Analysis (if required) 4.0 Assessment Reporting 4.1 Completed walked routes to school assessments will be reported to Education and Families Service stating whether the route is acceptable. Page 73 of 122
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Appendix 2 - Assessment of Walked Route to School – Route inspection form Assessing Officer: Date of assessment: Start time: Start address: End address: Route Walked Route Findings Footway / Footway Widths Acceptable Unacceptable Footpath / Footway Surface Condition Acceptable Unacceptable Water Protection Acceptable Unacceptable Lighting Acceptable Unacceptable Comments if Unacceptable Page 74 of 122
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Appendix 3 Assessment of Walked Route to School – Gap Analysis Assessing Officer: Date of assessment: Start time: Location: VISIBLE GAP TIMES Crossing time(sec)=Thinking time + Carriageway width/Walking speed (0.9m/sec) 1 + / 0.9 = Minimum gap required 4 or more visible gap times greater than the crossing time is required in a 5 minute period Time (5 min period) Measured gaps Total number of acceptable gaps 07:50 - 07:55 07:55 - 08:00 08:00 - 08:05 08:05 - 08:10 08:15 - 08:20 08:20 - 08:25 08:25 - 08:30 08:30 - 08:35 08:35- 08:40 08:40 - 08:45 08:45- 08:50 08:50-08:55 08:55-09:00 09:00 - 09:05 09:05 – 09:10 Page 75 of 122
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North Lanarkshire Council Report Education, Children and Families Committee Does this report require to be approved? ☐ Yes ☒ No Ref Date 25/02/25 Transforming Places – Town and Community Hub Programme: Six Monthly Update on Progress From James McKinstry, Chief Officer (Assets and Procurement) E-mail McBrideM@northlan.gov.uk McCabeC@northlan.gov.uk Telephone Mark McBride, Estates Development Manager, 07583 094928 Charles McCabe, Hub Strategy Manager, 07946 353323 Executive Summary This report provides an update of the Town and Community Hub Delivery Programme, highlighting the status of each project. This information is provided in line with The Plan for North Lanarkshire and the associated Programme of Works. Recommendations It is recommended that the Education, Children and Families Committee: 1) Acknowledge the position of each of the projects in the current Town and Community Hub Delivery Programme The Plan for North Lanarkshire Priority Support all children and young people to realise their full potential Ambition statement (24) Review and design services around people, communities, and shared resources Programme of Work Transforming Places Item 7 Page 77 of 122
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1. Background 1.1 Policy and Strategy Committee approved the strategy, guiding principles, and prioritisation matrix linked to the Town and Community Hub Programme at the meeting held on 19th March 2020. 1.2 Updates regarding this programme are progressed through two strands: activity related to the strategy and the overarching programme is progressed via the Policy and Strategy Committee; and activity related to hub delivery projects is progressed via Education, Children and Families Committee. 1.3 Projects within the Town and Community Hub programme are delivered in line with the available capital budget assigned to this programme. The Council’s capital plan is generally reviewed and updated in five-year cycles. As such, the prioritisation and delivery of projects within the Town and Community Hub Programme are reviewed and aligned each time the wider capital programme is assessed, and funds allocated. 1.4 The Town and Community Hub programme must be managed within the funding allocation provided. Therefore, where costs or projects increase, the number of projects which can be delivered may need to be reviewed, or alternatively, where efficiencies can be realised, additional projects may be brought forward. 1.5 As with many of the council’s strategic programmes of work, the Town and Community Hub programme reports through the Transforming Places Programme Board, consisting mainly of chief officers, who provide governance at officer level on this and other programmes of work. As and when required, decisions or options are and will continue to be reported to the relevant council committees. 2. Report Town and Community Hubs – Current Delivery Programme 2.1 Appendices 1 and 2 to this report provide details of all projects in the current Town and Community Hub delivery programme. 2.2 Appendix 1 provides both a progress summary briefing (appendix 1a) and a programme timeline chart of projects in the scoping stage, procurement, or construction (appendix 1b). Appendix 2 provides details of projects which have been approved but are currently at pre-delivery stage. 2.3 Each project under construction will have an agreed set of key performance targets with a number of these providing added benefits to our communities. Appendix 3 provides an update of community benefit achievements across both Hub construction projects and DBFM facilities. 2.4 Whilst each project has its own unique characteristics, Appendix 4 to this report provides an indication of some of the important milestones in delivery of a new hub facility. As projects develop, indicative dates for delivery milestones can be communicated. This will be subject to continuous review and reported in future updates to Education, Children and Families Committee as required. Page 78 of 122
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Shared Ambition – Integrated Community hubs/campuses 2.5 In March 2020, at the Policy and Strategy Committee, members approved the ‘One Place – One Plan’ report including recommendations linked to the Town and Community Hub Programme. 2.6 Specifically, members approved two key aspects: 2.6.1 That a set of guiding principles be adopted and used to further develop the design proposals for Town and Community Hubs; and 2.6.2 That a prioritisation matrix to be used as the methodology to determine the priority order for Town and Community Hubs development. Guiding Principles 2.7 The guiding principles adopted to inform this programme are designed to ensure each project delivers facilities through which new ways of working can be promoted. These guiding principles primarily address the planning and build aspect of this programme (i.e. the zones that will be provided). The operating model, developed by colleagues in Education and Families, will guide and promote the added value through co-location of services and multi-use of facilities within each hub delivered. 2.8 The six approved guiding principles are included in all updates to committee to ensure that committee members can assess the projects are being developed in line with these principles. The six principles are: 2.8.1 Principle One: Inclusive, universal provision A community hub must serve the whole community and offer universal provision of services as default position. Where more targeted service provision is required, this should be delivered in such a way as to avoid stigma of accessing these services which may otherwise reduce uptake. 2.8.2 Principle Two: Sense of community ownership A community hub is a community asset which serves the local community of that area. Central to the community hub model in North Lanarkshire is the learning and teaching facilities offered. However, the wider community must perceive the asset to be a whole community asset. 2.8.3 Principle Three: Maximum availability and usage Community hubs will be accessible from early in the morning until late in the evening and all spaces within the community hubs should afford multi-functional use for the whole community. Facilities should only be provided where it can be demonstrated that they would be used both through the day and in the evening – no facilities should be provided where they are only for use in the evening. 2.8.4 Principle Four: Designed with rather than for the community Options of proposals should be provided to local communities for discussions as early as possible to ensure community ownership of the proposed facilities. 2.8.5 Principle Five: Tailored, bespoke, representative Page 79 of 122
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Each community hub has the option to be unique to ensure it meets the specific requirements of the community which it will serve. The design of the building should provide the community with a sense of pride in the community asset that has been created. 2.8.6 Principle Six: Maximise the services on offer Public services available within the community hub should complement rather than compete with other public and third sector services which serve the same local community. Prioritisation Matrix 2.9 Following approval at the Policy and Strategy meeting in March 2020, work on the prioritisation matrix was progressed. This work includes determining how each individual project can be scored, and therefore compared, to other potential projects. A further update was provided to Policy and Strategy Committee in September 2021 within “The Place, The Vision – Update”. Specifically, the list of schools which will be focus for initial feasibility, was outlined within Appendix Three, within the September 2021 update to Policy and Strategy. 2.10 This list was compiled with an initial focus on the highest weighing factor in the matrix – that of ‘socio-economic and wellbeing’. Two assessments were made against each pre-1996 catchment area: deprivation (using SIMD) and population density (using SAPE). Further information on this process was outlined in section 2.15 of the report presented to Policy and Strategy on 30th September 2021. 2.11 The current capital programme was reset in April 2024 and now covers the period 2024 to 2029. Existing projects 2.12 Projects already in the programme for delivery, which have been included in previous updates of this report to Education, Children and Families Committee, have (where achievable) been subject to assessment against the guiding principles and will (where achievable) ensure adhesion to the principles. The appendices included within this report reflect progress in this regard. Learning Estate Investment Programme (LEIP) 2.13 Members of this committee may recall that, following discussion and approval at Policy and Strategy Committee of 29th September 2022, the council submitted a proposal for LEIP phase three funding. As agreed by Policy and Strategy Committee, the council submitted an application for funding for: • an extension at Chryston High School – required to mitigate the impact of significant housebuilding across the Northern Corridor area. • a contribution towards Gartcosh Primary School – a new 434 space primary school, new ASN provision, and new Early Years provision to serve this growing population. 2.14 Scottish Government announced the successful projects on Monday 30th October 2023. North Lanarkshire Council were successful with the Chryston High School Page 80 of 122
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extension project, but unsuccessful with the Gartcosh Community Hub project. Both projects are still being delivered by North Lanarkshire Council. 3. Measures of success 3.1 Delivery of projects in line with the guiding principles linked to this programme of work, which in turn are designed to deliver against the strategic priorities within The Plan for North Lanarkshire. 4. Supporting documentation Appendix 1a: Hub Delivery Programme – Current Delivery Programme. Appendix 1b: Hub Delivery Programme – Programme Timeline Chart. Appendix 2: Hub Delivery Programme – Phase 3 Pre Delivery Projects. Appendix 3: Hub Delivery Programme – Community Benefits Programme Outputs. Appendix 4: Hub Delivery Programme – Programme Timeline Chart. James McKinstry Chief Officer (Assets and Procurement) Page 81 of 122
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5. Impacts 5.1 Public Sector Equality Duty and Fairer Scotland Duty Does the report contain information that has an impact as a result of the Public Sector Equality Duty and/or Fairer Scotland Duty? Yes ☐ No ☒ If Yes, please provide a brief summary of the impact? If Yes, has an assessment been carried out and published on the council’s website? https://www.northlanarkshire.gov.uk/your-community/equalities/equality- and-fairer-scotland-duty-impact-assessments Yes ☐ No ☐ 5.2 Financial impact Does the report contain any financial impacts? Yes ☒ No ☐ If Yes, have all relevant financial impacts been discussed and agreed with Finance? Yes ☒ No ☐ If Yes, please provide a brief summary of the impact? Significant inflationary pressures and other external factors continue to have an impact on this programme and other capital budgets across the council – these have been subject to separate reporting to Policy and Strategy Committee. 5.3 HR policy impact Does the report contain any HR policy or procedure impacts? Yes ☐ No ☒ If Yes, have all relevant HR impacts been discussed and agreed with People Resources? Yes ☐ No ☐ If Yes, please provide a brief summary of the impact? 5.4 Legal impact Does the report contain any legal impacts (such as general legal matters, statutory considerations (including employment law considerations), or new legislation)? Yes ☐ No ☒ If Yes, have all relevant legal impacts been discussed and agreed with Legal and Democratic? Yes ☐ No ☐ If Yes, please provide a brief summary of the impact? 5.5 Data protection impact Does the report / project / practice contain or involve the processing of personal data? Yes ☐ No ☒ If Yes, is the processing of this personal data likely to result in a high risk to the data subject? Yes ☐ No ☐ If Yes, has a Data Protection Impact Assessment (DPIA) been carried out and e- mailed to dataprotection@northlan.gov.uk Yes ☐ No ☐ 5.6 Technology / Digital impact Page 82 of 122
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Does the report contain information that has an impact on either technology, digital transformation, service redesign / business change processes, data management, or connectivity / broadband / Wi-Fi? Yes ☒ No ☐ If Yes, please provide a brief summary of the impact? All new assets (New builds) have data connection requirements – these are part of the overall process and involve relevant stakeholders including the digital teams, to ensure infrastructure such as data connections/Wi-Fi etc., are planned as part of the build process. Where the impact identifies a requirement for significant technology change, has an assessment been carried out (or is scheduled to be carried out) by the Enterprise Architecture Governance Group (EAGG)? Yes ☐ No ☐ 5.7 Environmental / Carbon impact Does the report / project / practice contain information that has an impact on any environmental or carbon matters? Yes ☒ No ☐ If Yes, please provide a brief summary of the impact? The environmental and carbon impact on any given project is assessed as part of the project from the outset – with a determination to reduce carbon footprint as much as possible within each project delivered. 5.8 Communications impact Does the report contain any information that has an impact on the council’s communications activities? Yes ☐ No ☒ If Yes, please provide a brief summary of the impact? 5.9 Risk impact Is there a risk impact? Yes ☐ No ☒ If Yes, please provide a brief summary of the key risks and potential impacts, highlighting where the risk(s) are assessed and recorded (e.g. Corporate or Service or Project Risk Registers), and how they are managed? 5.10 Armed Forces Covenant Duty Does the report require to take due regard of the Armed Forces Covenant Duty (i.e. does it relate to healthcare, housing, or education services for in-Service or ex- Service personnel, or their families, or widow(er)s)? Yes ☐ No ☒ If Yes, please provide a brief summary of the provision which has been made to ensure there has been appropriate consideration of the particular needs of the Armed Forces community to make sure that they do not face disadvantage compared to other citizens in the provision of public services. 5.11 Children’s rights and wellbeing impact Does the report contain any information regarding any council activity, service delivery, policy, or plan that has an impact on children and young people up to the age of 18, or on a specific group of these? Yes ☒ No ☐ Page 83 of 122
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If Yes, please provide a brief summary of the impact and the provision that has been made to ensure there has been appropriate consideration of the relevant Articles from the United Nations Convention on the Rights of the Child (UNCRC). (Article 2) The right to an education is embedded in statute and the council applies these rights without discrimination (Article 3) The best interests of the child is a primary consideration and pupils are involved in the design process for any new hub linked to their existing school. (Article 5) Parents and carers are involved in the design process for any new hub linked to their child and their existing school. (Article 6) The child’s wellbeing under GIRFEC is a consistent framework and shared language that promotes supports and safeguards the wellbeing of our children and young people. (Articles 12, 13) The design process for any new Town or Community Hub includes numerous engagement sessions with the children and parents to ensure the views of the child are considered. If Yes, has a Children’s Rights and Wellbeing Impact Assessment (CRWIA) been carried out? Yes ☐ No ☒ Page 84 of 122
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Appendix 1 Hub delivery programme – Current delivery programme Updated: December 2024 Appendix 1a: Progress Summary Project Contract Stage Contract Construction Programme dates Key Activities in period / planned next St Kevin’s Community Hub Coatbridge Construction (Tier 1 contractor - Kier Construction). Works on site commenced 23 September 2024 Initial activities progressing well on site. Site remediation, cut and fill and sub substructure work now well underway. Super structure should begin to appear on site Q1 2025. Target completion date Q1 2026 Orbiston Community Hub Bellshill Construction phase (Tier 1 contractor Morgan Sindall Construction) Target phase 1 completion date Q3 2025. Construction works are progressing well with steelwork erection works now complete and Floor Slabs, SFS, Windows and Roofing works ongoing. Mechanical & Electrical first fix has commenced along with external facing brickwork. Morgan Sindall is reporting that the project is currently on programme. St Stephen’s Community Hub Coatbridge Financial close/contract award (Tier 1 contractor Morrison Construction) Start on site anticipated March 2025. Policy and Strategy approved on the 5th of December 2024, entering into contract with Hub South to deliver the new community hub. The hub delivery team are in the final stages of reviewing the technical/commercial submissions from Hub South West. Chryston High School Extension Northern Corridor Financial close/contract award (Tier 1 contractor BAM Construction) Start on site anticipated Q1 2025 Enabling works to relocate water voles are now complete. Policy and Strategy approved on the 5th of December 2024, entering into contract with Hub South to deliver the extension to the existing Chryston High School. The hub delivery team are in the final stages of reviewing the technical/commercial submissions from Hub South West. Confirmation of LEIP revenue grant award will be post FC. Gartcosh Community Hub Northern Corridor Contract award (Tier 1 contractor BAM Construction) Start on site anticipated January 2025 Enabling works to relocate water voles are now complete. Policy and Strategy approved on the 5th of December 2024, entering into contract with Hub South to deliver the new community hub. Design & Build contracts are now in place with Hub South West to deliver the new community Hub. Main works will start on site in January 2025 Page 85 of 122
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Appendix 1 Hub Delivery Programme – Current Delivery Programme: Appendix 1b: Programme Timeline Chart – December 2024 Page 86 of 122
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Appendix 2: Hub Delivery Programme: Pre-delivery projects Project Description Status Glenboig Community Hub Glenboig is part of the Gartcosh: Glenboig Community Growth Area (CGA) which has a strategic development framework outlining an indicative 3,000 addition housing within these areas. Gartcosh Community Hub is currently procured and in design. There was always an understanding that Glenboig would require additional accommodation but, as the housebuilding in Gartcosh was being created faster than in Glenboig, the Gartcosh Community Hub was prioritised in the previous plan. Housing in Glenboig is progressing. Therefore, there is a requirement to prioritise this project within the current capital plan. The statutory education consultation for this project is currently underway. In tandem, the council is looking for the most suitable location within the identified site. A feasibility study is being carried out to ascertain the optimal layout for both the hub location, and the residential units which will both occupy the preferred site within this locality. Once this is known it will be communicated to all relevant stakeholders and the project will thereafter move to procurement phase. Ravenscraig Community Hub: Incorporating two new primary schools within Ravenscraig (Motherwell) And Abronhill Community Hub Following the reports and discussions in Policy and Strategy Committee in December 2024, officers are reviewing the specification, requirements and facilities to be considered within the Ravenscraig Community Hub campus. It is anticipated that the new proposals, once known, will be subject to a further statutory education consultation linked to the proposals. This hub is currently at feasibility stage and will require cost estimates to be prepared to ascertain the potential costs for delivering the new hub and comparing these costs with the available funding at that time. Similarly, for the Abronhill Community Hub, revised specifications and requirements are being analysed due to the withdrawal of NHS Lanarkshire from this proposal. The site remains the preferred site to deliver this hub. Revised plans and proposals will be delivered via an updated feasibility study which will identify the costs associated with delivering this project. This will then be measured against the available finance at that time and a decision on the next steps known. For both projects: As the proposals and next steps become clearer, further updates will be provided to committee. Page 87 of 122
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NORTH LANARKSHIRE COUNCIL - HUB DELIVERY TEAM APPENDIX 3 Scottish Futures Trust (SFT) Themes, Outcomes, and Measures (TOMs) COMMUNITY BENEFIT TRACKER DETAILS AS AT: December 2024 TOMs REFERENCE TOMs DESCRIPTION TOTAL COMMITMENT TOTAL ACHIEVED TO DATE SFT1 (NT1) NO. OF LOCAL PEOPLE (FTE) EMPLOYED FOR ONE YEAR OR THE WHOLE DURATION OF THE CONTRACT, WHICHEVER IS SHORTER. 41 3.8 SFT1a (NT1c) NO. OF LOCAL PEOPLE (FTE) ON CONTRACT FOR ONE YEAR OR THE WHOLE DURATION OF THE CONTRACT, WHICHEVER IS SHORTER, EMPLOYED THROUGH THE SUPPLY CHAIN AS A RESULT OF YOUR PROCUREMENT REQUIREMENTS. 84 1 SFT2 (NT2) % OF LOCAL PEOPLE EMPLOYED ON CONTRACT (FTE) 60% 0%1 SFT3 LOCAL JOBS ADVERTISED 24 11 SFT4 (RE3) EMPLOYER’S FAIRS HELD TO ENCOURAGE LOCAL EMPLOYMENT IN THE AREA 1,152 01 SFT5 (NT3) NO. OF EMPLOYEES (FTE) TAKEN ON WHO ARE LONG TERM UNEMPLOYED (UNEMPLOYED FOR A YEAR OR LONGER) 7 01 SFT5.a NO. OF EMPLOYEES (FTE) TAKEN ON WHO ARE LONG TERM UNEMPLOYED (UNEMPLOYED FOR 6-12 MONTHS) 8 1 SFT6 (NT4) NO. OF EMPLOYEES (FTE) TAKEN ON WHO ARE NOT IN EMPLOYMENT, EDUCATION OR TRAINING (NEETs) 15.5 01 SFT7 (NT5) NO. OF EMPLOYEES (FTE) TAKEN ON WHO ARE REHABILIATING YOUNG OFFENDERS 4.5 01 SFT8 (NT6) NO. OF JOBS (FTE) CREATED FOR PEOPLE WITH DISABILITIES 4.5 01 SFT9 (NT7) NO. OF HOURS DEDICATED TO SUPPORTING UNEMPLOYED PEOPLE INTO WORK BY PROVIDING CAREER MENTORING, INCLUDING MOCK INTERVIEWS, CV ADVISE AND CAREERS GUIDANCE (OVER 20 y.o.) 545 40 SFT10 NO. OF WEEK GRADUATE EMPLOYMENT OPPORTUNITIES ON CONTRACT 254 42.1 SFT11 (NT11) NO. OF HOURS DEDICATED TO SUPPORT YOUNG PEOPLE INTO WORK (E.G. CV ADVICE, MOCK INTERVIEWS, CATEERS GUIDANCE UNDER 20 y.o.) 975 377 SFT12 (RE14) £ EMPLOYMENT TASTER DAYS FOR THOSE INTERESTED WORKING IN CONSTRUCTION INDUSTRY 3,000 01 SFT13 (NT12) MEANINGFUL WORK PLACEMENTS OR PRE-EMPLOYMENT COURSES; 1-6 WEEKS STUDENT PLACEMENTS (UNPAID) 150 7.4 SFT14 (NT13) MEANINGFUL WORK PLACEMENTS THAT PAY LIVING WAGE; 6 WEEKS OR MORE (INTERNSHIPS, PAID) 84 80.957 SFT15 % OF PACKAGES WHERE SUPPLIER CONFIRMS THEY FOLLOW THE FAIR WORK FRAMEWORK 0 0 Page 88 of 122
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TOMs REFERENCE TOMs DESCRIPTION TOTAL COMMITMENT TOTAL ACHIEVED TO DATE SFT15a (RE57) % OF WOMEN IN WORKFORCE 0% 0% SFT15b (NT40) NO. AND TYPE OF INITIATIVES TO BE PUT IN PLACE TO REDUCE GENDER PAY GAP FOR STAFF EMPLOYED IN RELATION TO THE CONTRACT 0 0 SFT16 (NT8) NO. OF STAFF HOURS SPENT ON LOCAL SCHOOL AND COLLEGE VISITS E.G. DELIVERING CAREERS TALKS, CURRICULUM SUPPORT, LITERACY SUPPORT, SAFETY TALKS, INTRODUCTION TO THE CONSTRUCTION INDUSTRY 600 211 SFT17 (RE10) NO. OF SITE VISITS FOR SCHOOL CHILDREN, LOCAL COLLEGES OR LOCAL RESIDENTS 100 2 SFT18 (NT9) NO. OF TRAINING OPPORTUNITIES (NO. OF WEEKS) CREATED ON CONTRACT (BTEC, CITY & GUILDS, SVQ, HNC) 888 01 SFT19 % OF TRAINING OPPORTUNITIES ON CONTRACT (BTEC, CITY & GUILDS, SVQ, HNC) THAT HAVE BEEN COMPLETED BY THE END OF THE CONTRACT 100 01 SFT20 (NT10) NO. OF APPRENTICESHIPS (NO. OF WEEKS) CREATED ON CONTRACT THAT HAVE EITHER BEEN COMPLETED DURING THE YEAR, OR THAT WILL BE SUPPORTED BY THE ORGANISATION TO COMPLETION 2,070 350.9 SFT21 % OF APPRENTICESHIPS THAT HAVE BEEN COMPLETED BY THE END OF THE CONTRACT; LEVEL 2, 3 OR 4+ 0% 0% SFT22 (NT14) TOTAL AMOUNT (£) SPENT WITH TSOs (THIRD SECTOR ORGANISATIONS) WITHIN YOUR SUPPLY CHAIN £128,500 £01 SFT23 % OF CONTRACTS AWARDED TO TSOs 0% 0% SFT24 (NT15) PROVISION OF EXPERT BUSINESS ADVICE TO TSOs AND SMEs IN THE SUPPLY CHAIN (E.G. FINANCIAL ADVICE/LEGAL ADVICE/H.R. ADVICE/HSE-BUILDING FOR GROWTH PROGRAMME, WORKSHOPS, CONSTRUCTION SPECIFIC LEARNING EVENTS ETC.) 328 86 SFT25 (NT16) EQUIPMENT OR RESOURCES DONATED TO TSOs (£ EQUIVALENT VALUE) 0 0 SFT26 (NT17) NO. OF VOLUNTARY HOURS DONATED TO TSOs (EXCLUDES EXPERT BUSINESS ADVICE) 0 0 SFT27 (RE21) MEET THE BUYER EVENTS HELD TO HIGHLIGHT LOCAL SUPPLY CHAIN OPPORTUNITIES 12,802 800 SFT28 (NT18) TOTAL AMOUNT (£) SPENT IN LOCAL SUPPLY CHAIN THROUGH THE CONTRACT £32,184,698 £131,658 Page 89 of 122
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TOMs REFERENCE TOMs DESCRIPTION TOTAL COMMITMENT TOTAL ACHIEVED TO DATE SFT29 VALUE OF WORK AWARDED TO SCOTTISH MSMEs – TOTAL AMOUNT (£) SPENT THROUGH CONTRACT TO SCOTTISH MICRO, SMALL AND MEDIUM ENTERPRISES – OUTSIDE TERRITORY £9,179,968 £2,670,529 SFT30 (NT19) VALUE OF WORK AWARDED TO SCOTTISH MSMEs – TOTAL AMOUNT (£) SPENT THROUGH CONTRACT TO TERRITORY MSMEs £30,289,940 £2,977,253 SFT31 % OF CONTRACTS AWARDED TO MSMEs (SCOTTISH AND TERRITORY) 0% 0% SFT32 (NT20) NO. OF EMPLOYEES ON THE CONTRACT THAT HAVE BEEN PROVIDED ACCESS FOR AT LEAST 12 MONTHS TO MULTIDIMENSIONAL WELLBEING PROGRAMMES. 70 58 SFT33 (NT23) % OF CONTRACTS WITH THE SUPPLY CHAIN ON WHICH SOCIAL VALUE COMMITMENTS, MEASUREMENT AND MONITORING ARE REQUIRED 0% 0% SFT33.a (NT21) EQUILITY AND DIVERSITY AND INCLUSION TRAINING PROVIDED BOTH FOR STAFF AND SUPPLY CHAIN STAFF 120 01 SFT34 % OF THE PROCUREMENT CONTRACTS THAT INCLUDE COMMITMENTS TO SUSTAINABLE PROCUREMENT, AS SET OUT IN THE SUSTAINABLE PROCUREMENT GUIDANCE SET BY THE SCOTTISH GOVERNMENT. 0% 0% SFT35 (NT26) INITIATIVES TAKEN OR SUPPORTED TO ENGAGE PEOPLE IN HEALTHIER INTERVENTIONS OR WELLBEING INITIATIVES IN THE COMMUNITY. 300 300 SFT36 (NT27) INITIATIVES TO BE TAKEN TO SUPPORT OLDER, DISABLED AND VULNERABLE PEOPLE TO BUILD STRONGER COMMUNITY NETWORKS (E.G. BEFRIENDING SCHEMES, DIGITAL INCLUSION CLUBS) 300 01 SFT37 (NT28) DONATIONS OR IN-KIND CONTRIBUTIONS TO LOCAL COMMUNITY PROJECTS (£ & MATERIALS) £26,500 £15,552 SFT38 (NT29) NO. HOURS VOLUNTEERING TIME PROVIDED TO SUPPORT LOCAL COMMUNITY PROJECTS (E.G. COMMUNITY BENEFIT DAYS) 650 76 SFT39 (NT30) SUPPORT PROVIDED TO HELP LOCAL COMMUNITY DRAW UP ENGAGEMENT PLAN 300 300 SFT40 ACTIONS DEMONSTRATING ACHIEVEMENT OF SCOTTISH GOVERNMENT SUSTAINABILITY ASPIRATIONS RECORD ONLY 01 SFT41 CIRCULAR ECONOMY ACTIVITIES 5 01 SFT42 (NT32) CO2 SAVINGS FROM ENERGY EFFICIENCY MEASURES AGAINST BASELINE (E.G. REEB) 70 01 SFT43 (NT32) CAR MILES SAVED ON THE PROJECT (E.G. CYCLE TO WORK PROGRAMMES, PUBLIC TRANSPORT OR CARPOOLING PROGRAMME ETC) 0 0 Page 90 of 122
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TOMs REFERENCE TOMs DESCRIPTION TOTAL COMMITMENT TOTAL ACHIEVED TO DATE SFT43a (NT33) CAR MILES DRIVEN USING LOW OR NO EMISSION STAFF VEHICLES INCLUDED ON PROJECT AS A RESULT OF A GREEN TRANSPORT PROGRAMME 0 0 SFT44 (NT34) VOLUNTARY TIME DEDICATED TO THE CREATION OR MANAGEMENT OF GREEN INFRASTRUCTURE, TO INCREASE BIODIVERSITY, OR TO KEEP GREEN SPACES CLEAN 200 25 SFT45 (NT50) INNOVATION MEASURES TO PROMOTE LOCAL SKILLS AND EMPLOYMENT TO BE DELIVERED ON THE CONTRACT; THESE COULD BE E.G. CO-DESIGNED WITH STAKEHOLDERS OR COMMUNITIES, OR AIMING AT DELIVERING BENEFITS WHILE MINIMISING CARBON FOOTPRINT FROM INITIATIVES. 100 01 SFT46 (NT51) INNOVATION MEASURES TO PROMOTE AND SUPPORT RESPONSIBLE BUSINESS TO BE DELIVERED ON THE CONTRACT. 100 01 SFT47 (NT52) INNOVATION MEASURES TO ENABLE HEALTHIER, SAFER AND MORE RESILIENT COMMUNITIES TO BE DELIVERED ON THE CONTRACT. 100 01 SFT48 (NT53) INNOVATION MEASURES TO SAFEGUARD THE ENVIRONMENT AND RESPOND TO THE CLIMATE EMERGENCY TO BE DELIVERED ON THE CONTRACT. 100 01 1 It should be noted that the identified indicators are expected to be ‘zero’ in relation to ‘total achieved to date’ at this time. If you would like more detailed information on any of the projects, please contact Pamela Ross (email address: RossP@northlan.gov.uk) Page 91 of 122
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Appendix 3 DATES DELIVERED COMMENTS/NOTES APPRENTICESHIP 2024 INTERVIEW SKILLS (Cumbernauld Academy) 31/01/2023 SCHOOL ADVISED THAT THERE WASN'T ANY PUPILS INTERESTED IN THAT APPRENTICESHIP FES TRAINING OFFICER DELIVERED SESSION AT SCHOOL, ALSO OFFERED VISITING SCHOOL TO CARRY OUT PRE-EMPLOYMENT ASSESSMENT BTEC FES FM - TRAINING CENTRE (Cumbernauld Academy) 22/02/2023 NO STUDENTS ATTENDED TRAINING SESSIONS FOR STUDENTS WISHING TO APPLY FOR APPRENTICESHIPS 28/02/2023 INDUSTRIAL ACTION - CANCELLED 13/09/2023 NO STUDENTS ATTENDED 11/10/2023 NO STUDENTS ATTENDED 24/01/2024 2 STUDENTS ATTENDED 21/02/2024 4 STUDENTS ATTENDED 16/09/2024 NO STUDENTS ATTENDED 28/10/2024 NO STUDENTS ATTENDED INTERVIEW SKILLS (Greenfaulds High School) 31/01/2023 1 SESSION FES TRAINING OFFICER DELIVERED SESSION AT SCHOOL, ALSO OFFERED VISITING SCHOOL TO CARRY OUT PRE-EMPLOYMENT ASSESSMENT BTEC FES FM - TRAINING CENTRE (Greenfaulds High School) 22/02/2023 9 STUDENTS ATTENDED TRAINING SESSIONS FOR STUDENTS WISHING TO APPLY FOR APPRENTICESHIPS 28/02/2023 INDUSTRIAL ACTION - CANCELLED 13/09/2023 4 STUDENTS ATTENDED 11/10/2023 4 STUDENTS ATTENDED 24/01/2024 6 STUDENTS ATTENDED 21/02/2024 NO STUDENTS ATTENDED 16/09/2024 NO STUDENTS ATTENDED 28/10/2024 4 STUDENTS ATTENDED Page 92 of 122
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Appendix 3 DBFM: Greenfaulds High and Cumbernauld Academy students attend FES FM training Centre, Stirling 4 times throughout the year. At the sessions they are given hands on experience within workshop booths (basic hand tool skills), preparation of CV, preparing for interview and Q&A session. As part of FES FM’s commitment to support community business initiatives, they have donated £2,000 to Cumbernauld Academy to support with the purchase of equipment for their car valeting initiative. Training is underway with local company Auto-Spa, and the programme is anticipated to start in the new year. Greenfaulds High School are still discussing their business plan, which FES will also support. • Kier Future Construction Programme – Kier Construction’s programme with total of 16nr S4 pupils from Coatbridge and St Ambrose High Schools. Pupils will be introduced to the construction industry across the academic year. Giving them industry accreditations and employability skills such as CV preparation and interview skills. Site based programme; site visits, attend professional talks and demos and complete a work experience placement. By the end of the course, they will have achieved a Level 5 in Construction Craft. TIGERS are the training provider for the programme, first session started on Friday 30 August 2024. Sessions will be every Friday at Bellshill Skills Academy and TIGERS Academy, Bishopbriggs until the St Kevin’s site cabin is available, which will be 17 January 2025. • Kier S2/3 Girls into Construction – This initiative provides S2/3 girls with an insight into construction and the key stages/roles involved in a construction project from pre-construction through to construction. The aim is to inform and inspire young girls to consider a career within construction industry and help them to make informed subject choices. The girls attended 6 sessions including a site visit and practical activity on site and they were tasked to present back at the end of the programme about what they learned/took from the experience. The final session took place at Kier’s offices on 11 December. Cllr Roarty attended and presented the girls with their completion certificates. • TIGERS Training/Morgan Sindall Joint Venture – pre-apprenticeship training started in January 2024, 12-week programme. Knowledge Quad on site, further details to follow. • Working in partnership with colleagues in Pathways team – Construction careers event for winter leavers took place on 11 November at Gartlea Community Centre, Airdrie. 19nr young people from Pathways and 37nr pupils from High Schools had the opportunity to speak with contractors about career opportunities and try out some practical skills. • PPP – Equans’ Voucher Scheme - Equans offered to all PPP schools the opportunity to apply for support to enhance the schools’curriculum. Primary Schools £400 and High Schools £700. Schools are asked to complete a business case advising of the project or links to curriculum of excellence that they wish the funds to be spent and on which products/equipment. Equans review the business cases and order the equipment on behalf of the schools. An example of one initiative was to purchase a heater soil, pots, bulbs etc for re-establishing the biodiversity with S3 classes over the next 2 years. This links in to the curriculum of plant propogation and reproduction with the N4 and N5 Biology courses. Additionally, it allows teachers to educate pupils on how to grow their own fruits and vegetables. Page 93 of 122
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Appendix 4 – Timescales for Project Development and Delivery Appendix 4 GUIDELINES ON TIMESCALES FOR PROJECT DEVELOPMENT AND CONSTRUCTION FOR NEW BUILD HUB PROJECTS INVOLVING SCHOOLS Overall Timeline Committee Approval Stages Core Project (New Build) Procurement to Occupation Project Development Construction Start / Duration Community Hub incorporating a single primary school - Two stream (Up to 434 pupils) 2.25 years* 12 months* 15 months Community Hub incorporating a single primary - Three stream (435-651 pupils) 2.75 years* 15 months* 18 months Community Hub incorporating a High School 3.4 years* 18 months * 22 months Community Hub incorporating more than one primary school. This scenario usually includes either two schools, or school/s and community facilities. 3.2 years* 18 months * 20 months Town Hub/Community Hub incorporating more than one education sector. This scenario may include: High school; primary school(s); early years; ASN; community; partnership; sport and leisure zones; etc. Town hubs with more elements/zones will be require more time at ‘project development’ stage and may require more time at ‘construction stage’ dependant on complexity of project. At least 3.7 years* At least 20 months * At least 24 months Page 94 of 122
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Appendix 4 – Timescales for Project Development and Delivery Overall Timeline - Procurement to Occupation The timeline for the Delivery Programme starts from all committee approvals being in place, a site in council title and a project being approved for progression through appropriate governance processes (such as Hub Deliver Board). Project Development This Delivery Project Development process includes the procurement to appoint the contractor and their external design team; the technical site surveys to allow design to commence; Stage 1 concept design development, 12 weeks statutory pre planning consultation; Stage 2 detailed design and work package tender preparation; 5 months statutory full planning approval, tendering to external supply chain for all construction activity; Pricing and Contract negotiation, committee approval for the final price and execution of the construction contract. * With the delivery of Town and Community Hubs – due to the specific nature of each project and the expected engagement with local communities, an intelligent brief will be developed for each project. This may be because of the complexity of the site; multiple service users within a shared campus environment; Carbon reductions strategies; constructions phasing risks to existing users; etc. This added element inevitably adds time to the process but will ensure alignment with the Town and Community Hub guiding principles. The project development timescales outlined in the table above, may therefore be extended. Construction Duration The start of construction requires committee approval to agree a contract is to be entered into as this constitutes approx 95% of the total funding. This depends on size of building, the extent of site abnormals and their remediation and any construction phasing. Construction will be longer if new school/s being built on a site of an existing school that will remain in operation and requires to be demolished in order to complete all of the new development. The indicative average timeline reflects the first phase of construction which is normally that the new building is first to be built for occupation. Page 95 of 122
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Education, Children and Families Committee Does this report require to be approved? ☐ Yes ☒ No Ref: BS / SMcC Date 25/02/25 Revenue Budget Monitoring Report From: Barry Smedley Chief Officer (Education - North) E-mail: SmedleyBar@northlan.gov.uk Telephone: 07919 245 004 Executive Summary This report provides a summary of the financial performance of the Education, Children and Families Service for the period 1 April 2024 to 3 January 2025 (Period 10). The report highlights the projected outturn position as at 31 March 2025, including explanations of major variances in accordance with North Lanarkshire Council’s approved Financial Regulations. The Education, Children and Families Service has a net revenue budget of £535.908m for the 2024/25 financial year. Incorporated within the revenue budget are approved savings totalling £9.595m. It is anticipated that £8.258m (86%) of these savings will be realised during the current financial year with Service management action addressing the in-year gap of £1.337m (14%). The Service is currently forecasting a balanced budget position for the 2024/25 financial year. Recommendations It is recommended that the Education, Children and Families Committee: (1) Review the financial position of the Education, Children and Families revenue budget. (2) Review the contents of the report. The Plan for North Lanarkshire Priority All priorities Ambition statement (25) Ensure intelligent use of data and information to support fully evidence based decision making and future planning Programme of Work Statutory / corporate / service requirement Item 8 Page 97 of 122
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1. Background 1.1. North Lanarkshire Council’s approved Financial Regulations require Deputy Chief Executives and Chief Officers to remain within their approved budgetary provision, and to report all significant deviations - defined as the higher of £100,000 or 5% - within their budget monitoring reports. Where significant deviations are identified, officers must provide explanatory commentary, outline the action required to rectify such deviations and where relevant, must also highlight the impact this has on other budget headings. 2. Report Summary of Financial Position 2.1.1. At the meeting of Council on 15 February 2024, North Lanarkshire Council approved its General Fund Revenue Budget of £1,016.750m for the 2024/25 Financial Year, of which, £513.127m (50.5%) represented the approved net revenue budget for the Education, Children and Families Service. During 2024/25 there has been a net budget increase of £22.781m to £535.908m. These movements include the incorporation of the 2024/25 pay award for single status and teaching staffing cohorts (£11.978m); along with confirmed 2024/25 redeterminations which include additional funding for teacher’s pension contributions (£6.128m) and teacher’s induction scheme (£3.810m). 2.1.2. The Service is forecasting a balanced budget position the end of the financial year. Further analysis of major variances is provided within Section 2.2 of this report. 2.1.3. The current 2024/25 budget incorporates £9.595m of savings previously approved by the Council. Further information regarding particularly challenging savings, along with associated management actions and replacement in-year savings, are included within this report at Appendix 5. Analysis of Significant Variances 2.2.1 The Service has a total employee budget of £400.424m and currently anticipates a projected net underspend of £0.501m. The underspend reflects actual and projected vacancies, along with the roll-out of finalised HQ, cluster, and school staffing structures offset by other employee cost pressures within the Service. 2.2.2 Service employee budgets are partly devolved to establishments per the Devolved School Management (DSM) scheme, with the remaining budgets held at HQ level. Under the DSM scheme, devolved school / nursery staffing budgets for teaching and non-teaching posts are delegated to Head of Establishment management. Establishments receive budgetary allocations based on agreed formulas and distribution methods. 2.2.3 The Service is anticipating a net overspend of £0.276m within Property Costs primarily due to utility cost pressures within the education estate. 2.2.4 The Service is anticipating a net underspend of £0.101m within Supplies & Services which encompass various compensatory variances across the Service. Page 98 of 122
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2.2.5 The Service is anticipating a net overspend of £0.850m within Transport & Plant which reflects current ‘Home to School’ contractual commitments and aligned cost pressures within ASN and Gaelic provision. 2.2.6 The Service is anticipating a minor net underspend of £0.038m within Administration Costs which encompass various compensatory variances across the Service. 2.2.7 The Service is anticipating an underspend of £0.363m within Payments to Other Bodies. This underspend is partly explained by the level of demand for Family Placements in comparison to overall resources currently available following the receipt of an additional £1.162m Scottish Government funding for the start of the 2024/25 financial year. There are offsetting financial pressures within ASN pupil placements (£0.400m) and expenditure aligned to Gaelic provision (£0.203m). 2.2.8 The Service is anticipating an underspend of £0.284m within Transfer Payments linked to education provisions within the Early Years sector (£0.128m) and care plan payments within Children & Families (£0.156m). 2.2.9 The Service is anticipating an underspend of £0.371m within Other Expenditure which is aggregated across several budget areas including the music programme (£0.100m) and various minor underspends within Children & Families (£0.154m) and Employability Services (£0.117m). 2.2.10 The Service is anticipating an under-recovery of income of £0.533m which reflects the ongoing trend in reduced cross-boundary ASN placements within NLC educational settings (£0.516m) and minor under-recoveries across the Service (£0.017m). 2.2.11 At this stage of the financial year the Service is anticipating a balanced budget position across budgetary categories aligned to Capital & Revenue Financing Costs as outlined in Appendix 2. Earmarked Reserves 2.3.1 In finalising North Lanarkshire Council’s annual accounts to 31 March 2024, the Education, Children and Families Service was given approval to earmark £95.265m of resources to fund key projects and initiatives. The largest reserve (£60.969m) is earmarked for future years commitments to school building / hub programmes. Other specific reserves include Pupil Equity Fund (PEF) carry forwards; Devolved School Management (DSM) carry forwards; resettlement initiatives, Whole Family Wellbeing Fund; and ELC / 1140 funding. 2.3.2 The Service anticipates utilising £21.090m of allocated earmarked reserves in the current financial year. This in-year projection reflects the planned phasing of resources (£13.206m) to future years following the completion of strategic reviews in relation to the operational requirements and financial planning assumptions aligned to individual programmes. 2.3.3 Future monitoring reports will continue to provide updates on the planned use of reserves during 2024/25, and in future financial years, as outlined in Appendix 4. 2024/25 Budget Savings 2.4.1 Incorporating base budget adjustments and specific proposals, the Council previously approved total Service savings of £9.595m to be achieved during financial year Page 99 of 122
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2024/25. The Service assesses a variety of records and management information to monitor and review the achievement of its approved budget savings. As at Period 10, it is anticipated that £8.258m (86%) of the approved in-year savings target will be realised in the current financial year. 2.4.2 The majority of the unmet in-year saving has resulted from the formal introduction of the Early Years restructure occurring at a later date than was envisaged in the original programme timeline. 2.4.2 Through a combination of utilisation of aligned EMRs and other management actions, the Service has identified replacement funding streams to fully offset the in-year savings gap of £1.337m (14%). Future monitoring reports will continue to provide updates on the deliverability of approved savings during 2024/25, and future financial years if applicable, as outlined in Appendix 5. Management Actions 2.5.1 Senior officers will review and implement actions through to financial year end with the aim of ensuring the Service continues to operate within its overall financial envelope. These actions will include: 1) Vacancy management 2) Creating efficiencies through the use of grant / external funding 3) Curtailment of non-essential expenditure 4) Application and utilisation of earmarked reserves to offset in-year cost pressures 3. Measures of success 3.1. The service operates within approved budget resources and requirements of the Council’s approved Financial Regulations. 4. Supporting documentation Appendix 1: Objective Analysis Appendix 2: Subjective Analysis Appendix 3: Payments to Other Bodies Appendix 4: Status of Earmarked Reserves Appendix 5: Savings Barry Smedley Chief Officer (Education – North) Page 100 of 122
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5. Impacts 5.1 Public Sector Equality Duty and Fairer Scotland Duty Does the report contain information that has an impact as a result of the Public Sector Equality Duty and/or Fairer Scotland Duty? Yes ☐ No ☒ If Yes, please provide a brief summary of the impact? If Yes, has an assessment been carried out and published on the council’s website? https://www.northlanarkshire.gov.uk/your-community/equalities/equality- and-fairer-scotland-duty-impact-assessments Yes ☐ No ☐ 5.2 Financial impact Does the report contain any financial impacts? Yes ☒ No ☐ If Yes, have all relevant financial impacts been discussed and agreed with Finance? Yes ☒ No ☐ If Yes, please provide a brief summary of the impact? As stated within the main body of the report. 5.3 HR policy impact Does the report contain any HR policy or procedure impacts? Yes ☐ No ☒ If Yes, have all relevant HR impacts been discussed and agreed with People Resources? Yes ☐ No ☐ If Yes, please provide a brief summary of the impact? 5.4 Legal impact Does the report contain any legal impacts (such as general legal matters, statutory considerations (including employment law considerations), or new legislation)? Yes ☐ No ☒ If Yes, have all relevant legal impacts been discussed and agreed with Legal and Democratic? Yes ☐ No ☐ If Yes, please provide a brief summary of the impact? 5.5 Data protection impact Does the report / project / practice contain or involve the processing of personal data? Yes ☐ No ☒ If Yes, is the processing of this personal data likely to result in a high risk to the data subject? Yes ☐ No ☐ If Yes, has a Data Protection Impact Assessment (DPIA) been carried out and e- mailed to dataprotection@northlan.gov.uk Yes ☐ No ☐ 5.6 Technology / Digital impact Does the report contain information that has an impact on either technology, digital transformation, service redesign / business change processes, data management, or connectivity / broadband / Wi-Fi? Yes ☐ No ☒ Page 101 of 122
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If Yes, please provide a brief summary of the impact? Where the impact identifies a requirement for significant technology change, has an assessment been carried out (or is scheduled to be carried out) by the Enterprise Architecture Governance Group (EAGG)? Yes ☐ No ☐ 5.7 Environmental / Carbon impact Does the report / project / practice contain information that has an impact on any environmental or carbon matters? Yes ☐ No ☒ If Yes, please provide a brief summary of the impact? 5.8 Communications impact Does the report contain any information that has an impact on the council’s communications activities? Yes ☐ No ☒ If Yes, please provide a brief summary of the impact? 5.9 Risk impact Is there a risk impact? Yes ☒ No ☐ If Yes, please provide a brief summary of the key risks and potential impacts, highlighting where the risk(s) are assessed and recorded (e.g. Corporate or Service or Project Risk Registers), and how they are managed? The approach outlined in this report supports the Council’s actions in managing financial sustainability and financial management risks. Financial pressures and risks are reviewed on a regular basis by the Service Management Team (SMT), Business Management Team (BMT), Corporate Management Team (CMT) and Committee. 5.10 Armed Forces Covenant Duty Does the report require to take due regard of the Armed Forces Covenant Duty (i.e. does it relate to healthcare, housing, or education services for in-Service or ex- Service personnel, or their families, or widow(er)s)? Yes ☐ No ☒ If Yes, please provide a brief summary of the provision which has been made to ensure there has been appropriate consideration of the particular needs of the Armed Forces community to make sure that they do not face disadvantage compared to other citizens in the provision of public services. 5.11 Children’s rights and wellbeing impact Does the report contain any information regarding any council activity, service delivery, policy, or plan that has an impact on children and young people up to the age of 18, or on a specific group of these? Yes ☐ No ☒ If Yes, please provide a brief summary of the impact and the provision that has been made to ensure there has been appropriate consideration of the relevant Articles from the United Nations Convention on the Rights of the Child (UNCRC). If Yes, has a Children’s Rights and Wellbeing Impact Assessment (CRWIA) been carried out? Yes ☐ No ☐ Page 102 of 122
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APPENDIX 1 [1] [2] [3] [5] [6] [7] Early Years 35,271,836 35,271,836 0 0.0% 0 Balanced Budget Primary Schools 164,286,161 164,286,161 0 0.0% 0 Balanced Budget Secondary Schools 151,381,665 151,381,665 0 0.0% 0 Balanced Budget Special Schools 26,312,999 26,312,999 0 0.0% 0 Balanced Budget Education Service Delivery 107,503,843 108,645,102 (1,141,259) ADV (1.1%) (962,750) Overspend primarily in relation to external placements / income under-recovery within the ASN sector coupled with observed cost pressures within 'Home to School Transport' aligned to ASN and Gaelic provision offset by establishment vacancies curtailment of non-essential expenditure Children & Families 40,648,963 40,150,811 498,152 FAV 1.2% 920,871 Underspend primarily due to grant synergies and utilisation of other funding streams; Family Placement Payments; curtailment of non-essential expenditure within various budget headings; offset by cost pressures observed within staffing structures Justice Services 91,690 66,395 25,295 FAV 27.6% (102,956) Underspend primarily in relation to vacancies within employee costs Employability 3,015,086 2,506,824 508,262 FAV 16.9% 278,222 Underspend primarily in relation to vacancies within employee costs and payments to external providers Community Learning 5,393,767 5,320,824 72,943 FAV 1.4% (65,969) Underspend primarily in relation to vacancies within employee costs and payments to other bodies offset by various minor overspends Tackling Poverty 2,002,071 1,965,464 36,607 FAV 1.8% (67,418) Underspend primarily in relation to vacancies within employee costs NET EXPENDITURE 535,908,081 535,908,081 0 0.0% 0 Balanced Budget [4] NORTH LANARKSHIRE COUNCIL Revenue Budget Monitoring Report - Objective Analysis Period 10 (01 April 2024 - 03 January 2025) Education, Children & Families DIVISION OF SERVICE ANNUAL BUDGET PROJECTED OUT-TURN PROJECTED OUT-TURN VARIANCE % PERIOD MOVEMENT ANALYSIS Page 103 of 122
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APPENDIX 2 [1] [2] [3] [5] [6] [7] EMPLOYEE COSTS 400,423,634 399,922,479 501,155 FAV 0.1% (163,129) Underspend primarily due to phasing of external funding; timing of recruitment to reflect operational requirements; Service vacancy management; offset by other employee cost pressures PROPERTY COSTS 53,464,074 53,739,632 (275,558) ADV (0.5%) (18,420) Overspend primarily due to utility costs within the education estate SUPPLIES & SERVICES 15,686,459 15,585,201 101,258 FAV 0.7% 129,061 Net underspend due to various compensatory variances across the Service TRANSPORT & PLANT 23,448,547 24,298,298 (849,751) ADV (3.6%) (596,881) Overspend primarily due to observed cost pressures within 'Home to School Transport' aligned to ASN and Gaelic provision ADMINISTRATION COSTS 4,593,753 4,556,183 37,570 FAV 0.8% 34,376 Minor underspend PAYMENTS TO OTHER BODIES 48,885,265 48,522,092 363,173 FAV 0.7% 186,790 Underspends within Family Placement Payments and various other Service areas offset by overspends in relation to external ASN placements and Gaelic Education provision TRANSFER PAYMENTS 4,072,963 3,788,552 284,411 FAV 7.0% 284,411 Underspend primarily in relation to education provisions aligned to the Early Years sector and care plan payments within Children & Families CAPITAL FINANCING COSTS 41,246,297 41,246,297 0 0.0% 0 Balanced Budget REVENUE FINANCING COSTS 0 0 0 0.0% 0 Balanced Budget OTHER EXPENDITURE 20,200,660 19,830,063 370,597 FAV 1.8% 175,597 Underspend primarily in relation to external grant synergies aligned to Music provision; various minor underspends within Children & Families; and external company payments within Employability TOTAL EXPENDITURE 612,021,652 611,488,797 532,855 FAV 0.1% 31,805 As stated above INCOME (76,113,571) (75,580,716) (532,855) ADV 0.7% (31,805) Under-recovery of income primarily in relation to ASN placements and service provision within NLC settings NET EXPENDITURE 535,908,081 535,908,081 0 0.0% 0 Balanced Budget [4] NORTH LANARKSHIRE COUNCIL Revenue Budget Monitoring Report - Subjective Analysis Period 10 (01 April 2024 - 03 January 2025) Education, Children & Families CATEGORY ANNUAL BUDGET PROJECTED OUT-TURN PROJECTED OUT-TURN VARIANCE % PERIOD MOVEMENT ANALYSIS Page 104 of 122
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APPENDIX 3 [1] [2] [3] [5] [6] [7] General PTOBs 9,451,875 9,626,698 (174,823) ADV (1.9%) (15,570) Overspend in relation to payments aligned to Gaelic Education offset by various minor underspends within the Service Additional Support Needs 8,855,184 9,255,184 (400,000) ADV (4.5%) 0 Net overspend in relation to external ASN placements Early Years 16,364,000 16,364,000 0 0.0% 0 Balanced Budget Voluntary Organisations 1,202,413 1,191,413 11,000 FAV 0.9% (32,026) Minor underspend Family Placements 12,789,507 11,950,564 838,943 FAV 6.6% 146,333 Net underspend within Family Placement Payments aligned to fostering, kinship, and adoption fees and allowances Children's Services - General 222,286 134,233 88,053 FAV 39.6% 88,053 Underspend in relation to various non-family placement allowances and payments TOTAL EXPENDITURE 48,885,265 48,522,092 363,173 FAV 0.7% 186,790 As stated above [4] NORTH LANARKSHIRE COUNCIL Revenue Budget Monitoring Report - Payments to Other Bodies Period 10 (01 April 2024 - 03 January 2025) Education, Children & Families CATEGORY ANNUAL BUDGET PROJECTED OUT-TURN PROJECTED OUT-TURN VARIANCE % PERIOD MOVEMENT ANALYSIS Page 105 of 122
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APPENDIX 4 Value % Service Specific Earmarked Reserves: School Carry Forward (DSM) 2,655,000 0 2,655,000 2,655,000 2,655,000 100.0% 0 2,655,000 In-Year Reserve fully utilised Pupil Equity Fund (PEF) Carry Forward 2,153,000 0 2,153,000 2,153,000 2,153,000 100.0% 0 2,153,000 In-Year Reserve fully utilised Supporting Education Service Delivery 6,496,920 (1,063,985) 5,432,935 5,087,010 5,432,935 100.0% 0 5,432,935 Projecting full utilisation of In-Year Reserve Early Learning & Childcare 5,213,000 (1,880,851) 3,332,149 2,804,713 3,332,149 100.0% 0 3,332,149 Projecting full utilisation of In-Year Reserve Developing the Young Workforce Initiatives 680,000 (186,000) 494,000 334,926 494,000 100.0% 0 494,000 Projecting full utilisation of In-Year Reserve Supporting Children & Families Service Delivery 40,000 0 40,000 40,000 40,000 100.0% 0 40,000 In-Year Reserve fully utilised Children & Families - Whole Family Wellbeing Fund 4,417,000 (3,146,000) 1,271,000 350,921 1,271,000 100.0% 0 1,271,000 Projecting full utilisation of In-Year Reserve SEF / SAC Carry Forward 943,000 0 943,000 943,000 943,000 100.0% 0 943,000 In-Year Reserve fully utilised Shotts Prison SLA 116,000 (106,000) 10,000 6,213 10,000 100.0% 0 10,000 Projecting full utilisation of In-Year Reserve Employability Initiatives (incl. 'NOLB') 2,784,000 (1,343,008) 1,440,992 554,255 1,440,992 100.0% 0 1,440,992 Projecting full utilisation of In-Year Reserve CLD & Voluntary Organisations Youth Work Initiatives 248,000 (1,000) 247,000 134,993 247,000 100.0% 0 247,000 Projecting full utilisation of In-Year Reserve Resettlement & Unaccompanied Minors 8,323,000 (5,278,895) 3,044,105 2,544,833 3,044,105 100.0% 0 3,044,105 Projecting full utilisation of In-Year Reserve Tackling Poverty Initiatives 227,000 (200,000) 27,000 15,023 27,000 100.0% 0 27,000 Projecting full utilisation of In-Year Reserve PPP/DBFM Contractual Commitments 60,969,075 (60,969,075) 0 0 0 0.0% 0 0 TOTAL 95,264,995 (74,174,814) 21,090,181 17,623,887 21,090,181 100.0% 0 21,090,181 Projected Spend NORTH LANARKSHIRE COUNCIL Revenue Budget Monitoring Report - Status of Earmarked Reserves Period 10 (01 April 2024 - 03 January 2025) Education, Children & Families FINANCIAL YEAR - 2024/25 DESCRIPTION OF EARMARKED RESOURCE Approved Reserve Profiled in Future Years In-Year Reserve Total Spend to Date No Longer Required Reserves Required In Year Commentary Regards Usage Page 106 of 122
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APPENDIX 5 £000 £000 £000 £000 £000 Base Budget Adjustments: - Reduction in Children's Services HQ Employee Costs Children & Families 117 117 0 0 Sub-Total Base Budget Adjustments 117 117 0 0 0 Approved Savings - Review of ELC: Single Status Employee Resources ELC 2,000 750 1,250 Gap primarily due to saving phasing asymmetry with majority of ELC staffing cohort ceasing employment with the Council at the end of June 2024. Phasing delay included within the financial modelling assumptions of the ELC EMR. 1,250 0 - Review of Staffing Turnover Within Schools Education 375 375 0 0 - School Transport (Move distance threshold to statutory limit) Education HQ 1,200 1,200 0 0 Sub-Total 2023/24 impact of previously approved savings 3,575 2,325 1,250 1,250 0 Approved Savings (Operational Decisions) 16ECF Removal of Early Years Absence Funding Education HQ 294 294 0 0 30ECF Contracts and Provisions (Under-utilised budgets) Education HQ 45 0 45 Awaiting confirmation of discrete allocation within in-scope budgets. Management action regarding curtailment of non-essential expenditure 45 0 42ECF Under-utilised corporate parenting discretionary budget Children & Families 21 21 0 0 43ECF Service redesign and efficiencies through transition to SDS Children & Families 24 24 0 0 44ECF Reduce discretionary spend in training Children & Families 54 54 0 0 66ECF Under-utilised budgets Children & Families 125 125 0 0 Sub-Total 'Operational Decisions' 563 518 45 45 0 Approved Savings (Budget Decisions) 28ECF Network Support - Removal of unutilised budget ASN 213 213 0 0 62ECF Service redesign and efficiencies through transition to SDS Children & Families 42 42 0 0 78-80ECF Review if service delivery across Youth Employability Hubs Employability 670 670 0 0 81ECF Review of CLD service delivery, including the provision of youth diversionary activities CLD 163 121 42 Awaiting confirmation of discrete allocation within in-scope budgets. Management action regarding curtailment of non-essential expenditure 42 0 87ECF Music Service - Reduction in staffing Music 140 140 0 0 88ECF Removal of extra curricular activity delivered by existing staff Club365 1,090 1,090 0 0 - Historic Recurring Underspends EC&F 3,022 3,022 0 0 Current financial modelling assumptions indicate that this saving will be achieved. This will be kept under review during the course of the financial year. Sub-Total 'Budget Decisions' 5,340 5,298 42 42 0 TOTAL 9,595 8,258 1,337 1,337 0 86.07% 13.93% 13.93% 0.00% Delivered Gap Replacement Revised-Gap DESCRIPTION Value Revised Savings Gap CommentarySavings Gap Reasons for Savings Gap APPROVED SAVINGS REPLACEMENT SAVING / FUNDING NORTH LANARKSHIRE COUNCIL Revenue Budget Monitoring Report - Savings Period 10 (01 April 2024 - 03 January 2025) Education, Children & Families Ref. DESCRIPTION OF APPROVED SAVING DIVISON Target Value Value Deliverable Page 107 of 122
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North Lanarkshire Council Report Education, Children and Families Committee Does this report require to be approved? ☒ Yes ☐ No Ref: NLC-CPT-24-069 Date: 25 February 2025 Contract Award for Domestic Abuse From Alison Gordon, Chief Social Work Officer (Education, Families, Justice and Integrated Practice) E-mail gordona@northlan.gov.uk Telephone: Executive Summary Committee is asked to approve the award of a contract for Domestic Abuse (the ‘Agreement’) to Sacro. The Agreement is for an initial period of 24 months anticipated to commence on 1 June 2025. The council reserves the right to extend the Agreement for additional periods up to a maximum of a further 24 months. The value of the Agreement is One Million Three Hundred Eighty-Four Thousand Four hundred and Ninety-Two Pounds Sterling (£1,384,492) exclusive of VAT. Recommendations It is recommended that Committee: (1) approves the award of the Agreement to Sacro at the value of One Million Three Hundred Eighty-Four Thousand Four hundred and Ninety-Two Pounds Sterling (£1,384,492) exclusive of VAT. The Plan for North Lanarkshire Priority Improve the health and wellbeing of our communities Ambition Statement (14) Ensure the highest standards of public protection Programme of Work Resilient People Item 9 Page 109 of 122
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1. Background 1.1. In 2020, North Lanarkshire Council made a strategic change to our approach to commissioned domestic abuse services following a review and in the context of a broader approach to tackling domestic abuse and violence against women and girls (VAWG) which includes in addition to responsive, support, recovery and safety planning a focus on prevention and programmed work with perpetrators through the Up2u programme. 1.2. Our monitoring arrangements have confirmed that the revised specification has yielded positive outcomes and it is proposed to continue with a service model for commissioned service which will: • Offer a service across all of North Lanarkshire • Offer gender specific safe spaces • Support inclusion and diversity • Deliver a service which is easily accessible, promotes early help and prevention and provides support and intervention for as long as is required tailored to individual needs 1.3. We recognise the service operates in a complex environment. Based on information from the service currently operational in North Lanarkshire, we anticipate the majority of people seeking support will be individual women or women and their children. However, we wish to continue with an inclusive service that provides support to those who need it within the context of a gender informed analysis of Domestic Abuse and Violence Against Women and Girls. While we have indicated there is not a requirement for the provider to have a children’s service, appropriate support will be provided to transition children into the relevant children’s services provided by a local third sector partner and or statutory services where this is an identified need. 1.4. This procurement will be important in ensuring that North Lanarkshire Council meets its statutory duties and will play a critical role in addressing ambitions underpinning the Plan for North Lanarkshire as well as contributing to the local realisation of Equally Safe. 1.5. Specifically the commissioned Domestic Abuse service will operate within the context of both national and local legislative frameworks and drivers including: National Drivers: • Equally Safe: Scotland’s Strategy for Preventing and Eradicating Violence against women and girls (Scottish Government and COSLA) which was refreshed in 2023. The strategy is clear that gender inequality is a root cause of violence against women and girls. It identifies VAWG as a major public health issue and emphasises a commitment to adopting a public health approach to tackling VAWG, focusing on preventing VAWG before it occurs. • Equally Safe Delivery Plan 2024-26 (co-authored by the Scottish Government and COSLA): sits alongside Equally Safe 2023 and outlines the tangible actions the Scottish Government and COSLA will take to realise the ambitions of the strategy. • Getting it right for everyone (GIRFE) , a multi-agency approach to support and services from young adulthood to end of life care and GIRFEC (Getting it Right for Every Child) Page 110 of 122
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• Istanbul Convention: In July 2022 the UK Government ratified the Istanbul Convention which is formally known as the Council of Europe Convention on preventing and combating violence against women and girls (VAWG). The Convention requires all member states to develop laws, policies and support services, to adopt an integrated approach to eliminating violence against women and girls. • The Safe & Together Model endorsed at national level and used locally provides a domestic abuse informed approach to child safety operating on the principles lf keeping the child safe with the non-offending parent, partnering with the non-offending parent by default and intervening with perpetrator with a focus on patterns of behaviour. Local Drivers: • The Plan for North Lanarkshire sets the strategic direction not just for the council and partners, but for North Lanarkshire as a place. It outlines the shared ambition to make North Lanarkshire the place to Live, Learn, Work, Invest, and Visit. Whilst there are seven policy areas within the plan the most relevant to this service is Resilient People – where the focus is to deliver whole family support locally, when families need it, in a way that addresses the impacts of poverty and reduces inequality. North Lanarkshire Violence Against Women Strategy and Action Plan 2022-25. • In North Lanarkshire, Violence Against Women is considered part of the public protection agenda. Reporting mechanisms are directly to the North Lanarkshire Chief Officers Group Public Protection, which in turn reports to North Lanarkshire Partnership, the strategic driver for community planning. • This strategy and action plan aim to further reduce the inequalities between men and women by tackling violence against women and girls in North Lanarkshire. By doing so we will deliver on key national outcomes and local outcomes set out in The Plan for North Lanarkshire. 1.6. In 2021 an Independent Review of the Funding and Commissioning of Violence Against Women and Girls Services was set up by Scottish Government. Reporting in June 2023 it made a number of recommendations aimed at providing sustainable funding and services in the sector including ring-fenced funding for local authorities linked with minimum core services and a move towards collaborative commissioning and service design however there is a yet no national agreement on this. Instead a sustainable funding solution is the focus of an action for COSLA and Scottish Government within the Equally Safe Delivery Plan (2024- 26). Clearly the outcome of this work will inform future decisions on the local commissioning of services beyond the core contract period. 1.7. In the interim funding continues to be provided by Scottish Government through Inspiring Scotland and the Delivering Equally Safe Fund. This provides funding to support a number of local services operating in North Lanarkshire including the three Women’s Aid organisations and Rape Crisis. In addition the Council has received funds to support the embedding of Safe and Together practice across the partnership. Provisional confirmation has been received that this funding will be provided to the Council also in 2025-26. Page 111 of 122
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Outline of commissioned service: 1.8. The service will provide a range of programs to support direct service user engagement. This will include group work for survivors, partner support work for women whose partners/ ex- partners are accessing perpetrator prevention programs, parents, children and young people, peer support and survivor led groups to inform, influence and shape service delivery. 1.9. The Service will utilise resources and relevant assessments tools such as DASH RIC, those used in the Safe & Together model and those used in the Up2U Practice Model (as delivered in the North Lanarkshire Partnership). 1.10. The Service will attend and participate in MARAC (Multi-agency Risk Assessment Conferencing) and provide IDAA (Independent Abuse Advocacy) support as required including for self-referrers or where other agencies have offered this choice as a support service. 1.11. The Service will support and promote the safety and wellbeing of those requiring support to aid their recovery from trauma, including providing direct support to people who are one or more of the following: • At risk of harm from a person perpetrating domestic abuse • Remaining in their relationships or separated • Have complex needs including disability/substance use/mental health issues • BAME women with insecure immigration status • Rebuilding and recovering from domestic abuse. • Women who are pregnant and/or have children. 1.12. The principles of trauma informed practice are embedded in systems in line with North Lanarkshire Council’s Programme of work 23-26 (resilient people workstream). This requires all systems and services across North Lanarkshire, to recognise where people are affected by trauma and adversity, respond in ways that prevents further trauma, supports recovery, and improves life chances for people affected by trauma. 1.13. The Service will promote relational based practice and support the implementation of Signs of Safety. 1.14. The Procurement process sought to identify Domestic Abuse organisations who deliver services for any person affected by abuse aligned to Equally Safe: Scotland's strategy for preventing and eradicating violence against women and girls (Scottish Government, April 2018) and Equally Safe Delivery Plan 2024-2026 (co –authored by the Scottish Government and COSLA). Due to the changing landscape of providers able to provide such a bespoke service there was only organisation who submitted a bid. 1.15. This was achieved through quality procurement questions, with the bidder’s response being assessed by experienced evaluators. Included in the process was an element of evaluation by people with lived experience. 1.16. The lived experience panel consisted of representation from a national organisation, Authentic Voices who are supported by the Scottish Government as well as North Lanarkshire citizens who have experienced domestic abuse. Page 112 of 122
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1.17. The panel were fully briefed on the procurement process and the importance of their role within that. Due diligence was followed to ensure people had the capacity and understanding to take part in the evaluation exercise. The Bidder was asked to deliver a 10-minute presentation to the panel. Panel members were able to ask clarification questions at the end of the presentation. This method of evaluation added value to the exercise and ensured achievement of best value in the next generation of this contract. 1.18. The requirements within the Agreement are currently under contract with Sacro (Aura Service) This arrangement is due to expire on 31 May 2025 with the Agreement detailed within this report due to supersede it. 2. Report 2.1 A group of technical and procurement representatives was formed to develop and agree the procurement strategy for the Agreement to enable the council to achieve maximum benefit for the requirements. 2.2 The initial estimated value of the Agreement dictated that the procurement procedure be undertaken in accordance with the Public Contracts (Scotland) Regulations 2015. An advert for the procurement opportunity was published on the Public Contracts Scotland and the UK Find a Tender (FTS) website. 2.3 The procurement procedure was undertaken as an “Open Procedure”. Invitation to Tender documentation published by the council received a total interest from one company with the council receiving one tender submission. 2.4 Based on the evaluation criteria and scoring methodology set out in the invitation to tender package within the procurement procedure, an evaluation of tender responses received was completed by members identified by the UIG. Selection stage responses were assessed first and compliant tenderers that satisfied / declared that they met the published minimum selection stage criteria progressed to the award stage evaluation. Following identification of the recommended tenderer, their selection stage responses were assessed in more detail to ensure they satisfied the minimum selection stage criteria applied 2.5 This recommendation to award the Agreement follows the completion of a procurement procedure where Sacro has been evaluated as demonstrating Best Value for the council. 2.6 Appendix 1 confirms the scoring achieved by the tenderer, further details of the procurement procedure is provided in Appendix 2 and the SME status and location of tenderer is located within Appendix 3. Financial / Budget Consideration 2.7 The pre-tender wholelife estimate budget for the Agreement was £1,384,492. Following completion of the procurement procedure, the value of the Agreement to be awarded is One Million Three Hundred Eighty-Four Thousand Four hundred and Ninety-Two Pounds Sterling (£1,384,492) exclusive of VAT. 2.8 The cost associated with delivery of the Agreement will be contained within the revenue budget for Children & Families and Criminal Justice Social Work Services Page 113 of 122
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Price Stability 2.9. The cost is broken down into Direct and Indirect Costings therefore demonstrates the various elements for which the budget is being utilised to deliver the Contract. The maximum wholelife budget is £1,384,492 excluding VAT and cannot exceed this budget amount. Provider’s proposal is within the budget. Community Benefits 2.10. The council is committed to maximising the delivery of community benefits. The procurement included a community benefit requirement, this approach is designed to deliver local community benefits where possible. 2.11. Within their tender, Sacro committed to deliver the following community benefits within the Agreement: Community Benefit Type Quantity Committed Educational Visits 2 Work Experience Placement for an Individual 16+ Years of Age 2 Business Mentoring and Advice to support to an SME / Social Enterprise / Voluntary organisation 1 Business Event / Briefing to promote supply chain opportunities 1 Non-financial Support for a Community Project / Organisation 2 Fair Work First 2.13 Within their tender submission, Sacro demonstrated commitment to the Scottish Governments “Fair Work First” initiative, such as being an accredited Living Wage employer, have no zero-hour contracts, a wide range of employee benefits and an environment where staff voice is sought, represented, and responded to. Sacro are committed to comprehensive staff training as well as continuous professional development. Sacro commit to flexible working and family friendly working practices, are committed to fair work practices and actively promote equality and diversity. Contract Management 2.14 Officers from Quality Assurance, Education & Families services will be responsible for managing the Agreement, which will be undertaken in accordance with the contract and supplier management conditions applied within the Agreement. Page 114 of 122
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3. Measures of success The Agreement will deliver the following outcomes: • Preventing VAWG before it occurs. • Support Early Intervention • Build a broad and shared understanding across our society and communities of what VAWG is, how it affects those who have experience it, its impact on society more generally, the scale of the problem, and what cause it – so that we can reduce the harm together • Build political, institutional, sectoral, organisational, community and personal commitment, and contribution to preventing and tackling VAWG • Hold perpetrators of VAWG to account, supporting change where possible • Deliver sustainable, domestic abuse informed specialist service to victim/survivors that are holistic and meet victim/ survivors’ individual needs. • Promote an intersectional approach to preventing, reorganising and responding to the compounding inequalities and risks that some women, children and young people may experience as a result of their ethnicity, race, disability, age, sexual orientation, gender identity and/or immigration status 3.1 Best Value has been considered to be demonstrated by Sacro. 4. Supporting documents Appendix 1 Summary of Tender Evaluation Process Appendix 2 Summary of Procurement Process Appendix 3 SME Status and Location of All Tenderers Alison Gordon Chief Social Work Officer (Education, Families, Justice & Integrated Practice) Page 115 of 122
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5. Impacts ( http://connect/report-template-guidance ) 5.1 Public Sector Equality Duty and Fairer Scotland Duty Does the report contain information that has an impact as a result of the Public Sector Equality Duty and/or Fairer Scotland Duty? Yes ☒ No ☐ If Yes, please provide a brief summary of the impact? If Yes, has an assessment been carried out and published on the council’s website? https://www.northlanarkshire.gov.uk/your-community/equalities/equality-and-fairer- scotland-duty-impact-assessments Yes ☒ No ☐ 5.2 Financial impact Does the report contain any financial impacts? Yes ☒ No ☐ If Yes, have all relevant financial impacts been discussed and agreed with Finance? Yes ☒ No ☐ If Yes, please provide a brief summary of the impact? The Children & Families Service has core revenue budget provision to support the contract award outlined within the report 5.3 HR policy impact Does the report contain any HR policy or procedure impacts? Yes ☐ No ☒ If Yes, have all relevant HR impacts been discussed and agreed with People Resources? Yes ☐ No ☐ If Yes, please provide a brief summary of the impact? 5.4 Legal impact Does the report contain any legal impacts (such as general legal matters, statutory considerations (including employment law considerations), or new legislation)? Yes ☒ No ☐ If Yes, have all relevant legal impacts been discussed and agreed with Legal and Democratic? Yes ☒ No ☒ If Yes, please provide a brief summary of the impact? Meets our requirements under public protection. 5.5 Data protection impact Does the report / project / practice contain or involve the processing of personal data? Yes ☒ No ☐ If Yes, is the processing of this personal data likely to result in a high risk to the data subject? Yes ☒ No ☐ If Yes, has a Data Protection Impact Assessment (DPIA) been carried out and e-mailed to dataprotection@northlan.gov.uk Privacy Notice published on the website and will be shared as required. Yes ☒ No ☐ 5.6 Technology / Digital impact Does the report contain information that has an impact on either technology, digital transformation, service redesign / business change processes, data management, or connectivity / broadband / Wi-Fi? Yes ☐ No ☒ Page 116 of 122
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If Yes, please provide a brief summary of the impact? Where the impact identifies a requirement for significant technology change, has an assessment been carried out (or is scheduled to be carried out) by the Enterprise Architecture Governance Group (EAGG)? Yes ☐ No ☐ 5.7 Environmental / Carbon impact Does the report / project / practice contain information that has an impact on any environmental or carbon matters? Yes ☐ No ☒ If Yes, please provide a brief summary of the impact? 5.8 Communications impact Does the report contain any information that has an impact on the council’s communications activities? Yes ☐ No ☒ If Yes, please provide a brief summary of the impact? 5.9 Risk impact Is there a risk impact? Yes ☒ No ☒ If Yes, please provide a brief summary of the key risks and potential impacts, highlighting where the risk(s) are assessed and recorded (e.g. Corporate or Service or Project Risk Registers), and how they are managed? Public protection on the corporate and service risk registers. 5.10 Armed Forces Covenant Duty Does the report require to take due regard of the Armed Forces Covenant Duty (i.e. does it relate to healthcare, housing, or education services for in-Service or ex-Service personnel, or their families, or widow(er)s)? Yes ☐ No ☒ If Yes, please provide a brief summary of the provision which has been made to ensure there has been appropriate consideration of the particular needs of the Armed Forces community to make sure that they do not face disadvantage compared to other citizens in the provision of public services. 5.11 Children’s rights and wellbeing impact Does the report contain any information regarding any council activity, service delivery, policy, or plan that has an impact on children and young people up to the age of 18, or on a specific group of these? Yes ☒ No ☐ If Yes, please provide a brief summary of the impact and the provision that has been made to ensure there has been appropriate consideration of the relevant Articles from the United Nations Convention on the Rights of the Child (UNCRC). The service will be accessible by all children and young people who reside in North Lanarkshire who are impacted by Domestic Abuse. The direct impact on children and young people who access the service will likely be positive. The service will directly impact on children who are experiencing domestic abuse that is being perpetrated by a parent or carer Page 117 of 122
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The service will directly impact on young people who are experiencing domestic abuse in their own relationships. The service will have an indirect impact on children who are impacted by domestic abuse and whose parents/carers are accessing adult services. The service will be mindful of the impact on children, the views of the child, and what support is available for children If Yes, has a Children’s Rights and Wellbeing Impact Assessment (CRWIA) been carried out? Yes ☒ No ☐ Page 118 of 122
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Appendix 1 – Summary of Tender Evaluation Process Tenderer Name Recommended for Award (Yes / No) Sacro Yes Page 119 of 122
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Appendix 2 – Summary of Procurement Process Response CPT Contract Reference Allocated: NLC-CPT-24-069 Procurement Procedure Utilised: Open Procedure Governing Legislation / Regulations: Public Contracts (Scotland) Regulations 2015 Date Contract Strategy Approved: 10 December 2024 Tender Platform Utilised: PCS-Tender (PCST) Date Contract Notice Published: 10 December 2024 Total Expressions of Interest Received: 0 NLC Based Expressions of Interest: Tender Return Deadline: 20/1/2025 Number of Tenders Received: 1 Tenders from SME’s: 1 Tenders from NLC Based Tenderers: 0 Tenders from Supported Businesses: 0 Number of Non−compliant Tenders: 0 Number of Compliant Tenders: 1 Number of Recommended Tenderers: 1 Basis of Award: Quality: 80% Price: 20% Evaluation Team: Quality Assurance, Education and Families Team, Lived Experienced Panel Anticipated Start Date of the Agreement: 01 June 2025 Total Agreement Period (Months): 48 Awarded Value of the Agreement: £1,384,492 Page 120 of 122
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Appendix 3 – SME Status and location of all Tenderers Name of Tenderer Size of Tendering Organisation (Micro, Small, Medium or Large) Location (Local Authority / Council Area) Sacro Medium North Lanarkshire Page 121 of 122
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