Agenda Document Pack - Education, Children and Families Committee - 09/09/2025
North Lanarkshire Council · 9 September 2025
Back to Education, Children and Families Committee — 9 September 2025 and its agenda
Text extracted from the council's PDF. Layout and reading order may differ from the original.
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Clerk Name: Karen Swan Clerk Telephone: 07919 730272 Clerk Email: committee@northlan.gov.uk 29 August 2025 Members of the Education, Children and Families Committee Chief Executive’s Office Rachel Blair 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, 09 September 2025 at 14:00 PM which you are requested to attend. The agenda of business is attached. Rachel Blair Chief Officer (Legal & Democratic) Members : M McBride, A McCrory, A Ballinger, C Barclay, A Beveridge, M Boyd, H Brannan-McVey, B Burgess, A Bustard, T Carragher, C Costello, M Coyle, S Coyle, G Currie, P Di Mascio, H Dunbar, F Fotheringham, H Gray, M Hughes, T Johnston, J Jones, P Kelly, J Keltie, K Larson, G Lennon, J Logue, H Loughran, A Masterton, B McCluskey, P McDade, F McKay, R McKendrick, C McManus, M McPake, J McPhilemy, J Reddin, A Smith, A Stubbs, J Toner, N Wilson.M Clarkson, G McCormick, M McCrossan. Page 1 of 314
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Agenda 1 Declarations of Interest In Terms of the Ethical Standards In Public Life Etc. (Scotland) Act 2000 Operational 2 Early Learning and Childcare Submit report by Chief Officer (Education South) providing a progress update on the delivery of Early Learning and Childcare within North Lanarkshire. 5 - 18 3 Empowered Cluster - Update Submit report by Chief Officer (Education South) providing an update on the Empowering Clusters Model. 19 - 30 4 Report on Member Officer Working Group Review of Acceptable Walking Route Policy Submit report by Depute Chief Executive (1) providing feedback received from the consultation; and (2) seeking approval of the revised Walking Routes to School Policy. 31 - 84 5 Brighter Futures - Curricular Pathways Update Submit report by Chief Officer (Education North) (1) providing an annual update and key achievements of the Curriculum Pathways workstream including next steps, plans and ambitions looking ahead and (2) seeking approval of the 2025-2028 Developing the Young Workforce Delivery Plan. 85 - 130 6 Improving Outcomes - Service Improvement Report Session 2024-2025 & Service Improvement Plan 2025-2026 Submit a joint report by Chief Officer (Education North) and Chief Officer (Education South) highlighting key improvements and progress across the service in relation to priorities identified within the Service Improvement Plan for session 2024-25. 131 - 262 7 Transforming Places - Town and Community Hub Programme - Six Monthly Update on Progress Submit report by Chief Officer (Assets and Procurement) providing an update of the Town and Community Hub Delivery Programme. 263 - 278 Page 3 of 314
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Financial 8 Revenue Budget Monitoring Report Submit report by Chief Officer (Education North) (1) providing a summary of the financial performance of the Education and Families Service for the period 1 April 2025 to 20 June 2025 (Period 3) and (2) highlighting the projected outturn position as at 31 March 2025. 279 - 290 9 Annual Bad Debt Write-Off Exercise Submit report by Chief Officer (Education North) providing a summary of outstanding debtor accounts relating to previous financial years which are deemed either to be uncollectible following all attempts at recovery or are not economically viable to continue pursuing. 291 - 296 Contracts 10 Contract Award for Flexible Framework for Vocational & Skills Based Interventions Submit report by Chief Officer (Education North) seeking approval to the award a flexible framework agreement for Vocational & Skills Based Interventions. 297 - 310 11 Contracts awarded below Committee approval threshold Submit report by Chief Officer (Assets and Procurement) advising of contracts awarded since the last meeting of the Committee. 311 - 314 Page 4 of 314
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North Lanarkshire Council Report Education, Children and Families Committee Does this report require to be approved? ☐ Yes ☒ No Ref JMcP/JOH Date 09/09/25 Early Learning and Childcare From James McParland, Chief Officer (Education - South) E-mail McParlandJam@northlan.gov.uk Telephone Executive Summary This report provides Education, Children and Families Committee with a progress update and further recommendations on the delivery of Early learning and Childcare (ELC) within North Lanarkshire. ‘Deliver in partnership, by a skilled workforce, in stimulating and nurturing environments, high quality and flexible Early Learning and Childcare which is affordable and accessible for all.’ Recommendations It is recommended that Committee. (1) Acknowledge the changes in the annual admissions timeline, in response to the need to implement the annual ELC staffing exercise earlier in the academic session. (2) Acknowledge the implementation of an attendance policy within ELC. The Plan for North Lanarkshire Priority All priorities Ambition statement (7) Enhance collaborative working to maximise support and ensure all our children and young people are included, supported, and safe Programme of Work Statutory / corporate / service requirement Item 2 Page 5 of 314
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1. Background 1.1 North Lanarkshire has been delivering 1140 hours for all eligible children since September 2020 in accordance and compliance with Scottish Government policy and guidance. 1.2 The service continues to review processes across ELC to ensure best practice in terms offering flexible, accessible, and affordable high-quality provision to children and families. 1.3 A recent review was undertaken in collaboration with Human Resource (HR) team which focused on the need to update processes regarding the annual ELC staffing exercise. In turn this impacted on the need to review of the ELC admissions timeline. 1.4 In addition and in response to the launch of the School Attendance Policy it is also essential to monitor the attendance within the ELC sector, albeit ELC provision is non- statutory, it is important that absences and any concerns around child safety or family wellbeing are addressed. We recognise that establishing positive routines in the early years will impact and reinforce the links between regular attendance and positive outcomes for children. As such, the development and implementation of an ELC Attendance Guidance will allow us to capitalise on opportunities to strengthen early level transitions. 2. Report Early Learning & Childcare Annual Staffing Exercise / Admissions Timeline 2.1.1 The Early Learning & Childcare Team (ELCT) provide the Human Resource Business Partner Team (HRBPT) with admission data on agreed number of children for each Early Learning and Childcare establishment on an annual basis. 2.1.2 The HRBPT and ELCT review admission data to ascertain impact on staffing models across the ELC estate as per agreed staffing ratios. Consequently, this may result in an increase/decrease in staffing level entitlement, managed as part of the annual workforce staffing programme of work. 2.1.3 The priority is to realign affected staff members to alternative vacancies across the ELC estate, supported by ongoing engagement with our three signatory trade unions. 2.1.4 Committee are asked to note that due to the time required to implement the annual staffing exercise process, both the ELCT and HRBPT require to have admission data, for the following academic session at the earliest point, in line with other sectors, for example, pupil numbers for enrolment to primary 1 are gathered by the end of January. The ELC updated admissions timeline will enable ELCT and HRBPT to gather the required data and begin the annual staffing exercise mid-February, in time for the next academic session. 2.1.5 The change in the timeline will also have a positive impact on children transitioning to ELC, providing more time and opportunities to participate in transition activities. 2.1.6 Committee are asked to review and endorse Appendix 01, which outlines the recommended changes to the annual admission timeline, to support the annual staffing exercise. This exercise will commence mid-February once all on time applications have been allocated a placement for session 2026-2027. Page 6 of 314
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2.1.7 The change to the admission timeline, will see the deferred entry process being brought forward also. In previous years deferral applications would be submitted at the point children are enrolled for school. Head of Establishments will be updated on the changes. 2.1.8 The service will work closely with the Corporate Communications Team to ensure families; providers and all relevant agencies are well informed of the changes to the timeline. Committee is asked to note that the ELC website will be updated, and an enhanced admissions campaign for 2026/27 will be undertaken. Early learning and childcare | North Lanarkshire Council Early Learning and Childcare Attendance Guidance - Appendix 02/03 2.2.1 North Lanarkshire Council is committed to high-quality Early Learning and Childcare where regular attendance is vital to children’s learning, development, and wellbeing. Though attendance in ELC is non-statutory, it is important to monitor absences and address any concerns around child safety or family wellbeing. In addition, we recognise that establishing positive routines in the early years will impact positively and reinforce the links between regular attendance and positive outcomes for children. As such, this guidance will allow us to capitalise on this opportunity and strengthen early level transitions. 2.2.2 Strengthened guidance will ensure that attendance is closely monitored, that absences are followed up promptly, and that families are supported in overcoming barriers to regular attendance. This proactive approach will strengthen safeguarding children, particularly those who may be more vulnerable or at risk of harm. This will also allow establishments to provide additional support to families if required. 2.2.3 Although attendance is non-statutory, it is important that families are made aware of the procedures for reporting absences and encouraged to support regular attendance. Clear expectations should be communicated from the outset and reinforced throughout the year, within a supportive and inclusive environment. 2.2.4 Staff must maintain accurate daily attendance records using SEEMiS and remain vigilant to patterns of irregular or repeated absences. Any concerns should be discussed with the Senior Leadership Team and documented to inform appropriate support. Responses should align with the principles of the GIRFEC framework and follow staged intervention processes, involving multi-agency partners where necessary to address underlying issues and provide sensitive, tailored support. 2.2.5 In cases of unexplained absence, staff must make prompt contact with parents or emergency contacts on the first day. If contact cannot be established, the matter should be escalated to the setting’s management team and the child’s Named Person, typically their Health Visitor. 2.2.6 Where appropriate, child protection procedures should be initiated to ensure the child’s safety. All actions taken must be clearly recorded in line with policy. 3. Measures of success 3.1 To sustain the delivery of 1140 hours for all eligible children and families. Page 7 of 314
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3.2. To provide safe, high quality ELC for children across NLC. 4. Supporting documentation Appendix 01: Admissions Timeline Appendix 02: ELC Attendance Guidance Appendix 03: ELC Attendance Matters Leaflet James McParland Chief Officer (Education-South) Page 8 of 314
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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? HR and ELC will continue to work closely to ensure the annual staffing exercises are untaken in line with due processes, in partnership with trade unions 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 9 of 314
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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? 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? Work is being progressed with the corporate communications team, to ensure an enhanced admissions campaign is undertaken for session 2026/27. 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 10 of 314
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Appendix 01 ELC Admissions Timeline 2026-2027 DRAFT TIMEFRAME 2026-2027 ELC ADMISSIONS Actions Dates ELC Flexible Framework Closes September 2025 Launch Admissions 6 October 2025 Closing Date for Admission 28 November 2025 DEFERRED ENTRY DEADLINE (HT to discuss with parents) 5 December 2025 All Applications added to NAMS by close of business 5 December 2025 Letters to be issued to all on time applications Cat 1-5 (LA) & Cat 7 (funded providers/childminders) 27 February 2026 Page 11 of 314
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Appendix 02 Early Years’ Attendance Guidance Additional Guidance for Establishments Page 12 of 314
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Early Years’ Attendance Guidance 2 Document control Title Early Years’ Attendance Guidance Owner James McParland Contact Daniel Murray Governance Group E&F SMT Author Daniel Murray Contact murrayda@northlan.gov.uk Revision History Number Originator Date Review Commenced Revision description/record of change V1 D Murray Document Approvals Number Governance Group Date approval granted Date approval to be requested (if document still draft) Consultation Record (for most recent update) Status of document consulted upon Stakeholders consulted/date Strategic Alignment Next review date Review Date Page 13 of 314
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Early Years’ Attendance Guidance 3 Introduction North Lanarkshire Council is committed to providing high-quality Early Learning and Childcare (ELC), recognising that regular attendance is fundamental to children’s learning, development, and overall wellbeing. While we acknowledge that families may occasionally face challenges that affect nursery attendance, this updated process aims to reinforce effective partnership working, fostering early and proactive support to reduce barriers and promote consistent attendance. Early Learning and Childcare (ELC) staff work collaboratively with parents and carers to create a positive attendance culture. Although attendance in ELC is non-statutory, tracking absence patterns and addressing concerns remains vital—particularly when a child’s welfare or family circumstances may be impacted, and for establishing good attendance habits at the earliest opportunity in a child’s learning journey. This guidance outlines our shared commitment to encouraging regular attendance and provides clear procedures for identifying, monitoring, and responding to absences. This guidance should be read alongside North Lanarkshire’s Managing Attendance and Absence policy. Aims • Promote and sustain regular attendance across Early Years settings as a foundation for children's learning, development, and learning. • Identify and respond early to patterns of irregular attendance, ensuring timely and appropriate support for children and families. • Work collaboratively with families to understand and address barriers to attendance, offering sensitive, confidential support tailored to individual circumstances. Attendance Expectations Regular and consistent attendance during agreed hours is strongly encouraged to support children’s learning, development, and wellbeing. Families are expected to report any planned absences to the setting by 9:30am, even if their child starts later in the day. This ensures that staff can monitor attendance effectively and respond to any concerns promptly. Families will receive regular updates on their child’s attendance and progress, and settings will actively promote good attendance through ongoing communication, reminders, and positive reinforcement. Attendance expectations will be clearly outlined during enrolment and reviewed annually. Roles and Responsibilities To support the wellbeing and safety of all children, parents and carers are expected to: • Keep the setting informed of up-to-date telephone numbers and emergency contacts. • Notify the setting in advance of any planned absences. • Notify the setting by 9:30am on the day of any unexpected absence, even if your child starts later in the day. • Respond promptly to any contact from the setting regarding their child’s absence. • Share any concerns about their family circumstances with ELC practitioners or the child’s Named Person to ensure appropriate support is provided. Page 14 of 314
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Early Years’ Attendance Guidance 4 To support the wellbeing and safety of all children, early years staff will: • Foster a welcoming and inclusive environment to encourage regular attendance. • Respond sensitively to concerns raised by children or adults and support reintegration following prolonged absences. • Ensure the contact details of each child’s Named Person are readily accessible. • Inform parents/carers of the various communication methods available for reporting absences (e.g., in person, phone, text). • Provide regular reminders about the importance of following the absence reporting procedure. Monitoring and Tracking Attendance Attendance patterns will be reviewed regularly by the Senior Leadership Team as part of the setting’s ongoing monitoring and quality assurance processes. Any signs of irregular or declining attendance will be addressed appropriately. All Early Years’ settings are responsible for: • Maintaining accurate and up-to-date attendance records for all children using SEEMiS. • Monitoring unplanned absences and identify any patterns of concern, sharing these with the setting’s management team, parents and where appropriate, the child’s Named Person and/or other agencies, if required. • Documenting repeated absences and related actions in a chronology to support the child and family. Support for Families We understand that families may experience challenges that impact attendance. Support will be offered in a sensitive and confidential manner. Where appropriate, we will work in partnership with the child’s Names Person, Cluster Integration and Improvement Lead (CIIL), health services, social work, and whole family support teams, in line with the principles of the GIRFEC (Getting It Right for Every Child) framework and staged intervention process. Procedures for Unexplained Absences Should a child be absent without explanation, and there is no known risk around the child and family, the following procedure will be followed: Day 1 of absence: • The setting will attempt to contact the parent/carer and/or listed emergency contacts to confirm the child’s safety and reason for absence. If contact cannot be made the establishments will take appropriate action, including: • Contacting emergency contacts and any known family members. • Notifying the child’s Named Person and, if applicable, the Lead Professional. • Implementing Child Protection procedures when that is thought to be appropriate. Note: For ELC children, the Named Person is the child’s Health Visitor. Page 15 of 314
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Early Years’ Attendance Guidance 5 Safeguarding If a child is absent and there are known concerns around the family, immediate contact should be made with the Named Person and partner agencies, including Social Work for further advice. All actions should be recorded within the child’s chronology. Page 16 of 314
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MISS NURSERY, MISS OUT Did you know...? Some Children find it hard to attend Nursery…. Tell the Nursery as soon as you can if there is a problem. Don’t Worry... You are not on your own. We are here to help and to work with you and your family. All eligible children are entitled to up to 1140 hours of childcare Working Together… we can do it and make sure your child does not MISS OUT Regular attendance in an Early Learning & Childcare setting provides a wonderful foundation for children’s learning, development and wellbeing This document can be made available in a range of languages and formats, including large print, braille, audio, electronic and accessible formats. To make a request, please contact Corporate Communications at: corporatecommunications@northlan.gov.uk ’S urrainn dhuinn an sgrìobhaidh seo a chur ann an diofar chànanan agus chruthan, a’ gabhail a-steach clò mòr, braille, cruth claisneachd agus cruthan dealanach agus ruigsinneach. Gus iarrtas a dhèanamh, cuir fios gu Conaltradh Corporra aig: corporatecommunications@northlan.gov.uk Niniejszy dokument można otrzymać w wielu różnych językach i formatach, w tym również dużym drukiem, alfabetem Braille’a, w wersji dźwiękowej, elektronicznej i w innych dostępnych formatach. Prośby należy składać na ręce zespołu ds. komunikacji drogą elektroniczną na adres: corporatecommunications@northlan.gov.uk 此文件可以多种不同语言和格式提供，包括大字体、点字、音频、电子和易读格式。 如想提出请求，请联系企业传讯部：corporatecommunications@northlan.gov.uk ۔ ہے سکتا جا کیا ہمار � فر میں ںتورصو ئیسار لبلقا روا �نکالیکٹرا ،یوڈآ ،یلرلبر ،فوحر ےر�لبر لبشمو ںتورصو روا ںنوالباز مختلف کو ر��بروستاد سا :ئیںمار � فر بطہار پر سا سے ر����ش���ک����کمیو � �یٹرپورکا لیے کے تستاخورد مکر ہارلبر corporatecommunications@northlan.gov.uk CC_2025_00205 Produced by NORTH LANARKSHIRE COUNCIL Early Learning & Childcare Civic Centre Windmillhill Street Motherwell ML1 1AB e. elc@northlan.gov.uk NORTHLANARKSHIRE.GOV.UK NURSERY ATTENDANCE MATTERS SUPPORT FOR PARENTS AND CARERS DID YOU KNOW Page 17 of 314
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For a child under 5 years of age, nursery can be the most wonderful environment to set them on the path to becoming the people they will be. They are provided with a safe and comfortable environment where they are encouraged to be themselves and develop many of the skills that will help them in later life. However, we recognise that many families will encounter a variety of difficulties in trying to access and regularly attend their child’s nursery provision. North Lanarkshire Council’s Early Learning & Childcare staff are here to help parents and carers overcome any and all challenges they may encounter that affect their child’s ability to get the most out of their nursery placement. What we provide: • Regular attendance in an Early Learning & Childcare setting provides a wonderful foundation for children’s learning, development and wellbeing. • A wide range of support for children and families is available to ensure your child attends the setting that most suits their needs. • Our staff work collaboratively with families to understand and address any issues, offering sensitive, confidential support tailored to individual circumstances. • Staff will foster early and proactive support with your child, to reduce any barriers they may face in getting the best possible experience from their nursery place. Support will always be offered in a sensitive and confidential manner. • Whilst attendance in a nursery setting is not mandatory, tracking absences is a vital tool for our staff so that any concerns around a child’s welfare or family circumstances can be addressed urgently. • All our staff hold a shared commitment to encouraging regular attendance for children in their nursery setting by creating a welcoming and inclusive environment. • Staff will respond sensitively to concerns raised by children or adults and support reintegration following any prolonged absences. • A variety of communication methods are available for parents/carers to speak to staff regarding any concerns you may have. • When children are experiencing difficulties, our staff will work in partnership with your Health Visitor and other family support personnel to ensure that we are getting it right for every child. How you can help: • Keep your nursery setting informed of up-to-date telephone numbers and emergency contacts. • Notify your setting in advance of any planned absences, such as appointments and pre-planned holidays. • Notify your setting on the day, of any unexpected absence. For staffing purposes, we would ideally be informed of your child’s absence before 09:30 on the day. • Respond promptly to any contact from your setting regarding your child’s absence. • Engage in regular discussions and share any concerns about your family circumstances with ELC practitioners or the child’s Health Visitor to ensure appropriate support is provided. • Discuss any problems or difficulties with the nursery setting. Staff are there to help and will be supportive of any assistance you or your child may need. Page 18 of 314
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North Lanarkshire Council Report Education Children and Families Committee Does this report require to be approved? ☐ Yes ☒ No Ref JMcP/DM Date 09/09/25 Empowered Clusters – Update From James McParland, Chief Officer (South) E-mail mcparlandjam@northlan.gov.uk Telephone Executive Summary The Empowering Clusters model has proven to be a transformative approach in North Lanarkshire, enhancing the integration and delivery of services for children, young people, and families. Closely aligned with The Plan for North Lanarkshire and national priorities such as GIRFEC, Tackling Poverty, and Whole Family Support, the model supports a holistic, locality-based approach to wellbeing and education. Since its implementation in 2020, the model’s effectiveness has been validated through multiple external inspections, confirming its role in driving equity, inclusion, and improved outcomes. To further strengthen this integrated approach, the number of Empowering Clusters will reduce from 23 to 15, including an Empowered ASN Cluster. This realignment aims to deepen collaboration among schools, services, and localities, ensuring leadership and planning are more responsive to local needs. The revised model will enhance the use of data, promote equity, and enable more efficient resource allocation. It also reinforces the commitment to universal and targeted supports, ensuring timely and appropriate interventions for families requiring additional assistance. The new Empowered Cluster will maintain the operational function of the current cluster model, while aligning more closely with service and provision delivery and collaboration. Recommendations It is recommended that committee: (1) Acknowledge the contents of this paper. (2) Acknowledge the proposed operational planning for 15 Empowered Clusters. The Plan for North Lanarkshire Priority Support all children and young people to realise their full potential Ambition statement (7) Enhance collaborative working to maximise support and ensure all our children and young people are included, supported, and safe Programme of Work Resilient People Item 3 Page 19 of 314
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1. Background 1.1 Education and Families recognises the significant positive impact of the Empowering Clusters model in enhancing and integrating services for children, young people, and families across North Lanarkshire. The model aligns closely with The Plan for North Lanarkshire and the Programmes of Work: Resilient People and Brighter Futures. 1.2 To further strengthen this integrated approach, the Senior Management Team (SMT) has approved a plan to reduce the number of Empowering Clusters from 23 to 15. This review is designed to align more effectively with locality operating models, enhancing the service’s ability to integrate and respond collectively to localised and contextualised needs in partnership with internal and external stakeholders. 1.3 The enhanced model will place greater emphasis on whole family support, building on the strong foundation of integrated service delivery. It will also align with the revised operating model within Education and Families, which increases the number of permanent Education and Families Managers (EFMs) from 9 to 14, in addition to two Senior EFMs (SEFM), and two new additional SEIMs (Senior Education and Improvement Managers). Under this model, each Empowered Cluster will be supported by a SEFM/EFM and one Cluster Improvement and Integration Lead (CIIL). 2. Report Strategic Function of the Empowered Cluster Model 2.1 All children and young people are expected to benefit from universal supports and curricular experiences that promote positive health, wellbeing, and academic achievement. However, it is recognised that, at times, additional or more intensive support is needed for some individuals and families. 2.2 In North Lanarkshire, the Empowering Clusters model has been developed to facilitate timely and effective support through strong partnerships and integrated cluster working. This model places children and families at the centre of planning processes and ensures access to the right support, at the right time, within their local communities. The model has been endorsed through several external evaluations, including the Joint Inspection of Children’s Services, ADES collaborative improvement activity, and the HMIe National Thematic Inspection on Improvement. 2.3 Key drivers of the Empowering Clusters model include: • Getting it Right for Every Child (GIRFEC) • Tackling Poverty • Whole Family Support • Equity and Inclusion • Improvement • Curriculum, Learning, Teaching and Assessment (CLTA) 2.4 While the operational functions of the clusters will remain unchanged, the number of Empowered Clusters will reduce from 23 to 15. This change aims to better align mainstream clusters with locality-based operating models and strengthens collaboration across the ASN sector through the creation of an Empowered ASN Page 20 of 314
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cluster. The revised structure will enhance integration, enabling services to respond more effectively and collaboratively to local priorities and needs. Structure of the Empowered Cluster 2.5 An Empowered Cluster will consist of approximately, 8 to 13 schools, and will be supported by one Senior/Education and Families Manager (S/EFM) and one Cluster Improvement and Integration Lead (CIIL) as outlined below in figure 1. Figure 1 2.6 Almost all Empowered Clusters will be aligned to locality and catchment areas, strengthening connections with key services such as Community Learning and Development and Social Work. Airdrie Academy, Clyde Valley High School, Coatbridge High School, and St Margaret’s High School will retain their existing cluster arrangements due to the number of associated schools. 2.7 In recognition of their unique provision and pan-North Lanarkshire catchment, ASN schools will form a dedicated Empowered ASN Cluster. This bespoke cluster will ensure that the distinct needs of learners are met through strategic collaboration and integrated support. It will also enable stronger integration with peripatetic services from We Aspire and Virtual School, aligned to a Cluster Lead (CIIL), fostering inclusive practice and continuous improvement across the authority. 2.8 The integration of the Virtual School within the Empowered Cluster model aligns with the priorities of North Lanarkshire’s Children’s Services Plan by strengthening collaborative planning and targeted support for care experienced children and young people. By incorporating We Aspire and the Virtual School into cluster working builds on the strengths of both provisions in improving attendance and attainment through targeted interventions, while also expanding access to alternative and flexible learning pathways such as outdoor education, vocational programmes, and wider engagement activities. 2.9 Importantly, overall strategic and operational line management of the ASN schools will continue to remain with the two Senior EFMs. This arrangement allows ASN head Page 21 of 314
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teachers to meet collectively to address specific ASN priorities and needs, while also contributing to and engaging in cluster-level improvement work, as appropriate. 2.10 The effectiveness of the integrated ASN and mainstream clusters will be monitored closely to ensure we maximise benefits for all involved. 2.11 Early Learning and Childcare (ELC) establishments will be realigned to the revised Empowered Clusters model, based on catchment areas. This ensures that ELC settings in schools, family learning centres and partner providers are supported at periods of transition by their link CIIL. Empowered Cluster Meetings 2.12 Empowered Cluster meetings will take place termly and have a renewed focus on data informed improvement, collaboration and quality assurance. The S/EFM will lead the Empowered Cluster meeting, supported by the CIIL. A sample agenda is included as a reference in appendix 1. Empowered Cluster meetings will be incorporated within the E&F Annual Calendar and will further strengthen opportunities for collaboration between S/EFMs, and other central officers. 2.13 Individual school clusters including Early Years, will continue to arrange local level meetings which would focus on an agreed agenda which may include transitions and moderation. This approach allows school clusters that operate across local authorities to specifically target this work. 2.14 EFM remits will be updated to include direct oversight of self-evaluation, data analysis, and the improvement cycle, with a focus on link visits and planning for Validated Self-Evaluation (VSE). The Role of the CIIL 2.15 The Cluster Improvement and Integration Lead (CIIL) will continue to play a pivotal role in the realigned Empowering Clusters model. CIILs will be responsible for driving a strategic approach to Empowered Cluster improvement by coordinating planning and implementation across the system, aligned with both local and national priorities. 2.16 CIILs will also continue to deploy and direct the work of Cluster resources including the Cluster Support Teachers (CSTs) and Family Engagement and Support Assistants (FESAs), in consultation with Heads of Establishment. This work will take place under the direction and oversight of the designated Education and Families Manager (EFM). 2.17 The revised model retains the core remit of the CIIL while streamlining processes. The CIIL will continue to lead the strategic functions of the Empowered Cluster. 2.18 To ensure effective delivery, S/EFMs will continue to meet CIILs regularly, throughout the academic session to monitor progress and address any emerging issues. The Role of the Cluster Chair 2.19 During the early stages of the Empowering Clusters model, a rotational Cluster Chair role was introduced. This role was filled by volunteers from among the cluster Head Page 22 of 314
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Teachers. Two years ago, the position was formalised into a 23-month fixed term contract, with an associated salary increase. 2.20 The service faced challenges during the first round of recruitment. It took over a year to fully staff the roles, and these initial appointments are now approaching the end of their contracts. Currently, there are Empowering Clusters without a Cluster Chair. The service recognises the risk of maintaining a consistent approach across the Empowering Clusters moving forward, should Cluster Chair roles remain vacant. In those clusters without Cluster Chairs, it has been noted that the operational function of the model has been unaffected with CIILs and S/EFMs collaborating across the cluster to support ongoing improvements. 2.21 To address this, closer collaboration between the Education and Families Manager and CIIL, will help to ensure consistency and drive improvements across the Empowered Clusters. Recognising the risk noted above, and in line with the new operating model, the service proposes to end the Cluster Chair role and support greater empowerment of all Head Teachers equally within the cluster. This will ensure greater equity and consistency across clusters, further enhanced by additional support and challenge provided by the EFM. 2.22 To ensure a smooth transition to the new Empowered Cluster model, notice has been given to the seven remaining Cluster Chairs (table 1), that their temporary contracts will end on the 30th September 2025. This will also yield a saving for the service as outlined below in table 1. Between August and September, the seven Cluster Chairs will form part of a working group to support the effective transition into the new Empowered Cluster model, allowing us to maximise colleagues’ experience and skill base, embedding this in the new model. Table 1 Cluster Chair in Post Expected End Date Braidhurst HS 30th September 2025 Calderhead HS 30th September 2025 Caldervale HS 30th September 2025 Chryston HS 30th September 2025 Coatbridge HS 30th September 2025 Kilsyth Academy 30th September 2025 OLHS Cumbernauld 30th September 2025 Costs 2.23 Removing the role of the Cluster Chair from the Empowered Cluster model, will allow the service to realign approximately £96, 000 to support wider service improvement activity including raising attainment. 2.24 Currently, Cluster Chairs are funded through the central school support budget. This will continue until the seven Cluster Chair contracts come to an end on the 30th September 2025. Page 23 of 314
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Cluster Improvement Planning 2.25 For session 2025/26, Cluster Improvement Planning will not be required, with priorities integrated into school level improvement plans. A review will be undertaken by a working group, to establish a streamlined approach to ensure plans reflect local and national priorities in line with the school’s Empowered Cluster context. Cluster Level Planning for Children’s Wellbeing Meetings & GIRFEC 2.26 Planning for Children’s Wellbeing meetings at cluster level, will continue to be coordinated by the CIIL in consultation with Heads of Establishments. The CIIL will continue to have responsibility for ensuring these meeting dates are planned annually and partner agencies are invited to all meetings. Establishment Heads will be invited to discuss any child for their establishment being taken forward. The CIIL will share the action notes and minutes, and the Head of the Establishment will take forward agreed actions. 2.27 Within the revised model, all schools will continue to have access to Wellbeing Hubs within their locality. 2.28 Within the ASN cluster, a review will be undertaken to consider the additional level of a specific Planning for Children’s Wellbeing, Core Group and the Complex Needs Panel. Empowered Cluster Resources 2.29 The process for allocating and deploying cluster resources within the Empowered Cluster model will remain unchanged. The deployment of resources will continue to be overseen by the CIIL. Decisions will be informed by local data and aligned with the GIRFEC pathway, ensuring that support is targeted and responsive to the specific needs of children, young people, and families within each cluster. Quality Assurance 2.30 The realigned Empowered Cluster model will enhance quality assurance by providing streamlined access to centralised data. Starting next session, the NLC Power BI Dashboard will equip S/EFMs, CIILs, and Heads of Establishment with the insights needed to make informed, data-driven decisions at the cluster level. Additionally, the dashboard will integrate data monitored by CIILs, CSTs, and FESAs, offering a more comprehensive view of cluster improvement. 2.31 In addition, each primary school will participate in a Self-Evaluation for Continuous Improvement (SECI) trio or quad within their cluster. This collaborative model builds on recent Education Scotland training and promotes outward-looking, peer-supported self-improvement. Smaller clusters will also have the opportunity to collaborate with larger clusters on shared priorities, fostering a more cohesive and strategic approach to improvement planning. Implementation Timeline 2.32 The new Empowered Cluster model will be implemented from 30th September 2025, with full implementation of the enhanced approached planned for August 2026. Consultation and collaboration with Heads of Establishments, CIILs and wider partners will take place to support the effective transition into the new Empowered Cluster model. A suggested timeline for full implementation has been set out in appendix 2. Page 24 of 314
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3. Measures of success 3.1 Successful implementation of the revised Empowered Clusters model. 3.2 Efficient allocation of resources through increased use of data-informed decision making. 3.3 Rigorous self-evaluation and quality assurance resulting in improved outcomes for children and families. 3.4 Streamlining of services and partnerships resulting in strengthened family support within localities. 4. Supporting documentation Appendix 1 Empowered Cluster Agenda Appendix 2 Implementation Timeline James McParland Chief Officer (Education South) Page 25 of 314
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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 noted in the body of the report the proposal to cease the Cluster Chair role will result in the reallocation of funds. 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? Cluster Chairs will be removed from the Empowered Cluster operating model. Current Cluster Chairs will remain in post until 30th September. 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 26 of 314
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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? 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 Empowered Clusters model in North Lanarkshire is a universal, rights-based approach designed to benefit all children and young people by improving access to coordinated, inclusive support. It upholds the UNCRC by promoting participation, equity, and protection, and contributes to wellbeing through early intervention and integrated services. If Yes, has a Children’s Rights and Wellbeing Impact Assessment (CRWIA) been carried out? Yes ☒ No ☐ Page 27 of 314
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Appendix 1 Example of Empowered Cluster Meeting Agenda Empowered Cluster Meeting Standard Agenda Items 1. EFM Link Update EFM 2. Empowered Cluster Data EFM, CIIL & Head Teachers 3. Empowered Cluster Resources EFM, CIIL & Head Teachers 4. Collaborative Working EFM, CIIL & Head Teachers 5. Planning for Children’s Wellbeing EFM, CIIL & Head Teachers 6. AOCB Page 28 of 314
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Appendix 2 Implementation Timeline Phase Dates Activity Phase 1 May - August 2025 • Update Heads of Establishment and wider partners on the implementation of the new operational model. • Development planning with CIILs. • Audit Empowered Cluster Toolkit (page tiger). • Include Empowered Cluster meetings within E&F Annual Calendar. Phase 2 September - December 2025 • Confirm alignment of SEFM/EFMs and CIILs. • Establish working group including Cluster Chairs, CIILs and wider partners (including TU) to support terms of reference and implementation of new operating model. • Embed use of Power BI Cluster Dashboard to support improvement across the Empowered Cluster with a focus on attainment and attendance. • Update of progress to Heads of Establishment and partners Phase 3 January – April 2026 • Implementation of leadership framework for CIILs. • Review Cluster resource allocation in line with new operating model. Phase 4 May – June 2026 • Finalise Empowered Cluster policy and update Empowered Cluster Toolkit (page tiger). • Review planning and reporting. • Implement terms of reference. • Full implementation of new model in August 2026. *subject to change Page 29 of 314
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North Lanarkshire Council Report Education, Children and Families Committee Does this report require to be approved? ☒ Yes ☐ No Ref AMcP / MOWG Date 09/09/25 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 07939 280467 Executive Summary Following a motion agreed at Full Council on 3 October 2024, a Member Officer Working Group (MOWG) was established to review the Walked Routes to School Policy for home to school transport. An interim report was submitted to the Education, Children and Families Committee on 25 February 2025 which provided an overview of the proposed revisions to the Walked Routes to School Policy. Approval was also granted at this meeting to undertake a consultation on the revised draft policy. This report provides a summary of the feedback received during the consultation period on the proposed revisions to the policy. The report also provides a summary of the infrastructure works and costs which would be incurred to ensure existing walking routes comply with the updated revised policy. In addition, the report provides details of the benchmarking exercise undertaken to compare the revised policy with current guidance and approaches adopted in other authorities. A copy of the revised policy (The Assessment of Walked Routes to School Process) is attached for review and approval. As previously indicated, if approved, the revised policy would be formally implemented in August 2026 for the start of the 2026/27 academic year. Recommendations It is recommended that Committee: - 1) Reviews the content of the report and the work undertaken by the Member Officer Working Group. 2) Approves the revised Walked Routes to School Policy. 3) Agrees the revised policy will be implemented in August 2026. Item 4 Page 31 of 314
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1. Background 1.1 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. 1.2 The full motion agreed on 3 October 2024 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.’ 1.3 The working group was established on 13 November 2024 and thereafter confirmed governance procedures including a Terms of Reference, scope of work, and core objectives. The key activities of the MOWG included: 4) Reviews the potential capital and revenue financial impact of introducing the revised policy from August 2026. 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 Page 32 of 314
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• The review and update of the walking route assessment criteria with a focus on ensuring child safety. • A benchmarking of similar policies within other local authorities to ensure the North Lanarkshire Policy reflects best practice. • Ensuring the preparation and submission of future MOWG reports and recommendations to the Education, Children and Families Committee. 1.4 The MOWG requested and reviewed technical and operational information, data and reports from officers. The group also received a presentation from AtkinsRealis, the independent roads and infrastructure consultants, who were 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 metrics incorporated within the current Walked Routes to School Policy. 2. Report 2.1 The MOWG has undertaken a comprehensive review of internal information and prevailing national legislation and policies including the ‘Scottish Government - School Transport Guidance 2021’, comparative data from other local authorities and where necessary has sought additional technical responses and reports from NLC officers and external partners. 2.2 The MOWG have recommended a number of revisions to the existing policy taking into consideration the areas of concern raised within the original motion. A revised draft policy is attached at Appendix 1. The key changes included in the updated policy are as follows: • Lighting – to enhance confidence and personal security the MOWG agreed there should be a consistent lighting standard applied across all walking routes. The revised policy references that all sections of a walking route must be illuminated to be considered an acceptable. • Footpath Condition - To ensure footpaths are suitable for walking, wheeling and cycling, it is proposed that the standards adopted are consistent with other relevant North Lanarkshire guidance. Both the Council’s ‘Active Travel Strategy (2021)’, and ‘Paths for All – Surfacing Guide for Path Projects (2019)’ highlight that both bound and unbound surfaces are suitable walking routes. However, unbound surfaces will only be considered acceptable if the material is suitably compacted. For clarity, compacted earth would not be considered a suitable walking route and similarly areas that have experienced significant stone loss would not be considered suitable. • Watercourses - As part of the review, the MOWG also concluded that the danger associated with rivers, canals and lochs was not fully captured within the existing policy. Consequently, it is proposed to specify the water incursion risk tolerances that would be considered acceptable within the new policy. In practice the incursion risk must either be mitigated by an adequate barrier e.g. bridge parapet, fencing, 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 within the revised policy • Crossing Islands – The revised policy clarifies that pedestrian crossing islands must be a minimum width and depth of 1.5 metres to enable a 2 stage gap Page 33 of 314
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acceptance assessment to be undertaken. If this criterion is not met, the assessment must be undertaken as a single stage crossing. • Footpath Width – The revised policy also clarifies an acceptable footway/footpath would be defined as one a least 1.5 metres wide, have an even surface and be suitable for walking on. Reductions to a minimum width of 1 metre will be considered acceptable over short distances (up to 30 metres) to account for street furniture or where additional road safety infrastructure such as vehicle safety barriers or pedestrian guardrails are provided. The footway/footpath should be continuous or be an acceptable equivalent such as having a dedicated part of the road sectioned by white lining. Consultation on Revised Policy 2.3 The consultation period on the revised policy began on 4 April 2025 and ended on 30 May 2025. To encourage participation and feedback the consultation was supported by the following activities: • An Education Newsletter article was prepared to inform headteachers and schools of the consultation and request assistance from staff to facilitate Pupil Council meetings. • Targeted emails to Parent Councils’ and Community Boards. • An online survey was arranged. • A proforma was issued to schools to help encourage participation and submission of Pupil Council feedback. 2.4 In total 291 responses were received via the online survey, with a further 37 Pupil Council returns submitted via a dedicated mailbox. 2.5 Analysis of the online survey identified the breakdown of the 291 respondents as follows: • 23% Parent Council Members/Chairs • 1% Community Board Members • 76% Others The ‘Others’ category included: • 84% Individual Parents/Carers, • 14% Pupils/Students, • 1.4% Education Staff • 0.6% Miscellaneous Respondents 2.6 The survey set respondents two specific questions in relation to the proposed revisions to the policy. 2.7 Question 1 was: Do you agree with the proposed changes to the Walked Routes to School Policy? The online survey responses to question 1 are highlighted in the table below: Question 1 Response Actual Response %age Yes 90 31 In part 71 24 No 130 45 Page 34 of 314
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2.8 Question 2 was: Do you feel the proposed changes to the policy will improve the Walking Route assessment process? The online survey responses to question 2 are highlighted in the table below: Question 2 Response Actual Response %age Yes 96 33 In part 79 27 No 116 40 2.9 There were 30 Primary School and 7 Secondary School Pupil Council responses. The Pupil Council responses to question 1 are highlighted in the table below: Question 1 Response Actual Response %age Yes 24 65 In part 11 30 No 2 5 The Pupil Council responses to question 2 are highlighted in the table below Question 2 Response Actual Response %age Yes 25 68 In part 10 27 No 2 5 2.10 The Service received a further 8 written submissions during the consultation period. The written submissions raised issues around individual routes, general safety matters, the walking route assessment model and the consultation process. Review and Potential Impact of Revised Policy Changes 2.11 A desktop review of primary walking routes has been undertaken by the Service. This exercise has not identified any existing routes which would be classified as non- compliant when assessed against the revised policy. The Service will also instruct AtkinsRealis to undertake a formal review of primary walking routes to ensure there is a consistent and robust approach to assessment across both primary and secondary sectors. 2.12 A similar desktop review highlighted a number of secondary routes would be potentially non-compliant when assessed against the new policy prior to mitigation. AtkinsRealis were thereafter directed to undertake a detailed review of 46 secondary school walking routes against the revised criteria to verify pavement widths, lighting availability, and footpath conditions. This exercise also helped to identify possible mitigations or remedial works, including the adoption of amended walking routes, which would result in a route be assessed as compliant against the revised policy. 2.13 The table below highlights the outcome of the assessment of the 46 routes undertaken by AtkinsRealis against the revised policy. Page 35 of 314
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Action Required To Comply With Revised Policy Number of Routes 1. Minor Upgrades Required 22 2. Infrastructure Improvements Required 15 3. Compliant Following Amendment to Walking Route 2 4. Compliant Following Completion of Scheduled Capital Works 5 5. Ongoing Non-Compliant (Bus Service to Continue) 2 Total 46 2.14 Where route improvements or mitigations are not deliverable, the Service will engage with SPT to identify replacement transport contracts to commence from August 2026 2.15 In relation to the assessment of the revised policy, AtkinsRealis identified the majority of non-compliant routes resulted from the absence of, or requirement to upgrade footpath lighting. Three routes require footpath widening/upgrades, two watercourses require repairs to safety barriers, and a single crossing island does not meet the revised width requirements. 2.16 The Service has undertaken an initial assessment of the costs of the minor works and infrastructure improvements linked to categories 1 & 2 in the above table. Summary financial data is highlighted in the table below: Activity / Mitigation Cost (£) Lighting Projects 860,000 Footpath Upgrades 141,000 Footpath Widening 54,000 Total 1,055,000 2.17 Following assessment the ongoing non-compliant routes are: a. Croy / St Maurices HS. b. Glenmavis / Airdrie Academy HS. These walking routes have been classified as ‘ongoing non-compliant’ due to the range and complexity of infrastructure works which would be required to comply with the revised policy. A home to school bus service will continue to operate on these routes. 2.18 For comparative purposes the revenue costs of providing home to school transport in academic year 2023/24 for the 37 routes in categories 1 & 2 was £1,903,414. It is highly likely that these costs would increase due to inflationary pressures if they were tendered in future academic years. 2.19 The Service has recently outlined the potential capital and revenue funding impact of implementing the revised policy to the Strategic Capital Working Group (SCWG). The Service is preparing both capital and revenue funding plans alongside officers from Finance & Technology, which will be fully developed following committee consideration of the recommendations contained within this report. Benchmarking Exercise Page 36 of 314
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2.20 AtkinsRealis were asked to undertake an independent benchmarking exercise comparing the proposed revised policy against 21 other local authorities (see Appendix 4). 2.21 Three national or regional guidance notes have been referenced by AtkinsRealis which are typically employed by local authorities. These include: • Road Safety GB – Assessment of Walked Routes to School (2021). • Local Authority Road Safety Officers Association – Identification of hazards and the Assessment of Risk of Walked Routes to School (2000). • West of Scotland Road Safety Review – Guidance for Assessment Walked Routes to School (2014). 2.22 The benchmarking exercise recognised that there are various Local Authority assessment criteria, some of which are pertinent to the individual locality, rurality and diversity of the geographic area in which the assessment is undertaken. 2.23 The AtkinsRealis benchmarking report concludes the draft revised North Lanarkshire Council Walked Routes to School Policy addresses and is in accordance with the key assessment principles recommended within the national and regional guidance outlined above. 3. Measures of success 3.1 An updated Walked Routes to School Policy is approved and implemented by August 2026. 4. Supporting documentation Appendix 1: The revised Assessment of Walked Routes to School Process Appendix 2: Assessment of Walked Route to School – Route Inspection Form Appendix 3: Assessment of Walked Route to School – Gap Analysis Appendix 4: AtkinsRealis - Benchmarking Exercise Andrew McPherson Depute Chief Executive Page 37 of 314
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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? Information is provided in body of 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? Page 38 of 314
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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? 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? Page 39 of 314
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Yes ☒ No ☐ Page 40 of 314
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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 41 of 314
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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 the roles and responsibilities outlined in the statutory legislation and accompanying national guidance are adhered to. In particular the Scottish Government’s School Transport Guidance 2021 states ‘Parents remain responsible for their child’s journey to and from school or, where the authority is providing school transport (either through a dedicated service or local bus service), between home and the designated pick-up/drop-off point’. It is also presumed that all persons will exercise reasonable caution and comply with 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. Page 42 of 314
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2.2 A map of the route to be assessed should be attached to the written record of the assessment. 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. All sections of a walking route require to be illuminated to be considered acceptable. 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 Page 43 of 314
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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. 2.11 The assessor will determine 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 44 of 314
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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 3.2 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 45 of 314
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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 3.3 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. 3.4 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 3.5 The crossing time required for a child pedestrian to safely cross the carriageway will be calculated as: Crossing time (seconds)= Thinking time+ Carriageway width/walking speed For example based on 1 second thinking time, a carriageway width of 7.3m, and 0.9m walking speed the calculation is as follows: 1 +7.3/0.9 = 9.11 seconds crossing time. 3.6 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. 3.7 For a crossing to be considered acceptable, four visible gap times greater than the minimum crossing time should be Page 46 of 314
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recorded in five-minute intervals. Longer gaps could be classified as multiple gaps rather than one gap. 3.8 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. 3.9 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 47 of 314
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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 Page 48 of 314
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Comments if Unacceptable Page 49 of 314
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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 50 of 314
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TECHNICAL NOTE 1/33 School Walking Routes Assessment Policy and Process Review CLIENT AUTHOR DATE June 2025KGNorth Lanarkshire Council Document history DateAuthorisedReviewedCheckedOriginatedPurpose descriptionRevision JM CCCCKGFor Issue1.0 Client signoff Client North Lanarkshire Council Project School Walking Routes Assessment Policy and Process Review Project No. 100104291 Client signature / date 03/06/2025 Page 52 of 314
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2/33 TECHNICAL NOTE School Walking Routes Assessment Policy and Process Review 1. Introduction AtkinsRéalis has been commissioned by North Lanarkshire Council (NLC) to undertake a review and comparison of their amended assessment of walked routes to school policy and processes undertaken by NLC against walked routes to school policies and processes followed by other Local Authorities across Scotland. School walking route assessments are undertaken to determine if a route to school is acceptable in line with a Council’s adopted policy if applicable. NLC have recently drafted an amended Walked Routes to School Policy and associated assessment reporting templates. This review is being undertaken to inform and determine how NLC’s amended policy and assessment process compares to national and regional guidelines and local assessment policies and processes. To support this, NLC requested relevant information from other Scottish local authorities. 21 local authorities responded to the request for information on their respective school walking route assessment principles and processes. This review is based solely on the information provided by these authorities. This comparative review of the walked routes to school policies and processes is structured as follows: ▪ An overview of the various national and regional school walking route assessment guidelines ▪ An overview of the local authority responses provided ▪ An overview of additional local authority specifications if varied from the national or regional guidance ▪ NLC draft amended policy comparison against the identified assessment criteria from the above reviews. Page 53 of 314
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TECHNICAL NOTE 3/33 2. National / Regional Guidance and Process Review A review of the local authority responses provided has identified that the undertaking of school walking assessments is commonly based upon national and/or regional guidance. National and regional guidelines, outline the principles of walking route assessments and the assessment criteria upon which a route is considered acceptable. The national and regional guidance notes listed below are either used wholly or in part to form the basis of the assessment policies and processes undertaken by the local authorities identified in this review. ▪ Road Safety GB – Assessment of Walked Routes to School (2012, latest update 2021) ▪ Local Authority Road Safety Officers’ Association (LARSOA) - Identification of Hazards and the Assessment of Risk of Walked Routes to School (2000) ▪ West of Scotland Road Safety Forum (WoSRSF) - Guidelines for Assessing Walking Routes to School (2014). A review of these guidelines has been undertaken and can be found in Appendix A. Appendix A includes the key principles and criteria as stated in the guidelines. Key commonalities and differences between the 3 national/regional guidance documents are summarised below in Table 2-1, subdivided in line with the main assessment criteria of the guidelines. Table 2-1 - National and Regional Guidance Comparison Guidance Criteria/ Category Comparative Summary Assessment Principles ▪ All three documents specify the assessment considers road safety risks, created by traffic and highway environment. ▪ The WoSRSF notes that the assessment should note identified unmanageable road safety difficulties. ▪ Road Safety GB notes the presumption that all road users will follow the highway code, and that continuous judgement should be exercised particularly in rural areas or at obstacles. Route ▪ Both LARSOA and Road Safety GB note the assessment must cover the whole route from the child’s home. ▪ WoSRSF guidance requires walking the route in both directions. Page 54 of 314
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TECHNICAL NOTE 4/33 Accompaniment ▪ All three documents specify that the assessment assumes the child is accompanied as necessary. Time ▪ All three documents specify undertaking the assessment(s) during the morning as heaviest vehicle flows usually occur during this period unless proven the afternoon is busier. ▪ LARSOA and Road Safety GB both note undertaking a minimum of three surveys (one morning, one afternoon and another during the busiest period) with data recorded in 5-minute consecutive periods. Note: this assessment process differs from WoSRSF as traffic counts form part of these guidance’s. Footway ▪ LARSOA and Road Safety GB note that where a footway, footpath, bridleway or roadside strip of reasonable width and condition is available it is generally assumed to provide an available route. ▪ WoSRSF notes a footway should be continuous, excluding gaps up to 20m or a local equivalent such as a dedicated part of road with white lining. ▪ WoSRSF notes expected congregation areas should be of adequate width (i.e. bus pick up locations). ▪ All three documents specify that where neither a footway or verge is provided, consideration must be given to road width, traffic speed, traffic composition and visibility. ▪ All three documents note that a verge enabling step off may be suitable where a footway is not provided. ▪ LARSOA and Road Safety GB note the assumption that walkers will cross the road to utilise footways / roadside strips. ▪ LARSOA and Road Safety GB note that where an adequate footway is provided across the route and there is no need to cross the road, the route is deemed ‘safe’. Lighting ▪ WoSRSF and LARSOA note that the provision of lighting is not a considered factor. ▪ Road Safety GB notes that the absence of lighting alone does not make a route unsafe. Road Crossing ▪ All three documents note that where no crossing facilities exist (central refuge, pedestrian crossing, traffic signals), an assessment of the risk of generated by the crossing should be made. ▪ All three documents determine crossing difficulty / acceptability by considering the number of gaps in Page 55 of 314
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TECHNICAL NOTE 5/33 traffic flow within 5-minute periods and a walking speed of 0.9m. ▪ LARSOA and Road Safety GB note that for a crossing to be crossed without undue delay four gaps greater than the calculated road crossing time are required. ▪ WoSRSF notes that crossing acceptance requires four visible gap times greater than the calculated road crossing time. ▪ LARSOA and Road Safety GB note that longer gaps could be classified as multiple gaps. ▪ WoSRSF notes the assessment will consider visibility for both pedestrians and vehicles and consider factors such as speed and carriageway width. ▪ Road Safety GB and LARSOA note where a road needs to be crossed the visibility should allow a vehicle to stop given the 85%ile speed. Stopping distances should be taken as those in the Highway Code. Traffic Classification ▪ WoSRSF notes that there is no need to classify vehicles as pedestrians do not consider vehicle type when determining whether or not to cross. ▪ LARSOA and Road Safety GB recommend traffic counts are recorded as ‘light vehicle’ / ‘passenger car’ (PCU) equivalent values. Traffic Volume ▪ Road Safety GB notes that where the two-way (one- way on dual carriageway) traffic flow is less than 240 the road is assessed as safe to cross. ▪ LARSOA notes where the half hour two-way (one- way on dual carriageway) traffic flow is less than 240 the road is assessed as safe to cross. ▪ WoSRSF notes that where vehicle volumes per hours are less than 240 vehicles there will be suitable gaps in traffic to allow safe crossing. Accident Record ▪ LARSOA and Road Safety GB note the consideration of the route’s accident record with Road Safety GB adding this should cover a minimum period of 3 years. Both note the existence of an accident record does not necessarily indicate that the route is unsafe. ▪ WoSRSF does not reference accident records Page 56 of 314
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TECHNICAL NOTE 6/33 In reviewing the national and regional guidance it has been identified that generally there is consistency in the criteria considered as part of the assessment. Although there are some variations in the specific assessment processes, such as the number of assessments required and the requirement for traffic data collection/classification, the assessment principles and the factors assessed in determining route acceptability are largely consistent. 3. Local Authority Policy and Process Review Appendix B compiles information from the 21 responses received from local authorities regarding their approach to assessing walked routes to school. This appendix identifies which respondents conduct school walking route assessments and details the national or regional guidance that informs their respective assessment processes, where applicable. Of the 21 respondents, 6 either do not reference national or regional guidance when conducting walking route assessments or do not conduct assessments. 1 local authority is in the process of drafting a policy, while 1 has an established local-level process in place. 15 of the 21 respondents conduct school walking assessments using the national/regional guidance documents noted above. Of these, 6 indicate that they apply additional or amended processes and criteria beyond the national or regional guidance. Where a local authority assessment process varies from the specified national/regional guidance these amendment or additions are outlined in Appendix C. For ease of comparison these are sub divided against the identified key assessment criteria. 4. NLC Policy and Processes Comparison A review of national and regional guidance and local authority policies and processes has enabled the identification of recommended assessment criteria when undertaking walked routes to school assessments. All identified criterion has been compiled and compared against NLC’s amended walked routes to school policy to determine if these variables form part of NLC’s amended assessment policy. Table 4-1 below compares NLC’s amended policy against the criteria provided within the national and regional guidance documents noted above. Table 4-2 confirms if NLC’s Draft amended policy covers the criteria identified where the local authority have additional criteria over and above the national and regional guidance that they have adopted. If applicable a comparison on the inclusions has been provided. Page 57 of 314
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TECHNICAL NOTE 7/33 It is noted that assessment criteria have variable weightings in determining route acceptability. For completeness, this comparison exercise accounts for all identified criterion, both those that alone impact the assessment outcome and those to be considered holistically in determining the assessment result (acceptable or unacceptable). Table 4-1 Comparison of NLC amended policy against criteria identified within National and Regional Guidance Assessment Criteria within National and Regional Guidance NLC Amended Policy Assessment Principles In line with national / regional guidance recommendations. Route In line with national / regional guidance recommendations. Accompaniment In line with national / regional guidance recommendations. Time In line with WoSRSF guidance recommendations. Footway Generally, in line with national / regional guidance recommendations, with amended Policy specifying footway/footpath minimum width requirements, the need for barriers if minimum width is unachieved and required surface conditions. Lighting Exceeds national / regional guidance recommendations, with updated policy specifying the route should be illuminated to the Council’s current standards. Road Crossing Generally, in line with national / regional guidance recommendations, particularly the assessment considerations / processes of WoSRSF. Traffic Classification Generally, in line with national / regional guidance recommendations, particularly the assessment considerations / processes of WoSRSF (No requirement to classify vehicles). Traffic Volume In line with national / regional guidance recommendations. Accident Record In line with national / regional guidance recommendations. Page 58 of 314
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TECHNICAL NOTE 8/33 Local Authority Assessment Criteria Additional Criteria Detail Accompaniment Yes NLC’s amended policy In line with national / regional guidance recommendations. In addition to the above national / regional assessment assumption that children will be accompanied as necessary, Orkney Islands and Shetland Islands Councils specify that the process assesses the routes suitability in account of one pupil being accompanied (not multiple). Time Yes NLC’s amended policy specifies that assessments are undertaken in the morning unless evidenced the afternoon would be more problematic. This is in line with WoSRSF guidance. Fife Council specifies that routes are assessed in the hour before the morning bell and the hour after the afternoon bell as per in line with LARSOA and Road Safety GB guidance. Footway Yes As outlined above, NLCs amended policy specifies minimum footway widths 1.5m with reduction to 1m acceptable up to 30m. conditions. The policy identifies required surface conditions. In addition to the above national / regional assessment considerations regarding footways / footpaths Orkney Islands, Shetland Islands and North Ayrshire Councils specify the normal minimum width is defined as one metre wide. West Lothian Council specify that the route must be paved. Fife Council notes that where footways are less than 1m consideration is given to multiple factors (see Appendix C) Table 4-2 Comparison of NLC Draft Amended Policy against additional criteria identified within Local Authority process. Additional Local Authority Criteria Considered in NLC Amended Policy (Yes/ No) Page 59 of 314
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TECHNICAL NOTE 9/33 Verge Widths / Shape Yes NLC’s amended policy specifies the footway / footpath / verge conditions required to be suitable (these are in line with other relevant guidance). It also specifies a verge on a road with light traffic flows can be stepped on when traffic is passing. The amended policy outlines width and condition criteria for route sections to be walked along. This is identified as an assessment consideration for Orkney Islands Council noting grass verges are generally not suitable for walking on but can provide refuge (step-off). Orkney Islands and Shetland Islands Councils specify that on roads with low or very low traffic flows a verge providing step-off is considered suitable for a school walking route as long as visibility is adequate. Additionally, Shetland Islands Council notes that where traffic flows are low but 85%ile speeds exceed 53mph they normally require a footway / roadside strip with minimal breaks. Off-Road Paths No NLC’s amended policy does not reference these features specifically. Fife Council specifies that for off road routes, assessing officers will consider the interaction of site- specific factors (surface, lighting, visibility/sightlines, surrounding walls, vegetation or other barriers, advice from Police Scotland). Routes through cemeteries, graveyards, crematoria and places of worship will not be considered available for the route assessment. Lighting Yes Requirement for routes to be lit. East Dunbartonshire and Fife Councils note that the provision of lighting should be considered and noted respectively. Inverclyde and West Lothian Councils specify the route must be lit. Roundabout Crossing No NLC’s amended policy does not reference these features specifically. Page 60 of 314
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TECHNICAL NOTE 10/33 Fife Council notes that when crossing an exit road on a roundabout, assessors should record any observed uncertainties caused by vehicles movements on the roundabout. Refuge Island Dimensions Yes NLC are the only authority to outline specify minimum dimensions for refuge islands. HGVs / Large Vehicles No NLC’s amended policy does not reference HGV/ Large Vehicles specifically however the policy outlines that classification is not needed as pedestrians do not consider vehicle classification when determining whether or not to cross (in line with WoSRSF guidance). HGV’s/ Large Vehicles are specified as an assessment consideration for Orkney Islands and Shetland Islands Councils where HGV’s/ Large Vehicles exceed 10 in the hourly flow in which the assessment is undertaken. Traffic Speed No NLC’s amended policy does not identify speed limit specific criteria. North Ayrshire Council noted that routes adjacent to roads with a speed limit above 40mph are not considered acceptable. Accident Data Yes NLC’s amended policy specifies that most weighting is given to collisions involving school aged children within school term time and school travel times. North Ayrshire Council noted that in reviewing collision data for a route particular consideration is given to those recorded at school times and school aged casualties. Watercourses Yes NLC are the only authority to outline assessment criteria specific to watercourse protection. Weather Yes NLC’s amended policy specifies that the assessment is based on normal conditions and that parent’s / carers are responsible in deciding suitable alternatives where extreme events are experienced. Page 61 of 314
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TECHNICAL NOTE 11/33 East Dunbartonshire notes varying weather and seasonal conditions should be considered. Fife Council notes the impact of weather on a route’s availability may be taken into account e.g. flooding. Orkney Islands and Shetland Islands Councils both note that their process considers average conditions. The assessment considers suitability of the route in both summer and winter, taking into consideration the significant differences in daylight between seasons and exposed route sections. Structures (bridges, cattle grids, retaining walls, culverts) No NLC’s amended policy does not reference these features specifically. This is identified as an assessment consideration for Orkney Islands Council noting these may pose a hazard. Ditches No NLC’s amended policy does not reference these features specifically. This is identified as an assessment consideration for Orkney Islands Council. Signage No NLC’s amended policy does not reference these features specifically. This is identified as an assessment consideration for Orkney Islands Council. Trunk Road No NLC’s amended policy does not reference these features specifically. Fife Council notes that where a route is along and / crosses (at surface) a trunk road, assessors will liaise with Transport Scotland. Gradient No NLC’s amended policy does not reference these features specifically. Fife Council notes that the presence of a road gradient should be noted but does not make a route unavailable. Path, ramp or step gradients are not considered. Page 62 of 314
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TECHNICAL NOTE 12/33 Air Quality No NLC’s amended policy does not reference these features specifically. Fife Council specifies that unless recommended through an Air Quality Action Plan, air quality is not considered. Page 63 of 314
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13/33 TECHNICAL NOTE 5. Conclusion This review has identified that NLC’s amended walked routes to school assessment policy is in line with the key assessment principles recommended within national and regional guidance, particularly in its alignment with the principals and processes in WOSRSF. Whilst it has been identified that the NLC amended policy does not specifically reference all of the additional assessment criteria given within the 21 local authority responses, it is recognised that these variations in criteria amongst local authorities may reflect the diverse geographical environments within which the assessments will be undertaken. Additionally, these criteria are noted as considerations as part of the assessment process and do alone determine a routes acceptability. Although these additional criteria may not be specifically referenced in NLC’s amended policy, it is outlined that it ‘cannot cover every eventuality and situation as there are many subtle variations’ emphasising that ‘each route will be considered on its individual merits’. It also notes that ‘any points of concern out with the criteria will be noted by the Education and Families Service’. Page 64 of 314
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TECHNICAL NOTE 14/33 Appendices Page 65 of 314
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TECHNICAL NOTE 15/33 Appendix A. National / Regional Guidance Review Page 66 of 314
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Appendix A Guidance Criteria West of Scotland Road Safety Forum (WoSRSF) - Guidelines for Assessing Walking Routes to School (2014) Local Authority Road Safety Officers’ Association (LARSOA) - Identification of Hazards and the Assessment of Risk of Walked Routes to School (2000) Road Safety GB - Assessment of Walked Routes to School (2012, latest update 2021) This assessment considers the road safety risks resulting from pedestrian and vehicle conflict or safety hazards resulting from defects within the road such as tripping points. Personal security issues are not addressed by this assessment.' In assessing the safety of an available route consideration is given only to the potential risk created by traffic, highway and topographical conditions, not personal safety It is essential that each case be considered objectively on its merits' When assessing the safety of an “available route”, only the potential risk created by traffic, the highway and topographical conditions should be considered (1). Each case must be considered on its own merits. Where possible the assessment should be carried out on foot.' Varying weather and seasonal conditions are considered within the assessment; however, the result can only be based upon “normal” conditions and not extremities. In such cases, parents/guardians will have to decide on appropriate action.' During the assessment, any hazards that present unmanageable road safety difficulties be noted.' The presumption is made that all road users follow the highway code and drive to the conditions of the road.' In many rural areas, the exercise of continuous judgement is likely to be required. No criteria can provide all the guidance or answers to every situation that may be encountered.' Where there is an obstacle such as a narrow bridge along the route, professional judgement will have to be used to assess the relative risk of passing it. The gap criteria given above may be useful and assist in this type of situation.' The assessment must cover the whole route from the child’s home i.e. gate to the gate of the school. If a traffic calming scheme or 20 mph zone for example, has been introduced in the vicinity of the school, it is unlikely to mean that the whole route can be assessed as ‘safe’.' The whole route from the child's home to the school should be assessed at a time children would normally be travelling to and from school.' The assessment will require the route to be walked in both directions on a school day and where practicable at a time when the child or children would be expected to walk.' Accompaniment In carrying out the assessment, it is assumed that the parent or carer has arranged for the child to be accompanied as necessary by a responsible person.' It is assumed that the child is accompanied as necessary by a responsible parent or carer.' It is assumed that children are accompanied as necessary by a responsible parent or carer (2).' Route National and Regional Guidance Assessment Principles Page 67 of 314
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Guidance Criteria West of Scotland Road Safety Forum (WoSRSF) - Guidelines for Assessing Walking Routes to School (2014) Local Authority Road Safety Officers’ Association (LARSOA) - Identification of Hazards and the Assessment of Risk of Walked Routes to School (2000) Road Safety GB - Assessment of Walked Routes to School (2012, latest update 2021) National and Regional Guidance Accompaniment 'If hazards are identified that are unreasonable for supervised, child pedestrians to cope with these should be listed along with any recommended measures required to mitigate them.' Time The heaviest vehicle flows usually occur during the morning journey period. Therefore, the site surveys should generally be conducted during this period, unless it is proven that the afternoon period is the busier. The crossing should be walked in both directions to ensure adequate visibility from both sides of the road.' The heaviest vehicle flows usually occur during the morning journey period. Therefore, the site surveys should generally be conducted during this period, unless it is proven that the afternoon period is busier, in which case assessments should be carried out during that travel time sector. A minimum of three one hour site surveys must be conducted, the data being recorded in 5-minute consecutive periods. The minimum of a one hour survey in the morning immediately before the school day commences and another immediately after the end of the school day. In addition, a further survey should be conducted during the busiest period, which may be either in the morning or afternoon.' Site surveys should usually take place during the period before schools starts in the morning as this is when traffic flow is generally heaviest, unless it can be shown that the afternoon flow is heavier. 'Further surveys should take place at the end of the school day and again at whichever period has the heaviest traffic flow, giving a minimum of three surveys. Data should be recorded in 5 minute consecutive periods.' Where a footway is provided it should be continuous – excluding gaps of up to 20m – or be an acceptable local equivalent, for example, dedicated part of road sectioned by white lining.' Where there is a footway or roadside strip of reasonable width and condition, public footpath or a bridleway, this will normally be assumed to provide an available route for that part of the journey.' A footway, roadside strip of reasonable width and condition, a public footpath or bridleway will all normally be assumed to provide an available route for that part of the journey (3) Areas where children are expected to congregate such as bus pick up points should be of adequate size to safely accommodate the required number of pedestrians.' Some routes may lie along roads that have neither footway nor verge. On such roads, consideration must be given to the width of the carriageway, traffic speed and composition (such as frequent long / heavy goods vehicles) and to both pedestrian and driver visibility. (that is, sharp bends with high hedgerows or other obstructions to visibility). Refer to the flow chart for guidance (Appendix 1).' Many available routes may lie along roads that have neither footway nor verge. On such roads, consideration must be given to the width of the carriageway, traffic speed and composition (such as frequent heavy goods vehicles) and to visibility (i.e. sharp bends with high hedgerows or other obstructions to visibility).' Many available routes may lie along roads that have neither a footway nor verge. On these roads the width of the carriageway, traffic speed and type of traffic (e.g. frequent long or heavy goods vehicles) as well as visibility/sight lines that may be affected by sharp bends, high hedgerows or other obstructions must be considered. It is likely that if a route is found to be lacking in ‘step offs’ then it is also likely to have issues with adequate visibility – the features that affect the availability of ‘step offs’ often impact on visibility – hedges, gradients etc. However, there may be exceptions to this.' Footway Page 68 of 314
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Guidance Criteria West of Scotland Road Safety Forum (WoSRSF) - Guidelines for Assessing Walking Routes to School (2014) Local Authority Road Safety Officers’ Association (LARSOA) - Identification of Hazards and the Assessment of Risk of Walked Routes to School (2000) Road Safety GB - Assessment of Walked Routes to School (2012, latest update 2021) National and Regional Guidance A dedicated footway or footpath is not required for a route to be deemed suitable. The availability of “step-off” areas from the carriageway e.g., a grass verge may be deemed sufficient.' Where a verge exists, on a lightly trafficked or narrow road, which can be stepped on to by the child and accompanying person when vehicles are passing, it can normally be assumed to provide an available route for that part of the journey. This is what is referred to in these guidelines as a ‘step-off' On a road with light traffic flow a verge that can be stepped on by a child and accompanying parent when traffic is passing can normally be assumed to provide an available route. This is known as a “step off” (4)' Any faults will be picked up by the normal inspection procedures of the Roads authority.' These guidelines assume that the walker will cross the road to utilise the footway or roadside strip.' It is assumed that the road or side roads will be crossed to use a footway or road side strip (5)' If there is a Footway of adequate width throughout the whole length of the journey, and there is no need to cross the road, then the route is ‘safe’. (Informed judgement by the professional may be necessary, dependent upon traffic flows and the nature of the route)' If there is an adequate footway throughout the whole length of the journey, and there is no need to cross the road, then the route is “safe”. (Informed judgement by the professional may be necessary depending on traffic flows and the nature of the route)' Lighting Guidelines state the presence or absence of street lighting on a route is not considered to be a factor.' The presence or absence of street lighting on a route is not considered to be a factor.' On its own the absence of street lighting does not make a route unsafe' Where pedestrians are required to cross a road the availability of any facility (for example, central refuges, pedestrian crossing, traffic signals etc) to assist such crossing should be taken into consideration. Where no crossing facility exists, a suitable location should be identified, and an assessment of the risk generated by crossing the road should be made.' Where road crossings are necessary, the availability of any facility (e.g. central refuges, pedestrian crossings, traffic signals etc.) to assist such crossing should be taken into consideration. Where no crossing facilities exist an assessment of the risks which may be generated by crossing the road (bearing in mind the traffic speed and flows, sight lines etc.,) should be made.' Where roads need to be crossed, the availability of crossing facilities such as central refuges, pedestrian crossings or traffic signals should be taken into consideration. Where no crossing facilities exist the risk assessment of the route should include consideration of each road crossing, bearing in mind traffic speed and flows, sight lines etc.' The difficulty of crossing at a site can be assessed by considering the number of gaps in the traffic flow which are acceptable to pedestrians. The difficulty of crossing at a site can be assessed by considering the number of gaps in the traffic flow that are acceptable to pedestrians. Road Crossing Footway Page 69 of 314
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Guidance Criteria West of Scotland Road Safety Forum (WoSRSF) - Guidelines for Assessing Walking Routes to School (2014) Local Authority Road Safety Officers’ Association (LARSOA) - Identification of Hazards and the Assessment of Risk of Walked Routes to School (2000) Road Safety GB - Assessment of Walked Routes to School (2012, latest update 2021) National and Regional Guidance Crossing time and visible gap time The crossing time required for a child pedestrian to safely cross a carriageway should be calculated as: Crossing time (seconds) = thinking time + carriageway width / walking speed This is based on 1 second thinking time and a walking speed of 0.9metres per second for example, 1+ 7.3 / 0.9 = 9.11 seconds The visible gap time in traffic is the time between approaching vehicles in either direction to reach the crossing point. At sites where visibility is limited 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 pedestrians to cross the road. For a crossing to be considered acceptable, 4 visible gap times, each greater than the crossing time, is required in each 5 minute period.' Where vehicles enjoy free-flowing conditions the gaps between successive arrivals are randomly distributed and the waiting time for an acceptable gap may be found to be relatively short. However, in such conditions speeds are likely to be higher than normal and in consequence the length of the gap required to facilitate a safe road crossing will be longer. An acceptable gap in which to cross, from kerb to kerb varies from person to person. The majority of pedestrians will accept a gap of 4-6 seconds at normal urban vehicle speeds to cross two lanes of traffic and even shorter gaps at slow vehicle approach speeds. Other groups may require somewhat larger gaps, of around 10 to 12 seconds or even longer. (The above is an extract from Local Transport Note 1/95)' Free flowing traffic may provide gaps randomly and fairly frequently but speeds tend to be higher and gaps would need to be longer in order to cross the road safely.' The survey should record the number of gaps, in each 5- minute period, which are greater than the road crossing time (using 3 feet per second as the walking speed). Four gaps in each 5-minute period indicate a road, which is reasonably able to be crossed without undue delay. It may be necessary to analyse the gap lengths, since long gaps could be interpreted to be, and classified as multiple gaps. Further information about methods which might be used to determine gaps which would facilitate safe road crossings can be obtained by referring to Local Transport Note 1/95 which deals with the assessment of sites for proposed pedestrian facilities.' The survey should record the number of gaps in each 5 minute period that are longer than the road crossing time, using 0.91m per second as the walking speed. Four gaps in each 5 minute period indicate a road that can be crossed without too much delay. Longer gaps could be classified as multiple gaps rather than as just one gap. Transport Note 1/95 (Department for Transport) gives further information on assessing gaps in traffic flow for road crossings.' When there is a need to cross the road in order to use the opposite Footway, or to improve sight lines, it may be necessary to identify the safest crossing places. It may be helpful to provide advice about the safest crossing places.' If roads have to be crossed to use a footway or to improve sight lines then it may be necessary to give advice about safe crossing places.' Road Crossing Page 70 of 314
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Guidance Criteria West of Scotland Road Safety Forum (WoSRSF) - Guidelines for Assessing Walking Routes to School (2014) Local Authority Road Safety Officers’ Association (LARSOA) - Identification of Hazards and the Assessment of Risk of Walked Routes to School (2000) Road Safety GB - Assessment of Walked Routes to School (2012, latest update 2021) National and Regional Guidance Road Crossing The assessment will consider the visibility of both the pedestrian and the vehicles as well as considering factors such as carriageway width and vehicle speeds.' If a crossing manoeuvre is required on the route, the available visibility at the location should allow for a vehicle to stop given the 85%ile speed of the flow of traffic and the stopping distances required for vehicles as stated in the Highway Code If a road needs to be crossed the visibility at the location should allow a vehicle to stop, given the 85%ile speed (the speed at which 85% of the vehicles travel below) of the traffic flow. Vehicle stopping distances should be taken as those given in the Highway Code.' There is no need to classify vehicles, as pedestrians do not consider vehicle classification when determining whether to cross or not.' (i) It is recommended that the traffic counts be recorded as ‘light vehicles’ equivalent values, by using the following multiplication factors: Standard Vehicle Units (SVU’s) For Recording Purposes 3 pedal cycles = 1 SVU 2 motorcycles = 1 SVU 1 car = 1 SVU 1 light vehicle = 1 SVU 1 HGV/PCV = 2 SVU’s (ii) Where the half-hour two-way [one-way on dual carriageways] traffic flow is below 240 the road is assessed as safe to cross' It is recommended that traffic counts are recorded as “passenger car” equivalent values (PCUs), by using the following factors: Passenger Car Units 3 pedal cycles = 1 PCU 2 motorcycles = 1 PCU 1 Car = 1 PCU 1 light goods vehicle (up to 3.5 tonnes gross weight) = 1 PCU 1 Bus/Coach (over 3.5 tonnes) = 2 PCUs Goods Vehicles (over 3.5 tonnes) = 2 PCUs Goods Vehicles (over 7.5 tonnes/multi axle lorries) = 3 PCUs A special assessment may be required to determine whether or not there are special factors, which will enable the road to be crossed in reasonable safety. These factors may include for example traffic interrupters.' Traffic Volume This is covered in the measurement of traffic volume. Vehicle volumes of 240 vehicles per hour and under indicate there will be suitable gaps in traffic to allow safe crossing. This will be used as a guide where deemed necessary by the assessing officer. More detailed investigations will only be made where this is considered necessary for example, road crossing times and visible gap times.' Where the two way (one way of a dual carriageway) traffic flow is below 240 vehicles per hour the road is assessed as safe to cross. This is based on the original County Road Safety Officers Association criteria and is equivalent to 1 vehicle every 15 seconds and allows a reasonable gap time to cross a 7m wide road at a walking speed of 0.91 metres per second. A written record of any vehicle counts should be kept. If the site assessment shows that traffic flow is greater than 240 vehicles per hour and limits the opportunities to cross, then a gap count assessment could also be carried out.' Traffic Classification Page 71 of 314
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Guidance Criteria West of Scotland Road Safety Forum (WoSRSF) - Guidelines for Assessing Walking Routes to School (2014) Local Authority Road Safety Officers’ Association (LARSOA) - Identification of Hazards and the Assessment of Risk of Walked Routes to School (2000) Road Safety GB - Assessment of Walked Routes to School (2012, latest update 2021) National and Regional Guidance Traffic Volume The traffic flow can vary from very low on some country roads to very heavy in urban areas. It will also vary on individual stretches of road depending on the time of day and in some cases time of year and day of the week. Suggested flow levels: Low traffic flow – up to 400 vehicles per hour Medium traffic flow – 400 to 840 vehicles per hour Heavy traffic flow – over 840 vehicles per hour Accident Record The assessor will wish to be aware of the accident record for the route in question, as it relates to the school journey. Note: The existence of an accident record on the route does not necessarily indicate that the route for the purpose of the school journey is ‘unsafe’. Referral may need to be made to appropriate colleagues within the Local Authority to determine the type, nature and relevance of the accident record in order to establish whether or not recognition should be given to the data, and to what extent.' The accident record for the route over a minimum period of 3 years should be taken into consideration. The existence of an accident record does not necessarily indicate that the route is unsafe for the journey to school, this would depend on the type, nature and relevance of the incidents. Advice from colleagues working with road casualty data may need to be taken.' Page 72 of 314
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Guidance Criteria West of Scotland Road Safety Forum (WoSRSF) - Guidelines for Assessing Walking Routes to School (2014) Local Authority Road Safety Officers’ Association (LARSOA) - Identification of Hazards and the Assessment of Risk of Walked Routes to School (2000) Road Safety GB - Assessment of Walked Routes to School (2012, latest update 2021) National and Regional Guidance Reporting A completed road safety assessment should be reported to the Education Authority stating whether the route is considered acceptable to be walked or not. If hazards are identified that are unreasonable for supervised, child pedestrians to cope with these should be listed along with any recommended measures required to mitigate them. For a route to be classed as non-hazardous there needs to be:- Both A A continuous adequate footway on roads which carry normal to heavy traffic or “Step offs” on roads which have light traffic flow but adequate sight lines to provide sufficient advance warning to drivers and pedestrians. or on roads with very light traffic flow, no “step offs”, but sufficiently good sight lines to provide adequate advance warning. And B If there is a need to cross roads there must be:- Sufficient gaps in the traffic flow and sight lines to allow enough opportunities to cross safely. or Crossing facilities (eg zebra, pelican crossings) Pedestrian phase at traffic lights (including necessary refuges) School Crossing Patrol Pedestrian refuges For a route to be classed as non-hazardous there needs to be:- Both A A continuous adequate footway on roads which carry normal to heavy traffic or “Step offs” on roads which have light traffic flow but adequate sight lines to provide sufficient advance warning to drivers and pedestrians. or on roads with very light traffic flow, no “step offs”, but sufficiently good sight lines to provide adequate advance warning. And B If there is a need to cross roads there must be:- Sufficient gaps in the traffic flow and sight lines to allow enough opportunities to cross safely. or Crossing facilities (eg zebra, pelican crossings) Pedestrian phase at traffic lights (including necessary refuges) School Crossing Patrol Pedestrian refuges Page 73 of 314
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TECHNICAL NOTE 23/33 Appendix B. Local Authority Respondent Information Page 74 of 314
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Appendix B National / Regional Guidance Used/ Referenced Local Authority Guidance / Policy Used Local Authority Assessment Process Specifications Local Authority Assessment Reporting Specifications Additional Information North Lanarkshire Council West of Scotland Road Safety Forum - Guidelines for Assessing Walking Routes to School North Lanarkshire Council - The Assessment of Walked Routes to School Process (2025, draft) Yes - see Appendix C Assessment recording document - 'Route Inspection Form Gap Analysis' Aberdeenshire Council LARSOA - Identification of Hazards and the Assessment of Risk of Walked Routes to School Road Safety GB - Assessment of Walked Routes to School Aberdeenshire Council - Home-to- School Transport (2018) 'Any parent/carer who has concerns over the safety of the walk route to their child’s PUDO or, alternatively, the safety of the PUDO itself, may bring the matter to the Passenger Transport Unit who will instigate an appropriate safety assessment. Parents/carers should, however, be aware that in determining the safety of the walk route and/or PUDO, it is presumed that the child is accompanied by a responsible adult.' No N/A Argyll and Bute Council West of Scotland Road Safety Forum - Guidelines for Assessing Walking Routes to School N/A No N/A Ayrshire Roads Alliance N/A N/A No N/A Response notes that a review of several walking routes was recently undertaken with pupils and elected members to establish what routes would actually be taken identify any issues such as lack of safe crossing opportunities or missing footway links. Clackmannanshire Council N/A N/A No N/A Response notes that assessments of 'walked routes to school' are not undertaken Local Authority InformationLocal Authority Page 75 of 314
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National / Regional Guidance Used/ Referenced Local Authority Guidance / Policy Used Local Authority Assessment Process Specifications Local Authority Assessment Reporting Specifications Additional Information Local Authority InformationLocal Authority Comhairle Nan Eilean Siar N/A Comhairle Nan Eilean Siar - Home to School Travel Policy 'Where the safety of a walking pupil is in question, parents have the primary responsibility for ensuring their child’s safe arrival at school. Where the parent of a pupil who is not entitled to Home to School Transport maintains that it is not safe to walk to the pupil’s school, the education authority will take a decision on the matter considering: - The responsibilities of the parents - The age of the pupil(s) The width of the carriageway - The presence or otherwise of footpaths - The presence of lighting - The presence of crossing facilities - The existence of a public service - The presence of high banking, ditches or other roadside features - Any temporary road conditions which may exist at the time - Any home to school travel plans in operation in the vicinity (see 12.1) - Any other factors which may exceptionally be relevant.' No Assessment recording document - 'Comhairle Nan Eilean Siar - School Transport Route Assessment' Page 76 of 314
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National / Regional Guidance Used/ Referenced Local Authority Guidance / Policy Used Local Authority Assessment Process Specifications Local Authority Assessment Reporting Specifications Additional Information Local Authority InformationLocal Authority Dumfries and Galloway Council Road Safety GB - Assessment of Walked Routes to School Dumfries and Galloway Council - School Transport Policy (2023) 'Any request to review on the grounds of road safety on a Council adopted public road will consider the suitability of the route and road environment, as well as the specified Pick-Up /Drop-Off points, on the assumption the child is accompanied by a responsible person (refer to para 2.3). This will generally apply to all pupils using that route and will be carried out by the Roads Service ‘Network Strategy and Road Safety Team' No N/A Dundee City Council Road Safety GB - Assessment of Walked Routes to School Dundee City Council - Travel Assisstance Policy and Guidance (2022) This applies to specific rural situations within the city boundary only. Designated school bus services will be provided (for the unsafe element of the route as a minimum) if the route to school is deemed unsafe because: - the child or young person has to walk a route which does not comply with Road Safety GB ‘Assessment of Walked Routes to School’ guidance and, - the alternative safe route is beyond the walking distances specified above No N/A East Dunbartonshire Council West of Scotland Road Safety Forum - Guidelines for Assessing Walking Routes to School LARSOA - Identification of Hazards and the Assessment of Risk of Walked Routes to School East Dunbartonshire Council - Guidelines on Assessing Walking Rotues to School (2010) Yes - see Appendix C Assessment recording documents - Route Inspection Form Traffic Census & Gap Count Form Page 77 of 314
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National / Regional Guidance Used/ Referenced Local Authority Guidance / Policy Used Local Authority Assessment Process Specifications Local Authority Assessment Reporting Specifications Additional Information Local Authority InformationLocal Authority East Lothian Council N/A East Lothian Council - Walking routes to schools, Route assessment guidelines (Date N/A) No N/A East Renfrewshire Council West of Scotland Road Safety Forum - Guidelines for Assessing Walking Routes to School N/A No N/A Falkirk Council Road Safety GB - Assessment of Walked Routes to School (Internal assessment) N/A No N/A Response noted that internal assessments are based upon the Road Safety GB guidance. External assessments are undertaken by a consultancy and no baseline guidance referenced Fife Council Road Safety GB - Assessment of Walked Routes to School Fife Council - Walked Routes to Schools Assessment Policy (2019) Yes - see Appendix C Assessment recording document - Walked Route Assessment Form Glasgow City Council West of Scotland Road Safety Forum - Guidelines for Assessing Walking Routes to School N/A No Assessment recording document - WoSRSF Walking Route Assessment Checklist Inverclyde Council West of Scotland Road Safety Forum - Guidelines for Assessing Walking Routes to School N/A Yes - see Appendix C N/A Midlothian Council N/A N/A - at the time of writing, in the process of updating policy N/A N/A North Ayrshire Council Road Safety GB - Assessment of Walked Routes to School N/A Yes - see Appendix C N/A Information provided via Teams call with North Ayrshire 19/05/2025 Orkney Islands Council Road Safety GB - Assessment of Walked Routes to School Orkney Islands Council - Assessment of School Walking Routes Policy (2021) Yes - see Appendix C N/A Perth & Kinross Council LARSOA - Identification of Hazards and the Assessment of Risk of Walked Routes to School Road Safety GB - Assessment of Walked Routes to School N/A No Assessment recording document - Route Assessment Form Scottish Borders Council Road Safety GB - Assessment of Walked Routes to School N/A No N/A Page 78 of 314
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National / Regional Guidance Used/ Referenced Local Authority Guidance / Policy Used Local Authority Assessment Process Specifications Local Authority Assessment Reporting Specifications Additional Information Local Authority InformationLocal Authority Shetland Islands Council Not specified. Briefing note provided outlines 'The audit framework is based on our current understanding of national guidance and best practise amended as appropriate for Shetland.' Shetland Islands Council - School Transport Policy (2024) Appendix A: Briefing Note - Assessment of School Walking Routes Yes - see Appendix C A report on the route is prepared after it has been walked and driven by the assessing Engineer. This report summarises the salient features and details of the route and identifies any particular points of concern. Where particular improvements or maintenance works would significantly enhance the safety of the route these will be noted.' West Lothian Council N/A West Lothian - School Transport Policy (date N/A) Yes - see Appendix C N/A Page 79 of 314
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TECHNICAL NOTE 29/33 Appendix C. Local Authority Process Specifications Page 80 of 314
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Appendix C North Lanarkshire East Dunbartonshire Council Fife Council Inverclyde Council North Ayrshire Council Orkney Islands Council Shetland Islands Council West Lothian Council 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.' In carrying out the assessment, it is also assumed that all persons will exercise due care and adhere to basic road safety rules.' The adopted policy in Shetland provides each walking route a ‘Pedestrian Suitability Factor’ or PSF. This is an arbitrary ranking number in the scale of 1 to 4 and is used to compare pedestrian safety on one route against another - the higher the number, the less suitable the route. Currently, routes with a PSF of 1 or 2 are suitable; routes with factors of 3 and 4 are not suitable, and will require pupils to be provided with school transport.' 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.' 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.' The main parameters considered during the process are as follows: -Traffic Speed - Consideration is given to both the average and 85% speeds. Attention will be given to excessive speed during the walking periods. - Verge Widths and Shape - Grass verges are generally not considered suitable for walking along but are used to provide refuge when meeting oncoming vehicles. - Structures along the Route - Bridges, cattle grids, retaining and boundary walls and culverts may pose a hazard in certain circumstances. - Existing signage - Footway / Streetlighting Provision - Ditch Location, Width and Depth (Ony notes those variable from baseline national guideance) Accompaniment 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.' Parents/carers may want to consider additional appropriate measures, for example, the use of fluorescent or light-coloured clothing etc. It is assumed that all children walking a route will be accompanied by their parent/carer or another responsible adult where appropriate; that they wear suitable clothing and footwear; remain vigilant and alert at all times and that they will comply with all aspects of the Highway Code relating to pedestrians.' The assessment process is to be used to assess the suitability of a route for one accompanied pupil It is not practical to consider all potential variables for example the presence of a pram or buggy, double buggy or additional children.' The audit process does not consider a circumstance where the accompanied child is further accompanied. This is because it may not be the case, and if it is then by what – one other child, a pram or buggy, double buggy and additional children? It is not practical to take into account all of the variable and changing circumstances of each household accessing school walking routes. Therefore, the process considers the standard requirement of an accompanied child.' Time 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.' '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.' Walking routes are assessed by a core team of Assessing Officers who will walk the route on a school day, in the hour before morning bell time and the hour after afternoon bell time, to observe and note the features of the route and to gather additional information as required. They use a walked route assessment form (Appendix B) to record their findings.' Footway 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.' The route must have an all weather surface.' Local AuthoritiesLocal Authorty Assessment Specifications Route Assessment Principles Page 81 of 314
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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.' For all sections of road where there is a footway or roadside strip of greater than 1 metre in width, capable of being walked along, the route is considered to be available for that part of the journey. Verges and other unsurfaced strips at the side of a road will only be considered available if they can be walked without hindrance from vegetation or other obstacles and are free from undulations.' Information provided via Teams call - footways / foopaths / verges are to be a minimum of one metre. Footway and roadside strips are those surfaces which are considered to provide an adequate width and a reasonable surface condition to facilitate walking. The normal minimum width is defined as “at least one metre wide”.' Footway and roadside strips are those surfaces which are considered to provide an adequate width and a reasonable surface condition to facilitate walking. The normal minimum width is defined as “at least one metre wide”. For the reasons given previously this surface is not considered in relation to prams or buggies, only walking.' The route must be paved and of adequate width, or be a shared roadway.' Where a footway or roadside strip exists, but is less than 1 metre in width, assessing officers will consider the interaction of site- specific factors, including the following, to determine availability: - length of footway less than 1m width - ability to step off onto an adjacent verge - any necessity to step off onto the road itself - traffic flow and speed limit - sightlines/visibility - additional footway obstructions - accident data.' 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).' Where there is no suitable footway or roadside strip on roads where the two-way traffic flow (one way of a dual carriageway) is less than 240 vehicles per hour, the route may still be considered available if: - there are verges which provide a “step off” for pedestrians when vehicles are passing, or, - the width of the carriageway, observed speed, volume, composition of traffic and visibility deem the route as available.' A verge is considered to be an area of ground adjacent to the road carriageway that is not considered suitable for walking along. This area may however provide space for “step-offs”. The normal minimum requirement for a step-off is a reasonably firm and even surface with a minimum width of 0.5 metre over a 1.5 metre length.' A verge is that area of ground adjacent to the road carriageway that is not considered suitable for walking along. This area may provide space for “step-offs”. The normal minimum requirement for a step-off is a reasonably firm and even surface with a minimum width of 0.5m over a 1.5m length.' For off-road routes, which include parks, wooded areas, grassland and public spaces, assessing officers will consider the interaction of site-specific factors including: - surface - lighting - visibility/sightlines - surrounding walls, vegetation or other barriers - advice from Police Scotland. Routes through cemeteries, graveyards, crematoria and places of worship will not be considered available for the purposes of route assessment.' 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.' Lighting Routes will also need be illuminated to the Council’s standard.' The presence or absence of street lighting on the route is a considered factor.' Street lighting or its absence should be noted but does not make a route unavailable on its own.' Response outlines - 'Route must be lit.' The route must be lit.' 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 Where no crossing facility exists a suitable location should be identified and an assessment of the risk generated by crossing 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.' 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.' Where a crossing point is required on an exit road from a roundabout, assessors will observe and record any potential uncertainties, caused by vehicle movements on the roundabout itself, which could cloud the decision to cross at the crossing point.' Footway Road Crossing Page 82 of 314
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Where a walk route is along or crosses (at surface) a trunk road, the assessors will liaise with Transport Scotland as to any specific, additional requirements for consideration.' If a crossing manoeuvre is required on the route, the available visibility at the location should allow for a vehicle travelling at the 85%ile speed of the flow of traffic and the stopping distanced required for vehicles as stated in the Highway Code. Varying weather and seasonal conditions should be considered. As a rough guide, visibility should be:- - Urban Area (30-40mph) - 7 seconds - Rural single carriageway - 8 seconds - Rural dual carriageway - 9 seconds' There is no need to classify vehicles, as pedestrians do not consider vehicle classification when determining whether to cross or not.' When traffic counts are conducted as part of any assessment, traffic counts will be recorded as “passenger car” equivalent values (PCUs), by using the following multiplication factors: Passenger Car Units 3 pedal cycles = 1 PCU 2 motorcycles = 1 PCU 1 Car = 1 PCU 1 light goods vehicle (up to 3.5 tonnes gross weight) = 1 PCU 1 Bus/Coach (over 3.5 tonnes) = 2 PCUs Goods Vehicles (over 3.5 tonnes) = 2 PCUs Goods Vehicles (over 7.5 tonnes/multi axle lorries) = 3 PCUs If an automatic vehciles counter is used that does not privde vehcile classification data, then some observation of the traffic flow and vehicle composition will be conducted.' HGV and other large vehicles are only considered relevant where their numbers are greater than 10 in the hourly flow corresponding with the walking period and where this constitutes more than 10% of the traffic volume. Routes that present abnormal or exceptional road safety hazards will be seen to exist regardless of the total traffic volumes.' 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.' On roads with low and very low traffic flows a verge providing sufficient “step-offs” is considered suitable for a school walking route, as long as there is also adequate visibility.' On roads with low and very low traffic flows a verge providing sufficient “step-offs” is considered suitable for a school walking route, as long as there is also adequate visibility.' In Shetland many of our main and improved roads carry low levels of traffic flow but at a high speed. Therefore, along roads where flows are defined as low (less than 400 vehicles per hour two- way) but 85% speeds are greater than 53mph, we normally require the walking route to be provided by way of footway and roadside strips with minimal breaks.' The assessment of traffic flows and speeds is carried out using data collected at peak morning and afternoon travel periods during a minimum of three school days.' The assessment of traffic flows and speeds is undertaken from count information covering the morning and afternoon travel periods of at least 3 school days. This is accepted nationally as allowing a reasonable approximation of the typical scenario for travel to and from school.' HGV and other large vehicles are only considered relevant where numbers are greater than 10 in the hourly flow corresponding with the walking period, and where this constitutes more than 10% of the traffic volume.' Information provided via Teams call - roads subject to a speed limit above 40mph are not considered suitable for the route to go along. Accident Data 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.' 'The pedestrian accident record for the route over a minimum period of three years will be taken into consideration.' Information provided via Teams call - collision data is reviewed with particular consideration given to school travel times and casualty age. Traffic Volume/ Speed Traffic Classification Road Crossing Page 83 of 314
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Watercourses 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.' Weather 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.' Varying weather and seasonal conditions should be considered.' Weather is not considered in the assessment of walk route availability. However, the impact of weather on a route’s availability may be taken into account e.g. regular flooding making a route impassable.' Adverse weather can occur at any time of the year and, as such, the process takes into account average conditions. In the case of Orkney, the assessment considers the suitability of the route separately for summer (return from Easter break through to October break) and winter (return from October break through to Easter break), taking into consideration the significant differences in daylight between these seasons. Weather conditions may be considered as a factor in the winter months’ assessment for particularly exposed sections. However, it remains the parent’s responsibility to decide whether or not it is safe for their child to travel to school in bad weather, either by transport or on foot. Parents are responsible for ensuring that their pupils have suitable clothing, footwear, reflective clothing or other visibility aids, torches etc. appropriate for the walking route and weather conditions.' Parents are responsible for ensuring that their children have suitable clothing and footwear, reflective clothing or other visibility aids, torches etc. as may be appropriate for the walking route and weather conditions. Poor weather can occur at any time of the year and as such the process considers average conditions. However, in Shetland the assessment goes beyond the national guidance in considering the suitability of the route separately for summer (April to October) and winter (October to March). This is in recognition of the significant differences in daylight between the different seasons. Extreme weather conditions may be considered as a factor in the winter months assessment for particularly exposed sections, but ultimately it is the parent’s responsibility to decide whether it is safe or not for their child to travel to school in bad weather, either by transport or on foot.' Gradient The presence or absence of a road gradient should be noted but does not make a route unavailable on its own. Check the list of road lengths >=12% (1 in 8) and >=100m (provided by Roads & Transportation) held on file. Path, ramp and step gradients are not considered as part of an assessment.' Air Quality Unless recommended through an AQAP (Air Quality Action Plan), air quality will not be considered as one of the criteria for defining walk route availability.' Page 84 of 314
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North Lanarkshire Council Report Education, Children and Families Committee Does this report require to be approved? ☒ Yes ☐ No Ref Date 09/09/25 Brighter Futures – Curricular Pathways Update From Barry Smedley, Chief Officer (Education – North) E-mail Smedleybar@northlan.gov.uk Telephone Executive Summary The Plan for North Lanarkshire’s Programme of Work has just seven priorities of which Brighter Futures is one. Brighter Futures has six separate and intricately linked workstreams. Reflecting on academic session 2024/2025, this report provides elected members and committee with their annual update on the work and key achievements of the Curriculum Pathways workstream including next steps, plans and ambitions looking ahead. (See appendix 1: Developing the Young Workforce Delivery Plan 2025-2028) In session 2024/2025, the Curriculum Pathways workstream focused on the following outputs/deliverables for children and young people to develop skills for learning, life and work and to enable them to realise their full potential: • Expanding curriculum pathways/progression routes within key industry sectors to connect to employment • Advancing equalities in curriculum pathways for children and young people 3-18 years • Developing and implementing play-based approaches in early years Recommendations It is recommended that Committee: (1) Acknowledges and endorses the work undertaken, progress made and proposed next steps. (2) Approves the content of the 2025-2028 Developing the Young Workforce Delivery Plan (Appendix 1). The Plan for North Lanarkshire Priority Support all children and young people to realise their full potential Ambition statement (6) Raise attainment and skills for learning, life, and work to enhance opportunities and choices Programme of Work Brighter Futures Item 5 Page 85 of 314
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1. Background 1.1 The Brighter Futures Programme of Work to 2028, aligns with the overarching ambition of The Plan for North Lanarkshire—to deliver inclusive growth and prosperity for all. This priority is designed to support and improve educational attainment, enhance employment opportunities, foster entrepreneurship, and promote volunteering across all communities 1.2 Brighter Futures is underpinned by a commitment to equity and inclusion, ensuring that all children, young people, and adults—regardless of background or circumstance— can access the support and opportunities they need to thrive. This includes targeted interventions to address the attainment gap, support care-experienced young people, and improve outcomes for those with additional support needs or protected characteristics 1.3 The Brighter Futures Programme of Work also aligns with the Council’s equality outcomes for 2025–2029, which aim to ensure that schools are safe, accessible, and inclusive, and that young people with protected characteristics have increased opportunities to develop employability skills 1.4 A key theme within Brighter Futures is the development of Curricular Pathways—a strategic approach to ensuring that all children and young people benefit from coherent curriculum planning and high-quality learning experiences. This includes the introduction of structured pathways in work-based learning and routes to employment, helping to equip learners with the skills and confidence needed for life beyond school. 1.5 Through a collaborative, data-informed, and community-focused approach, Brighter Futures seeks to build a resilient, skilled, and confident population equipped to contribute to and benefit from North Lanarkshire’s economic and social transformation. 2. Report Expanding Curriculum Pathways and Advancing Equalities within key industry sectors linked to employment (Deliverables 1-3) 2.1 As part of North Lanarkshire’s ongoing curriculum development, the ‘What Matters to Us?’ Pupil Conference held in September 2024 marked a pivotal moment in shaping the future of education across the council. With 130 pupils from 107 schools and 22 clusters leading the conversation, this event placed learner voice at the heart of curriculum transformation. 2.2 The insights gathered strongly aligned with national thinking around learner pathways, highlighting the need for more engaging, interdisciplinary learning, greater curriculum choice, and a stronger emphasis on life skills. Themes of kindness, respect, and meaningful pupil voice reinforced the importance of young people as active partners in shaping their education. 2.3 This work makes a significant contribution to the council-wide conversation on curriculum pathways and rationale. It not only reflects the aspirations of our learners but also sets a strategic direction for future planning. The feedback from this conference will be used to inform curriculum design at both local and authority levels. Page 86 of 314
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2.4 The Secondary Improvement Cycle (SIC), introduced in 2024/25, has become an important driver for challenging curriculum design and improving outcomes for young people. By aligning with key data points and supporting flexible school contexts, it has enabled schools to begin to rethink pathways and progression routes. 2.5 Collaborative forums in the cycle, such as Self Evaluation for Continuous Improvement (SECI) meetings and Attainment Twilights, have fostered strategic dialogue and shared practice. Overall, the SIC has strengthened self-evaluation and challenged schools to deliver more ambitious, learner-centred improvement planning. 2.6 North Lanarkshire Central officers are working as part of the West Partnership in their recently established Senior Phase Profiling and Diploma of Achievement Group. This work aims to embed the values of equity, excellence, and empowerment across its networked learning system. 2.7 The group, comprising local authority officers, headteachers and practitioners from all eight member authorities, is focused on enhancing learner outcomes through innovative approaches to project based learning and personalised pathways. 2.8 The group is particularly interested in the use of effective profiling to capture learner progress, and in embedding skills development across the curriculum. 2.9 Still in its early stages, the group is working to identify and overcome barriers in both the Broad General Education (BGE) and Senior Phase, trialling new practices and sharing successful strategies across the region. Engagement with external partners, including awarding bodies, further and higher education institutions, and employers, is also underway to ensure the work is informed by a broad range of perspectives and is aligned with future learner needs. 2.10 A pilot of the Curriculum Thinking Pathway was completed this session with 13 schools across primary, secondary, and ASN sectors. This included updates to progression pathways across the curriculum, with the integration of a critical thinking logo in each context to support clarity. The pilot highlighted strong interest in further development, while also revealing variability in staff confidence and understanding around the application and assessment of critical thinking. 2.11 A full skills framework aligned to the Career Education Standard at each level has been developed and will be moderated to ensure robust progression. An extended pilot is proposed for next session to support verification, with a view to a full launch by the end of the academic year. 2.12 There has been a significant increase in the number of establishments achieving Rights Respecting Schools status across the authority. As of the latest reporting period: • 27 schools have achieved Gold status • 54 schools have achieved Silver status • 55 schools have achieved Bronze status • 14 schools are currently Registered and working towards accreditation 2.13 This represents 96.7% of all schools actively engaged in the Rights Respecting Schools programme, reflecting a strong commitment to embedding children's rights in school culture and practice. Page 87 of 314
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2.14 The number of secondary schools delivering the Mentors in Violence Prevention programme has increased post Covid from eleven to eighteen, with the expansion set to take effect in August 2025. This growth demonstrates a continued focus on equipping young people with the skills to challenge gender-based violence and promote respectful relationships. 2.15 A comprehensive three-year programme is underway to ensure all staff receive training in LGBT awareness. To date, five secondaries have achieved and been awarded the LGBTI Charter mark. 2.16 This programme aims to foster inclusive environments for all learners and staff, aligned with national equality and diversity priorities. 2.17 During session 2024/25, a total of 64 senior phase young people undertook Higher National Certificates in partnership with New College Lanarkshire. These qualifications provided young people with the opportunity to gained higher level industry recognised awards whilst still at school. The HNC programmes covered a range of vocational areas including Computer Aided Design, Construction Management, Cyber Security and Social Care. These programmes enabled young people to gain knowledge and practical skills aligned aligned to growth job sectors and labour market demands and provide direct entry to year 2 of a Higher National Diploma at New College Lanarkshire, progressing to year 3 of a University of West of Scotland degree. 2.18 Foundation Apprenticeships were delivered in partnership with New College Lanarkshire and training providers Tigers Ltd. 95 senior phase young people were enrolled across various level 6 FA programmes including Social Services Children and Young People, Social Services and Healthcare, Creative Digital Media and Civil Engineering. 2.19 Level 5 Foundation Apprenticeships saw a total of 193 young people enrolled in Construction/Built Environment with either New College Lanarkshire or Tigers Ltd. A further 45 young people undertook a Foundation Apprenticeship in hospitality which was delivered within Cardinal Newman High School’s newly renovated Snapdragon Training Kitchen and restaurant, providing an introduction to the industry through practical work-based learning. 2.20 In addition to Higher National Certificates and Foundation Apprenticeships, 33 young people engaged in a Level 4 Automotive programme offered through our partnership with Remit Training. This successful programme enabled young people to access high quality training and work-based learning building confidence and skills for future career pathways. 2.21 Whilst we await formal results for these awards, three young people who achieved a Foundation Apprenticeship in Civil Engineering have successfully progressed to a Graduate Apprenticeship with Laing O’Rourke. Five young people who completed the Level 4 Automotive programme have gained employment/training as Modern Apprentices with a variety of employers with an additional four entering Further Education in August. Sixteen young people from a range of construction/built environment programmes secured employment through the council’s Summer Placement Programme. *Further information on outcomes will be provided for Committee in September. 2.22 For young people within Additional Support Needs Schools 260 hours per week of vocational opportunities have been provided covering nine different employment sectors. Page 88 of 314
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2.23 Our sector-leading Summer and Winter Leavers’ Pathways Programme (supporting young people with multiple barriers to learning and employment and those most at risk of entering a negative post school destination and long-term unemployment) continued to evolve during 2024/25 to best meet learners’ needs. To ensure this important work remained relevant, responsive and impactful a number of innovative new projects emerged in construction/ built environment and childcare sectors. As well as being areas of interest and aspiration to our young people both are growth employment sectors with varied and progressive career pathways. More than sixty young people participated in practical built environment work-related learning experiences supported by training providers and employers. Young people participated in real-life playground restoration projects in Taylor and St Maurice’s High Schools covering groundwork, painting and decorating, joinery and horticulture reinvigorating school grounds and classrooms. 2.24 Our dedicated Pathways Team have worked innovatively and collaboratively with the council’s Early Years and Childcare Team and Routes to Work to develop an Early Years Programme providing practical learning, industry recognised awards and qualifications and work base learning experiences for 24 young people. 2.25 Feedback and evaluations from both projects indicate they provide young people with support and curriculum pathways to enable them to achieve positive post-school outcomes with many securing employment, training or Further Education courses. 2.26 In 2024/25, The Future Fridays Programme (running across all Secondary Schools) remained focused on preparing young with skills for learning life and work and supporting health and wellbeing. Last session, exceeding all targets, there were more than 6000 young people attending each Friday afternoon. 33% of care experienced young people attended, 40% of those attending had additional support needs and 30% were from SIMDs 1-2. 2.27 Future Fridays was the catalyst that launched our Leadership Academy for S5/6 young people to obtain a level 5/6 SQA award whilst developing important leadership skills in the areas of Arts, Sports and STEM. In 2024/25 more than 200 young people participated in this award during Future Fridays. *Results will be available for September Committee. Plans are in place to continue and extend this work in academic session 2025/26. 2.28 As part of Developing the Young Workforce/Brighter Futures there has been significant increase in formal school/employer partnerships, career inspiration events, skills framework developments and enterprise/employability activity. 2.29 Across Early Years, Primary, ASN and Secondary a total of 142 schools are now engaged in entrepreneurial activities, competitions, award and qualifications organised via our North Lanarkshire Enterprise Group – a collaborative network of colleagues and partners with a commitment to promoting this sector and engaging young people. Almost 1000 children and young people have been involved in this area which is a universal entitlement within our DYW Delivery Plan. 2.30 In 2024/25, our 2023/24 school leaver destinations were published showing 94.2% of young people were in a positive post-school destination three months after leaving school. Page 89 of 314
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2.31 68.6% were in Higher or Further Education – an increase on the previous year and above the national average. 26.6% were in employment or training – also an increase on the previous year. 2.32 Our cross-council, multi-agency Developing the Young Workforce Taskforce continued to support schools and families with those young people with multiple barriers, most at risk of entering negative post school destinations and long-term unemployment. Map & implement play-based approaches in Early Years to develop a full play-based learning offer (Deliverable 4) 2.33 Central officers are actively enhancing a well-rounded, play-based pedagogical approach to teaching in primary and early years education. To support this, they have developed detailed guidance and launched an online blog offering resources and examples of effective practice. 2.34 An overview of play pedagogy was delivered to head teachers and senior leaders, with 68 members of senior leadership teams attending. Feedback from the session was positive. 2.35 Education Support Officers have developed an online Play Pedagogy Toolkit to support establishments to implement and self-evaluate Play Pedagogy in their settings. Focus groups were formed, drawing on the specific areas of expertise within a Working Party. These groups collaborated to enhance five key themes withing the Play Pedagogy Toolkit: Self-Evaluation which is exemplified through high quality practice challenge and support questions, Planning and Observation, High-Quality Environment, Digital Play and Supporting Children with Additional Support Needs. 2.36 The work produced by these groups is currently being moderated and will contribute to the guidance and blog. Some practitioners involved will also support the ongoing delivery of universal CLPL for primary establishments. 2.37 In addition, CLPL has been delivered for Primary 1 staff. The training was delivered over 5 sessions and split into two groups to ensure delivery was tailored to schools’ needs. Group A had 37 schools represented where participants had little or no experience of play pedagogy. Group B had 31 schools represented where participants had some experience of play pedagogy. 2.38 All CLPL was aimed at Primary 1 staff to further embed play-based approaches across the early stages of primary. Feedback across all training was positive and staff noted improvements in confidence across all aspects of the delivery aims. Page 90 of 314
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2.39 Each school in the first cohort of training will continue to receive a bespoke level of support from the Education Support Officers. The second cohort of CLPL for both Groups A and B will begin in August, as well as a CLPL offering to Early Learning and Childcare Leadership teams within establishments. 3. Measures of success 3.1 Increased uptake and improved outcomes around senior phase industry recognised awards and qualifications. 3.2 Improved positive initial and sustained school leaver destinations for young people including those with greatest barriers to learning and employment. 3.3 Increase in number of schools/children and young people engaging in enterprise/employability activity. 3.4 No of schools using progression pathways 3.5 No. of establishments with play on their improvement plan 3.6 No. of early years and primary staff trained in play. 4. Supporting documentation Appendix 1 - Developing the Young Workforce Delivery Plan Barry Smedley Chief Officer (Education – North) Page 91 of 314
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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? Aspects of the work require funding from core council budgets as well as external funding sources. Regular meetings with Finance Team. 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? Page 92 of 314
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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). Report provides information on improving educational experiences and outcomes for children and young people of North Lanarkshire specifically relating to the following articles from UNCRC – 2, 3, 23, 28, 29, 31 If Yes, has a Children’s Rights and Wellbeing Impact Assessment (CRWIA) been carried out? Yes ☒ No ☐ Page 93 of 314
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DEVELOPING THE YOUNG WORKFORCE DELIVERY PLAN 2025-2028 Page 94 of 314
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3 Contents Foreword ..........................................4 Introduction ......................................5 Governance .......................................6 Looking Back 2022-2025: How did we do? ...............................7 Vision ................................................11 Aims .................................................11 Values ...............................................11 DYW Ambition Statements 2025-2028 ..........................................................12 Developing the Young Workforce the North Lanarkshire Way .....................14 Vocational Education ........................15 New College Lanarkshire and NLC Schools Partnership Programme ......16 Enterprise, Entrepreneurship and Financial Education ...........................17 Pathways Programme .......................18 Skills Development Scotland (SDS) ...19 Supported Enterprise ........................20 Future Fridays ...................................22 Leadership Academy ........................22 The NL Employer Charter .................23 Volunteering ......................................24 Volunteer NL .....................................25 Active NL ..........................................25 DYW Lanarkshire and East Dunbartonshire .................................26 Science, Technology, Engineering and Math (STEM) .....................................27 NLC Digital Services Team .................28 Virtual School ....................................28 Routes to Work .................................29 NL Academies ...................................29 Health and Social Care Academy ......30 Community Learning Development (CLD) .................................................32 Page 96 of 314
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4 Developing the Young Workforce Delivery Plan 2025-2028 Foreword Developing the Young Workforce remains a whole-council, cross party priority which is supported by all council services and reaches beyond to include partners and employers. We are extremely proud of the ongoing work taking place to ensure our children and young people aged 3-18 years have access to an education and skills-based curriculum which will equip them with the critical skills they need to grow and flourish in life beyond school and in the workplace. It was my pleasure this session, as Convener of Education and Families to attend a working lunch in the newly refurbished training kitchen and restaurant, Snap Dragon at Cardinal Newman High. I was hugely impressed by the work of the vocational education team and school, and particularly heartened to be served top restaurant quality food prepared by the young people working on their Levels 5 Hospitality Foundation Apprenticeship. The confidence and skills they have gained including through front of house service is fantastic to see and I am delighted that this area of work continues to grow across our school estate. We are committed to aligning the skills, qualifications and experiences of our young people with the-fast changing requirements of the modern world. This will enable the young people of North Lanarkshire to not only realise their potential, but to contribute to the growth of local and national economies. This Delivery Plan highlights progress made and key strengths and sets out what we aspire to achieve, through collaborative working, in 2025-2028. Councillor Michael McBride Convener of Education and Families Page 97 of 314
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5 Introduction Now in its third edition, our Developing the Young Workforce Delivery Plan highlights many of the positive outcomes and areas of improvement during the period 2022-2025. It sets out our ambition to push ahead on this journey of continuous improvement working across council services and with partners and employers to ensure we provide the right support for young people making their first steps into the labour market. Our commitment to all young people having access to a relevant curriculum and a bright future is a priority which is a key theme within the Brighter Futures Programme of Work, aligned to The Plan for North Lanarkshire. Andrew McPherson Deputy Chief Executive, North Lanarkshire Council We are proud that in the period 2022- 2025: y We saw school leaver destinations reach 94.7%, the highest percentage achieved, with 68.6% entering higher and further education and 24.3% entering employment, which is above the national average. y Our annual participation measure (percentage of young people 16-19 years old in education, training and employment) reached 92.8%. This was the highest percentage achieved since the measure was introduced in 2017. y A multi-agency and cross council Developing the Young Workforce Taskforce was established and continues to support schools and families with young people with multiple barriers to learning and most at risk of entering a negative post-school destination and long- term unemployment. UK Shared Prosperity Funding enabled a Post School Destinations Project Manager to be appointed in an innovative collaboration between the council’s Education and Families Service and Skills Development Scotland. Page 98 of 314
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6 Developing the Young Workforce Delivery Plan 2025-2028 Governance Developing the Young Workforce remains a national and North Lanarkshire priority. It is a key part of Scotland’s education reform aiming to prepare young people for life beyond school and the world of work with a focus on work related learning experiences, skills development and pathways to employment. Alongside Getting it Right for Every Child and Curriculum for Excellence, it is described as one of the three pillars which drive improvement across all parts of the curriculum and the Scottish education system. Within the council, to ensure this important area of work is being led in a direction that aligns with local plans and policy, work in this area is accountable to: y Education and Families Senior Leadership Team y Brighter Future Programme of Work Board y Education, Children and Families Committee “The programme worked well for my child because of the relaxed open-door policy, the smaller group activities, the few but firm rules and regulations, the friendliness and helpfulness of the staff.” Parent Page 99 of 314
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7 Looking Back 2022-2025: How did we do? Developing the Young Workforce Taskforce Our DYW Delivery Plan 2022-25 set out ambitious targets in preparing young people with skills and qualifications for learning, life and work. To support this work, a multi-agency and cross-council Developing the Young Workforce Taskforce was established to assist schools and families in supporting young people facing multiple barriers to education and employment—particularly those at greatest risk of entering negative post-school destinations and experiencing long-term unemployment. For more information on the resources and support available to young people, parents, carers and practitioners in North Lanarkshire click here. School Leaver destinations and annual participation measure • 94.7% the highest percentage of positive leaver destinations achieved. • 68.6% entering higher and further education and 24.3% entering employment, which is above the national average. • Annual participation measure (percentage of young people 16-19 years old in education, training and employment) reached 92.8%, the highest percentage achieved to date. • Number of pupils in unknown destinations has decreased year on year. “..making sure our young people are better prepared for the world of work… striving for excellence and equity… improvement in employability skills and sustained positive school leaver destinations for all.” National Improvement Framework Page 100 of 314
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8 Developing the Young Workforce Delivery Plan 2025-2028 Vocational Education Foundation Apprenticeships • Increased the number of young people engaged in Foundation Apprenticeships. • Increased the number of frameworks available to young people in line with current local labour market drivers at levels 4-7. • Increased number of schools using in-house delivery for Foundation Apprenticeships. • In-house delivery increased pupil engagement numbers and allowed us to redevelop training spaces and Snapdragon restaurant Future Fridays • More than 6000 young people attending on average each week. • For young people with greatest barriers to learning participation targets were exceeded. Young people who are Care experienced (33%), young people have additional support needs (40%) or young people residing in Scottish index of multiple deprivation 1-3 (30%) all engaged. • Over 5000 accreditation experiences offered across SCQF levels 2-7. Page 101 of 314
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9 Employer Engagement and Skills Development y Significant increase in formal school / employer partnerships. y Increased number of career inspiration events supported by local employers. y Greater number of schools have implemented a skills framework. Enterprise y Development of NLC working group across council teams and leading national providers of enterprise education to provide a cohesive enterprise offer across all schools and centres 3-18. y 165 awards have been achieved by schools since 2023. Winter and Summer leavers’ Pathways Programme y Full time targeted senior phase curriculum for those with multiple barriers to education and employment and most at risk of moving into a negative destination. y 656 young people have completed the programme to date with 92.4% moving into a positive, sustainable post school destination. ‘The Pathways programme has matured my son and allowed him to gain confidence’ Parent “Everyone has access to quality learning and teaching. We make sure our schools are inclusive, energetic places which take into account the needs of all our young people. Young people have experiences which last a lifetime and a voice in their own learning.” The Plan for North Lanarkshire Page 102 of 314
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10 Developing the Young Workforce Delivery Plan 2025-2028 UK Shared Prosperity Fund y Aligned with our Pathways Programme and Virtual School, this short-term funding allowed us to recruit five Pathways Support Teachers. Their principal role was to build relationships and support senior phase young people with multiple barriers to learning to achieve national and industry recognised awards and qualifications leading to positive post school destinations. In one academic session they worked with almost 200 young people with positive outcomes including increased confidence, national and industry recognised awards and qualifications, volunteering and employment. y We have improved the ASN schools estate by upgrading or developing areas to support access for pupils vocational skills development, this includes the conversion of a Janitor’s bungalow in the grounds of Our Lady’s High School, Motherwell, upgrades to Glenburn College, four coffee carts purchased to be placed inside schools, a Poly Tunnel was constructed and placed in the grounds of Glenburn College and an upgrade of a kitchen area used by ASN pupils in Bellshill High School has been completed. y Provided 47 young people with the opportunity to take part in a pre- apprentice construction programme delivered by Tigers that provided learners with training to support both practical and theoretical knowledge in the construction industry with 81% achieving a modern apprenticeship through the shared apprenticeship model. Following the pre- apprenticeship programme, learners had the opportunity to interview with Morgan Sindall to undertake a Modern Apprenticeship in General Construction Operations. – 100% achieved industry awards – 100% took part in work-based learning experiences – 81% achieved a modern apprenticeship through the shared apprenticeship model “People in North Lanarkshire are connected to employment and have the support they need to access jobs. They have skills appropriate to the needs of employers. They are supported, no matter their background, personal needs or economic circumstances.” The Plan for North Lanarkshire Page 103 of 314
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11 ‘I felt supported by staff because they’re always happy to help and do what they need to do to support you’ Young Person Vision, Aims and Values A future where every young person in North Lanarkshire, from 3-18 years, can access a broad range of opportunities and experiences and is empowered to build their own unique pathways towards positive and sustained destinations. We aim to achieve our ambitions while aligning our work with the council’s values of fairness, respect, equality and excellence. y To place the individual needs, aspirations, and potential of each young person at the heart of all our work. y To provide opportunities to achieve industry recognised awards and qualifications and develop skills for learning, life and work aligned to labour market trends. y To actively engage all young people (aged 3-18) in meaningful work-related learning experiences that broaden their horizons and understanding of the world of work. y To ensure equitable access to opportunities and support for all young people, addressing barriers and promoting inclusion. y To create positive and inspiring learning experiences that build confidence and motivation. y To foster positive and supportive relationships with young people, their families, partners and employers. y To nurture a strong sense of self- worth in young people, empowering them to believe in their abilities and potential to succeed in life beyond school. “I have enjoyed working with pupils that have a variety of needs. My confidence has grown and I feel I am much better prepared for the challenge of University.” Young person wants a career as a Primary Teacher and has applied for University. Young Person Page 104 of 314
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12 Developing the Young Workforce Delivery Plan 2025-2028 DYW Ambition Statements 2025-2028 Building on previous targets, successes and ongoing areas of development the following ambition statements outline our aspirations for 2025-2028. “I started my own business from the stuff I learned at Pathways.” Young Person y Improve initial and sustained school leaver destinations. y Increase the number of young people entering volunteering, PSD and training as a post school destination. y Targeted support for young people in a negative or unknown post school destinations. y Improve annual participation rate for young people 16-19. y Increase the uptake of industry recognised awards and qualifications (Foundation Apprenticeships, Higher National Certificates, level 4- 7, wider achievement accredited programmes) and number of young people completing and achieving. y Increase employability opportunities, awards and qualifications through Future Fridays and wider curriculum offers in line with labour market information. y Grow the number of schools and young people engaged in entrepreneurial activities. y Increase the uptake in NL enterprising schools award. y Develop a progressive skills framework (3-18) linked to career education standard which will be implemented across all centres. y To expand and enhance Broad General Education (BGE) within primary and S1-S3 settings. This will focus on providing young people with an understanding and experience of industry-recognised pathways and awards. y Develop and implement creative workspaces within the school estate to enhance vocational learning opportunities. Page 105 of 314
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13 “As a smaller school that does not have a local neighbouring school we find it challenging to offer the same breadth and depth of courses as other schools and rely heavily on the support of the vocational programmes to help our young people achieve, develop skills and gain qualifications to support sustainable post school destinations. Without these places our young people will be required to pick up subjects within the school that do not meet their needs, both in relation to attainment, engagement and positive destination.” Deputy Head Teacher Page 106 of 314
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14 Developing the Young Workforce Delivery Plan 2025-2028 Developing the Young Workforce the North Lanarkshire Way In Scotland, Developing the Young Workforce aims to ensure that all children and young people 3-18 years have access to opportunities that help them: y Develop skills for learning, life, and work y Engage in work-relevant learning across the curriculum y Experience employer engagement and career education y Access vocational pathways, including Foundation Apprenticeships and college partnerships This entitlement is embedded in the Curriculum for Excellence and supported by the Career Education Standard (3–18). This section summarises the collaborative approach in North Lanarkshire highlighting the important role of all council services and partners. “Don’t give up. It is hard, but its worth it. My Foundation Apprenticeship has given me confidence and experience and I was more prepared for the world of work. It’s a great feeling seeing the children reach their milestones; I feel like a proud mum.” After successfully completing the Foundation Apprenticeship, young person is now in a Modern Apprenticeship at St Mary’s Nursery. Young Person “In this ever-growing industry demand for positions on courses/graduate apprenticeships are highly sought after, this foundation apprenticeship allows our pupils the opportunity to compete for these spaces.The opportunity to gain hands on experience is so valuable and prepares our pupils for life and work within this field.” Principal Teacher Pupil Support Page 107 of 314
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15 Vocational Education Young people will have access to a wide range of industry recognised career pathways to key job sectors. The focus will be on local and national growth employment sectors and those with predicted skills shortages. These awards and qualifications will cover activity from SCQF levels 3-7 and will be offered at BGE and senior phase. These include vocational programmes, wider achievement, Foundation Apprenticeships and Higher National Certificates delivered in partnership with Higher and Further Education establishments, training providers, schools and employers. We will continue to work collaboratively with North Lanarkshire Early Careers team and NL Academies to align with Modern Apprentice and Graduate Apprentice recruitment. For more information on our Industry Recognised Qualifications click here or scan the QR code. During 2025-2028, to enhance the quality of these learning experiences, there will be a focus on developing creative vocational spaces in schools and establishments related to key labour market sectors such as Snapdragon Café, Outdoor Construction Skills Workshops, Multifunctional facilities for development of skills for learning and work across North Lanarkshire. “The Foundation Apprenticeship courses offered by NLC are invaluable to our pupils. These opportunities provide valuable, real-world work experience and work- based learning alongside other current studies.” Principal Teacher Pupil Support Page 108 of 314
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16 Developing the Young Workforce Delivery Plan 2025-2028 New College Lanarkshire and NLC Schools Partnership Programme New College Lanarkshire (NCL), in collaboration with North Lanarkshire Council (NLC), offers a dynamic Schools Partnership Programme tailored for S4– S6 pupils. Aligned with the Developing the Young Workforce (DYW) strategy, the programme provides HNC, FA and vocational pathways in sectors such as Health and Social Care, Construction, Digital Media and more. Students gain hands-on experience through college- based learning and industry placements, helping to build employability skills and support smooth transitions into further education or employment. This initiative supports all young people in the senior phase, including those at risk of disengagement, by ensuring inclusive access to career- focused learning. It is open to all secondary schools, including Additional Support Needs schools and promotes progression, attainment and positive post-school destinations. Bespoke options can also be developed in partnership with schools, reflecting our continued commitment to working collaboratively with NLC to support their ambition of providing the best possible educational journey for every young person in their care. Over the period of the previous delivery plan, North Lanarkshire has a higher percentage of pupils leaving school into further or higher education, which is above the national average. As part of our ongoing commitment to closing the poverty-related attainment gap, developing our young workforce and widening access and participation Education & Families is developing a range of innovative new employability pathways, packages and partnerships such as the recently launched Higher National Certificate pathways with New College Lanarkshire and the University of the West of Scotland. Creating an opportunity for S6 pupils to undertake the first year of a recognised degree while still in the senior phase. This innovative curriculum development will expand during the period 2025-28. “I like how I got to experience different things like going into a nursery and working in a kitchen.” Young Person Page 109 of 314
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17 “I really enjoyed the Foundation Apprenticeship experience, and it helped me get myself out there. It gave me the confidence to apply for the Graduate Apprenticeship with my employer. I received lots of help and support from the team, but you also have to be proactive and have the courage to push yourself forward.” After successfully completing his Foundation Apprenticeship, young person is in his first year of a Graduate Apprenticeship. Young Person Enterprise, Entrepreneurship and Financial Education Increasing school engagement in enterprise and entrepreneurship was a key objective outlined in the previous Developing the Young Workforce (DYW) Delivery Plan. This ambition led to the establishment of the North Lanarkshire Enterprise Group—a collaborative network of key partners including NLC Education and Families, Business Gateway, Young Enterprise Scotland, SmartSTEMs, Social Enterprise Academy, The King’s Trust, The Wood Foundation, and The Talent Foundry. Together, the group developed the North Lanarkshire Enterprise Pathway, an initiative designed to inspire and equip young people with transferable skills for learning, life, and work. The Pathway promotes enterprise, entrepreneurship, and self-employment as viable and exciting career options. The Enterprise Pathway enables schools to connect with sector experts and deliver enterprise activities and events throughout the 3–18 learner journey. These opportunities complement and enhance the excellent work already taking place in schools. As a result of the group’s efforts, there has been a notable increase in awareness and participation in enterprise activities across early years, primary, secondary, and ASN settings. This is evidenced by the growing number of schools achieving the North Lanarkshire Enterprising School Award each year. Page 110 of 314
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18 Developing the Young Workforce Delivery Plan 2025-2028 Despite ongoing financial pressures facing third sector providers, the range of opportunities continues to expand. New partners and initiatives are actively engaging with both the working group and schools. Looking ahead to 2025–2028, the NL Enterprise Group will continue to work collaboratively to ensure resources are allocated effectively to meet increasing demand. A key focus will be on deeper integration with Financial Education to help reinforce positive financial habits among young people. Financial education is crucial for individuals to achieve financial stability, independence, and overall well-being. It empowers people to make sound financial decisions, avoid financial hardship, and contribute positively to the economy. To support young people to develop financial skills essential for success in and beyond school, all schools will have access to Financial Education sessions delivered by Education in conjunction with NLC DYW and the Tackling Poverty Team. The sessions will support teaching staff in ensuring young people develop skills, knowledge and attitudes that will help them to gain a better understanding of how to manage money effectively, make informed financial decisions, and achieve financial goals. Pathways Programme The Pathways Programme is an initiative designed to support young people facing barriers to education and employment, helping them transition from school into a sustained, positive post-school destination. This tailored curriculum focuses on personal development and employability skills, offering sector- specific work-based learning, industry visits, employability workshops, career guidance, and health and wellbeing activities. Each young person receives targeted support to realise their potential and embark on their career journey. Led by Education and Families, Pathways operates as a whole-council intervention, working in collaboration with Skills Development Scotland, Routes to Work, and New College Lanarkshire. Since its launch the programme has benefited 656 young people. Through 2025-2028 the programme will continue to be reviewed and evolve to address shifting learner profiles and challenges to ensure individual needs are met effectively. Page 111 of 314
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19 Skills Development Scotland (SDS) SDS work in partnership and collaboration with schools and partners to provide support to young people and schools with a variety of products and services aligned to the Careers Education Standards. Our key areas of focus are to: y Help young people plan their career paths y Provide learning and development programmes which enhance career- related skills y Actively involve young people in their career planning y Be accessible offering a range of engagement methods (i.e. face to face, digital or telephone) in schools and outreach community venues across North Lanarkshire In schools we provide a career learning offer to support pupils with their career development. We will: y Offer all young people in S1-3 a 1:1 Careers engagement y Provide a 1:1 engagement to pupils to support their option choice period in S2/3 y Provide a 1:1 Careers engagement to all young people who request one in S4-6 before they leave school In our post school offer we deliver a customer led service where we proactively provide careers information advice and guidance to 16-19 year olds and for care experienced young people up to their 26th birthday. We work with key partners across North Lanarkshire to support young people to progress and sustain their post school destinations. Page 112 of 314
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20 Developing the Young Workforce Delivery Plan 2025-2028 Supported Enterprise The council’s Supported Enterprise Team work in partnership with young people from Additional Support Needs Establishments and mainstream schools to engage young people in employability programmes, supported work placements and supported post-school employment. This work has expanded to include care experienced young people with programmes offered including: ROOTS Opportunities for Growth programme supports care experienced young people to gain and sustain a positive post school destination. This 6-9month flexible paid placement programme creates a bespoke learning and development package that ensures looked after young people and care leavers are ready for the world of work and reach their full potential. The No Limits programme provides paid work experience placements for senior phased pupils leaving ASN schools to provide them the support they require to start their journey into the world of work. “l liked how l got more experience to do the thing l actually want to do and making new friends.” Young Person Page 113 of 314
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21 DFN Project search is a partnership between North Lanarkshire Council, New College Lanarkshire and NHS Lanarkshire and is a transition to work programme for young people age 18 with Learning Disabilities and Autism. The aim of the project is for each participant to work towards gaining employment. The project provides real life work experience within University Hospital Wishaw and University Hospital Monklands combining training in employability with independent living skills to support each young person to achieve their future goals and aspirations. The innovative Sunnyside Training Café @ Volvoprogramme provides a 6-week placement (2 days per week) in Volvo Construction’s staff restaurant where young people will gain valuable work experience in all aspects of catering. Young people will be supported by job coaches from North Lanarkshire Council to build skills and confidence in a real work setting and gather qualifications in catering/hospitality. Page 114 of 314
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22 Developing the Young Workforce Delivery Plan 2025-2028 Future Fridays Future Fridays in North Lanarkshire offer young people a valuable opportunity to broaden their horizons by providing a dedicated afternoon for extra-curricular activities, these sessions empower students to explore personal interests, cultivate new skills, and gain insights into diverse career paths. This not only enhances their personal development and well-being but also equips them with practical knowledge and accredited qualifications, bolstering their future employability and further education prospects. Future Fridays actively supports equity within the curriculum by offering enriching opportunities that extend beyond the classroom, specifically engaging young people with barriers to education and employment through bespoke programmes and sessions. This targeted approach aims to address potential attainment gaps by providing tailored support and skill development, ultimately working to improve outcomes and create more equitable pathways for all learners in North Lanarkshire. Building on the success of the work undertaken, in 2025-2028 the focus will be on employability and Developing the Young Workforce. Leadership Academy The main aim of the leadership academy is to develop leadership skills in young learners in S5 and S6. Learners can obtain a level 5 or 6 SQA leadership qualification on completion of the course whilst developing key skills which directly translate into work and further career opportunities. This directly impacts school attainment increasing the number of pupils attaining level 6 qualifications. Pupils work together as an entire academy for their theory work and also in individual academies specialising on a particular curricular area. Pupils learn to deliver lessons and use this planning time to go out to cluster primaries to delivery lessons. The academy has 3 overarching areas which allow pupils to focus on what they think are their main strengths or areas in which they want to work in Arts, Sports or STEM. The feedback for the course has been excellent and this has been reinforced by the increased numbers who are engaging every year. “The staff were supportive of decisions and funny, and they helped us with our choices.” Young Person Page 115 of 314
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23 The NL Employer Charter The NL employer charter has been created to maintain and support a network of employers across North Lanarkshire; those who do business responsibly – enabling both employers and employees to benefit as the economy grows. The NL employer charter focuses broadly on compliance with our four key principles and one these relates to supporting young people to engage with the job market, whether while in school or after leaving school. Under the Employ North Lanarkshire Pillar we recognise where the Employer promotes and provides apprenticeship / work experience / work placements and actively engages with local schools and education and aim to increase engagement in 2025-28. More information on the NL Employer Charter and a list of those employers that have secured accreditation can be found at northlanarkshiresworking. co.uk/the-nl-employer-charter/ “Every child and young person is entitled to expect their education to provide them with... opportunities to develop skills for learning, skills for life and skills for work (including literacy, numeracy and health and wellbeing).” Curriculum for Excellence: Building the Curriculum 3: A Framework for Learning and Teaching “The aim of Curriculum for Excellence is to help prepare all young people in Scotland to take their place in a modern society and economy. The curriculum will provide a framework for all... to gain the knowledge and skills for learning, skills for life and skills for work that they need.” Curriculum for Excellence: Building the Curriculum 3: A Framework for Learning and Teaching Page 116 of 314
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24 Developing the Young Workforce Delivery Plan 2025-2028 Volunteering Volunteering is important in Developing the Young Workforce (DYW) as it helps young people build essential skills such as teamwork, communication, and problem-solving. It boosts confidence, enhances employability, and provides real-world experience that supports career exploration. Volunteering also fosters a sense of responsibility and community engagement, aligning with DYW’s goal of preparing young people for life, learning, and work. During the period of 2025-2028 we will be proactive in working with VANL and Volunteer NL to promote volunteering within schools as a means of developing skills for life and work and as a positive post school destination on a learner’s journey towards employment. VANL will support and promote the Saltire Awards within North Lanarkshire schools and colleges, encouraging recognition of in-house volunteering that often goes unreported. We aim to embed Saltire as part of the culture by working with partners across education and youth sectors. In 2025, we will pilot an in-school and college youth volunteering fair in partnership with DYW LED to raise awareness and increase participation. A key priority will be improving how youth volunteering is tracked and recognised across education settings. This project is for young people aged 12–25, particularly those in informal or unrecognised volunteering roles. In addition to Saltire support, VANL’s volunteer team and the wider team promotes volunteering across North Lanarkshire by helping CVS organisations recruit, manage, and retain volunteers—focusing on quality experiences for young people. We recently developed a guide for involving young volunteers and are committed to supporting the sector in creating inclusive opportunities. We offer one- to-one support for young people (aged 12–25) to find placements that align with their interests. Our team is also keen to build and add to our current connections with employability partners and to continue to position volunteering as a route towards employment particularly for the younger age group. Page 117 of 314
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25 Developing the Young Workforce Draft Delivery Plan 2025-2028 Volunteer NL is part of the Brighter Futures programme of works. Volunteer NL creates and supports meaningful volunteering opportunities within North Lanarkshire. Volunteering has numerous benefits, including the opportunity to gain valuable skills, build relationships, gain confidence and much more. It’s a great way to make a tangible difference while connecting with others who share the same values. Volunteering can play a significant role in shaping your future career by engaging in different volunteer roles, you can acquire transferable skills such as leadership, communication, problem solving all of which are highly valued by employers. Volunteering offers great experience which can enhance your CV and demonstrate your commitment to personal growth and community involvement. We support young people to volunteer to career. Active NL Active NL Sports Development offers inclusive opportunities for young people aged 16 and over to engage in sport and physical activity across North Lanarkshire. The programme provides both paid and voluntary roles, including Modern Apprenticeships in Sports Coaching (SCQF Level 6), assistant coaching summer placements, swim teaching, sports coaching, and volunteering at sports events. For more details, contact Sportsdev@northlan. gov.uk Active NL Health and Fitness offers work experience opportunities for young people aged 16 and over who are interested in participating in a variety of health and fitness activities or exploring a career in the fitness industry. It provides a chance to work in a dynamic environment, supporting staff and members in leading healthy, active lifestyles. Opportunities are available in personal training, gym instructing, group fitness instructing, and specialist health roles. “It has helped me get into college and I really appreciate it.” Young Person Page 118 of 314
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26 Developing the Young Workforce Draft Delivery Plan 2025-2028 DYW Lanarkshire and East Dunbartonshire Developing the Young Workforce (DYW) Lanarkshire and East Dunbartonshire (LED) is a regional initiative supporting Scotland’s national strategy to better prepare young people for the world of work. It connects employers, educators, and young people through programmes like Build Your Future, which introduces S1–S3 pupils to careers in construction via digital resources, class talks, and work tasters. The DYW Skills Academy supports senior pupils with employer- led sessions and one-to-one guidance. Programmes like My Climate Path and My Fashion Path raise awareness of green and sustainable careers, helping young people explore future-focused industries through real-world employer engagement. “It suited her adaptive learning needs. She learned more with pathways in a few months than she did at years of high school.” Parent Page 119 of 314
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27 Science Technology Engineering Maths (STEM) Since entering the Raising Aspirations in Science Programme (RAiSE) in 2020, the NL Learning Hub and Pedagogy Team have delivered STEM professional learning for over 600 practitioners each year and supported school STEM initiatives that have benefited thousands of pupils across North Lanarkshire. The NL Learning Hub have developed an innovative interdisciplinary approach to reading and writing that integrates scientific literacy and Learning for Sustainability. The aim of the project is to develop critical thinking skills and improve literacy attainment while raising awareness of the local, national, and global issues such climate change and the importance of sustainability. Working in partnership with the DYW and Pathways Team, The NL Learning Hub provides a resource loan for schools to support the delivery of external and school-based STEM initiatives. This service supports the delivery of the Creating Engineers Challenge, First Lego League, Makerspaces, Climate Smarter Project, Primary Engineer Leadership Award and the Young STEM Leader and SQA Leadership Programme. This service ensures all pupils can access high-quality STEM resources and supports the effective delivery of the primary and BGE STEM curriculum. The NL Learning Hub provides a comprehensive programme of STEM CLPL to support teachers and build confidence in the effective delivery of the STEM subjects in primary and BGE. A universal version of the programme is offered to all educational sectors, while bespoke versions are delivered for STEM Leads, Early Years, CLD and NQTs. The programme includes Engineering, Scientific Enquiry, Literacy and Maths through STEM and STEM and Sustainability. Project Based Learning, “The Foundation Apprenticeship opens so many pathways and gives you an opportunity to know if you really want to work in your chosen area. It is hard work but so worth it - a definite no brainer.” After successfully completing the Foundation Apprenticeship, young person is in year two of a four-year Graduate Apprenticeship. Young Person Page 120 of 314
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28 Developing the Young Workforce Delivery Plan 2025-2028 the newest edition to the programme, will to be launched in 2025-26 session and aims to make connections across the STEM subjects and wider curricular subjects. NLC Digital Services Team NLC Digital Services Team works to support the Developing the Young Workforce (DYW) agenda by equipping young people with vital digital skills for the modern economy. Their strategy integrates digital learning directly into the curriculum pathways for Digital Literacy and Computing Science, ensuring a consistent and progressive experience from Early Level through to the Senior Phase. A core element is the professional development of teaching staff to build their digital skills and confidence. To enhance learning, platforms like Glow and Microsoft Teams are used to deliver high-quality content, with usage data helping to personalise learner journeys. The foundation of this approach is equitable access; the council’s device deployment model provides pupils with tools like iPads and laptops, all supported by a robust and secure digital infrastructure. This ensures every learner is prepared for a future where digital fluency is key to success. Virtual School The Virtual School is an intensive service operating across both primary and secondary education, focusing on the specific educational needs of care-experienced children and young people. Bespoke learning support is offered through a diverse range of activities, including well-being initiatives, literacy and numeracy programmes, outdoor learning experiences, transition support, volunteering and mentoring opportunities, vocational learning, and direct assistance with SQA qualifications. A key area of development for the Virtual School has been the expansion Page 121 of 314
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29 of vocational learning in partnership with a wide network of organisations. These opportunities allow young people to build essential workplace skills. Wherever possible vocational learning is accredited enabling learners to gain qualifications that support their future career aspirations. Through collaborative planning and regular review meetings with the learner, family, school and other involved partners, the Virtual School ensures a high level of individualised support. This approach helps to identify and respond to the unique needs of each learner ensuring that appropriate and timely support is in place to maximise the potential of all care experienced learners. Routes to Work Routes to Work is a North Lanarkshire- based charity and council ALEO that helps residents overcome barriers to employment through personalised support, training, and coaching. It offers access to job opportunities, vocational qualifications, and tailored programmes for young people, parents, and those facing disadvantage. Routes to Work, in collaboration with education and other council services, provides employability and skills support to young people starting six months before their statutory school leaving date. This support is designed to help them achieve their goals and transition into work, training, or further education. NL Academies North Lanarkshire Academies work closely with colleagues in Education to provide additional opportunities to young people and drives collaboration with businesses and partners in key industry sectors – Built Environment, Health and Social Care and Digital. Construction projects such as Build Your Future and Constructing Pathways support young people from S2-S6 to gain understanding of the breadth of opportunities in this growth sector through engaging, practical experiences. The Summer Placement Programme gives young people in the senior phase of high school the opportunity to learn new skills, develop existing skills and earn money whilst gaining vital work experience during their school summer holidays. The programme prepares students for future employment and addresses workforce challenges in areas that are traditionally hard to recruit. Page 122 of 314
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30 Developing the Young Workforce Draft Delivery Plan 2025-2028 The success of Summer Placements has lead to a collaborative and innovative Modern Apprenticeship being developed in conjunction with the NHS. Digital Skills Bootcamps offer young people 16+ a fast-track route to tech jobs, further education, and positive career destinations. For more information on the teams current activities or to discuss potential ways to collaborate, please contact Lynsey Smith at smithlyns@ northlangov.uk or contact the team at NLAcademies@northlan.gov.uk Health and Social Care Academy Working collaboratively with NHS Lanarkshire and South Lanarkshire Council our Health and Social Care Academy has a workstream dedicated to ‘Developing the Young Workforce and inspiring the next generation of talent.’ The objectives of the work are to: y Develop school based programmes and activities that lead to employment and career pathways in health and care at all levels “I just want to say thank you all for picking my son and helping him find a voice and giving him the motivation by letting him know that he can do anything and you never put any limits on what he can do or say.” Parent y Raise awareness of the wide range of opportunities available across this important sector y To expand and develop the partnerships Page 123 of 314
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31 Developing the Young Workforce Draft Delivery Plan 2025-2028 Work undertaken includes health and social care awards offered in schools at SCQF levels 4-7, Summer School opportunities offered to young people through the Monklands Replacement Project, a health and social care programme offered to Primary 6/7 children in partnership with New College Lanarkshire, work with care experienced children and young people. Looking ahead during session 2025- 2028 we will develop innovative spaces which through collaborative working with enable children and young people to access education in relation to health and social care careers. “This programme pulled my son from having no hope or drive to being enthusiastic about his future. I cannot thank the team enough.” Parent “Support for young people at risk of disengaging from education and for those who have already done so should focus on early intervention and wide-ranging sustained support. This should relate to labour market demand and should be focused on helping young people engage in labour market relevant pathways.” Education Working for All! Developing Scotland’s Young Workforce The first space being reimagined to develop life skills and allow young people to gain an understanding of health and social care delivery within community settings is a former janitor’s bungalow on a school campus. This space will also be used to support and deliver a range of health promoting activities. Page 124 of 314
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32 Developing the Young Workforce Draft Delivery Plan 2025-2028 The second space is a classroom reimagined as a rehearsal space in relation to a clinical inpatient and community space. Both of these exciting initiatives are currently in the design phase. Community Learning & Development The Community Learning and Development Team aims to improve health and wellbeing, attainment, and employability prospects for participants through a range of interventions delivered within communities and in schools to activity engage young people and young adults in accredited learning. A variety of SQA awards such as volunteering, personal development, and employability along with youth accreditation aligned to the SCQ Framework ensures young people gain formal recognition for their achievements. In addition, the Duke of Edinburgh Award is nationally recognised by employers, Page 125 of 314
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33 Developing the Young Workforce Draft Delivery Plan 2025-2028 “Brighter Futures will prepapre young people and the wider community for the future through an interconnected programme encompassing specialised education routes. Voluteering and enterprise NLC Brighter Futures programme of work.” The Plan for North Lanarkshire - Ambition Statement training providers and educational establishments and contribute to young people wider achievement. For more information or to get involved please contact: Pauline O’Neill, Education Manager, oneillpauline@northlan.gov.uk Stuart Aitchison, Pathways/DYW Lead Officer, aitchisons@northlan.gov.uk Page 126 of 314
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34 Developing the Young Workforce Draft Delivery Plan 2025-2028 Marie McGrath, Vocational Education Project Manager, mcgrathmar@northlan.gov.uk Page 127 of 314
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This document can be made available in a range of languages and formats, including large print, braille, audio, electronic and accessible formats. To make a request, please contact Corporate Communications at: corporatecommunications@northlan.gov.uk CC_2025_00039 Produced by NORTH LANARKSHIRE COUNCIL Education and Families Civic Centre Motherwell ML1 1AB e. oneillpauline@northlan.gov.uk NORTHLANARKSHIRE.GOV.UKPage 129 of 314
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North Lanarkshire Council Report Education, Children and Families Committee Does this report require to be approved? ☒ Yes ☐ No Ref BS/JMcP Date 09/09/25 Improving Outcomes: Service Improvement Report Session 2024- 2025 & Service Improvement Plan 2025-26 From Barry Smedley and James McParland: Chief Officers (Education) E-mail Smedleybar@northlan.gov.uk McparlandJam@northlan.gov.uk Telephone Executive Summary Removing barriers to achievement and promoting excellence and equity for all learners is a strategic priority for North Lanarkshire Council and the Education and Families Service. Local education authorities (LEAs) are required to submit a standards and quality report and improvement plan to comply with statutory duties and to ensure transparency, accountability, and continuous improvement in the education system. The Education, Children and Families Service Improvement Report covers the period from August 2024 to August 2025. It highlights key improvements and progress across the service, specifically related to the priorities identified within the Service Improvement Plan for session 2024-25 which was approved last November at Committee. The Education and Families Service Improvement Plan for 2025-26, is the first iteration of a longer-term five-year plan and identifies key priorities for driving continuous improvement across local education services. It is informed by robust self-evaluation and aligns with national policy and legislative duties. The report and plan include specific attainment data linked to national measures and local authority stretch aims. Notably, the attainment data for session 2024-25 included in the plan and report is provisional. It is subject to minor changes following Scottish Government data cleansing processes and SQA appeals decisions. The service improvement plan and report reflect the reality of delivering services within the challenging context of the ongoing cost of living crisis and sustained reductions in public funding. The plan reflects our commitment to strategic prioritisation, evidence-based decision-making, and collaborative working to ensure that resources are targeted where they will have the greatest impact. It also demonstrates how we continue to innovate and adapt processes and practice to uphold high standards, ensuring equity and inclusion. Recommendations It is recommended that Committee (1) Approve the contents of the Service Improvement Report 2024-2025 (2) Approve the priorities identified in the Service Improvement Plan 2025-26. Item 6 Page 131 of 314
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1. Background 1.1 The Education and Families service aims to provide the highest quality education services for our children and young people. To do this they engage in robust improvement planning processes as outlined below: 1.2 The Service Improvement Report 2024-2025 (Appendix 1) outlines progress made towards achieving our 2024-2025 service improvement plan priorities. It highlights key successes and identifies proposed next steps. 1.3 This Education, Children and Families Service Improvement Report is designed to serve three purposes: (i) To provide all stakeholders and the people of North Lanarkshire with performance information across the six National Improvement Framework (NIF) drivers and against our improvement priorities to measure how well we are improving educational outcomes for children, young people and their families. (ii) In line with external grant funding, the service is required to summarise the outcomes and performance of the Pupil Equity Fund Programme, at authority level. The Scottish Government have acknowledged that in order to reduce bureaucracy and duplication, the report can link to the existing statutory reporting requirements under the Standards in Schools etc. Act 2000 as amended by the Education (Scotland) Act 2016. There is a requirement to prepare an annual report describing local authority activity to: (a) reduce inequalities of educational outcome experienced by pupils as a result of socio- economic disadvantage and (b) achieve the strategic priorities of the National Improvement Framework (NIF). The Service Improvement Report allows the local authority to meet those requirements. The Service Improvement Report will be shared with all stakeholders and forwarded to the Scottish Government. The Plan for North Lanarkshire Priority Support all children and young people to realise their full potential Ambition statement (6) Raise attainment and skills for learning, life, and work to enhance opportunities and choices Programme of Work All Programmes of Work Page 132 of 314
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(iii) Submission and publication of the Service Improvement Report will ensure the local authority complies with the duties imposed on it by section 3B(3) (to seek and have regard to the views of the persons listed in section 3B(4) and to provide any advice and support the authority thinks appropriate to those persons in relation to its consideration of decisions of a strategic nature about the carrying out of its functions relating to school education. 1.4 The Education, Children and Families Improvement Plan (Appendix 2) sets out the long-term strategic priorities for improving educational outcomes and enriching experiences for all children, young people, and families across North Lanarkshire. Rooted in evidence drawn from self-evaluation activity, the plan ensures that identified priorities build on strengths and are responsive to areas requiring development to ensure all children and young people benefit from consistently high-quality learning experiences that support them into a positive post-school destination. 1.5 The plan aligns closely with NL’s strategic Plan and Programme of Work and reflects the nationally agreed priorities outlined in the National Improvement Framework (NIF). There is a clear focus throughout the plan on reducing inequalities and improving outcomes for all learners. 1.6 NIF priorities reflect the legislative changes incorporating the United Nations Convention on the Rights of the Child (UNCRC) into law. The updated drivers also show closer alignment of curriculum and assessment and integration of early years terminology to reflect the progressive nature of the 3-18 Curriculum for Excellence. As required by statutory duties, the service improvement plan and report provide information in relation to progress towards the NIF priorities and drivers outlined below. 1.7 The service improvement plan and report include key performance information, including specific attainment data against national measures and local authority stretch aims. Page 133 of 314
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1.8 Attainment of the Broad General Education is collected at P1, 4, 7 and S3 through teacher professional judgement of Achievement of Curriculum for Excellence Levels (ACEL) data. 1.9 Senior phase attainment data is gathered in line with both nationally defined measures and the Scottish Credit and Qualifications Framework (SCQF). Data on the initial and sustained destinations of school leavers is also collected and reported on. 1.10 Notably, caution should be taken when comparing trends in senior phase data over time due to the changing assessment structures during, and following, the Covid pandemic. 1.11 The considerably different conditions under which exams were conducted between 2019 and 2025 mean that any comparisons in attainment between these years and subsequent ones should be approached with considerable caution. 1.12 Provisional attainment data has been included for session 2024-25 however, ACEL and Senior Phase data may change following internal and external data cleansing processes and the SQA appeals processes. 2. Report Standards and Quality Report 2024-25 2.1 Education and Families has developed approaches to service delivery to successfully implement a range of national and local educational aims and priorities. The aim is to ensure that every child and young person is equipped with the skills they need to lead successful and fulfilled lives and to contribute positively to their local communities and to local and national economies. 2.2 The Service Improvement Report 2024-2025 (Appendix 1) exemplifies the progress made in achieving our improvement priorities. It highlights some of the highly effective approaches which were implemented, across education establishments, and with families and local communities, to improve outcomes for children and families. Evidence of progress and improvements in relation to the six NIF drivers permeate the report. 2.3 Please note, as this is the last year of this iteration of the Service Improvement Plan, an abbreviated version of the report has not been produced for session 2024-25. 2.4 The service improvement report acknowledges notable strengths and achievements while also identifying strategic areas for improvement. Further detail around how the service will address these areas is contained within the Service Improvement Plan. Service Improvement Plan 2.5 The Service Improvement Plan outlines strategic priorities for session 2025-26. It centres around four overarching themes which will underpin and drive improvement activity across the service: • Attainment and Achievement • Wellbeing and Inclusion • Attendance and Engagement Page 134 of 314
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• Leadership 2.6 The plan outlines strategic approaches for addressing each identified area and incorporates key performance indicators through which progress will be monitored and reported. 2.7 Education and Families Manager remits will be aligned to these themes to ensure a clear, shared focus on improving outcomes in these areas. This clarity and direction will ensure each officers’ responsibilities directly contribute to overarching goals and priorities. This approach maximises the impact of the new operating model providing lead officers with a clear understanding of their responsibilities and the extent of their delegated authority. Key Performance Indicators including Stretch Aims 2.8 The Service Improvement Report and Plan provide detailed evaluations of key performance indicators (KPIs), encompassing both nationally recognised attainment measures and local authority core and core plus stretch aims. In line with original Scottish Government guidance and the Scottish Attainment Challenge reporting period, NL’s ambitious stretch aims will remain in place until session 2025-26. 2.9 The core stretch aims elements are part of a requisite package of measures identified by the Scottish Government. Broadly, core aims focus on: • Achievement in literacy and numeracy at key stages (P1, P4, P7) • School leavers attaining SCQF Level 5 and Level 6 qualifications • Participation of 16–19-year-olds in education, employment, or training • Attendance Data 2.10 The “core plus” element enabled local authorities to identify further aims, measurable by either local or national data. The service identified the four ‘core plus’ stretch aims outlined below. These areas were selected to reflect trends in data and ongoing service improvement work around curriculum rationale and the development of pathways for learners: • % of P4 learners achieving expected levels for writing (CfE first level) • % of S3 pupils achieving third level or better in combined literacy (based on reading, writing and talking and listening) • % of S3 pupils achieving third level or better in numeracy • % of leavers achieving S5 1+ Highers (A-C passes based on all candidates) (Excludes ASN schools) (based on S4 roll figures from Insight) 2.11 It is worth noting that when setting NL’s core and core plus aims, evaluative evidence gathered through the first year of the target setting process was used, alongside guidance presented by the Scottish Government. At the point of establishing baseline data, it was noted that NL were performing particularly well within the primary sector, due to the allocation of additional teachers to support Covid recovery. However, the service reflected on the potential tension between setting more cautious targets that are easier to achieve or setting more aspirational and challenging targets. Based on research evidencing that setting more challenging targets leads to better outcomes, NL set ambitious and aspirational targets, accepting the risk that these may be difficult to achieve. 2.12 Including this key performance information in the report and plan helps the service to track progress over time, understand where further improvements are needed, and assess how well specific actions and resources are making a difference for children Page 135 of 314
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and young people. Performance data, along with the ambitious targets set, reflect NL’s commitment to improving outcomes for all children and families, with a focus on ensuring equity and tackling the poverty related attainment gap. 2.13 In conclusion, the Service Improvement Report and Plan reflect progress to date and outline future plans for driving forward continuous improvement, strengthening accountability, and ensuring that children, young people, and families across the authority benefit from high-quality education and support. 3. Measures of success 3.1 Raise attainment and achievement for all young people and provide opportunities for them to develop skills for life and work. 3.2 Work in partnership with parents and carers to provide meaningful opportunities for them to engage in service, and establishment level, self-evaluation processes that facilitate continuous improvement processes and enable all parents and carers to have opportunities to support their children’s learning. 3.3 Support establishment leaders to improve outcomes for children and families, through implementation of, and participation in, robust self-evaluation and quality assurance processes. 3.4 Use a range of qualitative and quantitative data to track and measure progress and inform planning for improvement processes. 3.5 Improve outcomes for children and young people impacted by poverty related barriers. 4. Supporting documentation Appendix 1 – Draft Standards and Quality Report 2024-2025 Appendix 2 – Draft E&F Service Improvement Plan 2025-2026 Appendix 3 – Children’s Rights and Wellbeing Impact Assessment Barry Smedley James McParland Chief Officer (Education – North) Chief Officer (Education – South) Page 136 of 314
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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 137 of 314
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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? 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 report contains details on the proposed over-arching service priorities and improvement activity to secure improved outcomes for children and families. Within this, the policy reflects the UNCRC, ensuring prominent focus and planning for children, their rights and wellbeing is central. This is monitored through the quality improvement and assurance model. Appendix 3 contains further detail. If Yes, has a Children’s Rights and Wellbeing Impact Assessment (CRWIA) been carried out? Yes ☒ No ☐ Page 138 of 314
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1 Writing North Lanarkshire Council Education, Children and Families Standards and Quality Report 2024-2025 Page 140 of 314
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2 Foreword from Education, Children and Families Convener Foreword I am proud to present the Standards and Quality Report for 2024-2025, which highlights the significant progress made across our education service last session. This report showcases a wide array of improvements and successes, reflecting the dedication, professionalism, and tireless commitment of staff across our schools, centres, and educational establishments. These achievements are a testament to the collaborative efforts that continue to drive positive outcomes for our children and young people. The report concludes by outlining our key priorities and planned next steps, ensuring that the momentum of improvement is not only maintained but strengthened. Our collective ambition remains focused on delivering excellence and equity for every learner. As Convener of Education, Children and Families, I have the privilege of witnessing first-hand the remarkable work taking place across our communities. It is my pleasure to commend this report to all stakeholders and express heartfelt gratitude to those who contribute to the success and progress of our education Service. Councillor Michael McBride Convener (Education, Children and Families) Message from Depute Chief Executive Introduction Last session was marked by a series of significant achievements across Education, Children and Families, reflecting our collective commitment to improving outcomes for all learners. A major highlight was a very positive local authority Thematic Inspection carried out by Education Scotland. The subsequent report highlighted many positives, including well-established, positive working relationships between Chief Officers and elected members and the empowering clusters model. The three community hubs – Riverbank, Chryston and St Brigid’s/Newmains – continue to further strengthen our commitment to place-based support. The continued evolution of our Empowering Clusters model remains central to ensuring our children and young people receive the care, support, and opportunities they need to thrive. This report illustrates the tangible impact of our key initiatives and programmes of work, all of which contribute to our shared mission of delivering excellence in education and support across North Lanarkshire. Andrew McPherson Depute Chief Executive Page 141 of 314
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3 Message from Chief Officers of Education We are delighted to share with you, the Education and Families Service Improvement Report for session 2024-25. There are many highlights to celebrate, including improvements in attainment across the majority of measures in the Broad General Education and in the Senior Phase. Additionally, we have also noted some improvements in attendance statistics, although this will continue to be an area of focus in the Service Improvement Plan moving forward. The achievements highlighted across a range of settings within the report are testament to the endeavours of colleagues, coupled with the pastoral support that they provide for our children and young people. With continued focus on raising attainment, improving attendance, advancing our Additional Support Needs (ASN) strategy, developing leadership, and supporting the wellbeing of everyone involved in the Education and Families service, we aim to build on the successes of this session in the years ahead. James McParland and Barry Smedley Chief Officers: Education Page 142 of 314
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4 Ambition Statements North Lanarkshire has 25 ambition statements that collectively support the shared ambition for inclusive growth and prosperity for all, where North Lanarkshire is the place to Live, Learn, Work, Invest and Visit. Where areas align with the ambition statements, these are marked by an asterix throughout the report, with the associated ambition number noted. Aims – LEARN Here All young people in North Lanarkshire can achieve their full potential. They have the tools to make their way in life through quality, exciting and challenging learning. That means improving attainment and closing the poverty related attainment gap. Everyone has access to quality learning and teaching. We make sure our schools are inclusive, energetic places which take into account the needs of all young people. Young people have experiences which last a lifetime and a voice in their own learning. Learners of all ages have the skills to take advantage of the employment opportunities our growing economy brings. We have a flexible, resilient and skilled workforce for the future. Page 143 of 314
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5 Contents Page Section 1 Our Context Section 2 Our Plans and Priorities National Improvement Framework Plan for North Lanarkshire Strategic Equity Fund Section 3 Leadership, Direction and Continuous Improvement Building Leadership Capacity Leading and Delivering Transformational Change in Inclusion We Aspire Outreach The Hub Operating Model - Improving Outcomes for Families Pupil Leadership Conference Empowering Clusters Model Section 4 Improving Outcomes for All: Fulfilment of Statutory Duties Ensuring Wellbeing, Equality and Inclusion Health and Wellbeing Supports for Children and Young People Family Engagement Support Assistants Neurodevelopmental Family Support Workers Rights Respecting Schools Award Active Schools Community Learning and Development Educational Psychology Service Pupil Equity Fund Collaborative Work with ASN Establishments and Tackling Poverty Team Virtual School Section 5 Quality of Education - Impact on children, families and communities Re-designing the Curriculum Developing the Instrumental Music Service Curriculum, Learning, Teaching and Assessment Literacy / STEM Pilot Play and Enquiry Learning, Teaching and Assessment Conference Digital Resource Creation and Live Learning Opportunities Building Digital Capacity and Wider Service Support Developing the Young Workforce Pathways Vocational Education Future Fridays Page 144 of 314
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6 Gaelic Section 6 Raising Attainment and Achievement Raising Attainment Attendance Focus Early Learning and Childcare (ELC) Interventions Attainment in 2024-2025 (Broad General Education) North Lanarkshire Statistics: NIFIER Attainment in Senior Phase Inspections: Early Learning and Childcare (ELC) HMIe and Education Scotland Validated Self-Evaluation Visits Section 7 Next Steps Planning for the Future Page 145 of 314
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7 NL’s Context North Lanarkshire Council covers a large geographical area. The council borders Glasgow City, as well as a number of small and rural communities across west central Scotland. The council stretches from Cumbernauld, bordering Stirling in the north, to the Clyde Valley in the south and occupies around 181 square miles in the central belt of Scotland. The area is mainly urban with some rural areas. There are three main urban areas in North Lanarkshire: Cumbernauld and Kilsyth, Airdrie and Coatbridge, and Motherwell and Wishaw. The council area at the 2022 Census had a population of 341,000, which is a 1% increase since the 2011 Census. It is less than the surrounding local authorities and is Scotland’s fourth largest local authority. The population density is 725.5 per sq.km, making it the 5th highest in Scotland after Glasgow, Dundee, Edinburgh and Aberdeen. In 2017, the council established the North Lanarkshire Fairness Commission to develop policy recommendations aimed at tackling poverty and inequality in the area and the recommendations have been reflected in ‘The Plan for North Lanarkshire’. The Local Area There are 9 community areas: • Airdrie • Bellshill • Coatbridge • Cumbernauld • Kilsyth • Motherwell • Northern Corridor • Shotts • Wishaw Educational Estate • 118 primary schools, 10 of which have attached support centres. • 79 primary schools offer Early Years provision. (58 Term Time and 21 Full Time) with 3 ASN linked nursery classes. • 23 secondary schools, 4 of which have an attached support centre. • 23 council managed Family Learning Centres, 6 with ASN Provision. • 13 additional support needs establishments. • 16 North Lanarkshire schools are recognised as Rural Schools. • 3 schools provide Gàidhlig (Gaelic) Medium Education. NL’s Children and Young People • North Lanarkshire has circa 8,100 children in early years placements and 48,300 children in primary and secondary education. • 32% of young people living in SIMD groups 1-2 and circa 12,400 have clothing grants. • 21% of children are registered for Free School Meals. • 24.9% of children are entitled to a clothing and footwear grant. • 35.5% children are registered with an additional support need. • 4.3% children are registered as having English as an additional language. • 3.1% children are care-experienced (either currently or previously). Page 146 of 314
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8 NL’s Plans and Priorities National Improvement Framework The Education, Children and Families Service is committed to promoting excellence; in terms of ensuring children and young people acquire a broad range of skills and capacities at the highest levels, and equity; removing barriers and implementing strategies to ensure every child and young person has the best opportunities to succeed and thrive regardless of their social circumstances or additional needs. There is a particular focus on closing the poverty- related attainment gap. The six drivers represent key changes to include closer alignment of curriculum and assessment and integration of early years terminology. This provides increased cohesion and reflects the progressive nature of the 3-18 Curriculum for Excellence. NL’s key improvement priorities are underpinned by the National Improvement Framework (NIF) Priorities. The vision for education in Scotland should be ambitious, inclusive, and supportive in order to deliver: ✓ • Excellence through raising achievement and improving outcomes: ensuring that every child and young person achieves the highest standards they can. ✓ • Achieving equity: ensuring every child and young person has the same opportunity to succeed. The key priorities for the National Improvement Framework are set out below. • Placing the human rights and needs of every child and young person at the centre of education. • Improvement in children and young people’s health and wellbeing. • Closing the attainment gap between the most and least disadvantaged children and young people. • Improvement in skills and sustained, positive school-leaver destinations for all young people. • Improvement in achievement, particularly in literacy and numeracy. Plan for North Lanarkshire One Place …One Plan sets the direction for the council and partners to deliver inclusive growth and prosperity for all, to bring equal benefits and a fairer distribution of wealth to all North Lanarkshire’s people and communities. This high-level strategic document outlines a long-term vision for North Lanarkshire - a vision where North Lanarkshire is the place to Live, Learn, Work, Invest, and Visit. The Plan is supported by a Programme of Work, developed by the council, partners, and other relevant agencies. The Programme of Work (POW) to 2028 centres around seven complementary programmes which underpin delivery of The Plan. Priorities of the POW: (Programme of Work) • Transforming Places - To better plan and co-ordinate public and private sector investment to deliver transformational change across town centres and local communities at pace. • Invest in North Lanarkshire - Accelerated outcome delivery and investment via a more streamlined advisory service and aligned operating model and infrastructure plan. Page 147 of 314
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9 • Sustainable Futures - Focus commitments to Net Zero Carbon and climate resilience and the associated energy solutions and investments required to make it a reality. • Resilient People - Deliver whole family support locally, when families need it, in a way that addresses the impacts of poverty and reduces inequality. • Brighter Futures - Support and improve educational attainment, employment opportunities, entrepreneurship, and volunteering. • Digital North Lanarkshire - Develop a skilled digital workforce, promote an innovative, sustainable culture and be the Digital Leader for a transformed North Lanarkshire. • One Service - Ensure services are delivered, regardless of owner, in a streamlined, efficient, and supportive model, with the overall vision of inclusive growth and prosperity for all. Strategic Equity Fund *6, 7, 9 In session 2022-23, the Scottish Government changed its approach to Scottish Attainment Challenge (SAC) funding, replacing this with Strategic Equity Funding (SEF). The Strategic Equity Fund provides funding for all 32 local authorities to invest in approaches to achieving the refreshed mission of the Scottish Attainment Challenge (SAC), “to use education to improve outcomes for children and young people impacted by poverty, with a focus on tackling the poverty related attainment gap”. As part of the new SEF model, NL is managing a tapered reduction in financial support, with funds reducing from 7.5 million to 3.4 million by session 2025-26. For session 2024-25, NL received £4,407,126 Strategic Equity Funding. To allow the Service to effectively maximise this allocation and manage the tapering funding, the Service used £3 million of the allocation to create a core model to strengthen fundamental activity to raise attainment and to provide meaningful actions to address the poverty related attainment gap. This model is sustainable until the end of the SAC period. The diagram on the right summarises the main aspects of this expenditure. The remaining £1.4 million from the allocation for session 2024-25 was used to strengthen improvement activity across the four strategic workstreams – Improving Leadership, Improving Standards across Schools and Centres, Improving Wellbeing and Supporting Families through Effective Partnership Working. By aligning the Strategic Equity Fund (SEF) plan with the service improvement plan, it has strengthened the ability to deploy resources effectively to strengthen core activities aimed at improving outcomes and ensuring equity. Page 148 of 314
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10 Stretch Aims In setting stretch aims/targets, consideration was given to the potential tension between setting more cautious targets that would be potentially easier to achieve or setting aspirational targets designed to encourage greater improvements. The latter approach was selected. Throughout session 2024–25, the Service continued its efforts to achieve both Core and Core Plus Stretch aims, with a particular focus on raising attainment and narrowing the poverty-related attainment gap. Progress has been driven by enhancements to the universal offer and the delivery of targeted improvement activities in literacy, numeracy, and health and wellbeing. A summary of progress towards these stretch aims is presented in the Key Performance Indicators section at the end of this document. Page 149 of 314
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11 Leadership, Direction and Continuous Improvement Effective leadership at all levels is essential to achieving excellence and equity across Scottish education. In line with the expectations set out in How Good Is Our School? 4, leadership is viewed across the Service as a key process that empowers all members of the learning community to contribute to improvement. By building leadership capacity throughout the system, schools and early learning centres are better equipped to respond to change, support professional learning, and deliver high-quality experiences that meet the diverse needs of our children, young people and families. Leadership, Direction and Continuous Improvement • How effectively do we monitor the use and impact of available resources on improvement priorities? • To what extent does the performance and outcome data demonstrate we are effectively discharging our duty of Best Value and continuous improvement in relation to education? • To what extent can we evidence a clear strategy for the delivery of educational services? (ADES: How Good is Our Education Authority?) Page 150 of 314
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12 Building Leadership Capacity *6, 7, 8, 9, 10 Strategic Approach Within North Lanarkshire, and subsequently the Service, there is a strong commitment to tackling poverty and reducing inequality to improve outcomes for children and families. Key actions to help NL to achieve this ambition include: ✓ Establish and utilise networks and partnerships to improve outcomes for children and families. ✓ Encourage 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. ✓ Ensure new approaches focus on developing self-evaluation, at all levels, complemented by proportionate arrangements for external scrutiny/quality assurance. ✓ Align funding streams, including PEF and SAC, and support systems to maximise outcomes for learners. Integral to our ability to achieve our aims is the development of effective leadership, at all levels. This section exemplifies some of NL’s achievements and progress in this area during session 2024-25. Strategic Leadership in the Early Years (EY) Over the past four years, 252 participants in total have attended the EY Leadership Programme. The Leadership Programme continued this year with a total of 54 participants across all three cohorts, which is a slight increase in attendance since session 2023-24. Evaluations of the Leadership Programme show almost all participants rated a significant increase in their skills, knowledge, and abilities by attending the programme. “This course has been so useful and helpful, especially as a new lead. It has been hugely beneficial to meet other leads and have the opportunity to share practice and ideas. Every week I’ve come back to my nursery from the course, I have been so inspired and excited to take forward many different aspects. It has empowered me and given me lots of confidence within my role as a lead practitioner.” (ELC Lead Practitioner) Page 151 of 314
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13 Principal Teacher, Depute Head Teacher and Head Teacher Leadership Established North Lanarkshire Leadership Programmes, endorsed by Education Scotland, continue to attract interest from across Scotland. During session 2024-25, 22.3% of participants were from 15 other local authorities, or the private sector, in addition to North Lanarkshire Council. Innovation and Improvement Hub Interest and activity on the Innovation and Improvement Hub (Professional Learning) remained high during session 2024-2025, with a total of 14,889 views across the session. Thematic Inspection Education Scotland conducts a programme of inspections across every local authority, annually. This programme includes establishment level inspections and thematic inspections. Thematic inspections focus on a specific area and provide key information about what is working well in the education system and where further development is needed. In October 2024, a team of two inspectors visited North Lanarkshire to gather information and views from local authority staff involved in school improvement. As part of the inspection process, the inspection team met with focus groups of central staff, headteachers, teachers, partners, parents, and elected members, to gather their views. A summary of some of the key strengths and areas for development are included below: Key Strengths Identified • Shared understanding of NL’s overarching vision • Clear alignment of Corporate, Service and Establishment planning. • Inclusion of clear, key performance indicators (KPIs) in Strategic plans. Recommendations for development/improvement • Continue to develop a more consistent approach to supporting establishments and build on good practice to secure further improvements. • Further develop the use of central evaluation evidence and data to inform system level changes. Page 152 of 314
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14 • Well established, positive working relationships between Chief Officers and elected members. • A well-structured Quality Assurance framework which provides a clear structure for self-evaluation activity, highlighting shared expectations, duties and responsibilities. • Strong, structural foundations to support empowerment and improvement at local level (i.e., empowering clusters). • Maintain a strong focus on improving attainment, particularly at the senior phase. • As planned, continue to address inconsistencies in Curriculum for Excellence data across the whole broad general education (BGE). • Maximise opportunities for parental engagement. Page 153 of 314
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15 Leading and Delivering Transformational Change in Inclusion *7, 8, 9, 10 In 2019, 12 key recommendations were identified linked to Additional Support Needs (ASN) and Inclusion. The reconfiguration of the ASN Service has continued this session and all recommendations have been successfully addressed. There has been a continued review of processes, practices and infrastructure to ensure effective use of available resources to support and improve outcomes for learners. The framework for delivering the change is included below: Learning Assistant Post Working in collaboration with both teaching and single status unions, a new Learning Assistant remit and job description was created. This affords better career pathway opportunities for staff and is more reflective of the changing requirements of the job. To ensure a smooth transition into the new posts, a full training and development strategy has been created. This will ensure the existing workforce is effectively supported to deliver this new remit. Leading and delivering transformational change to strengthen inclusion: Professional Learning, Training and Development NL’s commitment to ensuring children and young people are supported by a staff team with the appropriate skills, knowledge and confidence is evident in the strategic approach to ensuring all staff have access to high quality professional learning opportunities. The diagrams below summarise the strategic approach taken during session 2024-25. Page 154 of 314
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16 1. Training Needs Analysis 2. Programme Development 3. Inclusion Learning Platform • Identified ASN training needs for all staff in schools • Bespoke package of training at three levels: • Surface (universal) • Engagement (additional) • Embedding (intensive) levels of intensity. • Development of an inclusive mindset and attitude in schools, while developing staff skills. • Large staff cohort (approx. 8000 staff) • Developing implementation model • Measuring engagement • Ensuring longevity of the model • Vision • Values • Strategic Drivers • Available on LearnNL • 53 available courses within the Learning Platform • Collaboration with Regional Improvement Collaborative and Speech and Language Therapy (SALT) • 26 E-books • Continue to refresh and deliver • Inclusive and available to all We Aspire Outreach Intensive support for young people: We Aspire College supports pupils with social and emotional needs across Pentland, Fallside, Portland and Willowbank schools. It aims to provide an inclusive educational and vocational experience for young people in North Lanarkshire experiencing adversity who require a more flexible approach to learning. Young people are supported through individual planning and pathways to build confidence and resilience, subsequently maximising their potential to achieve positive outcomes and promote wellbeing. The ‘We Aspire’ operating model builds strength and capacity across the system through a bespoke blend of direct educational support for pupils on site within their own educational environment or off-site in one of the satellite hubs/spaces available. We Aspire staff also deliver bespoke training to staff and schools, tailored to their individual needs and contexts, strengthening the universal and additional approach to inclusion. As a result, outcomes for learners with additional supports needs within specialist and mainstream environments have improved. Page 155 of 314
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17 The positive impact of this new approach has been positively recognised in several internal and external validation processes. Strong cultural shift throughout the Service – ADES Collaborative Improvement Visit The Closer to Home Agenda has seen a significant saving by keeping young people in schools closer to their home, saving the Service circa £200k per pupil. All pupils reported enjoying their outreach activities, with 93% stating they had learned new skills as a result. Learning Assistant: Development of new and “fit for purpose” job descriptions for 1,000 FTE staff, building workforce capacity, improving output and reducing the need for external provision. A clear career pathway and PRD structure, allowing the Service to “grow its own” and identify and retain internal talent. Page 156 of 314
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18 All support is subject to a post intervention evaluation to ensure measurable outcomes can be determined and future changes to the model identified. Staff are highly skilled with experience in Nurture, Trauma and Developmental processes and Pedagogy. They operate as an early intervention team, targeting those most at risk of disengagement from school and/or exclusion. This year the Outreach team has expanded to provide targeted support for pupils with additional support needs. We Aspire Outreach Team The ‘We Aspire Outreach Team’ is dedicated to empowering children and young people to thrive in their current school placements, enhancing both their educational experiences and outcomes. By strengthening the Empowering Cluster Model, our Outreach support enriches the Universal offer in schools and reinforces the commitment to inclusive education through the presumption of mainstreaming. The team, comprising skilled teaching and support staff, work directly with children and young people within, and when appropriate, beyond their mainstream settings to ensure every learner feels seen, supported, and valued. At the heart of our work are the four pillars of inclusive practice: being present, participating, achieving, and feeling supported. These principles guide us in creating learning environments where every child and young person can flourish. Building Staff Capacity: Over 200 consultation meetings were held with schools across all clusters. Providing Continuous Lifelong Professional Learning: • Targeted support for 38 primary schools and 4 secondary schools. • Increase of 83% of secondary staff who agreed or strongly agreed that they were more confident in teaching emotional regulation strategies after attending the training. • 88% of attendees said that they would recommend this training to a colleague. Page 157 of 314
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19 Impact: The table below exemplifies the impact of the Outreach support during session 2024-25. (Please note: Term 4 data was still being collated at time of writing this report.) “I have managed to complete 2 Hi5 awards and a Dynamic youth award. I have also managed better in class and the playground” Pupil A “There has been a huge improvement in Pupil A, not only in school but at home too”. Parent “In 13 years of teaching this has been the most valuable CLPL I’ve had… It was really beneficial. I think it’ll make a great impact on my future teaching.” Teacher A Page 158 of 314
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20 The Hub Operating Model –Improving Outcomes for Families *13, 19, 20 The transition to a new operating model for town and community hubs is now in phase two. Three new hubs, following a £66.9m investment, are now in operation (Chryston, Newmains and St Brigid’s and Riverbank). These modern, well equipped, and vibrant hubs are essential to improve the reach into communities and bring wider benefits to schools and family learning centres. The offering continues to evolve to meet local needs. Each hub offers bespoke opportunities to provide more integrated holistic support with a diverse range of Council services, public sector partners and third sector organisations working together to improve health outcomes – with a focus on prevention, early intervention, and community wealth building. NL’s collaborative approach to improving breastfeeding rates was piloted in Chryston Primary School with colleagues from health, education and community learning and development (CLD) adopting a community-based approach to improving breastfeeding rates. Upscaling this approach led to NL becoming the first LA in Scotland to earn the Gold Level Breastfeeding Friendly award in February 2024, with 85% of educational establishments having achieved the Breastfeeding Scotland Award. With the evolution of the hub delivery model, services and partners are increasingly aligning resources and funding streams to enhance family supports provided via the hub by investing in preventative measures and maximising local community assets. For example, within all three hubs, families can now access support from Families Here and Now (FHAN), Community Learning and Development (CLD), financial advice, and employability support. Additionally, housing support is available at Chryston hub. Early results show this holistic approach is strengthening the ability to deliver whole family support locally, addressing poverty, reducing inequality, and enhancing opportunities for individuals and families to improve their learning, health, wellbeing, and social and economic activities. Page 159 of 314
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21 Improving Outcomes for Families: Education and Families continue to implement a wide range of creative and innovative approaches to reduce inequality and improve outcomes for families. Strategic use of various funding streams, including the Whole Family Wellbeing Fund, has enabled the development of new and transformative practices in how support is delivered to children, young people, and their families. With strategic leadership from colleagues Social Work, the Service has enhanced collaboration with a wide range of partners to strengthen early intervention and promote a more holistic, preventative approach. This is strengthening the ability to ensure families receive timely, tailored support that meets their specific needs. A few examples of new and innovative approaches are summarised below. Neurodevelopment Family Support Service It is understood that children and young people who are neurodivergent may face additional challenges in engaging with school. These difficulties are often exacerbated by the stress and uncertainty experienced by families awaiting formal assessment and diagnosis. Therefore, in response, and through a combination of funding from the Children and Young People’s Mental Health and Wellbeing Fund (CMHWBF) and the Whole Family Wellbeing Fund (WFWBF), NL has commissioned neurodevelopmental family support workers, based within North Lanarkshire Carers Together. These practitioners provide a range of tailored one-to-one and family-based interventions, delivered flexibly in the home, in community settings, or within schools. The positive impact of this preventative approach is evidenced by the minimal requirement for onward referrals to Social Work or Child and Adolescent Mental Health Services (CAMHS). Page 160 of 314
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23 Transition Pilot Project In response to a growing number of requests for support involving children and young people who are either refusing to attend school or experiencing anxiety-related attendance issues, a pilot project was launched to strengthen the connection between home and school support. The aim was to address an emerging trend of disengagement among these pupils. The initiative was delivered collaboratively across two school clusters and involved the National Health Service Lanarkshire (NHSL) Neurodevelopmental Service, Educational Psychology, and North Lanarkshire Carers Together. It focused on supporting pupils during the critical transition from P7 to S2, with particular attention to the needs of children with neurodevelopmental profiles. Participants were assessed by the NHSL team and received tailored support from Carers Together. Early outcomes have been encouraging, with nearly all pupils making a successful transition from primary to secondary school. Pupil Leadership Conference - ‘What Matters to Us?’ *10 Pupil Curriculum Conference As part of North Lanarkshire’s ongoing curriculum development, a Pupil Conference, entitled ‘What Matters to Us?’ was held at Airdrie Town Hall in September 2024, with the Children’s Commissioner delivering the keynote speech. This inspiring event brought together 130 pupils from 107 schools across 22 clusters—not only to share their vision for the future of education, but to lead the conversation. Pupils undertook key leadership roles throughout the day, facilitating discussions, presenting ideas, and guiding their peers through a series of workshops and activities. Their contributions helped to shape the agenda and created a space where pupil voice was central. The insights gathered strongly echoed national thinking around learner pathways, with a clear call for a curriculum that values skills, wellbeing, and personal growth alongside academic achievement. Pupils advocated for more engaging, interdisciplinary learning, greater curriculum choice, and a stronger focus on life skills such as financial literacy, communication, and health and wellbeing. Themes of kindness, respect, and meaningful pupil voice emerged throughout the day, reinforcing the importance of young people as active partners in shaping their education. Feedback from the conference will directly inform curriculum design at both local and authority levels, ensuring that learners remain at the heart of educational transformation. Page 162 of 314
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24 Empowering Clusters Model *6, 7, 8, 9, 10 The Empowering Clusters model has proven to be a transformative approach in North Lanarkshire, enhancing the integration and delivery of services for children, young people, and families. Closely aligned with The Plan for North Lanarkshire and national priorities such as GIRFEC, Tackling Poverty, and Whole Family Support, the model supports a holistic, locality-based approach to wellbeing and education. Since its implementation in 2020, the model’s effectiveness has been validated through multiple external inspections, including the Joint Inspection of Children’s Services, ADES collaborative improvement activity, and the HMIe National Thematic Inspection, confirming its role in driving equity, inclusion, and improved outcomes. The Empowering Clusters model has been developed to facilitate timely and effective support through strong partnerships and integrated cluster working. This model places children and families at the centre of planning processes and ensures access to the right support, at the right time, within their local communities. Cluster resources, including Cluster Resource Teachers (CRTs) and Cluster Support Teachers (CSTs), supported over 7,310 identified children and young people through targeted interventions in literacy, numeracy, and wellbeing. Data indicates that 85% of these interventions had a positive impact on learners’ prior attainment and engagement, demonstrating the effectiveness of the support provided. Notably, 44% of the supported pupils were from Quintile 1 (Q1) areas—those most affected by socio-economic disadvantage—with 82% of them making positive progress. Additionally, 6% of the pupils receiving support were either Care Experienced or on the Child Protection register. Overall, data shows that targeted, cluster-level approaches are contributing to improvements in both engagement and achievement for most learners. Page 163 of 314
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25 Improving Outcomes for All: Fulfilment of Statutory Duties Supporting the wellbeing, equality, and inclusion of all learners is central to our goal of achieving excellence and equity. Through strong partnerships across NL, we uphold children’s rights, listen to their voices, and ensure every young person feels valued, included and empowered to reach their full potential. Ensuring Wellbeing, Equality, and Inclusion • Have we successfully established an inclusive learning culture? How do we know? • How well do we ensure high levels of understanding of key legislation and policies across education services? • How effectively have we developed a culture in which all staff share a collective responsibility to improve outcomes for children and young people? • How well do we ensure that the curriculum is designed to develop and promote equality and diversity and eliminate discrimination? (ADES: How Good is Our Education Authority?) Page 164 of 314
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26 Health and Wellbeing *7, 10, 13, 15 NL’s strategy for Health and Wellbeing, aligned with Getting it Right for Every Child (GIRFEC), focuses on providing the right support at the right time for children and families through a tiered range of services—universal, additional, and intensive. A key strand of the Resilient People Programme of Work is to improve the outcomes for children and their families through a long-term shift in resources to preventative support that gets the right support to families at the right time. Therefore, the approach taken is proactive and responsive to the needs of children and families with levels of support being increased and reduced in response to changes in families’ needs. This session, there has been continued collaboration with social work colleagues to effectively use investments through the Whole Family Being Fund (WFWBF), Scottish Equity Fund (SEF) and the Community Mental Health and Wellbeing Support and Services Framework grant (CMHWBF) to integrate supports, innovate and pilot new approaches to improve outcomes and realise the ambitions of Resilient People. The sections below exemplify key aspects of work from session 2024-25. NL’s Roadmap to Recovery: Health and Wellbeing Strategy *7, 10, 13, 15 This session, a full review of NL’s Roadmap to Recovery: Health and Wellbeing Strategy was carried out. This strategy, introduced in 2022, drew on evidence from health and wellbeing interventions, inspections and a health and wellbeing audit carried out with schools. This showed considerable development in health and wellbeing in the last three years, particularly regarding early intervention mental health approaches. Building on the review of the Roadmap to Recovery, a Health and Wellbeing Framework is currently being designed to serve as a tool for schools and clusters, promoting a more consistent approach. As part of the council’s commitment to increase attendance and make family support available to families where needed, Family Engagements Support Assistants (FESAs) are now working in all clusters and the ASN sector. Throughout the 2024–25 session, they engaged with 575 children, successfully completing work with 370 of them. This support has impacted positively with: • 72% showing increased attendance • 15% showing a stabilised attendance pattern rather than a decreasing trend • 13% showing decreased attendance FESAs worked with families to support a range of issues including reducing the impact of poverty, supporting improved parental mental health and in assisting families to maintain communication with schools. The Community Learning and Development Family Learning service has played a key role in supporting families in need. Development Officers, funded through SEF, provided family learning opportunities to 2,428 family learners and supported 1,110 individuals through targeted parent support programmes. 44% of these families were living in SIMD Q1 areas (areas of high deprivation). Page 165 of 314
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27 Raising awareness and adopting a ‘Trauma informed practice approach’ has been a significant priority, this session, linked to the council’s programme of work. A variety of professional learning opportunities have been provided to staff across the school estate, including newly qualified teachers and leadership teams. Training was delivered through Learn NL and incorporated Education Scotland’s 'Keeping Trauma in Mind' programme. Over 1,000 staff members participated in this professional development. A range of approaches are in place to support early intervention for mental health, including the school nursing pathway, now active in all NL schools. This framework enables schools to access support from health professionals through a structured request for assistance process. KOOTH has continued to be used as an online mental health support over the year with an additional 262 young people registering for the service during session 2024- 25, with most being signposted by schools. As with the Counselling Service, anxiety and family issues featured heavily in the reasons for registering. Supports for Children and Young People *9, 13 School based Counselling: Engagement North Lanarkshire Council provides access to counselling services in schools to all children and young people aged 10 and above. Oversight of this work sits with the Educational Psychology Service. A total of 2,776 children and young people were supported between April 2024 and March 2025. This means an average of 321 counselling hours per week across the authority. 84% of children and young people reported an increase in their wellbeing upon completion of counselling, with an average increase of 29% (from April 2024 to March 2025). The majority of referrals are made by school staff, with some self-referrals. The highest number of referrals are for S2 and S3 pupils. More females than males receive support from counselling, as evidenced below. School based Counselling: Evaluation: Pupil Voice 93% of children and young people completely agree or agree that counselling has helped them identify issues of concern and set goals to work towards. Children and young people reported that 85% completely agree or agree they feel more confident about being able to manage the issues concerning them since counselling support. Page 166 of 314
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28 Evaluations completed by children and young people post counselling from January 24 to December 25 noted the following common themes in their qualitative comments: Family Engagement Support Assistants *8 The Service is using Scottish Equity Funding to invest in Family Engagement Support Assistants (FESAs) to take a family support approach where there is a concern about attendance, with a focus on those families living in SIMD 1 and 2. The FESAs offer practical family support such as routines, linking with the Tackling Poverty Team and facilitating communication with schools. Over 2024-25, the FESAs completed work with 370 children and their families. As illustrated in figure on the right, attendance improved for 72% of these children. This represents a significant rise in the proportion increasing their attendance from the previous year. Being listened to and understood Having a space to talk freely Learning emotional regulation and coping skills Improvement in mental health Experiencing personal growth Page 167 of 314
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29 As part of this reflective process, resources across the Education and Families directorate have been further consolidated and aligned to establish a flexible, seven-day family support provision, as illustrated in the diagram below. This provision has been developed to meet the distinct, and often complex needs, of families whose children attend Additional Support Needs schools, including We Aspire. It places particular emphasis on supporting mental health, recognising neurodiversity, and fostering meaningful engagement with both education and the wider community. To facilitate this, Project Officers have been appointed to deliver holistic, community-based family support within the framework of an integrated ‘one service’ approach. This initiative is coordinated through the CLD Family Learning Service, in collaboration with Family Engagement and Support Assistants (FESAs), and in close partnership with health services and other community-based agencies. A comprehensive evaluation of the outcomes and impact of this approach will be undertaken and reported in 2025. Page 168 of 314
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30 Rights Respecting Schools Award *10 A key part of ongoing work within health and wellbeing is a rights-respecting approach. Over the last few years, schools have been working with UNICEF towards the Rights Respecting Schools Award (RRSA). RRSA recognises the work that schools are doing to offer a rights-based approach in line with United Nations Convention on the Rights of the Child (UNCRC) in all their dealings with children, young people and families. At the end of June 2025, the current number of schools at the various stages of the award is as follows: • 27 Schools hold Gold Awards • 54 Schools hold Silver Awards • 55 schools hold Bronze Awards • 14 schools are registered and working towards their first award • 150 schools involved Active Schools During the 2024-25 session, the Active Schools Programme has continued to provide a wide range of high-quality opportunities for young people to engage in sport and physical activity before school, during lunchtime, and after school. It has continued to focus on integrating inclusive approaches in all programmes to minimise barriers to participation for all pupils. Strengthening pathways between schools and local sports clubs remains a key focus, ensuring seamless transitions for students into community sports. In the 2024-25 period, events and training programmes have been developed, further engaging schools and enhancing the overall impact. The commitment to these core aims has resulted in several significant achievements: • 19,629 attendees recorded in active schools training programmes. • 253,728 attendances at the extra-curricular programme. • SAC funded targeted programmes delivered in 21 schools. • Leadership Programmes delivered in 23 high schools, including 1 ASN, plus 3 Future Friday Leadership Academies. • Student placement partnerships established with 3 colleges. • 74 primary and secondary sports festivals delivered with over 9,000 participants The continued support and active participation of schools have laid a robust foundation for the ongoing success and growth of the programme in the 2024-25 academic year. It is anticipated that next session will see another year of achievements and increased engagement in physical activity for young people in North Lanarkshire. Page 169 of 314
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31 Community Learning and Development (CLD) - Family Learning *8, 10, 11, 15 Participation and Engagement As illustrated in the table below, there has been continued incremental growth in the number of distinct clients participating in projects led by colleagues in CLD. Approximately 50% of the participants attending live within SIMD 1-2. The figures below compare activity levels for parents and children who have attended CLD Family Learning and Parental Engagement projects, over the last two financial years. The infographics on the right exemplify the impact of these engagements. ‘I felt like I had to do things for my baby on my own, but now my husband comes along to the class and also takes our baby to the dads' group and shares the load with me.’ Impact of Support - CLD HomeLink’s ‘Baby massage’ Page 170 of 314
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32 Referral Pathway The referral pathway is built around the GIRFEC staged intervention and offers schools an equitable offer to access CLD family learning and parental engagement supports. The data below outlines the figures from April 1st, 2024, until March 31st 2025 to show the distinct number of referrals received to the CLD mailbox from another council service, external agencies and self-referrals. Welfare Supports The information below highlights the partnerships the CLD team have developed with a range of organisations to support families. The data outlines the number of outgoing referrals made from April 1st, 2024, until March 31st 2025 and highlights the various types of organisations that parents have accessed over and above the CLD offer of family learning and parental engagement. Notably, referrals to welfare support from CLD Family Learning in North Lanarkshire have decreased over the past year. This is largely due to better alignment of services and the impact of proactive promotion of the Tackling Poverty Team, across services. Referring organisations are now increasingly directing families to the Tackling Poverty Team as an initial point of contact, rather than relying on CLD to initiate referrals. This shift facilitates earlier intervention and enables more proactive support, helping to address emerging issues before they escalate. Page 171 of 314
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33 Educational Psychology Service North Lanarkshire Council Educational Psychology Service (NLCEPS) is a statutory Service. In session 2024-25 NLCEPS provided a wide range of psychological offers to children and families, establishments and partners. Full impact data can be found in Educational and Psychology Standards and Quality Highlights Report 2024-25. Range of work covered by the Educational Psychology Service in 2024-25 • NLCEPS provided a link Psychologist and a regular visiting pattern to all NL establishments (n=181) • In session 2024-25, Educational Psychologists delivered all statutory functions i.e., delivered training, conducted research, undertook casework, and provided consultation and advice at all levels of the system. • Educational Psychologists provided input at cluster level and undertook key functions at an authority level e.g., fostering and adoption, out of authority casework. • Intensive work continues to account for the largest proportion of service delivery (e.g., partnership work to support the most vulnerable children). • Approximately 1700 children’s cases are currently open with the majority located in SIMDs 1-4 (~68%). • Training and professional learning remains a key offer from Psychologists. The Service delivered over 150 different sessions during 2024-25, to over 3,200 participants. Impact data is found in figure 1. Figure 1: Training delivery figures and impact data Page 172 of 314
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34 Examples of work from 2024-2025: Embedding whole establishment nurture/trauma informed approaches: • Since 2015 over two thirds (119) of establishments have now completed nurture focussed development work. In 2024-25 a further 500 staff across 30 establishments engaged in training on nurturing approaches (whole establishment training to improve relationships and engagement with learning). • A comparison of pre and post data (2020-2025) from 1246 staff across 61 establishments shows increases in staff confidence, understanding, and ability to implement and embed all six nurture principles. Data, on how nurturing the establishments are, also show significant increases for all establishments. • Case study data, including pupil and parent focus groups indicates embedded changes to practice and a positive impact on staff, pupils, and parents. • Figure 2: Information in the table above shows impact data of nurture approaches Assessing Children’s Development (using Teaching Talking resource) • In 2024-2025, 94 practitioners from 20 establishments received support to use this developmental assessment, with a total of 246 practitioners from 55 establishments trained in this approach. • This year participants confidence increased from 3.3 to 7.9 post training. Longer-term follow up, triangulated with Educational Psychologists’ feedback, demonstrates a sustained impact on practice, including a greater understanding of children’s needs. Page 173 of 314
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35 Supporting Children with Literacy Difficulties – Wave 3 • During session 2024-25, CLPL sessions were jointly delivered with the Learning Hub to over 29 teachers (including two cluster teachers) from 26 establishments. This yields a total of 49 teachers trained to implement Wave 3 since 2023 in over 34 schools. • Immediate training evaluations for 2024-25 confirm pre (3.7) to post (8.3) increases in practitioner confidence levels in approaches to assessment as well as intervention (Reading 3.9/8.3 and Writing 3.7/ 8.4) for children. • Medium-term feedback indicated that at least 55 children have accessed Wave 3 to date. Progress included improved reading levels, phonemic awareness, recognition of high frequency words, application of reading strategies, reading confidence. Gains in learner engagement, motivation, self-belief, classroom inclusion, peer relationships and emotional regulation were also noted. • Analysis of school tracker submissions for 19 pupils, evidence that pre and post standardised scores triangulates with these medium-term findings. Graph 1 Showing Pre and Post Gains in Early Literacy Skills following Wave 3 Intervention Page 174 of 314
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36 Relationship Based Approaches (Restorative Practice) The Educational Psychology Service supported establishments to embed restorative practice in 2024-25. To date, 345 staff across 20 establishments, and 55 pupils from three establishments, have undergone staff development in restorative approaches. During the 2024–25 session, 15 establishments engaged with restorative approaches and increased their confidence in using the techniques by 41%. A measurable shift was also seen in staff thinking toward a more restorative perspective within six out of eight aspects of restorative approaches. Feedback from pupils is captured in figure 3 on the right. See NLCEPS Standards and Quality Report Highlights Report for full details of the work conducted by Educational Psychologists and the associated impact data. Figure 3 Page 175 of 314
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37 Pupil Equity Fund *6, 7, 8, 9, 10 In North Lanarkshire a significant number of children and families live in areas of high deprivation with approximately 32% in SIMD 1 and 2; over 15,500 children and young people in primary and secondary. There is clear evidence that poverty significantly influences children's educational outcomes. Therefore, to support schools to raise attainment and close the poverty related attainment gap, they receive another layer of additional funding from the Scottish Government known as Pupil Equity Funding (PEF). PEF funding is delegated directly to individual establishments. Headteachers are responsible for controlling and monitoring PEF spend (in accordance with Scottish Government guidance), with support and guidance from the local authority. All schools report on the impact of Pupil Equity Funding within their annual improvement report. In session 2024-25, a total of £9,678,420 of Pupil Equity Funding was distributed across primary, secondary and ASN schools within North Lanarkshire. Pupil Equity Fund (PEF) Highlights for NL Schools The majority of North Lanarkshire schools continued to prioritise spending their allocation on additional teaching staff (57.5%) to lead interventions and support activities aimed at closing the poverty related attainment gap. Internal and external governance processes indicate that the majority of mainstream headteachers are developing their ability to clearly evidence the impact of PEF for identified learners. Promoted Post Networking Meetings have effectively supported and developed rigour around planning and evidencing the impact of PEF spending. Processes to empower headteachers to use PEF more effectively are impacting positively in the mainstream with recent inspections noting good practice in a few establishments. Schools continue to use Pupil Equity Funding to identify activities, approaches or resources targeted at improving outcomes for those children, young people and families, most impacted by poverty. Overall, most schools fund additional teachers and promoted posts to support PEF priorities. - 57.5% of schools appointed additional staff to deliver appropriate activities and interventions with a focus on literacy, numeracy and health and wellbeing. - 19.1% created promoted posts to support equity and excellence. - 1.5% of schools continued to invest in digital devices. - 11.9% of schools invested in additional resources including literacy, numeracy and wellbeing, to support interventions. - 0.1% of schools appointed additional support needs assistants. - 1.7% of schools engaged in training linked to school improvement. Page 176 of 314
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38 Scottish Government Sampling and Ministerial Visits to North Lanarkshire Schools During academic session 2024-25, representatives from the Scottish Government engaged in visits across a number of NL schools, highlighted for their effective use of Pupil Equity Funding (Stane Primary School, St. Ignatius’ Primary School, Chapelside Primary School and Kilsyth Primary School). Positive findings from these visits supported the creation of the Scottish Government’s Pupil Equity Funding 2025 Report, published in May 2025. NL schools have shared good practice in supporting Page 177 of 314
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39 pupils in areas such as attendance, cost of the school day, identification and tracking and monitoring of pupil and family need and improvements in attainment across the curriculum. In May 2025, The Cabinet Secretary for Education (Jenny Gilruth) completed a ministerial visit to St. Ignatius’ Primary School (Wishaw) following HMIE and Scottish Government’s highlighting of effective practice developed to support children, young people and families most impacted by the poverty related attainment gap. The Cabinet Secretary was interested by the systems and processes that the school had established through use of Pupil Equity Funding as the school continues to establish a positive legacy from the PEF funding period. Specifically, St Ignatius’ Primary School was identified as using PEF innovatively and impactfully to improve the outcomes of children and young people impacted by poverty. They feature in Scottish Government’s Pupil Equity Funding Report 2025 and on Education Scotland’s YouTube channel. Education Scotland Attainment Advisors completed visits to three North Lanarkshire Schools (St. Margaret’s High School, St. Patrick’s Primary School Kilsyth and Berryhill Primary Wishaw) during the summer term with a specific focus on improvements in numeracy and mathematics as a result of Pupil Equity Funding. These schools shared innovative ways PEF has been utilised to improve outcomes for pupils impacted by poverty. Collaborative Work with ASN Establishments and Tackling Poverty Team - *7, 9, 11 During session 2024-25, eight ASN schools within North Lanarkshire utilised Pupil Equity Funding (PEF) to fund a Welfare Rights Officer in recognition of the fact that in Scotland, children with ASN are much more likely to be living in the most deprived areas (Carmichael and Riddell, 2017). This dedicated Welfare Rights Officer targeted families of P1 and S1 pupils and supported them from August 2024 until June 2025. Work has also begun with school leavers, ensuring that income is fully maximised for young people and their families as they move on to their next destination. The Welfare Rights Officer identified shortfalls in income with families missing entitlement to benefits such as Disabled Child Allowance, Child Benefit, Scottish Child Payment, Universal Credit, Council Tax Benefit, as well as Adult Disability Payment and Carers Allowance. In total, the welfare rights officer assisted 117 families, making 101 claims for additional benefits. The total income generated for families was £556,519 with a number of claims awaiting outcomes. Notably, some families received up to £22,000 in backdated monies that they were not aware they were entitled to. Feedback from families involved in the pilot programme noted that receiving all financial support available makes a significant difference. Income maximisation helps reduce money worries, making it easier for families to afford essentials like food, clothing, and heating. With less stress at home, children and young people are more likely to thrive at school and in their communities, and families can feel more secure and supported. Page 178 of 314
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40 Virtual School *7, 9, 10 The Virtual School in North Lanarkshire is an integrated service compromising of education and social work staff which provides support to care experienced learners at the intensive level of the GIRFEC Framework. The Virtual School has a focus on inclusion and improving outcomes for care experienced learners. Working in partnership with schools, Social Work, wider council services and young people and their families, the Virtual School provides a wide range of supports based on a young person’s needs, strengths, interests and future career aspirations. All learners working with Virtual School remain on their school roll. Over session 2024-25, 218 learners (73 primary, 145 secondary) were supported by the Virtual School. Since its inception in 2019, 715 individual learners have been supported. Supporting Learners - Interventions Every package of support is bespoke to the individual young person. Interventions are provided individually or in small groups and may be delivered in school, out of school within the local community, or a combination of both depending on individual circumstances. In session 2024-25, Virtual School supports have included vocational learning and work experience, direct teaching, health and wellbeing activities, Forest School and outdoor learning, literacy and numeracy groups, counselling support and various other interventions. Over 40 support opportunities were provided weekly including 42 individual sessions with support staff and 77 sessions with teachers. Letterbox Club The Letterbox Club is a literacy (reading) improvement intervention created and delivered by Virtual School staff working with book packs purchased from the Scotland Book Trust. Staff from Virtual School train cluster staff, by working alongside them to deliver this 14-week programme. The programme aims to improve confidence, skills and motivation to read. Participants are also supported to improve social skills through fun games and group learning activities. Learners are assessed at the start and end of the programme to accurately track progress. To date 33 children from 13 primary schools have participated. Forest School Forest School is a child-centred, outdoor learning approach that encourages children and young people to explore, play, and learn in woodland or outdoor settings. Activities are guided by the interests and needs of the children and may include experiences like den building. It is particularly beneficial for children or young people who struggle in the traditional classroom environment. This approach helps children and young people to build their knowledge, skills, confidence and self-esteem through exploration and problem solving within the outdoor environment. Forest School facilitates child-led links to the curriculum with a particular focus on Health and Wellbeing. Page 179 of 314
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41 The average change across a 4-5-month project is detailed below: · Accuracy: +10 months (equivalent of 5 months more progress than expected) · Reading Rate: +8 months (equivalent of 3 months more progress than expected) · Comprehension: +11 months (equivalent of 6 months more progress than expected) Feedback from learners - · 97% of participants reported they enjoyed being part of the group · 97% of participants reported they felt supported by the adults leading the group · 84% of participants reported they are proud of what they did in the Letterbox Club · 86% of participants reported they felt included during the Letterbox Club · 75% of children said they had books at home before engagement in this project. This had risen to 100% after the project. · After completing the programme 83% of young people reported they wanted to continue to improve their reading: “I’m reading lots more at home” – Pupil 1 “I made new friends at Letterbox Club” – Pupil 2 “I worked hard to improve my reading aloud skills.” – Pupil 3 “5 stars – it has had a great impact; he’s improved a lot since coming to this group. He talks about how much fun he has here!” – Gran (Kinship Carer) Evaluations from children and young people involved indicated that: 100% of children and young people in the programme stated that they can read independently now for longer periods of time. They also reported feeling proud of their achievements during the sessions. Qualified Forest School leaders from the Virtual School team offer a two-day introductory training course for school staff interested in delivering outdoor learning. The training provides participants with an understanding of how outdoor learning activities can help children and young people who have experienced trauma learn to regulate their emotions, overcome problems, work with peers and in turn, engage positively in learning. Participants also leave able to deliver some outdoor learning activities. Follow up support to establish outdoor learning groups is provided. In session 2024-25, 69 staff members from 49 establishments or services participated in training. To date 139 staff from 85 establishments have been trained. Demand for the course is high, and extra dates have been arranged for session 2025-26. “I think it has been the most valuable training any of the Cluster Support Teachers (CSTs) have taken part in. It has really given us lots of positive engagement in a way I know just wouldn't have happened in the constraints of a classroom environment. I also think it's a really useful offer as a starting point to re-engage young people after long periods of absence.” – Cluster Integration and Improvement Lead (CIIL) Page 180 of 314
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42 Keeping the Promise *7, 9, 10 The Keeping the Promise Award is a professional learning programme developed to support schools and educational settings in Scotland to uphold The Promise—the national commitment to improve the lives of care-experienced children and young people. Originally developed by NL, the award recognises schools and establishments that have taken meaningful steps to understand and implement ’The Promise’, ensuring that care-experienced children are supported, included, and nurtured. The programme supports staff to: • Understand the needs and rights of care-experienced learners • Reflect on their role as corporate parents • Use inclusive, non-stigmatising language and practices • Take meaningful action to improve outcomes Keeping the Promise Award The original Keeping the Promise Award was created and piloted by North Lanarkshire. Working with colleagues across the West Partnership Working Group, Education Scotland and CELCIS the original materials have since been updated to create an accessible resource for all schools and local authorities. Aims of the Programme: · To raise awareness and understanding of The Promise – the commitments made around education to support inclusion and improve outcomes. · To highlight the particular needs of care experienced learners including some of the challenges they face which impacts on their access to, and engagement in learning. · To highlight responsibilities under The Promise – what we need to do as “good parents” to ensure the best for care experienced learners. · To support workforce to consider how they can contribute to positive changes both individually and collectively. · To provide formal recognition for individuals and settings who successfully complete this professional learning. In session 2024-25, whole school staff participation in this award (We Promise level) was a priority on cluster improvement plans. Led by the Virtual School, train the trainer sessions were delivered throughout the session. Over 94% of schools and a variety of teams within NL have achieved this. Work to extend training sessions to Active Schools and Social Work residential staff is planned. Work around creating a version of the award for early years staff is currently underway in partnership with a neighbouring local authority. Virtual School staff will direct and support training delivery in session 2025-26. Page 181 of 314
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43 Reducing Exclusions In line with NL’s commitment to fulfilling the ambitions of The Promise, the Virtual School has continued to work in partnership with establishment leaders to reduce school exclusions for care experienced learners. As a result of this partnership approach, over the past six school sessions, significant improvements have been recorded. Exclusions of care experienced learners have reduced overall by 94% (158 to 10), learning days lost reduced by 95% (339.5 to 18.5) and the number of care experienced learners receiving an exclusion reduced by 89% (92 to 10). Virtual School continue to work with schools to explore and plan alternatives to exclusion for care experienced learners. In session 2024-25, 25 exclusions were Page 182 of 314
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44 avoided with alternatives provided by Virtual School staff in partnership with school and cluster staff. Virtual School also deliver training for schools in de-escalation strategies and provide support, where appropriate, for creating support plans. SQA Achievements For care experienced young people who are at significant risk of leaving school without formal qualifications, Virtual School teachers work with them to support them to achieve a variety of qualifications. Supported by curricular leads, and planning in partnership with schools, families and young people, this session, teachers have extended the range of subject areas in which they can support young people to better achieve. In session 2024-25, national qualifications have been achieved in English, Mathematics, History, Modern Studies, Media, People in Society, Computing and Business Management. SCQF awards (levels 4 – 6) have been achieved in areas such as employability, personal development and E-sports. In session 2024-25 a total of 140 National 3 and 4 level qualifications were achieved by 35 young people working with Virtual School teachers: · 60% achieved five or more national qualifications · 60% achieved four or more national qualifications · 69% achieved three or more national qualifications · 100% achieved a qualification in English · 97% achieved a qualification in Maths Over the past six sessions, 163 young people who struggled to attend and engage in learning in school, achieved 468 national qualifications, increasing confidence in their learning abilities and improving their future career prospects. Post School Destinations In session 2024-25, the Virtual School supported 29 learners of school leaving age with the specific outcome of working towards positive post-school destinations. The target of 70% of the group achieving this was included as a priority within the Virtual School Improvement Plan. Currently most (75.9%) have a confirmed positive destination with the other young people linking with supports through partners to explore routes for further education, training, employment or volunteering. No young person is categorised as “unknown”. Page 183 of 314
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45 Strengthening Families Holiday Programme Coordinated by Virtual School, the Strengthening Families Summer Programme 2024 provided support to 216 local families. Referrals made from Social Workers for families under the criteria of Kinship, Looked After at Home or Child Protection allowed support to be provided where it was most needed over the school summer holiday period. A range of engaging activities were offered to entertain children and strengthen family bonds through shared enjoyment, all while keeping costs low for families. Activities on offer included: a family cinema treat, swimming passes, swim and skate tickets, a visit to M&D’s and a family trip to Five Sisters Zoo in West Lothian. All activities included the cost of entry and lunch or snacks per person. Vouchers for ‘kiddie rides’ were also included for the zoo. For families struggling with transport to Five Sisters Zoo, Virtual School staff organised six individual day trips in July which included local bus pick up and return. 44 families took up this offer. A number of families (60+) further benefitted from contact or support from Virtual School staff providing direct input through arranging and/or facilitating outings for family groups or by spending time with individual young people. These wide-ranging activities included horse-riding, visits to local parks, soft play, trampolining, museums and bowling. Staff also linked with school leavers to provide support for activities such as creating CVs, meetings with Skills Development Scotland or Routes to Work and attending college interviews. During the Christmas and Spring breaks of the 2024–25 school year, support was requested for 170 families. For the summer holidays in 2025, this number has increased to 261 families. Page 184 of 314
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46 Quality of Education - Impact on Children, Families and Communities High-quality learning, teaching, and assessment are central to achieving excellence and equity for all learners. We know that learning is most impactful when it is well planned, builds on prior knowledge and is enriched by high-quality interactions and feedback. In line with the expectations of How Good Is Our School? (HGIOS4), we focus on supporting our staff to develop their professional knowledge, skills, expertise and abilities to ensure all children experience engaging, challenging, and relevant learning that helps them to succeed. Quality of Education • How do we know that our learning, teaching and assessment is of the highest quality? • How do we know that the education provision is contributing to learners’ successes across the 4 capacities? • What steps have we put in place to ensure that all children and young people have access to high-quality learning across all curriculum areas and through outdoor and digital learning? (ADES: How Good is Our Education Authority?) Page 185 of 314
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47 Re-designing the Curriculum *6, 10 Scotland is undergoing major education reform, with the 2025 National Improvement Framework and the new Curriculum Improvement Cycle driving a more systematic, inclusive and future focused approach to curriculum design. These national initiatives aim to ensure that all learners experience high-quality, relevant learning that supports their wellbeing, achievement and progression. This is a key moment for North Lanarkshire to align curriculum work with national priorities and ensure every young person is equipped for success in a changing world. Collaborative Curriculum Change This session, central officers launched a collaborative curriculum change initiative in partnership with Education Scotland, involving eight secondary and seven primary schools. This authority-wide project was designed to support schools in developing and refining their curriculum through a shared, inquiry-based approach. Schools were invited to participate based on prior engagement in curriculum development. The work began with an initial information session followed by three sector-specific, curriculum- focused workshops. Key themes emerging from the collaborative discussions included interdisciplinary learning (IDL) within the Broad General Education (BGE), strengthening transitions from BGE to the Senior Phase, and developing coherent curriculum pathways. Throughout the year, participating schools gathered contextual information, articulated their rationale for change, and established baseline data to inform ongoing development. This work will continue into the next session, with schools committed to working together and supporting one another to drive meaningful and sustainable curriculum change. West Partnership Senior Phase Profiling Project North Lanarkshire Central officers are working as part of the West Partnership in their recently established Senior Phase Profiling and Diploma of Achievement Group. This work aims to embed the values of equity, excellence, and empowerment across its networked learning system. The group, comprising local authority officers, headteachers and practitioners from all eight member authorities, is focused on enhancing learner outcomes through innovative approaches to project based learning and personalised pathways. The group is particularly interested in the use of effective profiling to capture learner progress, and in embedding skills development across the curriculum. Still in its early stages, the group is working to identify and overcome barriers in both the Broad General Education (BGE) and Senior Phase, trialling new practices and sharing successful strategies across the region. Engagement with external partners, including awarding bodies, further and higher education institutions, and employers, is also underway to ensure the work is informed by a broad range of perspectives and is aligned with future learner needs. Page 186 of 314
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48 Skills Framework Update A pilot of the Curriculum Thinking Pathway was completed this session with 13 schools across primary, secondary, and ASN sectors. This included updates to progression pathways across the curriculum, with the integration of a critical thinking logo in each context to support clarity and reduce teacher workload. The pilot highlighted strong interest in further development, while also revealing variability in staff confidence and understanding around the application and assessment of critical thinking. A full skills framework aligned to the Career Education Standard at each level has been developed and will be moderated to ensure robust progression. An extended pilot is proposed for next session to support verification, with a view to a full launch by the end of the academic year. Curriculum Showcase Event Following the Learning, Teaching and Assessment (LTA) Conference in September 2024, a vibrant Curriculum Showcase was held, featuring the collaborative efforts of nine primary schools, three secondary schools, and three nursery establishments. This event highlighted the evolving curriculum pathways across sectors, underpinned by a clear rationale focused on creativity, innovation, and learner agency. The Young Leaders of Learning programme alongside digital technologies, STEM, Developing the Young Workforce (DYW) and skills provided a focus and demonstrated how these are being embedded meaningfully across the curriculum. The showcase celebrated interdisciplinary learning and the diverse curricular offer across establishments, with a strong emphasis on progression, equity, and the development of skills for life, learning and work. Developing the Instrumental Music Service *10, 15 North Lanarkshire Instrumental Music Service has established a successful presence within North Lanarkshire schools, the community and across the whole council. The strategic and effective use of Scottish Government and Creative Scotland funding to enhance the delivery model allows more engagement with children and young people. The annual Scottish Government funding helps sustain free instrumental music lessons which in turn contributes immensely to increased levels of pupil participation. The aim of producing an equitable service with more young people able to participate in enjoyable, high-quality music provision, has been a particular successful within the primary sector. The Instrumental Music Service has delivered lessons across North Lanarkshire education establishments, engaging with over 9,493 young people during session 2024-25 through core instrumental music service lessons, Primary School Projects and the ever-popular Youth Music Initiative projects. Page 187 of 314
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49 North Lanarkshire young people benefit from a range of opportunities to access a wide variety of projects such as Samba Drumming, Rock and Pop Classes, Pipes and Drums classes, Brass and Woodwind classes, Penny Whistle classes and Ukulele sessions. Exposure to these diverse musical traditions motivates learners and helps them to appreciate global cultures and perspectives. Learning to play an instrument offers pupils a range of benefits including academic, emotional and social benefits. Whether it’s mastering a tricky piece or performing in front of others, music helps children and young people to develop self-belief, perseverance, and a sense of achievement. As such, across North Lanarkshire, instrumental music lessons are offered in the disciplines of brass, woodwind, drums, percussion, guitar, strings, bagpipes, snare drum and clarsach. The successful rise in participation, and growing popularity, of musical activity within North Lanarkshire schools has resulted in a renewed interest, and the successful re-introduction, of the North Lanarkshire Music Groups, with the Wind Band, Wind Ensemble, Big Band and Pipe Band all performing in concerts, across the authority. Specifically, North Lanarkshire Schools’ Pipe Band has a very visible presence across North Lanarkshire Council, performing at official events, Gala Days and community events. The instrumental music service is committed to ensuring equity of access for learners from the most deprived areas. 27.5% of pupils registered for individual music tuition live in Quintile 1. New measures are now in place that allow for more accurate monitoring of access and participation within North Lanarkshire schools. This improved data enables the Service to identify gaps and better target future provision where it is most needed. Curriculum, Learning, Teaching and Assessment *6, 7, 8, 9, 10 Learning Hub The Learning Hub provides evidenced based Continuous Lifelong Professional Learning (CLPL) in Literacy, Numeracy, Science, Technology, Engineering, and Mathematics (STEM), Curriculum Development and Learning, Teaching and Assessment. All CLPL is delivered by a small team of five Education Support Officers (ESOs). The ESOs continually review, develop and update professional learning to ensure methodologies and pedagogical approaches are founded in up-to-date research and thinking. They also continue to implement its GTCS award winning coaching model. The approach taken supports quality, consistency and sustainability of improvements. The infographics below summarise the uptake of literacy and numeracy training during session 2024-25. Engagement Highlights · All 23 clusters were supported by a member or members of the Learning Hub Team during session 2024-25. · 110 sessions of authority-wide CLPL sessions were successfully delivered, focusing on curriculum planning, progression, assessment, and pedagogy. Page 188 of 314
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50 · 14 drop-in sessions were offered across key curriculum areas including Expressive Arts, Literacy, Numeracy, STEM, and Learning, Teaching and Assessment (LTA), providing practitioners with access to timely, responsive support. · 198 twilight inputs were facilitated throughout the session, aligned to national and local system priorities, encouraging critical reflection and collaborative dialogue. Targeted CLPL Support Universal Continuous Lifelong Professional Learning (CLPL) offers have impacted positively, supporting increased practitioner confidence and improved consistency in curriculum delivery. CLPL has also strengthened teacher professional judgements across the authority. The Learning Hub team also delivered a variety of targeted support tailored to the specific needs of individual schools or clusters, identified through self-evaluation processes, attainment data, or collaboration with central officers. With the support of the Learning Hub Team: · 110 schools received bespoke CLPL, focusing on identified areas such as moderation of writing, supporting daily writing approaches, and developing teacher professional judgement. · A combined total of 179 curriculum supports were offered across schools in Literacy, Numeracy and Expressive Arts, supporting consistency and progression. · 17 schools were supported in preparation for, or in response to, Validated Self-Evaluation (VSE) or HMIe inspections. This included assistance with curriculum rationale development, professional learning for staff, evidence collation, and follow-up actions aligned to quality indicators. This targeted approach contributed to improved confidence in curriculum design, more consistent assessment practices, and enhanced learner experiences. Progression Pathways The Curriculum Development ESO, and SAC Curriculum Manager, led on the creation of progressive pathways for Expressive Arts, establishing clear, skills-based progression to support consistency and depth, across establishments. This will supplement the existing progressive pathways for literacy, numeracy, stem and digital literacy. Progressive pathways have been positively received by establishments and accessed regularly, as outlined below. During session 2024-25: • Numeracy and Maths Progression Pathways have been accessed 14,023 times by 1,355 viewers. • Literacy and English Progression Pathways have been accessed 8,674 times by 1,557 viewers. • STEM Progression Pathways have been accessed 202 times by 70 viewers • Expressive Arts Progression Pathways have been piloted by 12 schools, involving 58 practitioners and will be released to all school in session 2025-26. Additionally, working closely with the Health and Wellbeing ESO, the Curriculum Development ESO has created and developed Progressive Pathways for Health and Wellbeing. When launched in September 2025, this pathway will strengthen current practice and ensure all learners have access to an integrated and supportive curriculum. Page 189 of 314
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51 Analysis of HMIe Inspection Reports During session 2024-25, nine Primary School inspection reports were published for North Lanarkshire Schools. Of the nine reports, most (78%) contained positive comments in relation to learning, teaching and assessment. Literacy Highlights in literacy during session 2024-25 include a cluster literacy pilot, launched in November 2024, involving Taylor High School and the five associated Primary Schools. The pilot is being led by the Principal Psychologist and the Literacy ESO and involves 70 practitioners and senior leaders from all schools involved. A suite of literacy CLPL sessions have been delivered between February and June 2025, including training for senior leaders. Baseline data has been gathered, and progress will be measured as the initiative evolves. Following implementation, pupils will be re-assessed in June 2026 to measure progress. Numeracy The new Dyscalculia Policy was successfully launched at a headteachers’ meeting, Numeracy Coach meetings and specific launch sessions for over 80 practitioners. The documents have been viewed over 300 times. Numicon training was piloted by the Numeracy ESO to 43 colleagues spanning early to third level; colleagues from Early Years, Primary, Secondary and ASN benefitted from this training. The annual West Partnership Maths Conference was held in November 2024. This was another successful year with over 300 participants joining in with 16 workshops. Of the eight LAs attending, NL was the highest represented with 63 colleagues. Page 190 of 314
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52 Curriculum Development In literacy, a new Framework for the Teaching of Reading has been developed to strengthen reading foundations and improve writing outcomes. Both resources aim to build staff confidence, align with national benchmarks, and enhance curricular coherence across stages. Learning, Teaching and Assessment (LTA) Engagement with the LTA Education Support Officer remained high during session 2024-25, with almost 2,000 education staff receiving LTA continuous lifelong professional learning. Page 191 of 314
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53 “Improving Our …” West Partnership Professional Learning The West Partnership offers three core programmes under the “Improving Our…” workstream, each tailored to different levels of the education system. IOC is a professional learning initiative for teachers developed by the West Partnership. It focuses on: • Enhancing classroom practice through self-evaluation and effective use of data. • Driving improvement in learning, teaching, and curriculum. • Promoting collaborative networks and peer learning. North Lanarkshire was the highest represented Local Authority for IOC during session 2024-25, with 26 participants. North Lanarkshire continues to be one of the most successful local authorities in the programme, with most (88%) participants successfully passing. Improvements in learning, teaching and assessment. Page 192 of 314
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54 Summary of Curriculum Development Work – Learning Hub Improvement in attainment, particularly in literacy and numeracy (NIF) Improvement in children and young people’s health and wellbeing (NIF) Page 193 of 314
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55 Pedagogy Team The Pedagogy Team model highly effective learning, teaching and assessment, and best practice in pedagogical approaches in literacy, numeracy and science, technology, engineering and mathematics (STEM), across the authority. They work closely with the Learning Hub team to ensure that consistent messages are delivered in line with the most up to date research and policy. During session 2024-25, the Pedagogy Team engaged with 30 establishments, 2926 pupils and 134 class teachers. Of the 2926 pupils, 891 lived in SIMD 1 and 2. Across the session the team engaged in:- Overall feedback was very positive, highlighting the positive impact on engagement, attainment and staff expertise. Page 194 of 314
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56 Literacy/STEM Pilot *6 A new interdisciplinary approach to non-fiction literacy was piloted by the Literacy and STEM ESOs from October to December 2024. This new and innovative approach centred on science and sustainability, with the overarching aim of supporting CfE second level learners to improve their persuasive writing skills and scientific knowledge. The project was piloted in 38 schools and involved over 500 pupils. Pupils used a range of non-fiction sources and worked in collaborative groups. The study found significant improvements in writing skills, notably: • 86% achieved more persuasive writing benchmarks • 99% improved the overall quality of writing • 88% of pupils stated that they knew more about climate change after completing the project. • 92% of pupils stated that they were better equipped to write about climate change. Both staff and pupils responded positively, suggesting the approach enhanced engagement and learning. Staff confidence increased from an average score of 6.2 to 8.9 (out of 10) and knowledge about climate change increased from 6.0 to 8.9 (out of 10). Following the success of the pilot, a further 57 primary schools have registered an intertest in taking part next session. Also, two secondary English departments are currently piloting the approach this with S1 pupils. This pilot will be rolled out as a universal professional learning offer during session 2025-26 and further topics will be developed for P4-7 pupils. Page 195 of 314
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57 STEM Highlights The STEM ESO provides bespoke continuous lifelong professional learning (CLPL) opportunities for staff and supports schools through a comprehensive resource loan service ensuring all schools have access to resources and equipment to deliver practical STEM lessons. This includes curated science and engineering materials, assistance with resource audits, and guidance in setting up STEM areas, such as Makerspaces. In addition, the ESO facilitates a Future Fridays STEM Leadership Academy for S5 pupils which ultimately supports young people to work towards achieving the SQA Leadership Award and the Young STEM Leader Award. Play and Enquiry *6, 7, 8, 9, 10 The Scottish Government published the National Guidance Document - Realising the Ambition in 2020. It promotes the use of a developmentally appropriate curriculum for young learners that develops the child as a whole and is not focused solely on academic achievements. In August 2024, two new Education Support Officers (ESOs) for Play and Enquiry were appointed to support the development play based pedagogical approaches in NL and produce a framework for staff. Between 2022 and 2024, there has been a growing number of establishments adopting play- based approaches. Working in partnership with Educational Psychologists, NL Early Learning and Childcare officers and representatives from Education Scotland, a suite of materials and resources have been developed to support practitioners to use high quality, play based approaches to support and enhance learning. ESOs collaborated closely with colleagues from North Lanarkshire's Learning Page 196 of 314
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58 Hub to ensure training and key messages were aligned to national guidance and across the core areas of literacy, numeracy and learning, teaching and assessment. This ensures coherence across all approaches and existing training provided. This session, a working group was set up comprising establishments which had already begun to implement play-based approaches. The 10 establishments trialled new audit tools and resources, continually reviewing and feeding back. Highly effective exemplification materials were created and a ‘Play and Enquiry Framework’ and Blog has been established. A suite of CLPL sessions was developed and delivered to NL Senior Leaders, School Senior Leaders and wider teaching staff. Responses and themes show a marked improvement in staff confidence levels before and after training, as illustrated below. “In school, play pedagogies should be planned to meet the diverse range of children’s needs, acknowledging that most children start school as competent learners, while still needing opportunities to discover, to investigate and to be creative learners through play.” Realising the Ambition Page 197 of 314
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59 Learning, Teaching and Assessment Conference *6, 7, 8, 9 Over 180 senior leaders from across NL Education and Families establishments attended a Learning, Teaching and Assessment conference in Airdrie Town Hall in September 2024. The conference aimed to enhance participants understanding of updated national policy approaches and to raise awareness of NL’s complementary offers, to support all establishments in the provision of high-quality learning, teaching and assessment. The conference opened with Dr Valerie Drew, University of Stirling, presenting a keynote speech on the current academic research in pedagogy and curriculum. Delegates were also fortunate to be consulted on a new research framework to support practice and pedagogy within establishments. The conference continued with keynote speaker, Ollie Bray, Strategic Director of Education Scotland. Ollie discussed the changing policy landscape within Scottish Education and the importance of knowledge, skills and values within Scotland’s curriculum. Various officers from NL’s Learning Hub then highlighted the ongoing resources and programmes available to all establishments to support high quality learning, teaching and assessment. At the end of the conference, a number of establishments participated in a ‘Curriculum Showcase’ event to highlight the diversity of curriculum offers across NL. Participants welcomed the opportunity to learn from colleagues and to share good practice. Overall, the event was positively received with evaluations welcoming the opportunity to reflect and refocus on pedagogical practice linked to NL’s refreshed learning, teaching and assessment policy. Page 198 of 314
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60 Digital Resource Creation and Live Learning Opportunities *6, 10 NL Virtual Classroom – Resource Development and Engagement (2024-25) The Digital Services Team has continued to expand and enhance the NL Virtual Classroom, hosted on Glow’s SharePoint platform. Throughout the 2024-25 session, the team created 512 new digital resources, supporting a wide range of learning and teaching needs. Engagement Highlights: • From August 2024 to June 2025, the site recorded over 220,000 visits — averaging approximately 6,000 visits per week. • Figures from June 2025 indicated that a total of 1,481,224 users have visited the site since its launch in January 2021. • The site has 21,047 unique users. • Engagement increased significantly following the launch of the weekly “Tech Tuesday” digital video lessons (with full lesson planning support packs) in 2024. A full breakdown of the resources created this session can be found below: Page 199 of 314
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61 NL Virtual Classroom – Sharing Good Practice Nationally In June 2024, the Digital Services Team opened access to the NL Virtual Classroom SharePoint nationally, offering a suite of themed digital learning resources aligned with the Euro 2024 tournament. This initiative was highly successful and widely used by schools across Scotland. Building on this success, a second national initiative was launched in December 2024 “Digi the Elf – A Digital Month of Activities.” This festive programme featured digital advent calendars tailored for learners with Additional Support Needs (ASN), Primary, and Secondary learners, each designed to promote high- quality digital pedagogical approaches. Included in the programme was a series of live “Code-along” sessions led by the Digital Services Team, engaging 5,746 pupils from across Scotland. In total, there was participation from 156 schools across 24 local authorities, demonstrating strong national reach and impact. These initiatives continue to reflect North Lanarkshire’s continued leadership in digital innovation and its commitment to sharing high-quality digital learning experiences at a national level. Building Digital Capacity and Wider Service Support *6, 10, 23, 25 Digital Services Team Support Overview – Session 2024-25 In academic session 2024-25, the Digital Services Team provided leadership and support to 134 establishments across a range of universal initiatives and projects. These included: • NLED account switchover support to enable access to corporate digital spaces • Glow Blogs training and setup, with a focus on Family Learning Centres • Parent information sessions to support ParentsPortal onboarding in schools and centres • Adult learning workshops delivered in the award-winning Immersive Classroom Spaces • Guidance on enhancing digital learning and teaching practices developed and distributed Page 200 of 314
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62 All 23 school clusters received support from the Digital Team during this session, supporting improved equity across all clusters. Targeted Projects and Practitioner-Led Initiatives In addition to universal support, the five Digital Pedagogy Practitioners led several authority-wide projects, including: • The Intergenerational Project • Minecraft Mayhem, an authority wide eSports competition • Collaborative work with Business and Digital Teams (NL’s corporate IT Service) Intensive Support for School Improvement Planning A total of 37 schools received intensive digital support aligned with their annual improvement plans. This support was delivered in focused three–six-week blocks and included: • Team teaching in Computing Science and Digital Literacy, linked to exemplified learning materials • Creation of bespoke digital resources and guides • Twilight sessions focused on Literacy, Numeracy, and Interdisciplinary Learning (IDL) • Support for Digital Leaders and staff training on embedding technology across the curriculum • Promotion of transferable digital skills through initiatives like Tech Tuesday • Delivery of customised CRIS (Cyber Resilience and Internet Safety) packages, highlighting online safety and pupil responsibilities • Continued team teaching to improve pedagogical approaches in Digital Literacy and Computing Science Digital Awards – DSAS and beyond *6, 10 North Lanarkshire continues to lead the way in Scotland for engagement with the Digital Schools Award Scotland (DSAS) programme. As of June 2025, a total of 138 NL establishments have registered for DSAS, reflecting a strong and sustained commitment to digital excellence. With the dedicated support of the NL Digital School Team: • 66 schools have successfully achieved DSAS accreditation. • An additional six schools have earned the DSAS Wellbeing Award, recognising exceptional efforts in cyber resilience and online safety. North Lanarkshire currently ranks first among all Scottish local authorities for the number of successfully accredited DSAS awards. This success has been underpinned by the implementation of Digital Progression Pathways, which provide a structured and sustainable approach to digital learning, teaching, and assessment. Another major highlight of the year has been the success of the Digital Intergenerational Project, led by the NL Digital School Team. This initiative was: Page 201 of 314
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63 • Finalist in the ‘Transforming Lives’ category at the UK Municipal Journal Awards, London (June 2025) • Won the award in recognition of outstanding social impact. Now in its third year, the project has fostered meaningful partnerships between 11 schools and 10 residential care homes across Bellshill, Kilsyth, Coatbridge, Wishaw, Motherwell, and Cumbernauld. This initiative exemplifies how digital innovation can bridge generations, enhance community connections, and transform lives. Digital Inspection: Improvement Analysis of NL’s HMIE inspection reports over the last three academic sessions shows increased recognition of effective digital pedagogy within NL establishments to support and enhance learning. The data below highlights the positive trajectory and impact of digital improvements in schools: Academic Session 2022-23 • Marked the full return to the HMIe inspection model across all establishments. • 75% of inspected schools received positive comments on digital pedagogy. • One school was identified as an example of national best practice. Academic Session 2023-24 • 15 schools were inspected. • 87% received positive comments on digital pedagogical practices. Academic Session 2024-25 • 9 schools were inspected. • 88.89% received positive digital pedagogy feedback. There is a clear upward trend in the percentage of schools receiving positive recognition for digital pedagogy. Quality Indicator 2.3: Learning, Teaching and Assessment remains the most common area where effective digital practice is highlighted, indicating strong integration of digital tools in learning and teaching. Page 202 of 314
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64 Developing the Young Workforce In November 2022, the updated Developing the Young Workforce (DYW) Delivery Plan for 2022-2025 was published and subsequently approved by the Education, Children and Families Committee. The plan outlined the universal entitlements, as well as additional and intensive supports, available to children and young people across North Lanarkshire in relation to employability and skills development. It also sets ambitious improvement targets in key areas such as school leaver destinations, the Pathways Programme for winter and summer leavers, Future Fridays, and Vocational Education. This Plan concluded in June 2025, and a new three-year strategy will be launched in the upcoming academic session covering the period 2025-2028. School Leaver Destinations In February 2023, 2023-24 school leaver destinations were published. Four thousand and seven North Lanarkshire young people left school and entered a positive post- school destination. Key successes were: • 94.2% left school and were in a positive post school destination three months after leaving. • 68.6% of young people progressed on to Higher or Further Education. This is an increase on the previous year and is above the national average. • 26.6% entered employment or training – an increase on the previous year. • NL’s annual participation measure (percentage of young people 16–18-year-olds in education, training and employment) was the best on record, increasing by 0.9% whilst the national average increased by 0.1%. Data gathered over time shows consistent marginal gains towards closing the gap between North Lanarkshire and the national average. The multi-agency and cross-council Developing the Young Workforce Taskforce has continued to provide targeted support to schools, families and young people facing multiple barriers and at heightened risk of entering negative post-school destinations or long-term unemployment. Through UK Shared Prosperity Funding, a Post-School Destinations Project Manager was appointed in collaboration between the council’s Education and Families Service and Skills Development Scotland. The Taskforce is currently undertaking a validated self-evaluation exercise to inform and shape the future direction of the programme. Pathways Since its launch in 2019, the programme has supported 656 young people, with 606 completing the course. Of those, 92.4% have progressed into a positive post-school destination. The programme continued to evolve in 2024-25 in response to changing learner needs and challenges—particularly those intensified by the COVID-19 pandemic—ensuring that support remains relevant, responsive, and impactful. This led to the development of innovative new projects in key growth sectors such as construction and early years and childcare. Page 203 of 314
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65 Construction Project The Pathways programme supported around 60 young people to participate in vocational Built Environment experiences. This was enhanced with 35 young people participating in two playground improvement projects: Taylor High School (Cohort 1 S5 Winter Leavers) from August to December 2024, and St Maurice’s High School (Cohort 2 S4 Winter Leavers) from January to May 2025. Taylor High School’s playground restoration project involved 15 S5 young people working in collaboration with First Steps Future Training. Through hands on experience in the Built Environment sector, the young people undertook a range of tasks – including groundwork, joinery, and painting and decorating – to revitalise the school’s outdoor spaces and classrooms. This project provided valuable practical skills and insight into real-world working environments. The St Maurice’s High School project engaged 18 S4 young people working in a garden transformation initiative, delivered in partnership with First Steps Future Training. Under their guidance and support, the young people successfully repurposed an outdoor space within the school grounds. The primary objective was to create a functional outdoor classroom, offering the school an alternative learning environment to enhance educational opportunities for its pupils. Page 204 of 314
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66 Early Years and Childcare In 2024-25, Pathways staff have worked in collaboration with the Early Years and Childcare team and Routes to Work to develop an Early Years programme providing practical learning, industry qualifications and work-based learning experiences for 24 young people. This has consisted of: • Early Years Induction training • Industry Qualification such as Paediatric First Aid and Royal Environmental Health Institute of Scotland (REHIS) Food Hygiene Certificate • Delivery of practical, engaging learning experiences, sessions and workshops aligned with current standards that provide the essential knowledge and skills to make a real impact in Early Years education • Supported work placements in NL family learning centres and nurseries. Feedback and evaluations from key stakeholders have highlighted the project’s effectiveness in supporting young people to achieve post school destinations. Many participants have successfully progressed into employment, apprenticeships, or further education within the relevant industry, demonstrating the impact and value of the programme. Enterprise, Entrepreneurship and Financial Education The North Lanarkshire Enterprise Group—a collaborative network of key partners including NL Education and Families, Enterprise, Business Gateway, Young Enterprise Scotland, SmartSTEMs, Social Enterprise Academy, The King’s Trust, The Wood Foundation, and The Talent Foundry - continue to work with schools to inspire and equip young people with transferable skills for learning, life, and work while promoting enterprise, entrepreneurship, and self-employment as viable and exciting career options. Despite a backdrop of ongoing financial pressures affecting the third sector providers, the work of the group continues to achieve great success: • 81 individual schools engaged, up from a baseline of seven schools • 142 school engagements, up from 138 • 73 applications for the NL Enterprising School Award, up from 54 • Increase in number of Secondary, ASN and primary schools engaged • 17 NL schools achieved Social Enterprise School Awards, up from 12 Education staff, in collaboration with the Tackling Poverty Team, partnered with Scotland’s Financial Schools - part of Young Enterprise Scotland - to expand access to Financial Education workshops for Senior Phase Pupils. North Lanarkshire Schools were given an exclusive, early sign-up period before workshop dates were made available to other local authorities, resulting in high levels of engagement across the authority. • 18 schools registered to take part in 2024-25, up from three schools in 2023-24 • Over 700 young people took part in the workshops In addition to the workshops, 80 Numeracy Leads attended North Lanarkshire specific Career Long Professional Learning (CLPL) sessions, delivered by Scotland’s Financial Schools and coordinated by an Education Support Officer. A further 28 North Lanarkshire teachers attended online financial education CLPL courses, delivered by Scotland’s Financial Schools. Page 205 of 314
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67 Vocational Education During session 2024-25, a total of 64 senior-phase pupils undertook Higher National Certificate (HNC) qualifications in partnership with New College Lanarkshire. These qualifications provided young people with the opportunity to gain advanced, industry-recognised awards while still in school. The HNC programmes covered a range of vocational areas, including Computer-Aided Design, Construction Management, Cyber Security, and Social Care. These further education programmes enabled young people to gain knowledge and practical skills aligned with labour market demand and provide direct entry into year two of a Higher National Diploma and year three of a degree within the University of West of Scotland. Foundation Apprenticeships continued and were delivered in partnership with New College Lanarkshire and training provider Tigers Ltd. A total of 95 pupils were enrolled across various Level 6 Foundation Apprenticeship programmes including Social Services Children and Young People, Social Services and Healthcare, Creative Digital Media and Civil Engineering. A total of 193 pupils enrolled in Level 5 Foundation Apprenticeships in Construction, with either New College Lanarkshire or Tigers Ltd. A further 46 pupils undertook a Level 5 hospitality programme. This was delivered within Cardinal Newman High School as part of their Snapdragon training kitchen and restaurant, providing an introduction to the industry through practical, work-based learning. In addition to the Foundation Apprenticeship and HNC Programmes, 33 pupils engaged in a Level 4 Automotive programme offered through a partnership with Remit Training for the first time. This opportunity supported pupils in accessing training aligned to employer needs, building both confidence and practical skills for future career pathways. Whilst awaiting the full publication of 16+ destination information, in 2024-25, three pupils in the Foundation Apprenticeship Civil Engineering programme were successful in achieving Graduate Apprenticeships with Laing O’Rourke. A further five pupils from the Level 4 Automotive programme through REMIT training were successful in achieving Modern Apprenticeships with a variety of employers in Light Goods and Heavy Goods Vehicles workshops and a further four are starting college in August. Sixteen pupils from the Construction programmes will be taking part in this year’s Summer Placement Programme and other pupils have moved into Childcare Modern Apprenticeships and Social Care Apprenticeships. Other pupils are progressing to university to study Teaching, Design, IT and Medicine. Specific information will be provided in September. The 2025-26 delivery plan for Industry Recognised Awards and Qualifications has been updated and a new referral process has been implemented. This has seen referrals increase with more S5/6 pupils applying for Level 6/7 Foundation Apprenticeships and HNCs. Page 206 of 314
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68 Future Fridays ‘Future Fridays’ sessions are led by Principal Teachers across all secondary schools. These Friday afternoon programmes offer a diverse range of opportunities through which young people can gain additional accreditation, enhance their CVs/personal portfolios and develop essential skills for learning, life and work. The 2024-25 academic year has seen continued growth in Developing the Young Workforce (DY), with particular progress made through the expansion and impact of the Future Fridays programme. Attendance: Over 6000 young people attending on average each week. Equity and Inclusion: this year there has been an emphasis on targeting young people with multiple barriers to learning and employment: • 30% of attendees came from SIMD 1-3 • 40% of participants had additional support needs. • 33% of attendees were from a care-experienced background. Accreditation opportunities increased significantly, with 2,873 accreditations awarded last session across SCQF levels 2-7, to over 5000 in 2024-25. Year Two of the Leadership academy was a key strength, with over 200 young people attaining level 5 /6 qualifications and improving local cluster P7-S1 transition programmes. Partnership Development: Future Fridays fostered new partnerships with New College Lanarkshire and the University of the West of Scotland and many employers, including local Small Medium Enterprises (SMEs) and NHS Lanarkshire. Strengths • Gaining qualifications • Wide range of opportunities for all • Engagement of target groups • Leadership academy • Career recognition via work placements, college and universities • Horizontal peer support for young people across all year groups Areas for development • More work with local business • Increased consistency of offer and attendance across all schools • Further engagement of target groups Future Fridays has continued to grow in 2024-25. Some examples of positive feedback from stakeholders is highlighted below: Page 207 of 314
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69 Gaelic North Lanarkshire Council delivers Gaelic Medium Education (GME) at Tollbrae Gaelic Nursery, Condorrat Gaelic Nursery and Primary, and Greenfaulds High School. 238 children currently access Gaelic Medium Education. This session’s GME work was strongly aligned with the two key objectives from both the National Gaelic Language Plan and the North Lanarkshire Gaelic Language Plan: expanding Gaelic learning and fostering a positive perception of the language. During 2024-25, young people at all GME provisions were provided with opportunities to participate in activities where they were able to use and hear Gaelic in an environment out with the classroom. Young people at Greenfaulds High School attended Celtic Connections Festival and Gaelic history events in Glasgow, visited Flodigarry on the Isle of Skye for a residential experience and took part in GME shinty competitions. They organised an English and Gaelic-speaking S2 Developing the Young Workforce (DYW) fair, where representatives from the broader Gaelic community highlighted career opportunities for Gaelic speakers. Additionally, they held a separate S2 conference attended by Gaelic Medium Education (GME) pupils from across Central Scotland. Condorrat Primary School hosted visiting Gaelic performers and took part in Gaelic Culture activities during World Gaelic Week. They also participated in local and national Mods (Cultural Festival). The early years provisions celebrated World Gaelic Week with a full programme of events including a ceilidh and workshops for parents and the wider community. Over 100 parents and friends attended a family ceilidh in February where pupils from all GME schools performed. Progress in Gaelic Learner Education (GLE) continued this session, with Greenfaulds High School delivering L2/L3 lessons via the digital classroom as part of the Languages 1+2 curriculum. This initiative included primary schools within the Greenfaulds High School Cluster, along with 14 additional primaries that joined the sessions. Gaelic as L2 or L3 is now being delivered in 19 primary schools in North Lanarkshire. Greenfaulds High School is aiming to increase the GLE offer in session 2025-26 by incorporating Gaelic as part of the S1 timetable for all pupils. Page 208 of 314
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70 An online staff training module has been launched to promote Gaelic language and an online Gaelic Toolkit for staff has also been developed to raise awareness and promote Gaelic across North Lanarkshire. In addition, increased emphasis has been placed on promoting GME to parents of pre-school children through our online channels, promotional leaflets and in person presentations with a view to increasing uptake of GME. Page 209 of 314
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71 Improving Outcomes for All Our Achievements in 2024 – 2025 Raising attainment and achievement remains a key priority, and we have worked with establishment leaders to implement a range of strategies to raise attainment in literacy, numeracy, and across the wider curriculum. We recognise that achievement goes beyond academic success and includes the development of skills, attributes, and experiences that prepare learners for life, learning, and work. Therefore, we have collaborated and adopted creative ways of engaging with children and families to raise attainment and recognise wider achievements. Raising Attainment and Achievement • How effective are our approaches to raising attainment and achievement? • To what extent are our levels of achievement in literacy and numeracy improving over time? • How effectively do we use data to plan for continuous improvement? • How well can we demonstrate improved attainment for groups and individuals facing barriers to learning? Page 210 of 314
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72 Raising Attainment *6, 7, 8, 9, 10 Raising attainment is complex and requires a multi-faceted strategic approach. The Service’s approach to raising attainment brings together aspects of several plans, including the Service Improvement Plan, Strategic Equity Fund Plan and HWB: Roadmap to Recovery, to create a shared and cohesive approach across all parts of the Service. Examples of strategies implemented during session 2024-25 are outlined below: Secondary Improvement Cycle The Secondary Improvement Cycle was introduced in session 2024-25 following consultation with headteachers, and it has been widely welcomed as a valuable addition to school improvement planning. The cycle provided a clear and structured framework, aligned with key data points such as SQA and Insight updates, while maintaining flexibility to suit individual school contexts. Evaluations show that headteachers and senior leaders particularly valued the opportunities for collaboration through self-evaluation for continuous improvement (SECI) meetings, Attainment Twilights, and peer engagement, which supported professional dialogue, shared practice, and strategic planning. The inclusion of regular tracking submissions helped maintain momentum and focus throughout the year. Overall, the cycle has strengthened self-evaluation processes and has enhanced the quality of improvement planning across the authority. Preparing for Inspection: Focus Groups As part of continued efforts to support schools in preparing for forthcoming HMIe inspections, and building on the success of last year’s group, dedicated HMIe focus group sessions took place again during 2024-25. This initiative complements the ongoing support provided by Education Managers, ESOs, Pedagogy Teams, Curriculum Managers, Associate Assessors, and Continuous Improvement Officers (CIOs). The Focus Group offered a structured programme of four themed sessions covering key areas such as safeguarding, self-evaluation, data and evidence, and presentation preparation. Two cohorts of school leaders successfully completed the programme this session, benefiting from the opportunity to engage with colleagues who have recently undergone inspections and to receive direct guidance from Associate Assessors and the Education Manager team. Feedback has been positive, with participants highlighting increased confidence and clarity around the inspection process. 0 5 10 15 Group 1 Group 2 Focus Group Participation Primary Secondary ASN Page 211 of 314
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73 HMIE Associate Assessor Networks An HMIE Associate Assessor (AA) is an experienced education professional who works alongside His Majesty’s Inspectors of Education (HMIE) in Scotland to support school inspections and improvement activities. Last session, following an external HMIe recruitment process, several NL colleagues were successfully appointed as HMIe AAs. There are now a total of 18 Associate Assessors in NL, covering three sectors of education, as illustrated below: • 13 Primary • 3 Secondary • 2 ELC This allowed the Service to establish an Associate Assessor network and draw on its expertise to shape policy development, foster support networks, and assist school leaders—strengthening overall capacity. The Associate Assessor network is also an integral part of the Service’s Validated Self Evaluation (VSE) process. Each Empowered Cluster has an assigned Associate Assessor link officer who can provide additional support to their associated primary establishments. The Primary and Early Years AAs met twice this session to develop materials to support evaluations when on inspection and to strengthen work with link establishments. This is beginning to positively impact on school-based leaders’ own approaches to self- evaluation and preparation for external validation. Secondary AAs met to discuss themes and messages following involvement in inspection and AA training and shared these with secondary Head Teachers to support them in planning improvement activity to raise attainment and achievement. NL Associate Assessors were part of over 30 external inspections this session. Central colleagues were also invited to be part of National Thematic inspection teams. Data Informed Improvement Activity Insight is the professional benchmarking tool for analysing attainment data in the senior phase, accessible online by secondary schools and local authorities. A well-received headteacher Insight training session, delivered by the Professional Insight Advisor in November 2024, supported secondary headteachers and deputes in deepening their understanding of data to inform strategic decision- making. The session offered a national overview of attainment and destinations, followed by a detailed analysis of local trends in literacy, numeracy, attendance, and behaviour. Participants explored subject and faculty-level performance and engaged with the ‘analytical dataset’ from Insight to enhance their ability to interpret and apply data effectively. The day concluded with a collaborative plenary session focused on discussion, clarification, and myth-busting, all underpinned by a strong emphasis on identifying what truly makes a difference for learners. Business Intelligence Dashboards – Development and Support Over the course of this year, significant progress has been made in developing NL’s new Education Data Dashboard, designed to provide a user-friendly, central hub for accessing key education data such as ACEL, Insight, Attendance, and Statistical Summary Reports. Education Managers have been given early access to the dashboards, along with initial training to support familiarisation and effective use. Identified school staff will be given access early in the new session. Building on this, a full suite of training videos and user guides will be released in August 2025, followed by a series of webinars and in-person sessions. These will focus on helping school staff make the most of the dashboard’s features, including drill-down capabilities and tailored reporting. Page 212 of 314
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74 Attendance Focus *6, 9, 10 Improving attendance continues to be a challenge, across NL. A refreshed operating policy and staged intervention guidance have been created to support better consistency, earlier identification and interventions. As a result, last session, NL’s overall attendance rate increased from 88.9% to 89.7%. Notably, although rates improved across Early Years, Primary and Secondary sectors in session 2024-25, there is still a significant difference in attendance rates within the Primary: 92.2%, and secondary settings 86.9%. Compared to last session, attendance improved in almost all months for the combined Primary, Secondary and ASN sectors. The graph below shows attendance rate by month and session for ASN, Primary and Secondary. 15 Family Engagement Support Assistants (FESAs) have been appointed, from SEF funding, to provide further intensive support to families to improve attendance. Initial evaluation evidence indicates that FESAs have more impact when they supported children whose attendance was between 30-60% at the time of referral, and for children of primary school age. The most common barriers impacting on attendance are: • poverty (cost of school day) • parental mental health and • communication/engagement with schools. NL will continue to closely monitor attendance to build on progress to date. Attendance in the secondary sector has shown improvement, increasing by 1.2 percentage points from 85.7% to 86.9%, with almost all schools reporting improved attendance rates compared with last session. Page 213 of 314
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75 Early Learning and Childcare (ELC) Interventions *6, 7, 8, 9, 10 Family Engagement Service (FES) The Family Engagement Service (FES) was established in July 2023 and is jointly funded by ELC and CORRA - a Scottish charity which provides grants to support people and communities to create positive change and improve quality of life. The target of responding to all requests for assistance (RFAs) within two weeks has been consistently achieved, with referrers receiving outcome notifications within the designated timeframe. Governance and oversight are provided by a multi-agency steering group, which also monitors the Service’s impact on outcomes for children and families. A random review of eight families by social work concluded that early intervention by FES successfully prevented escalation to statutory measures in seven of the eight cases. ELC – Early Learning and Childcare HV – Health Visitor FNP – Family Nurse Partnership IMH – Infant Mental Health CLD – Community Learning and Development Page 214 of 314
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76 Solihull Approach The Solihull training programme is an extension of the previous Solihull Approach training programme that was created in North Lanarkshire in 2015. Representatives from partner services, including voluntary sector, form the Solihull Approach Steering Group that meets regularly to co-ordinate and plan the programme, identifying needs and cascading training opportunities within their own organisations. Engagement in training remains high: 5025 practitioners from a range of services across Lanarkshire participated in the two-day Solihull Approach Foundation Training (3926 from the previous programme with an additional 1099 since the introduction of the Equity and Excellence Training Lead role.) • A total of 71 multi-agency practitioners have been trained to deliver Solihull training across all services through the 'Train the Trainer' model. The graph on the right illustrates engagement levels across different services. • • Impact of training A consultation with trained Solihull practitioners from a range of services was carried out in September 2024. The following key findings were recorded: • 93% of practitioners have adapted their practice since attending Solihull Approach training • 95% of practitioners report that the use of Solihull Approach has had a positive impact on children and families. Solihull Approach Parent Programme Page 215 of 314
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77 In addition to upskilling the multi-agency workforce, there has been investment in training practitioners to deliver the Understanding Your Child Parenting Programme. This is an evidenced based programme that promotes a relational approach. There are currently 71 practitioners from a range of services who co-facilitate the programme in a range of locations across Lanarkshire. A survey of 49 families who participated in the programme indicates stronger parent-child relationships, with increased feelings of closeness and reduced levels of conflict. Beyond the positive outcomes for families, the multi-agency delivery model also strengthens inter-agency collaboration, fostering more effective and coordinated working relationships across services. Outcome Star Scores Families are assessed using the Family Outcome Star, which captures baseline data across all seven areas of the tool. Progress is reviewed every three months. The impact data below demonstrates that the Service is not only meeting but exceeding its target, with improved outcomes observed in over 70% of families. Attainment in 2024 – 2025 (Broad General Education) *6, 7, 8, 9, 10 ACEL Data 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. Following publication, analysis and interrogation of the data supports and informs the Service’s strategic improvement planning for next session and beyond and allows the Service to track performance in relation to national averages. It also allows NL to compare its performance with other local authorities, particularly those within the West Partnership and Family Groups. North Lanarkshire Council is grouped with the following councils, based on similarities in levels of deprivation and affluence: Eilean Siar, Dundee City, East Ayrshire, North Ayrshire, Inverclyde, West Dunbartonshire and Glasgow City. 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. National ACEL data for session 2023-24 was published in December 2024. This is the latest national dataset available and therefore the national comparison data below relates to NL’s performance in session 2023-24. Page 216 of 314
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78 North Lanarkshire Statistics :NIFIER National Improvement Framework Interactive Evidence Report (NIFIER) The National Improvement Framework Evidence Report (NIFeR) is typically published by the Scottish Government in December each year. The NIF Evidence Report, which brings together data from various sources to provide a national overview of progress and challenges in Scottish education. The NIFIER brings together a range of information and data to drive improvement for children and young people in early learning and childcare settings, schools, and colleges across the whole of Scotland. The NIFIER reports on 13 key measures to assess progress, and a further 15 sub-measures that reflect the key stages of the learner journey and the breadth of issues that can impact on attainment. Key measures include: • Achievement of Curriculum for Excellence Levels (ACEL) • School attendance and exclusions • School leaver destinations • Participation in education and training Comparison data drawn from national data refers to session 2023-24, and can be used to compare and track NL’s performance against their family group local authorities to share good practice across different local authorities. The information below highlights some key aspects of NL’s comparative performance for session 2023-24. Further information can be accessed via the link below: NIFIER Dashboard North Lanarkshire is comparing favourably against family group local authorities in both Curriculum for Excellence (CfE) literacy (P1,4,7 combined) and numeracy. NL schools are above the national average for both literacy and numeracy, at the primary stages. To help explain why performance can vary, and to compare councils facing similar challenges and circumstances, local authorities are categorised in “family groups.” These groups are made up of councils serving similar types of communities — for example, areas with similar levels of wealth or poverty, and whether they are urban, rural, or somewhere in between. This information can be helpful in allowing local authorities to learn more effectively from each other and identify ways to improve. Page 217 of 314
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79 Analysis of NL’s P1,4,7 results indicates that in session 2023-24 attainment at the primary stages (P1,4,7) remained steady; above national average figures. Attainment in literacy and numeracy improved for S3 third level literacy and numeracy last session, although NL remain below national averages in both areas. Recognising this, the Service has prioritised this as an area for improvement and are closely monitoring progress in this area. National Breadth and Depth (B&D) Measures In the senior phase (S4–S6), Scottish education uses breadth and depth measures to assess learner achievement: • Breadth: The number of qualifications a learner gains across different subjects. Page 218 of 314
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80 • Depth: The level of qualifications achieved, especially at higher levels of the Scottish Credit and Qualifications Framework (SCQF), reflecting the challenge and complexity of learning. 2023-24 B&D Leavers senior phase (S4, S5/S6) North Lanarkshire Council (in yellow) is ranked: • Number 2 for % of leavers with a Level 5 pass • Number 1 for % of leavers with a Level 6 pass • Number 6 for % of Leavers with a Level 7 pass Attendance Attendance is a vital national measure because it reflects how consistently learners are participating in their education. High levels of attendance are closely linked to positive outcomes such as academic achievement, social development, and long-term wellbeing. Conversely, persistent absence can signal underlying issues—ranging from health and wellbeing concerns to socio-economic challenges that may require targeted support. Monitoring attendance helps schools, local authorities, and the Scottish Government ensure that every learner has the opportunity to succeed and be included. The national attendance rate was 90.3%, an increase from 90.2% in 2022-23. In NL, overall attendance levels for 2023-24 increased from 88.7% in 2022-23 to 89.1% in 2023-24, but still requires further improvements. Attendance: Persistent Absence Most schools operate 380 half-day sessions, equivalent to 190 days, in a school year. Therefore, a persistent absence rate of 10% or more is equivalent to at least 19 full days. This could be one long period of absence or multiple short periods of absence. Page 219 of 314
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81 North Lanarkshire Statistics: 2024-25 (Provisional data) Notably, the attainment data for session 2024-25 included below is provisional. It is subject to minor changes following local authority and Scottish Government data cleansing processes and SQA appeals decisions. Overall Attainment Level Trends This section reports on teacher professional judgement of pupil Achievement of Curriculum for Excellence Levels (ACEL), against expected levels of national progress. This data is collected at P1, P4, P7 and S3 stages. Literacy Combined is a single measure that shows the percentage of pupils who have achieved the expected level in all three areas of literacy: reading, writing, and listening and talking. Combined P1, P4 and P7 attainment levels in literacy and numeracy have remained broadly in line with last year’s data (<1pp difference). Numeracy attainment levels continue to exceed combined literacy attainment levels overall (combination of reading, writing and listening and talking figures). Encouragingly, this year’s P1, P4 and P7 combined ACEL data, within primary sector, continues to exceed pre-pandemic (2019) figures. Page 220 of 314
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82 North Lanarkshire Council: Achievement of a Curriculum for Excellence Level Data (ACEL) Based on provisional data for session 2024-25: Attainment has increased at P7 and S3, across all organisers. At the P1 stage attainment has marginally decreased across literacy organisers (<1percentage point) with a 0.5pp increase in numeracy. At the P4 stage attainment has decreased across all organisers. However, if progress is tracked for this cohort of learners, comparing their current P4 data in 2025, with their P1 data in 2022, the attainment level for talking and listening has improved and the attainment level for reading has remained the same. At P7, attainment has improved across all organisers. Writing continues to be the lowest attaining organiser in the primary sector. At S3, attainment has increased across all organisers when comparing 2023 to 2024 data. Listening and talking is the highest attaining organiser at the S3 stage. At S3, literacy continues to outperform numeracy, although numeracy attainment has now reached its highest level in five years. Key: ELT: English- Listening and Talking, English – Reading, English – Writing, N - Numeracy Page 221 of 314
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83 Cohort Comparison Comparing 2025 data with 2022 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. Analysis of Attainment Trends An analysis of attainment data from P4 to P7 and subsequently from P7 to S3 demonstrates a clear upward trajectory across all organisers for each cohort. This sustained improvement suggests that schools are effectively supporting learners to build upon prior attainment levels. Moreover, the data indicates that targeted interventions and support mechanisms are contributing to enhanced outcomes for identified learners, with an increasing number achieving the expected levels. As previously highlighted, between P1 and P4, there has been an improvement in attainment for talking and listening, while reading levels have remained consistent. Notably, this session, similar gains have not been observed in writing and numeracy. As such, these areas and stages will be subject to continued monitoring, with targeted interventions implemented as necessary to support improvement. Closing the Poverty Related Attainment Gap – Trends Over Time Page 222 of 314
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84 In North Lanarkshire a significant number of children and families live in areas of high deprivation with 32% living in Quintile 1 (Q1), equating to approximately 15,400 pupils across primary and secondary schools. Data is analysed and compared for learners living in the most deprived and least deprived areas (Q1 and Q5) to calculate the attainment gap. The table shows that:- The poverty-related attainment gap has not closed because the rate of improvement for learners in Quintile 5 (least deprived) continues to exceed that of learners in Quintile 1 (most deprived), in some organisers. This disparity in progress means that, despite overall gains, the relative gap in attainment remains persistent. • At the P4 stage, the gap decreased across all literacy organisers, with a marginal increase of <0.2pp in numeracy. • At the primary stages, the largest gap is in P1 for writing. • The gap in writing at the P4 stage is the lowest in last 5 years trend. Reducing the gap at P4 for writing was one of NL’s ‘core plus’ stretch aims. • At the S3 stage attainment has increased for Q1 and Q5 learners in almost all areas. • Largest attainment gap at S3 stage of 14.9pp for numeracy. This has reduced by 1.7pp since last session. Attainment in 2024 – 2025 (Senior Phase) *6, 7, 8, 9, 10 For the 2025 SQA exam session, the approach to course content and marking reflected pre-pandemic norms for the second year running, with assessments covering the full breadth of course specifications as outlined by the SQA. This marked a continuation of the standardised framework reinstated after the temporary adjustments made during the COVID-19 years. Marking was carried out using both traditional and centralised methods, with rigorous quality assurance processes in place to ensure consistency and fairness. Grade boundaries were determined after the exams, based on the relative difficulty of each paper, rather than being fixed in advance. When comparing this year’s data to previous years, it is important to note that any statistical trends or performance comparisons must be interpreted with caution. The years affected by pandemic-related modification, such as reduced content coverage or alternative assessment models, introduced variables that make direct year-on-year comparisons potentially misleading. However, there is some confidence in comparing 2025 data to the previous session 2024. Exam Results Summary Page 223 of 314
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85 Green = an increase in attainment Yellow = a marginal decrease Exam Results Summary The table above shows that North Lanarkshire 2025 attainment has increased against most measures, in comparison with 2024 data, and in those measures that did not show an increase, performance has maintained in one and shows a less than 1% drop in the other. Significantly, progress has accelerated in 24/25, in alignment with our aspirational stretch aim for 1+ Higher. This positive trend across most measures highlights the early impact of a range of interventions and strategies across our service and schools to raise attainment. Presentation Numbers Presentation numbers at National 3,4 & 5 in S4, Higher in S5 & S6 and Advanced Higher in S6, have increased to our highest level in 5 years: National 3 in S4 National 4 in S4 Page 224 of 314
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86 National 5 in S4 Highers in S5 Highers in S6 Advanced Highers in S6 Page 225 of 314
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87 Senior Phase Attainment ASN Sector A summary of ASN attainment data for the 2024–25 session will be included in this section once the relevant information is published following certification, with appropriate context provided to support interpretation and comparison with previous years. Overall Senior Phase Attainment Key messages 2024: • A total of 40,327 (A-C awards) were certificated for 9,096 candidates (includes all ASN schools and mainstream secondary pupils) across 73 subject areas. • Increased numbers of young people being presented for qualifications, and for many measures, the highest number of presentations in five years. From session 2023/24, presentations increased by: o 3.4% for National 5 Qualifications o 5% for Higher Qualifications o 3.9% for Advanced Higher Qualifications • Compared with 2023/24 data, there are improvements in the numbers of young people in S4 achieving: o 5 or more awards at National 5 – 43.3% (increase of 1.8%) o 5 or more passes at National 4 – 78.0% (increase of 3.8%) o 5 or more passes at National 3 – 84.5% (increase of 4.9%) • Compared with 2023/24 data, there are improvements in the numbers of young people in S5 achieving: o 1 or more awards at Higher– 54.2% (increase of 0.9%) o 3 or more awards at Higher– 32.8% (increase of 1.7%) o 5 or more awards at Higher – 14.1% (increase of 0.6%) (The above figures are based upon S4 roll) National vs. North Lanarkshire Key Messages: • In the National 5 attainment (A to C) measure, results increased by 2% from session 2023/24 to 76.3% as per SQA published data]. Nationally, the overall National 5 attainment rose 1.2%. • In the Higher attainment (A to C) measure, results in North Lanarkshire increased by 2.2%from session 2023/24 to 71.7%. Nationally, the overall Higher attainment rose by 1%. • In the Advanced Higher attainment (A to C) measure, results in North Lanarkshire increased by 5.7% from session 2023/24 to 71.1%. Nationally, the overall Advanced Higher attainment rose by 1.4%. These results show that North Lanarkshire results improved at an increased rate compared to the National performance, and that we are closing the gap for each measure against the National figure. • Please note that all data in the Senior Phase sections is pre-appeal Page 226 of 314
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88 • Compared with 2023/24 data, there are improvements in the numbers of young people in S5 and S6 achieving an Advanced Higher (0.6% increase). • In most measures, young people have improved upon figures achieved in 2023/24. • There was a record number of vocational awards this year in North Lanarkshire (Skills for Work, National Progression Awards (NPA) and other Awards combined for all levels), with an increase of 24.1% from 2024 to 2025 (from 4070 to 5050) and the highest number for five years. • In North Lanarkshire: NPA: 21.6% increase (from 740 to 900) Skills for Work: 44.4% increase (from 450 to 650) Other Awards: 21.5% increase (from 2880 to 3500) Gap Analysis This section will be completed once the 2024-25 attainment data is available. It will provide a summary of equity-related insights such as attainment gaps by SIMD and other key measures. The commentary will support reflection on strengths, areas for improvement, and priorities for future planning. Page 227 of 314
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89 Inspections: Early Learning and Childcare (ELC) *6, 7, 8, 9, 10 Early learning and Childcare: Care Inspectorate The Care Inspectorate regulates and supports care services in Scotland to ensure high standards and improve outcomes. Inspections are based on a Quality Improvement Framework for early learning and childcare sectors. The framework focuses on children’s wellbeing and sets out the elements that will help the Service answer key questions about the impact care and learning is making to outcomes for children. The primary use of the framework is as a tool for self-evaluation to assist settings self-evaluate their own performance in delivering good care and learning for children. The framework supports settings to showcase their strengths and identify improvement around key questions: - How good is our care, play and learning? How good is our setting? How good is our leadership? How good is our staff team? 2024-2025 Care Inspectorate Grades In session 2024-25, a total of 27 establishments inspection reports were published by the Care Inspectorate. Of the establishments inspected: • Nine were 38-week nursery classes • Three were 48-week nursery classes • Three were Family Learning Centres • Thirteen were Private Partners, Voluntary or Independent (PVI) Nurseries within NL 74% of establishments received a positive inspection report, using the criteria which categories a grading of good or above as positive. It is important to note that the Care Inspectorate and Education Scotland will begin to use a new framework for inspection from September 2025. Since July 2024, further analysis of the data indicates a shift in the proportion of settings not meeting national standards, as outlined below: • The percentage of term-time settings not meeting national standards has decreased from 14% to 10%. • The percentage of 48-week settings not meeting national standards has increased from 4% to 10%. • The proportion of Family Learning Centres not meeting standards has remained steady at 9%. • The proportion of Partner Providers not meeting standards has remained unchanged at 17%. Page 228 of 314
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90 This data is analysed and used by the ELC Team to support deployment of resources to secure continuous improvement. Settings who are not meeting the national standard, or who are at risk of falling below the national standard, are supported through additional visits from the extended Quality Team. A new protocol is being finalised which will clearly define a staged intervention process to support continuous improvement and minimise the risk of establishments failing to meet the national standard. Page 229 of 314
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91 His Majesty’s Inspectors of Education (HMIE) and Education Scotland *6, 7, 8, 9, 10 An HMIe inspection is a formal evaluation of educational establishments in Scotland, such as schools and nurseries. These inspections are carried out by His Majesty’s Inspectors of Education (HMIE) to assess the quality of education and to support improvement. Inspections are based on identified quality indicators from within How Good is Our School 4? (HGIOS?4). "How Good Is Our School 4?", a nationally recognised self-evaluation framework developed by Education Scotland. It is designed to help schools and educators to reflect on their practice, identifying strengths and planning for improvement. Inspections In session 2024-25, a total of 18 inspection reports were published for North Lanarkshire school establishments. 72% of establishments received a positive report, using the criteria which categorises a grading of satisfactory or above as positive. NL’s 5-year improvement cycle indicates that from session 2023 onwards, there have been increased expectations during the inspection process: • Pre-covid: 61% good+ inspection gradings (106 grades awarded) • 2022 – 2023: 82% good+ inspection gradings (60 grades awarded) • 2023-2024: 56% good+ and 91% satisfactory+ inspection gradings (34 grades awarded) • 2024-25: 33% good+ and 85% satisfactory+ inspection gradings (52 grades awarded) Five establishments were also awaiting further engagement (partial or full) with HMIe, following inspection, during session 2023-2024. Three of these establishments have now been fully signed off and verified progress reports have now been, or are about to be, published. One establishment must submit a progress report in session 2024-25 and one establishment is awaiting notification about a re-visit. 0 2 4 6 8 10 12 1.3 Leadership of Change 2.3 Learning, Teaching and Assessment 3.1 Ensuring wellbeing, equality and inclusion 3.2 Raising attainment and achievement 1.3 Leadership of Change 2.3 Learning, Teaching and Assessment 3.1 Ensuring wellbeing, equality and inclusion 3.2 Raising attainment and achievement Very Good 1 1 1 1 Good 1 5 1 6 Satisfactory 4 10 5 8 Weak 2 2 1 3 HMIe Inspection Results: School Reports Published in Session 2024-25 Very Good Good Satisfactory Weak Page 230 of 314
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92 In session 2024-25, a total of 18 inspection reports were published for North Lanarkshire school establishments. Of the 18 establishments reported on, eight included Early Years provision. 72% of establishments received a positive report, using the current criteria which categorises a grading of satisfactory or above as positive. NL’s 5-year improvement cycle indicates that from session 2023 onwards, there have been increased expectations during the inspection process: • Pre-covid: 61% good+ inspection gradings (106 grades awarded) • 2022 – 2023: 82% good+ inspection gradings (60 grades awarded) • 2023-2024: 56% good+ and 91% satisfactory+ inspection gradings (34 grades awarded) • 2024-25: 34% good+ and 84% satisfactory+ inspection gradings (76 grades awarded including nursery gradings) Five establishments were also awaiting further engagement (partial or full) with HMIe, following inspection, during session 2023-2024. Three of these establishments have now been fully signed off and verified progress reports have now been, or are about to be, published. One establishment must submit a progress report in session 2024-25 and one establishment is awaiting notification about a re-visit. (*In ELC inspections 3.2 is defined as Securing Children’s Progress) 0 2 4 6 8 10 12 14 16 1.3 Leadership of Change 2.3 Learning, Teaching and Assessment 3.1 Ensuring wellbeing, equality and inclusion 3.2 Raising attainment and achievement 1.3 Leadership of Change 2.3 Learning, Teaching and Assessment 3.1 Ensuring wellbeing, equality and inclusion 3.2 Raising attainment and achievement Very Good 1 1 1 1 Good 2 8 3 8 Satisfactory 6 14 6 13 Weak 3 3 2 4 HMIE Inspection Results: School and Nursery Classes Published in Session 2024-25 Very Good Good Satisfactory Weak Page 231 of 314
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93 North Lanarkshire’s Validated Self Evaluation Visits (VSE) *6, 7, 8, 9, 10 A Validated Self-Evaluation (VSE) visit is a collaborative process in which local authority officers work alongside Heads of Establishments to review and validate the establishment’s own self-evaluation. Importantly, VSEs are not inspections. They are designed to offer both support and constructive challenge. They are a key component of NL’s improvement strategy providing an additional layer of professional dialogue and scrutiny, aimed at driving continuous improvement and ensuring high-quality outcomes for learners. Education Managers are responsible for ensuring that all establishments are included in a cyclical process for VSE. During session 2024-2025, officers planned to undertake 19 Validated Self Evaluation Visits. Each visit focused on one or more of the four core quality indicators used in HMIe inspections. All VSEs completed included an additional focus on Quality Indicator 2.1- Child Protection and Safeguarding. Each visit focused on one or more of the four core quality indicators used in HMIe inspections. 1.3 - Leadership of Change 2.3 - Learning, teaching and assessment 3.1 - Ensuring wellbeing, equality and inclusion 3.2 - Raising attainment and achievement VSE Procedures The current VSE (Validated Self-Evaluation) procedures and guidance have been in place since 2022. Since then, 49% of schools have participated in validation activities, either through HMIe or Service-led VSE processes. To strengthen support for all establishments and enhance the effectiveness of the new Service operating model, VSE approaches are currently being reviewed. The aim is to ensure that all establishments benefit from more frequent, planned VSEs. Updated guidance will support Education and Families teams in applying consistent and effective practices across all aspects of the VSE process. Page 232 of 314
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94 Local Government Benchmarking Framework: North Lanarkshire Statistics The Improvement Service collates datasets for all 32 councils from already published national sources and reports this via the Local Government Benchmarking Framework (LGBF). The data is published annually; therefore the 2024-25 data isn’t available yet. Data for session 2024-2025 will be available using the following link, after its publication in March (TBC): https://www.improvementservice.org.uk/benchmarking/explore-the-data Page 233 of 314
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95 Appendix 1: NL Key Performance Measures (Including core and core plus stretch aims and KMS identified in performance management framework) Please note: 2023-24 attainment data have been updated following Scottish Government cleansing exercise and confirmation of the latest SQA data. Key Improvement in attainment Attainment has remained stable – Tolerance Level 0.5pp above or below Decrease in attainment 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% 74.4% 77.0% % of Q1 pupils (P1, P4 and P7 combined) achieving expected levels or better in literacy 63.93% 67.52% 68.21% 66.30% 69.40% % of Q5 pupils (P1, P4 and P7 combined) achieving expected levels or better in literacy 82.94% 86.06% 83.28% 83.20% 86.7% Q1 – Q5 Gap (P1, P4 and P7 combined) achieving expected levels or better in literacy) 19.01pp 18.54pp 15.07pp 16.90pp 17.3pp % of primary pupils (P1, P4 and P7 combined) achieving expected levels or better in numeracy 79.38% 81.31% 81.19% 80.40% 82.20% % of Q1 primary pupils (P1, P4 and P7 combined) achieving expected levels or better in numeracy 72.60% 74.80% 75.11% 73.30% 77.00% % of Q5 pupils (P1, P4 and P7 combined) achieving expected levels or better in numeracy 89.15% 90.90% 88.51% 88.00% 91.20% Q1 – Q5 Gap (P1, P4 and P7 combined) achieving expected levels or better in numeracy 16.55pp 16.10pp 13.4pp 14.70pp 14.2pp % of S3 pupils achieving third level or better in literacy (based on reading, writing and talking and listening (Core Plus) 85.14% 84.35% 86.71% 90.30% 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% 79.30% 84.70% 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% 94.15% 95.20% 92.20% Q1 – Q5 Gap (S3 3rd level or above literacy) 13.9pp 9.0pp 14.85pp 10.50pp 8.2pp % of S3 pupils achieving third level or better in numeracy (Core Plus) 85.34% 85.11% 88.02% 88.40% 89.10% % of S3 Q1 pupils achieving third level or better in numeracy (Core Plus) 76.20% 78.13% 80.56% 81.60% 81.50% % of S3 Q5 pupils achieving third level or better in numeracy (Core Plus) 95.96% 93.87% 97.19% 96.50% 95.5% Q1 – Q5 Gap (S3 3rd level or above numeracy) 19.76pp 15.74pp 16.63pp 14.90pp 14.0pp Page 234 of 314
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96 Number and percentage of secondary school leavers by total qualifications attained under the All Scottish Credit and Qualifications Framework (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) June 2025 (23/24 Insight) % of leavers achieving 1 or more awards at SCQF Level 5 or better (All SCQF) 88.55% 87.46% 85.82 86.0% 90.46% % of Q1 leavers achieving 1 or more awards at SCQF Level 5 or better 81.73% 78.48% 77.09 76.5% 82.48% % of Q5 leavers achieving 1 or more awards at SCQF Level 5 or better 97.96% 96.60% 95.59% 95.2% 97.35% Q1 – Q5 gap SCQF 5 16.23pp 17.52pp 18.5pp 18.7pp 14.87% % of leavers achieving 1 or more awards at SCQF Level 6 or better 67.49% 64.62% 61.89% 62.7% 69.12% % of Q1 leavers achieving 1 or more awards at SCQF Level 6 or better 54.82% 49.13% 48.93% 46.2% 54.13% % of Q5 leavers achieving 1 or more awards at SCQF Level 6 or better 83.67% 81.41% 82.89% 79.5% 87.41% Q1 – Q5 gap SCQF 6 28.85pp 32.28pp 33.96pp 33.3pp 33.28pp Annual Participation Measure The percentage of young adults (16-19 year olds) participating in education, training or employment in the Local Authority 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% 92.2% 93.0% % attendance Q1 Primary 88.52% 89.15% 89.8% 89.8% % attendance Q5 Primary 94.50% 94.69% 95.3% 95.0% Q1 – Q5 Gap Primary 5.98pp 5.54pp 5.5pp 5.2pp % Attendance Secondary 85.54% 85.72% 86.9% 88.4% % Attendance Q1 Secondary 81.57% 81.21% 82.7% 85.6% % Attendance Q5 Secondary 90.41% 91.23% 92.2% 91.7% Q1- Q5 Gap Secondary 8.84pp 10.02pp 9.4pp 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% 73.88% 72.0% 76.70% Page 235 of 314
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97 % of Q1 P4 learners achieving expected level for writing 62.53% 66.35% 67.01% 64.6% 70.4% % of Q5 P4 learners achieving expected level for writing 81.21% 83.91% 84.63% 78.2% 85.7% Q1 – Q5 Gap for P4 learners achieving expected level for writing 18.68pp 17.56pp 17.62pp 13.6pp 15.3pp *Final SCQF for 2025 leavers will be reported when the Summary Statistics for Attainment and Initial Leaver Destinations 2025 data is published in February 2026 *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 2025 – taken from 2024 S4 on Insight). The 2025 percentages are then a comparison of the number of pupils that got achieved A-C passes in the SEEMIS BI data with the S4. Page 236 of 314
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98 Next Steps: Planning for the Future Key Strategic Developments for NL within Session 2025-26 The Education and Families Improvement Plan for session 2025-26, outlines key priorities across the Education workstreams and highlights key measures for the year ahead linking to the refreshed Programme of Work. The priorities identified within the Service Improvement Plan align with four key priorities summarised below: Page 237 of 314
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99 Further information is available in the Service Improvement Plan. Page 238 of 314
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3 North Lanarkshire’s Education Improvement Plan The service improvement plan is designed to support the delivery of the priorities and ambition statements outlined within key North Lanarkshire documents: • The Plan for North Lanarkshire, • Programme of Work 2023-2028 • Towards a Fairer North Lanarkshire Tackling Poverty Strategy National Strategic Priorities • Delivering Excellence and Equity in Scottish Education: ‘A Delivery Plan for Scotland’ • United Nations Convention on the Rights of the Child (UNCRC) (Incorporation) (Scotland) Act 2024 • Getting it Right for Every Child (GIRFEC) • The Promise Scotland— findings of the Independent Care Review • Putting Learners at the Centre: Towards a Future Vision for Scottish Education • Included, engaged and involved series (parts 1-3) • Early learning and childcare: statutory guidance - July 2021 • Additional Support for Learning Review – ‘Support for learning: all our children and all their potential’ Page 241 of 314
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5 Priorities identified within the Service Improvement Plan are linked to the following national and local priorities and measures . Improve economic opportunities and outcomes Support all children and young people to realise their full potential Improve the health and wellbeing in our communities Enhance participation, capacity and empowerment across our communities Improve North Lanarkshire's resource base 5 National Improvement Framework (NIF) Priorities • Place the human rights and needs of every child and young person at the centre of education • Improvement in attainment, particularly in literacy and numeracy • Closing the attainment gap between the most and least disadvantaged children and young people • Improvement in children and young people’s health and wellbeing • Improvement in employability skills and sustained, positive school-leaver destinations for all young people Health Check Indicators • C09: Breastfeeding - % of babies breastfed at 6-8 week review (overall rate) • C10: Child wellbeing - % of children reviewed at 27 to 30 months with no concerns recorded • C11: Educational attainment - % of pupils gaining 5+ awards at level 6 • C12: Educational attainment - % of pupils living in 20% most deprived areas (as defined by the SIMD) gaining 5+ awards at Level 6 • C13: Post school destinations - % of pupils entering positive destinations • C14: School exclusion rate per 1,000 pupils - all children • C15: School exclusion rate per 1,000 pupils - looked after children • C21: Qualifications - % of the working age population (aged 16-64 years) that have no formal qualifications • C22: Poverty - % of children in poverty after housing costs The Plan for North Lanarkshire, 5 priorities Page 243 of 314
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8 Key Priority/Driver: Leadership Improved outcomes through development of robust system level leadership. Strategic Focus Actions/strategies to support improvement Strengthen staff capacity to use self-evaluation process to inform continuous improvement. Create a sustainable leadership culture that ensures continuous improvement. Ensure all establishments consistently apply self-evaluation frameworks, quality assurance processes, and performance data to drive continuous and sustainable improvement. Refine NL leadership development programmes to build a resilient and future-focused leadership model, grounded in GTCS standards and best practice, that supports long-term service improvement. Maximise the use of resources and networks to build the capacity of leaders at all levels to drive forward change that improves outcomes for learners. Embed processes that ensure meaningful collaboration with pupils and parents in the improvement planning process to develop a shared vision and strengthen collective commitment to positive, sustainable change Foster a supportive, inclusive culture that supports staff wellbeing and ensures the pace of change is manageable enabling staff to thrive and sustain improvement efforts effectively. Leadership- Performance Monitoring Key Measure Baseline Target 25/26 Outcome 25/26 Difference Percentage of primary, secondary, Early Learning and Childcare centres, and ASN schools receiving a good or better grading for QI 1.3 in HMIe inspections Less than half of establishments inspected Majority (50-75%) % of parents who agree/strongly agree that overall, they are satisfied with the school. (HMIE questionnaires.) Average baseline is 79.73% in session 2024-25 85% average From those validated through VSE, the number of establishments with strengths identified in tracking (3.2) This is a new measure. From those validated through VSE, the number of establishments with strengths identified in quality assurance (1.3) This is a new measure. % of positive Care Inspectorate reports (good or above) 28 Care Inspectorate visits in session 2024/25, with 64% as positive in all indicators. Majority (50-75%) Page 246 of 314
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9 % of schools reporting active participation from pupil and parent representatives in annual improvement planning sessions This is a new measure. % of children and young people who agreed or strongly agreed that their school takes their views into account. (HMIe Questionnaires) This is a new measure. Page 247 of 314
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11 To improve attainment through, provision of high-quality curriculum, learning, teaching and assessment. Lever for change Actions/strategies to support improvement Improving: • learning, teaching and assessment • curricular pathways (2- 18) • routes to employment • achievement and employability opportunities • outcomes for children impacted by poverty • Develop a data strategy to empower establishment leaders to use data more effectively to drive forward improvements. • Develop effective curriculum pathways that ensure all pupils make appropriate progress in their learning. Continue to use CLPL and professional networks to build staff capacity and ensure all learners benefit from high quality learning, teaching and assessment approaches. (Learning hub, pedagogy and digital teams) • Collaborate with relevant stakeholders, including national organisations, to co-design curriculum pathways that are skills- focused, progressive, and aspirational—ensuring all young people achieve the best possible outcomes • Continue development of an NL play based strategy, that supports consistency and quality. • Establish robust assessment, planning, and target-setting practices at both school and cluster levels to support learners in making sustained progress from their prior levels of attainment, and to strengthen teacher professional judgement. • To ensure excellence and equity by removing barriers and developing inclusive practices, which will raise attainment and support improved post school destinations. Attainment & Achievement- Performance Monitoring Key Measure Baseline 2024-25 Target 25/26 Outcome 25/26 Difference Percentage of children within ELC making good progress in early communication and literacy skills (Professional Judgement) This will be a new measure for 2025/26 Percentage of children within ELC making good progress in early mathematical and numeracy skills (Professional Judgement) This will be a new measure for 2025/26 Percentage of primary, secondary, Early Learning and Childcare centres, and ASN schools receiving good or better for QI 2.3 in HMIe inspections Less than half of establishments inspected Majority (50-74%) Percentage of primary, secondary, Early Learning and Childcare centres, and ASN schools receiving good or better for QI 3.2 in HMIe inspections Less than half of establishments inspected Majority (50-74%) % of pupils (P1, P4 and P7 combined) achieving expected levels or better in literacy 74.4% 76% % of primary pupils (P1, P4 and P7 combined) achieving expected levels or better in numeracy 80.40% 81.5% % of pupils (P1, P4 and P7 combined) achieving expected levels or better in Gaelic literacy 63.5% 65.5% % of establishments delivery Gaelic as part of the 1+2 language Plan 13% 17% Page 249 of 314
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12 % of S3 pupils achieving third level or better in literacy (based on reading, writing and talking and listening 91.4% 93.4% % of S3 pupils achieving fourth level or better in literacy (based on reading, writing and talking and listening 59.5% 64.5% % of S3 pupils achieving third level or better in Gaelic literacy (based on reading, writing and talking and listening) 83.3% 85.3% % of S3 pupils achieving third level or better in numeracy 88.4% 93.4% % of S3 pupils achieving fourth level or better in numeracy 65.7% 70.7% % of pupils at S4 achieving 1+ @ SCQF L5+ 81.1% 83.2% % of pupils at S4 achieving 3+ @ SCQF L5+ 62.2% 64.5% % of pupils at S4 achieving 5+ @ SCQF L5+ 43.3% 45.1% % of pupils at S4 achieving 1+ @ SCQF L5+ (Gaelic (Learners) and Gaidhlig) 60% 65% % of pupils at S5 achieving 1+ @ SCQF L6+ 54.2% 55.2% % of pupils at S5 achieving 3+ @ SCQF L6+ 32.8% 33.6% % of pupils at S5 achieving 5+ @ SCQF L6+ 14.1% 15.1% % of pupils at S5 achieving 1+ @ SCQF L6+ (Gaelic (Learners) and Gaidhlig) 50% 55% % of pupils at S6 achieving 1+ @ SCQF L7+ 14% 14.7% % of pupils at S6 achieving 1+ @ SCQF L7+ (Gaelic (Learners) and Gaidhlig) 6% 14% % of pupils engaged with the Virtual School achieving 1+ @ SCQF L4+ 63% 65% % of pupils engaged with the Virtual School achieving 3+ @ SCQF L4+ 20% 22% % of pupils engaged with the Virtual School achieving 5+ @ SCQF L4+ 3% 5% Number of pupils in Senior Phase of Learning undertaking industry recognised qualifications including Foundation Apprenticeships/Higher National Certificates 431 600 % of pupils who have added value in their learning following Cluster support interventions 7,310 children & young people An average of 85% made progress from prior levels of learning 87% % of young people in a positive school leaver destination (S4-6) 94.7% (68.6% Higher/Further Education; 26.6% employment/ training) % of young people in a sustained positive leaver destination (16-19) 91.9% % of young people who agree or strongly agree that their school supports them to know how they are progressing in their work. (HMIE questionnaire) This is a new measure. % of young people who agree or strongly agree that their schools provides them with the opportunity to take part in activities in school beyond the classroom and timetabled day. This is a new measure. Page 250 of 314
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14 Key Priority/Driver: Wellbeing & Inclusion Advance equity and excellence by strengthening educational, social, and economic outcomes for children, families, and communities—focusing on poverty reduction and inclusive access to opportunity. Lever for change Actions/strategies to support improvement Strengthening the GIRFEC pathway Improving outcomes by strengthening whole family support Increased early intervention, prevention and nurture/trauma informed practice Continue to review and enhance GIRFEC processes to strengthen consistency, quality, and develop a shared understanding of expectations across all services and stakeholders. Launch NLC's refreshed The Health, Wellbeing and Inclusion Framework to build staff capacity and embed a proactive, inclusive approach to health and wellbeing across education services. Maximise use of refreshed Empowering Clusters model to strengthen effective partnership working and deployment of resources to improve outcomes for children, families and communities. Enhance whole-family support by prioritising early intervention, aligning resources and funding, and empowering local decision-making to improve outcomes for children and families. Strengthen inclusive practices in all establishments through implementation for the Inclusion 5-year strategic plan which focusses on: People, Partnerships, Place and Pathways. Ensure all educational establishments implement mechanisms for embedding the rights of the child (UNCRC) focusing on inclusion, equity, respect, and recognition of diverse perspectives. Continue to embed the Promise across all establishments to ensure care-experienced children and young people are supported through inclusive, rights-based practices Wellbeing & Inclusion- Performance Monitoring Key Measure Baseline Target 25/26 Outcome 25/26 Difference % of secondary schools registered with the Equally safe at School 2 100% % of secondary schools with an Equally safe action plan 2 3 establishments % of secondary schools who have completed the Equally Safe at School ESAS) e-learning Module This is a new measure. Page 252 of 314
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15 % of schools who have achieved level 2 of The Promise 94% 100% Percentage of primary, secondary, Early Learning and Childcare centres, and ASN schools receiving good or better for QI 3.1 in HMIe inspections Less than half of establishments inspected Majority (50-74%) From those validated through VSE, the number of establishments with strengths identified in universal planning and curriculum (3.1) This is a new measure. % of learners showing positive change in wellbeing measures following integrative planning at Cluster Wellbeing Meetings This is a new measure. % of establishments who have undertaken Nurture training 66% 75% % of Secondary pupils who have completed SDQ 56% 75% % of secondary children at close to average + SDQ level 100% 100% % of secondary children at slightly raised + SDQ level 43% 40% % of secondary children at high+ SDQ level 35% 32% % of secondary children at very high SDQ level 20% 18% % of pupils engaging with counselling services, who have improved outcomes 84% 85% Number of children and young people engaging with the Virtual School 218 To maintain current support levels % of establishments who have registered for UNCRC + (2 87.4% 100% % of establishments who have achieved UNCRC Bronze + 75.4% 100% % of establishments who have achieved UNCRC Silver + 41.2% 50% % of establishments who have achieved UNCRC Gold + 13.2% 15% Number of establishments who have achieved UNCRC Gold reaccreditation 3 13 Number of establishments who have engaged with MVP programme 11 18 Number of children and young people engaging with Community Mental Health and Wellbeing interventions through the Empowered Cluster % of education-based referrals to Families Here & Now service (FHANS) 48% Majority (50-74%). % of families with improved outcomes, following engagement with the early years Family Engagement Service % of young people who agree or strongly agree that their school teaches me how to lead a healthy lifestyle. This is a new measure • UNCRC data is from session 2023/24 • SDQ data is from 2023 Page 253 of 314
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17 Key Priority/Driver: Attendance & Engagement Improve attendance and engagement through strengthening inclusive practices. Lever for change Actions/strategies to support improvement Systems, processes and data Building inclusive practices that improve engagement. Ensure all children are educated in an environment that meets their learning needs. (Develop our learning estate to improve outcomes for learners.) Support establishments to implement and regularly review processes that enable earlier identification of barriers to attendance and engagement—ensuring timely intervention and improved learner participation across all educational settings. Through the Empowering Clusters model, support all establishments to develop a relationship based, trauma informed culture, where personalised supports drive improvements in attendance, and engagement. Strengthen staff understanding of the link between safeguarding and learner attendance through targeted professional learning and integrated practice. Attendance & Engagement - Performance Monitoring Key Measure Baseline (from 2024/25 data) Target 25/26 Outcome 25/26 Difference % attendance for all NL establishments (including EY) 89.7 % 90.3% % attendance for all NL establishments (excluding EY ) 89.9 % 90.8% % attendance for ELC establishments 88.1 % 88.5% % attendance for all Primary establishment 92.2 % 92.67% % attendance for all secondary establishments 86.9 % 87.2% % attendance for all ASN establishments 89.2 % 86.7% % of unauthorised absences for all NL establishments 4.6% 4.4% % of unauthorised absences for all Primary establishments 3.4% 3.3% % of unauthorised absences for all secondary establishments 6.1% 5.6% % of unauthorised absences for all ASN establishments 6.5% 6.4% % of persistent absence for all NL establishments 33.4% 31.1% % of persistent absence for all Primary establishments 25% 22.6% % of persistent absence for all Secondary establishments 43% 41.3% % of persistent absence for all ASN establishments 41.8% 39.7% Number of young people remaining recorded as ‘TBC’ on SEEMIS 130,371 Reduce by 50% Page 255 of 314
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18 Percentage of families engaging with FESA who then have improved patterns attendance. 72%. 73%. % of establishments who have completed attendance Self-evaluation toolkit This is a new measure From those validated through VSE, the number of establishments with strengths identified in attendance monitoring (QI 3.1 or 3.2) This is a new measure Number of exclusion instances (all sectors) 469 410 Number of exclusion instances for all CEYP 10 0 % of eligible 2 years olds taking their ELC place 71% 80% % of young people who enjoy learning at school. (HMIe Questionnaires) This is a new measure Attendance and exclusions measures based on a 4-year average. Page 256 of 314
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19 Appendix 1: 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. Key Performance Measure June 2022 June 2023 June 2024 June 2025 % of pupils (P1, P4 and P7 combined) achieving expected levels or better in literacy 72.23% 75.47% 75.05% % of Q1 pupils (P1, P4 and P7 combined) achieving expected levels or better in literacy 63.93% 67.52% 67.73% % of Q5 pupils (P1, P4 and P7 combined) achieving expected levels or better in literacy 82.94% 86.06% 82.77% Q1 – Q5 Gap (P1, P4 and P7 combined) achieving expected levels or better in literacy) 19.01pp 18.54pp 15.04pp % of primary pupils (P1, P4 and P7 combined) achieving expected levels or better in numeracy 79.38% 81.31% 81.18% % of Q1 primary pupils (P1, P4 and P7 combined) achieving expected levels or better in numeracy 72.60% 74.80% 74.56% % of Q5 pupils (P1, P4 and P7 combined) achieving expected levels or better in numeracy 89.15% 90.90% 88.37% Q1 – Q5 Gap ((P1, P4 and P7 combined) achieving expected levels or better in numeracy 16.55pp 16.10pp 13.81pp % 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% % 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% % 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% Q1 – Q5 Gap (S3 3rd level or above literacy) 13.9pp 9.0pp 14.10pp % of S3 pupils achieving third level or better in numeracy (Core Plus) 85.34% 85.11% 87.66% % of S3 Q1 pupils achieving third level or better in numeracy (Core Plus) 76.20% 78.13% 79.86% % of S3 Q5 pupils achieving third level or better in numeracy (Core Plus) 95.96% 93.87% 96.85% Q1 – Q5 Gap (S3 3rd level or above numeracy) 19.76pp 15.74pp 16.99pp 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 % of Q1 leavers achieving 1 or more awards at SCQF Level 5 or better 81.73 78.48% 77.09 % of Q5 leavers achieving 1 or more awards at SCQF Level 5 or better 97.96 96.60% 95.59 Q1 – Q5 gap SCQF 5 16.23pp 17.52pp 18.5pp % of leavers achieving 1 or more awards at SCQF Level 6 or better 67.49 64.62 61.89 % of Q1 leavers achieving 1 or more awards at SCQF Level 6 or better 54.82 49.13 48.93 Page 257 of 314
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20 Key Performance Measure June 2022 June 2023 June 2024 June 2025 % of Q5 leavers achieving 1 or more awards at SCQF Level 6 or better 83.67 81.41 82.89 Q1 – Q5 gap SCQF 5 28.85pp 32.28pp 33.96pp 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% Quintile 1 85.1% 85.7% 87.2% Quintile 5 95.5% 96.0% 96.4% Q1 – Q5 gap (APM) 10.4pp 10.3pp 9.2pp Core Plus Stretch aims June 2023 June 2024 % Attendance Primary 91.16% 91.61% % attendance Q1 Primary 88.52% 89.15% % attendance Q5 Primary 94.50% 94.69% Q1 – Q5 Gap Primary 5.98pp 5.54pp % Attendance Secondary 85.54% 85.72% % Attendance Q1 Secondary 81.57% 81.21% % Attendance Q5 Secondary 90.41% 91.23% Q1- Q5 Gap Secondary 8.84pp 10.02pp % of leavers achieving S5 1+ Higher (A-C passes based on all candidates) (Excludes ASN schools) 57.5% 53.5% 56.25% % of Q1 leavers achieving S5 1+ Higher (A-C passes based on all candidates) 37.48% 43.51% % of Q5 leavers achieving S5 1+ Higher (A-C passes based on all candidates) 77.56% 79.71% Q1 – Q5 gap leavers achieving S5 1+ Higher (A-C passes based on all candidates) 40.08pp 36.2pp % of P4 learners achieving expected level for writing 70.90% 73.45% 73.89% % of Q1 P4 learners achieving expected level for writing 62.53% 66.35% 67.06% % of Q5 P4 learners achieving expected level for writing 81.21% 83.91% 84.40 Q1 – Q5 Gap for P4 learners achieving expected level for writing 18.68pp 17.56pp 17.34pp NLC Performance Management Target (Result collated from HMIE questionnaires distributed over 11 inspections published over session 2023- 24.) Parent satisfaction - % parents agree or strongly agree that the school is well led and managed 88.8% 77% Page 258 of 314
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21 Key Performance Measure June 2022 June 2023 June 2024 June 2025 Parent Satisfaction - % of parents that agree that they receive helpful, regular feedback about how their child is learning and developing. 85.8% 72.2% Parent Satisfaction –% of parents that agree/strongly agree that overall, they are satisfied with the school. 91.0% 78.8% HMIe Inspection Results, early years- % positive reports (Using previous measure– satisfactory or above) 100% 100% HMIe Inspection Results, early years- % positive reports (Using new measure – good or above) 66.67% 50% HMIe Inspection Results, schools - % positive reports (Using previous measure – Satisfactory or above) 100.0% 81.2% HMIe Inspection Results, schools - % positive reports (Using new measure – good or above) 71.0% 45.45% *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 Page 259 of 314
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Appendix 3: Service Improvement Plan (2025-26) and Report (2024- 25) – Children’s Rights and Wellbeing Impact Assessment CRWIA - Stage 3 Publication Template CRWIA title: Service Improvement Plan Publication date: September 2025 Summary of policy aims and desired outcomes. It is a statutory requirement for Scottish Local Authorities to submit a service improvement plan and report to Scottish Government on an annual basis, outlining key priorities for Education. Executive summary. The Education, Children and Families Service Improvement Plan outlines the annual strategic priorities that drive continuous improvement across the service. Fully aligned with The Plan for North Lanarkshire and its Programme of Work, the plan reflects a clear commitment to delivering high-quality, equitable services that improve outcomes for children, young people, and families. Grounded in robust, ongoing self-evaluation and captured through the annual improvement report, the plan ensures that priorities are evidence-informed and responsive to local need. It also aligns with national policy frameworks and legislative duties, reinforcing North Lanarkshire’s focus on accountability, strategic alignment, and sustained improvement across education and family services. Background. Service Improvement Planning in Scottish education is underpinned by the Standards in Scotland’s Schools etc. Act 2000, which places a statutory duty on education authorities to secure continuous improvement in the quality of school education. This duty is exercised through the preparation of annual improvement plans and reports, which must reflect strategic priorities, national policy frameworks, and local context. Scope of the CRWIA, identifying the children and young people affected by the policy, and summarising the evidence base. The Service Improvement Plan encompasses all areas of the Education Service, including Early Learning and Childcare (ELC), primary, secondary, and Additional Support Needs (ASN) establishments, as well as the central strategic functions of the service. Its implementation is informed by ongoing evidence gathering throughout the year, ensuring that priorities are responsive, inclusive, and reflective of the diverse needs and experiences of children and young people across all settings. Children and young people’s views and experiences. In recognition of young people’s expressed desire to be actively involved in shaping the services that affect them, the Education Service remains committed to meaningful and sustained engagement with children and young people in the development of the Service Improvement Plan. Their voices will continue to inform priorities through consultation, dialogue, and participatory approaches. Page 260 of 314
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Key findings, including an assessment of the impact on children’s rights, and how the measure will contribute to children’s wellbeing. The implementation of the plan will support embedding children’s rights as a central priority for all educational provisions within NL. Monitoring and review. Ongoing – formal reporting through individual workstream areas to the Senior Management Team (SMT) and Committee throughout the session. CRWIA Declaration Authorisation Lead Michelle O’Halleron Date September 2025 Chief Officer Barry Smedley & James McParland Date September 2025 Page 261 of 314
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North Lanarkshire Council Report Education, Children and Families Committee Does this report require to be approved? ☐ Yes ☒ No Ref Date 09/09/25 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 263 of 314
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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 264 of 314
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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, 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 Page 265 of 314
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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 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. 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. Page 266 of 314
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James McKinstry Chief Officer (Assets and Procurement) 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? Page 267 of 314
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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? 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 ☒ Page 268 of 314
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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 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 ☒ An assessment has not been carried out as this report is only to update on the Hub programme. No policies or procedures have been changed which affect these rights. Page 269 of 314
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Appendix 1 Hub delivery programme – Current delivery programme Updated: June 2025 Appendix 1a: Progress Summary Project Contract Stage Contract Value Contract Construction Programme dates Key Activities in period / planned next St Kevin’s Community Hub Coatbridge Construction (Tier 1 contractor - Kier Construction). £17,554,197 Target handover of new facility Q1 2026 The steel frame and roof works are nearing completion, external brickwork has commenced on all elevations. Internal partitions have commenced and in the next period, first fix Mechanical & Electrical works will get underway. HubSW are reporting that the project is currently on programme. Orbiston Community Hub Bellshill Construction phase (Tier 1 contractor Morgan Sindall Construction) £43,073,869 Target phase 1 completion date Q3 2025. Construction works are progressing well. Scaffolding has been removed to allow external landscape works to commence. Internally, finishing trades such as decoration, floor finishes and furniture installation has commenced in several areas. In the next period, commissioning of the facility will get underway. Decant meetings with both Sacred Heart and Lawmuir primary schools are taking place to ensure both schools are prepared for the transition into the new facility. HubSW are reporting that the project is currently on programme. St Stephen’s Community Hub Coatbridge Construction phase (Tier 1 contractor Morrison Construction) £34,226,361 Project start date - March 2025. Following signing of the design & build agreements in February, Morrison Construction commenced on site in March 2025. Within the last period, St Stephen’s Primary school and playground have been reconfigured to facilitate the long-term tandem build construction strategy. This has included formation of temporary car park and playground, demolition of existing staff facilities and installation of replacement temporary facilities. Current site works include: grouting of mine workings, drainage diversions and surface water drainage installation. HubSW are reporting that the project is currently on programme. Page 270 of 314
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Project Contract Stage Contract Value Contract Construction Programme dates Key Activities in period / planned next Chryston High School Extension Northern Corridor Construction phase (Tier 1 contractor BAM Construction) £39,029,360 Project start date - April 2025. The project reached Financial Close on 9th April with works commencing on site shortly after on 14th April. Initial construction activities for the extension are progressing well with the site remediation - the ‘cut and fill’ work now well underway and sub substructure is due to commence in the summer. Super structure should begin to appear on site Q3 2025. Internal reconfiguration works in the existing facility will soon commence. HubSW are reporting that the project is currently on programme. Gartcosh Community Hub Northern Corridor Construction phase (Tier 1 contractor BAM Construction) £33,273,302 Project start date - Jan 2025. Construction works are progressing well foundations complete and erection of structural steel work underway. External hard landscaping of car parks nearing completion which will be utilised for contractor parking. HubSW are reporting that the project is currently on programme. Page 271 of 314
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Appendix 1 Hub Delivery Programme – Current Delivery Programme: Appendix 1b: Programme Timeline Chart – June 2025 Page 272 of 314
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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 being built. 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 was approved in May 2025. A feasibility study is being concluded 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 an assessment in relation to roll projections, demand analysis, and impact on surrounding schools is being undertaken. Further updates will follow this assessment. 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. Procurement, design, and costs are currently being assessed. For both projects: As the proposals and next steps become clearer, further updates will be provided to committee. Page 273 of 314
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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: June 2025 Please note that the following SFT TOMs relate to the following projects: Orbiston, St Kevin’s, St Stephen’s, Gartcosh and Chryston High School Extension. Reporting by exception: TOMs DESCRIPTION CONTRACTED COMMITMENT ACHIEVED TO DATE 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. 54 77 LOCAL JOBS ADVERTISED 24 21 NO. OF HOURS DEDICATED TO SUPPORT YOUNG PEOPLE INTO WORK (E.G. CV ADVICE, MOCK INTERVIEWS, CATEERS GUIDANCE UNDER 20 y.o.) 975hrs 1069hrs MEANINGFUL WORK PLACEMENTS THAT PAY LIVING WAGE; 6 WEEKS OR MORE (INTERNSHIPS, PAID) 84wks 81wks 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 600hrs 398.5hrs 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 2,070wks 723wks NO. OF EMPLOYEES ON THE CONTRACT THAT HAVE BEEN PROVIDED ACCESS FOR AT LEAST 12 MONTHS TO MULTIDIMENSIONAL WELLBEING PROGRAMMES. 70 64 DONATIONS OR IN-KIND CONTRIBUTIONS TO LOCAL COMMUNITY PROJECTS (£ & MATERIALS) £26,500 £19,704 If you would like more detailed information on any of the projects, please contact Pamela Ross (email address: RossP@northlan.gov.uk) Full report available on request Page 274 of 314
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Highlights in the last period: • Kier Future Construction Programme – Kier Construction’s programme with total of 16nr S4 pupils from Coatbridge and St Ambrose High Schools. Pupils were 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 Level 5 in Construction Craft. TIGERS are the training provider for the programme, the first session started on Friday 30 August 2024. Sessions were every Friday at Bellshill Skills Academy and TIGERS Academy, Bishopbriggs until the St Kevin’s site cabin was available in January 2025. The last day on site for the pupils was 30 May 2025. Once their CSCS exam is complete, pupils will have the opportunity for apprenticeships with Kier’s supply chain. We are in discussions with Morrison Construction in developing a similar programme with students from St Andrew’s High School. • 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 the 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. Six pupils have shown an interest in pursuing further insights into architecture and engineering. A workshop is taking place at Stallan Brand (Architects) offices on 20 June. A second cohort will start in August 2025 with a total of 29nr female pupils. We are in discussions with Morrison Construction in developing a programme with students from St Andrew’s High School. • TIGERS Training/Morgan Sindall Joint Venture – Since the first intake for the pre-apprenticeship programme in January 2023 TIGERS have worked with 71 young people leading to 41 being employed through the TIGERS/Morgan Sindall shared apprenticeship programme and a further 15 gaining direct employment. The shared apprenticeship programme continues to be a great success and apprentices are currently working at Orbiston, Gartcosh and St Kevin’s sites, and future placements at St Stephen’s and Chryston High School Extension are under discussion. • 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. A further event is planned for October 2025, this will be the third roll out of this programme. Page 275 of 314
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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 276 of 314
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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 277 of 314
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North Lanarkshire Council Report Education, Children and Families Committee Does this report require to be approved? ☐ Yes ☒ No Ref: BS / SMcC Date: 09/09/25 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 and Families Service for the period 1 April 2025 to 18 July 2025 (Period 4). The report highlights the projected outturn position as at 31 March 2026, including explanations of major variances in accordance with North Lanarkshire Council’s approved Financial Regulations. The Education and Families Service has a net revenue budget of £529.323m for the 2025/26 financial year. In addition, in terms of the utilisation of earmarked reserves, it is anticipated that the Service will utilise c. £16.981m to support in-year initiatives / programmes and other cost pressures. Incorporated within the revenue budget are approved savings totalling £2.343m. It is anticipated that £1.982m (85%) of these savings will be realised during the current financial year with service management action addressing the in-year gap of £0.361m (15%). In summary, as at Period 4, the Service is currently forecasting a balanced budget position for the 2025/26 financial year. Recommendations It is recommended that the Education, Children and Families Committee: 1) Review the financial position of the Education and Families revenue budget; and 2) Review the contents of the report The Plan for North Lanarkshire Priority Improve North Lanarkshire's resource base 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 279 of 314
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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 20 February 2025, North Lanarkshire Council approved its General Fund Revenue Budget of c. £1,095.241m for the 2025/26 Financial Year, of which, c. £552.563m represented the approved net revenue budget for the Education and Families Service. 2.1.2. During the 2025/26 financial year, there has been a net budget decrease of c. £23.240m to £529.323m. Included within the ‘One Place One Plan – Annual Governance Update’ report approved at the meeting of the Policy and Strategy Committee on 7 December 2023, this budget movement represents the formalisation of the service restructure realignment of ‘Home to School Transport’ to Fleet Services (Enterprise and Communities Service). 2.1.3. The 2025/26 revenue budget of the Service incorporates £2.343m of savings previously approved by the Council. Further information regarding particularly challenging savings, along with associated management actions and replacement in-year savings, is included within Appendix 5 of this report. 2.1.4. In summary, as at Period 4 (1 April 2025 to 18 July 2025), the Service is forecasting a balanced budget position for the 2025/26 financial year. Further analysis of major variances is provided within Section 2.2 of this report. Analysis of Significant Variances 2.2.1. The Service has a total employee budget of c. £396.876m and currently anticipates a projected balanced budget position. This position 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. From an education service delivery perspective, 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. In addition, in line with the provisions of the DSM Scheme, establishments receive budgetary allocations based on agreed formulas and distribution methods. An all Elected Members briefing on Devolved School Management was held on 1st May 2025 and the scheme was approved at Education, Children and Families Committee on 20th May 2025. Page 280 of 314
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2.2.3. The Service is anticipating a balanced budget position within Payments to Other Bodies (PTOB). Appendix 3 of this report provides further detail concerning PTOB classifications and their associated outturn position. 2.2.4. At this stage of the financial year, the Service is anticipating a balanced budget position across several budgetary categories including Property Costs, Supplies & Services, Transport & Plant Costs, Administration Costs, Transfer Payments, Capital & Revenue Financing Costs, Other Costs, and full recovery of Income as outlined Appendix 2 of this report. Earmarked Reserves 2.3.1. In finalising North Lanarkshire Council’s annual accounts to 31 March 2025, the Education and Families Service was given approval to earmark £97.663m of resources to fund key projects and initiatives. The largest reserve (£66.330m) is earmarked for future years commitments regarding school building / hub programmes. Other specific reserves include Pupil Equity Fund (PEF) and Devolved School Management (DSM) carry forwards; resettlement initiatives, Whole Family Wellbeing Fund; whole family support initiatives; and ELC / 1140 funding. 2.3.2. The Service anticipates utilising c. £16.981m of allocated earmarked reserves in the current financial year. This in-year projection reflects the planned phasing of resources to future years, and other assumptions, following the completion of strategic reviews in relation to the operational requirements and financial planning assumptions aligned to individual programmes and areas of service delivery. 2.3.3. Future monitoring reports will continue to provide updates on the planned use of reserves during 2025/26, and in future financial years, as outlined in Appendix 4. 2025/26 Budget Savings 2.4.1. Incorporating base budget adjustments and specific proposals, the Council previously approved total service savings of £2.343m to be achieved during financial year 2025/26. The Service assesses a variety of records and management information to monitor and review the achievement of its approved budget savings. As at Period 4, it is anticipated that £1.982m (85%) of the approved in-year savings target will be realised in the current financial year with full implementation expected from 2026/27. 2.4.2. Through a combination of the utilisation and prioritisation of earmarked reserves, and other management actions, the Service has identified replacement funding streams to fully offset the in-year savings gap of £0.361m (15%). Future monitoring reports will continue to provide updates on the deliverability of approved savings during 2025/26, and future financial years if applicable, as outlined in Appendix 5. 2.4.3. To enable the delivery of Council approved savings in the 2025/26 financial year, the Service have drawn down c. £1.786m from the Council’s Change Management Fund. The current draw down balance pertains to the delivery of the saving linked to the review of CLD service delivery. Management Actions 2.5.1. With the aim of ensuring the Service continues to operate within its overall financial envelope, senior officers within the Service continue to review and implement actions through to the financial year end. These actions include: Page 281 of 314
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1) Vacancy management 2) Creating efficiencies through the use of grants / 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 Education and Families Service operates within approved budget resources and the 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) 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 ☒ Page 282 of 314
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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? 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? Page 283 of 314
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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 284 of 314
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APPENDIX 1 [1] [2] [3] [5] [6] [7] Early Years 32,272,807 32,272,807 0 0.0% 0 Primary Schools 138,899,296 138,899,296 0 0.0% 0 Secondary Schools 138,928,199 138,928,199 0 0.0% 0 Special Schools 27,610,971 27,610,971 0 0.0% 0 Education Service Delivery 138,510,947 138,510,947 0 0.0% 0 Children & Families 43,300,552 43,300,552 0 0.0% 0 Justice Services 93,996 93,996 0 0.0% 0 Employability 2,870,623 2,870,623 0 0.0% 0 Community Learning 4,669,239 4,669,239 0 0.0% 0 Tackling Poverty 2,165,902 2,165,902 0 0.0% 0 NET EXPENDITURE 529,322,532 529,322,532 0 0.0% 0 [4] NORTH LANARKSHIRE COUNCIL Revenue Budget Monitoring Report - Objective Analysis Period 04 (01 April 2025 - 18 July 2025) Education & Families DIVISION OF SERVICE ANNUAL BUDGET PROJECTED OUT-TURN PROJECTED OUT-TURN VARIANCE % PERIOD MOVEMENT ANALYSIS Page 285 of 314
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APPENDIX 2 [1] [2] [3] [5] [6] [7] EMPLOYEE COSTS 396,875,849 396,875,849 0 0.0% 0 PROPERTY COSTS 53,115,288 53,115,288 0 0.0% 0 SUPPLIES & SERVICES 14,838,815 14,838,815 0 0.0% 0 TRANSPORT & PLANT 1,040,099 1,040,099 0 0.0% 0 ADMINISTRATION COSTS 3,204,627 3,204,627 0 0.0% 0 PAYMENTS TO OTHER BODIES 45,763,286 45,763,286 0 0.0% 0 TRANSFER PAYMENTS 4,208,579 4,208,579 0 0.0% 0 CAPITAL FINANCING COSTS 41,746,733 41,746,733 0 0.0% 0 REVENUE FINANCING COSTS 0 0 0 0.0% 0 OTHER EXPENDITURE 29,840,626 29,840,626 0 0.0% 0 TOTAL EXPENDITURE 590,633,902 590,633,902 0 0.0% 0 INCOME (61,311,371) (61,311,371) 0 0.0% 0 NET EXPENDITURE 529,322,532 529,322,532 0 0.0% 0 [4] NORTH LANARKSHIRE COUNCIL Revenue Budget Monitoring Report - Subjective Analysis Period 04 (01 April 2025 - 18 July 2025) Education & Families CATEGORY ANNUAL BUDGET PROJECTED OUT-TURN PROJECTED OUT-TURN VARIANCE % PERIOD MOVEMENT ANALYSIS Page 286 of 314
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APPENDIX 3 [1] [2] [3] [5] [6] [7] General PTOBs 6,382,311 6,382,311 0 0.0% 0 Additional Support Needs 9,036,746 9,036,746 0 0.0% 0 Early Years 16,349,000 16,349,000 0 0.0% 0 Voluntary Organisations 983,598 983,598 0 0.0% 0 Family Placements 12,812,485 12,812,485 0 0.0% 0 Children's Services - General 199,146 199,146 0 0.0% 0 TOTAL EXPENDITURE 45,763,286 45,763,286 0 0.0% 0 [4] NORTH LANARKSHIRE COUNCIL Revenue Budget Monitoring Report - Payments to Other Bodies Period 04 (01 April 2025 - 18 July 2025) Education & Families CATEGORY ANNUAL BUDGET PROJECTED OUT-TURN PROJECTED OUT-TURN VARIANCE % PERIOD MOVEMENT ANALYSIS Page 287 of 314
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APPENDIX 5 £000 £000 £000 £000 £000 Base Budget Adjustments: N/A 0 0 Sub-Total Base Budget Adjustments 0 0 0 0 0 Approved Savings 23/24 Review of ELC: Single Status Employee Resources ELC 1,000 1,000 0 0 Sub-Total impact of previously approved savings 1,000 1,000 0 0 0 Approved Savings (Operational Decisions) 35ECF Reduced E&F HQ recharges E&F HQ 100 100 0 0 Sub-Total 'Operational Decisions' 100 100 0 0 0 Approved Savings (Budget Decisions) 26ECF Developing the Young Workforce - Review of Staffing Structures C&F 80 80 0 0 65ECF Review of C&F and ASC Business Admin & Support Model C&F 280 140 140 Anticipated delay regarding the implementation of the new delivery model Vacancy management within aligned service delivery function 140 0 81ECF Review of CLD service delivery, including the provision of youth diversionary activities CLD 883 662 221 Saving phasing asymmetry with majority of staffing cohort ceasing employment with the Council at the end of May 2025 Phasing delay included within the financial assumptions of the Service's approved EMRs 221 0 Sub-Total 'Budget Decisions' 1,243 882 361 361 0 TOTAL 2,343 1,982 361 361 0 84.59% 15.41% 15.41% 0.00% Delivered Gap Replacement Revised-Gap DESCRIPTION Value Revised Savings Gap CommentaryDIVISON Reasons for Savings GapRef. DESCRIPTION OF APPROVED SAVING Target Value Value Deliverable Savings Gap NORTH LANARKSHIRE COUNCIL Revenue Budget Monitoring Report - Savings Period 04 (01 April 2025 - 18 July 2025) Education & Families APPROVED SAVINGS REPLACEMENT SAVING / FUNDING Page 290 of 314
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North Lanarkshire Council Report Education, Children and Families Committee Does this report require to be approved? ☒ Yes ☐ No Ref: BS / SMcC Date 09/09/25 Annual Bad Debt Write-Off Exercise From: Barry Smedley Chief Officer (Education North) E-mail: smedleybar@northlan.gov.uk Telephone: 01698 812269 Executive Summary This report provides a summary of outstanding debtor accounts relating to previous financial years which are deemed either to be uncollectible following all attempts at recovery or are not economically viable to continue pursuing. In accordance with the Council’s Financial Regulations, a provision for expected credit losses has previously been established for the outstanding accounts. The total recommended for write-off for 2025/26 is £5,523.26 Recommendations It is recommended that the Education, Children and Families Committee: 1) Acknowledge the decision of the Chief Officer (Education North) and Chief Officer (Finance & Technology) under delegated responsibilities, to write-off a total of £422.86 for outstanding debtors accounts under £500. 2) Approve the write-off of £5,100.40 for outstanding debtors accounts over £500. 3) Remit the content of this report to the Finance and Resources Committee. The Plan for North Lanarkshire Priority Improve North Lanarkshire's resource base 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 9 Page 291 of 314
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1. Background 1.1. Under delegated responsibilities, North Lanarkshire Council’s approved Financial Regulations require Chief Officers and the Chief Officer (Finance & Technology) to approve the write-off of outstanding accounts of less than £500. In addition, the aligned parent Committee is required to approve the write-off of outstanding accounts due to the Council which are greater than £500. 2. Report Chargeable Activities and Recovery Actions 2.1.1. The Education & Families Service provide a range of chargeable activities such as, but not limited to, cross boundary and/or inter-authority charges for service provision within educational sectors; early years additional nursery hours and educational leadership and training courses etc. 2.1.2. For context, during the 2024/25 financial year, the Education & Families Service raised 585 invoices which had an aggregate total value of £2.348m. In conjunction with the Corporate Debt Recovery Team, every effort has been made by the Service to fully recover outstanding accounts including reminder correspondence, use of collection agents, and legal action. The value of the accounts identified for write-off in this report represent a small proportion (less than 1%) of the total value of invoices raised each year by the Service. 2.1.3. Despite these proactive actions, there are several accounts that have been deemed uncollectible and/or are considered not economically viable to engage in further collection initiatives. The annual process of assessing the likelihood of the non- recovery of debt conforms to accepted accounting best practice and is a realistic assessment of expected levels of future income recovery. Analysis of Write-Off 2.1.4. A critical and in-depth analysis of the outstanding balances was conducted resulting in a write-off total of £5,100.40 represented by £422.86 (accounts < £500) and £5,100.40 (accounts > £500) respectively. 2.1.5. There are several reasons why the outstanding balances have been identified and included in the annual write-off process. Individual balances typically fall into one of the following categories: 1) Recovery Exhausted All available avenues have been pursued and there is no prospect of recovery of funds. 2) Uneconomic to Pursue There are insufficient funds and/or no realisable assets that are available to meet the debt and it is uneconomic to continue to seek the outstanding sum due. 3) Sequestration/Liquidation The debtor has entered a Trust Deed or the debtor has liquidated their assets. Page 292 of 314
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2.1.6. For additional information, the tables below provide an analysis of the proposed write- off by value (Table 1) and cause (Table 2) in line with the categories described previously. Table 1 VALUE £ No of Accounts < £500 422.86 10 > £500 5,100.40 1 TOTAL 5,523.26 11 Table 2 CAUSE £ No of Accounts Recovery Exhausted 5,309.23 5 Uneconomic to Pursue 2.35 5 Sequestration/Liquidation 211.86 1 TOTAL 5,523.26 11 2.1.7. There are no new financial implications linked to this report in relation to the current financial year. The write off costs will be supported via the relevant financial provision outlined in the Council’s Annual Accounts. 3. Measures of success 3.1. The Corporate Debt Recovery Team and the Service will continue to monitor and review the volume and value of outstanding debts and seek recovery of all sums owed to the Council. 4. Supporting documentation 4.1. Not Applicable. Barry Smedley Chief Officer (Education North) Page 293 of 314
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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 ☐ Page 294 of 314
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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? 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? Page 295 of 314
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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 296 of 314
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North Lanarkshire Council Report Education, Children & Families Committee Does this report require to be approved? ☒ Yes ☐ No Ref: NLC-CPT-24-125 Date: 09 September 2025 Contract Award for Flexible Framework for Vocational & Skills Based Interventions From Barry Smedley, Chief Officer (Education North) E-mail Smedleybar@northlan.gov.uk Telephone: Via MS Team Executive Summary In accordance with the councils General Contract Standing Orders (GCSOs), the Committee is asked to approve the award of a flexible framework agreement for Vocational & Skills Based Interventions (VASBI) (the ‘Agreement’) following the undertaking of a procurement procedure as detailed within this report below. Recommendations It is recommended that the Committee: (1) Approves the award of the Agreement to the nineteen (19) companies (the “Contractors”) as detailed in Appendix 1 at the maximum value of Five Million Pounds Sterling (£5,000,000) exclusive of VAT for a period of 48 months, anticipated to commence on 29 September 2025. 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 1. Background 1.1 The Council established the second Vocational & Skills Based Intervention framework agreement on 10 September 2021; this agreement is due to expire on 09 September 2025. The proposed Agreement detailed within this report will supersede the second iteration, subject to committee approval. 1.2 The Agreements will run for a maximum period of four years. New entrants, including any tenderer not appointed at a previous entry point, may apply at future entry points set by the Council. All approved tenderers will remain on the Framework until its expiry regardless of their date of entry. Item 10 Page 297 of 314
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1.3 This Agreement focuses on providing school leadership teams with access to a broad range of short courses and interventions that can support post-school pathways, employability skills and opportunities for children and young people with barriers to employment. The Agreement complements wider education initiatives and programmes to ensure that all children and young people in North Lanarkshire are supported to reach their full potential. The Agreement has 28 Lots covering a diverse range of subjects and skills as detailed below: Lot 1 - Automotive Engineering Lot 2 - Acting & Theatre Performance Lot 3 – Beauty Care Lot 4 – Civil Engineering Lot 5 – Construction Lot 6 – Creative Digital Media Lot 7 – Dance Lot 8 – Digital Game Development Lot 9 – Early Learning & Childcare Lot 10 – Employability Skills Lot 11 - Engineering Lot 12 – Food & Drink Technology Lot 13 – Hairdressing Lot 14 – Health & Safety Lot 15 – Health & Social Care Lot 16 – Hospitality Lot 17 – IT Software Lot 18 – Make Up Artistry Lot 19 – Music Technology Lot 20 – Professional Cookery Lot 21 – Rural, Horticultural & Outdoor Skills Lot 22 – Scientific Technologies Lot 23 - Sensory Arts Lot 24 – Sound Production Lot 25 – Sports Development Lot 26 – Uniformed Service Lot 27 – IT Hardware Lot 28 – Miscellaneous 1.4 Tenderers were permitted to submit responses for one or more lots and could provide multiple service proposals within any individual Lot. 1.5 The Agreement is available for use by all North Lanarkshire schools. By procuring services through this Framework, the Service can reduce duplication of effort associated with separately sourcing and tendering for individual school requirements. 1.6 Whilst the estimated value of call-offs under this Agreement is £5m excluding VAT, the Council is under no obligation to place orders with, or engage, any of the appointed Contractors. 1.7 To enable appropriate development and execution of the procedure required to form the Agreement, a panel of technical and procurement representatives (the “User Intelligence Group (UIG)”) was formed. 1.8 The UIG was responsible for developing the required internal contract strategy (the “Contract Strategy“) for the Agreement. The Contract Strategy sets out the parameters and approaches the council would apply within the procurement, tendering, contracting, and end of life stages of the Agreement following appropriate analysis, research and investigation to ensure the council achieves maximum benefit, where possible. In accordance with GCSO 4.4, the Contract Strategy for the Agreement was approved on 20 February 2025. 2. Report Page 298 of 314
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2.1 The initial estimated value of the Agreement dictated that the opportunity be considered as a “Higher Threshold Regulated” procurement procedure. On 11 March 2025, a Contract Notice for the opportunity was published on the Public Contracts Scotland and the UK Find a Tender (FTS) website. 2.2 As determined within the Contract Strategy, the procurement procedure was undertaken as an “Open Procedure”. The Open Procedure is a single stage competitive procurement procedure where, following the publication of the Contract Notice, any interested party could submit a tender. 2.3 Based on the evaluation criteria and scoring methodology set out in the procurement procedure, an evaluation of tenders received was completed by members identified by the UIG as having the technical knowledge and experience to evaluate tenders in a professional and fair manner. 2.4 Following completion of the procurement procedure in line with the terms, conditions and processes contained within, the recommended Contractor has been evaluated as submitting the most economically advantageous tender. 2.5 Appendix 2 provides a summary of the procurement procedure undertaken including the key considerations and outcomes. Financial / Budget Consideration 2.6 The pre-tender wholelife estimate budget for the Agreement was Five Million Pounds Sterling (£5,000,000) exclusive of VAT. 2.7 The costs associated with the Agreements delivery will primarily be contained within individual education establishment budgets, although additional call-offs may be made via other funding sources within Education, Children and Families. Price Stability 2.8 Prices submitted by tenderers shall be fixed and unchangeable for the duration of the Agreement Community Benefits 2.9. The Council is committed to maximising the delivery of community benefits. The Agreement includes a community benefit requirement; this approach is designed to deliver local community benefits where possible. 2.9.2 All tenderers confirmed their commitment to delivering community benefits once they achieve specific annual spend thresholds as prescribed by the Agreement. 2.9.3 Accordingly, there are no community benefits as part of the appointment to the Agreement. However, as call off contracts and annual spend thresholds are achieved, community benefits will be delivered as agreed with each Contractor. Page 299 of 314
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2.9.4 The community benefits delivered via a call off contract from the Agreement may include the creation of jobs or apprenticeships. Fair Work First and Payment of the Living Wage 2.10 Within their tender submission, all tenderers advised that they would commit to the Scottish Government’s “Fair Work First” initiative should they be successful in being awarded a call- off contract from the Agreement. Contract Management 2.11 Officers from the Central Support team within Education Children and Families will be responsible for managing the Agreement which will be undertaken in accordance with the contract and supplier management conditions applied within the Agreement. 3. Measures of success The Agreement will deliver the following outcomes; 3.1 Best Value will be demonstrated as outlined in Appendix 2; 4. Supporting documents Appendix 1 Summary of Contractors and Appointments Appendix 2 Summary of Procurement Procedure Barry Smedley Chief Officer (Education – North) Page 300 of 314
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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? All relevant checks were completed as part of standard procurement processes. 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? All procurement procedures will have potential legal implications however throughout this Agreement, compliance with the councils General Contract Standing Orders and the relevant procurement regulations has been maintained with advice from colleagues in Corporate Procurement and Legal Services sought as and when required. When the Framework was first initiated all appropriate legal advice and checks were sought. All contract agreement forms are in line with Corporate Procurement guidelines and appropriate advice. As part of governance processes, advice is sought from colleagues in Legal, if required. 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 301 of 314
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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). The Framework Providers have outlined how they will support young people and their families. They have outlined the desired positive impact their services will provide to schools, staff, young people and families. Page 302 of 314
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If Yes, has a Children’s Rights and Wellbeing Impact Assessment (CRWIA) been carried out? Yes ☐ No ☒ Page 303 of 314
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Appendix 1 Summary of Contractors and Appointments Lot Ref No. of Tenders No. of Courses Scoring Range Lot Ref No. of Tenders No. of Courses Scoring Range 1 2 6 39.50% - 80.00% 15 1 2 76.40% 2 No Tenders Received 16 4 13 67.64% - 75.24% 3 1 6 65.60% 17 No Tenders Received 4 No Tenders Received 18 1 6 65.20% - 72.80% 5 1 2 76.80% 19 No Tenders Received 6 1 1 80.00% 20 2 5 76.80% - 84.40% 7 No Tenders Received 21 2 5 65.60% - 68.73% 8 1 1 69.20% 22 No Tenders Received 9 1 1 65.60% 23 No Tenders Received 10 7 15 39.90% - 73.20% 24 No Tenders Received 11 No Tenders Received 25 1 1 87.60% 12 No Tenders Received 26 No Tenders Received 13 2 8 65.20% - 70.20% 27 No Tenders Received 14 2 11 49.96% - 77.00% 28 3 11 All Passed Page 304 of 314
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Contractor Name Detail Total Courses Total Lots Appointed To Angela Harvey Salon Training and Education Lot 3 (6 courses) / Lot 9 (1 course) / Lot 13 (6 courses) / Lot 18 (6 courses) / Lot 28 (1 course) 20 5 Barnardos Scotland Lot 10 (1 course) 1 1 Bosch Training UK (LAGTA) Lot 1 (3 courses) 3 1 Effective Now Lot 10 (1 course) 1 1 Equinox Outdoor Training Lot 28 (5 courses) 5 1 Getting Better Together Lot 6 (1 course) / Lot 25 (1course) 2 2 Infinity27 Lot 8 (1 course) 1 1 LAMH Recycle Lot 10 (6 courses) 6 1 Merged Education Lot 14 (5 courses) / Lot 15 (2 courses) 7 2 Next Generation Training Lot 5 (2 courses) / Lot 10 (1 course) / Lot 14 (6 courses) / Lot 16 (5 courses) 14 4 Nurture Academy Scotland Lot 13 (2 courses) 2 1 Outlet Play Resource Lot 21 (4 courses) 4 1 Rangers Charity Foundation Lot 10 (1 course) 1 1 Remit Lot 1 (3 courses) 3 1 Spheresafe Lot 16 (2 course) / Lot 20 (2 courses) 4 2 The Larder West Lothian Lot 10 (4 courses) / Lot 16 (5 courses) / Lot 20 (3 courses) 12 3 Page 305 of 314
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The Lennox Partnership Lot 10 (1 course) / Lot 16 (1 course) 2 2 The Scottish Vocational Training Foundation C.I.C Lot 21 (1 course) 1 1 The Verdancy Group Lot 28 (5 courses) 5 1 Angela Harvey Salon Training and Education Lot 3 (6 courses) / Lot 9 (1 course) / Lot 13 (6 courses) / Lot 18 (6 courses) / Lot 28 (1 course) 20 5 Page 306 of 314
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Appendix 2 – Summary of Procurement Procedure Overview Reference NLC-CPT-24-125 Title Flexible Framework for Vocational & Skills Based Interventions Classification Services - Social & Specific Responsible Chief Officer and Position Barry Smedley, Chief Officer (Education) Competition Governance by Value Higher Threshold - Public Contracts (Scotland) Regulations 2015 Route to Market Open Procedure Interest Total Expression of Interest (EoI) 37 EoI from NLC Based Businesses 7 Tenders Received Total No. of Tenders Received 19 No. of Tenders From SME’s 17 No. Tenders from NLC Based Businesses 4 No. of Tenders from Supported Businesses 0 Award Criteria Quality Weighting 60.00% Price Weighting 40.00% Evaluation Scoring Contractor(s) Score As Advised in Appendix 1 Unsuccessful Tenderer Scoring Range None – All Tenderers Appointed How Has “Best Value” Been Demonstrated? • Engagement with the framework agreement and the provision of additionality and flexibility of choice for all schools. • The appointment of Contractors who have subject matter expertise to work with the council and individual schools to support objectives. • Contracts awarded by the Council via the Agreement are compliant with procurement legislation and internal procedures. Page 307 of 314
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Award Details General Overview Total / Maximum Value £5,000,000 Contract Duration (Months) 48 Contractor Overview Contractor Name Registered Local Authority Company Size Paying the Living Wage Living Wage Accredited Angela Harvey Salon Training and Education Micro Renfrewshire Yes Yes Barnardos Scotland Large Edinburgh Yes No Bosch Training UK (LAGTA) Large North Lanarkshire No No Effective Now Micro Midlothian Yes No Equinox Outdoor Training Micro Falkirk No No Getting Better Together Small North Lanarkshire Yes Yes Infinity27 Small Tyne and Weir Yes No LAMH Recycle Small North Lanarkshire Yes Yes Merged Education Micro Glasgow Yes Yes Next Generation Training Micro South Lanarkshire Yes Yes Nurture Academy Scotland Micro Glasgow Yes No Outlet Play Resource Small South Lanarkshire Yes Yes Rangers Charity Foundation Small Glasgow Yes No Remit Medium North Lanarkshire Yes Yes Spheresafe Micro South Lanarkshire Yes Yes The Larder West Lothian Small West Lothian Yes Yes Page 308 of 314
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The Lennox Partnership Medium West Dunbartonshire Yes Yes The Scottish Vocational Training Foundation C.I.C Micro North Lanarkshire Yes Yes The Verdancy Group Small West Lothian Yes Yes Impacts Summary, Public Sector Equality Duty and Fairer Scotland Duty ☐ HR Policy Impact ☐ Data Protection Impact ☒ Environment / Carbon Impact ☐ Risk Impact ☐ Children’s Rights and Wellbeing Impact ☒ Financial Impact ☐ Legal Impact ☒ Technology / Digital Impact ☐ Comms Impact ☐ Armed Forces Covenant Duty ☐ Page 309 of 314
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North Lanarkshire Council Report Education, Children, and Families Committee Does this report require to be approved? ☐ Yes ☒ No Ref JMcK/CPT Date 09/09/25 Contracts awarded below Committee approval threshold From James McKinstry - Chief Officer (Assets and Procurement) E-mail McKinstryJ@northlan.gov.uk Telephone 07939 281 102 Executive Summary In accordance with the Council’s General Contract Standing Orders (“GCSOs”), GCSO 21.10 requires a summary report be presented to members with details of contracts awarded since last committee, specifically for the spend range: • over £50,000 but below £500,000 for supplies or services; and, • over £500,000 but below £2,000,000 for works. Recommendations It is recommended that the Education, Children, and Families Committee: (1) Acknowledge the contract awards made since last committee reporting cycle. The Plan for North Lanarkshire Priority All priorities Ambition statement All ambition statements Programme of Work Statutory / corporate / service requirement Item 11 Page 311 of 314
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1. Background 1.1 The Local Government (Scotland) Act 1973 section 81 requires local authorities to “…make standing orders with respect to the making by them or on their behalf of contracts for the supply of goods or materials or for the execution of works.”. 1.2 The Council’s General Contract Standing Orders (“GCSOs”) set out the council’s specific procurement procedures and responsibilities at all spend levels, and include the reporting requirements of procurement activity, including contracts awards, to committee for either approval or acknowledgement. 2. Report 2.1 In accordance with GCSO 21.10, this report summarises the contract awards since last committee, specifically for the spend range: • over £50,000 but below £500,000 for supplies or services; and, • over £500,000 but below £2,000,000 for works. 2.2 If you require further information regards the contract awards reported, please refer to the lead service area / Chief Officer detailed in the appendix. 3. Measures of success 3.1 All requirements contracted contribute to either the council’s programme of work and/or fulfil a statutory requirement. 3.2 All contract awards secure best value for the council in accordance with their evaluation criteria. 3.3 All necessary diligence has been undertaken in the evaluation and appointment of contractors. 3.4 All contract awards are logged in the council’s contract register. 4. Supporting documentation 4.1 Appendix 1 – Summary of contracts awarded. James McKinstry Chief Officer (Assets and Procurement) 5. Impacts 5.1 Impacts considered as part of the contract award procedures are recorded in the individual contract award reports held by the lead service area. Page 312 of 314
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Appendix 1 – Summary of Contracts Awarded Contract Ref NLC-CPT-24-019 Title Befriending Service North Lanarkshire Classification Services – Social & Specific Chief Officer, Service Area Alison Gordon, Chief Officer (Children, Families, Justice and Integrated Practices) Competition Governance by Value Lower Threshold Regulated Procurement, procured in accordance with The Procurement Reform (Scotland) Act 2014 AND The Procurement (Scotland) Regulations 2016 Procurement Route Single Stage Procedure Expressions of Interest 13 No. of Bids Received 3 Award Criteria Most Economically Advantageous Tender Evaluation Scores - Successful 83.60% Evaluation Scores – Unsuccessful 71.20%-81.60% Award Details Value £361,596 Contract Duration 36 months Contractor Name Community Volunteers Enabling You Ltd Contractor Size Small Contractor Location South Lanarkshire Status - Payment of Living Wage? Yes Status - Living Wage Accredited? Yes Impacts this section highlights which impacts were considered for this contract award procedure Public Sector Equality Duty and Fairer Scotland Duty ☒ HR Policy Impact ☐ Data Protection Impact ☒ Environment / Carbon Impact ☐ Risk Impact ☐ Children’s Rights and Wellbeing Impact ☐ Financial Impact ☐ Legal Impact ☐ Technology / Digital Impact ☐ Communications Impact ☐ Armed Forces Covenant Duty ☐ Further details regarding these impacts can be obtained from the Lead Service Area / Chief Officer Page 313 of 314
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Contract Ref NLC-SLP-24-056 Title Active Literacy Materials Classification Supplies Chief Officer, Service Area James McParland, Chief Officer (Education (South)) Competition Governance by Value The Framework terms & conditions, with adherence to the council’s GCSO 13 on 3rd party frameworks Procurement Route Call-off following Mini Competition using Third Party Framework No. of Expressions of interest 12 No. of Bids Received 1 Award Criteria Most Economically Advantageous Tender Evaluation Scores – Successful 96.00% Evaluation Scores – Unsuccessful N/A Comments This has been procured via a mini competition from the Scottish Government Print & Associated Services Framework; while only 1 bid was received, it was accepted as meeting the technical requirements and was within budget. Award Details Value £400,000 Contract Duration 24 months with option to extend for up to 24 months (24 + 12 + 12) Contractor Name Streamline Corporate Limited Contractor Size Small Contractor Location Edinburgh Status - Payment of Living Wage? Yes Status - Living Wage Accredited? Yes Impacts this section highlights which impacts were considered for this contract award procedure Public Sector Equality Duty and Fairer Scotland Duty ☒ HR Policy Impact ☐ Data Protection Impact ☒ Environment / Carbon Impact ☐ Risk Impact ☐ Children’s Rights and Wellbeing Impact ☐ Financial Impact ☒ Legal Impact ☐ Technology / Digital Impact ☒ Communications Impact ☐ Armed Forces Covenant Duty ☐ Further details regarding these impacts can be obtained from the Lead Service Area / Chief Officer Page 314 of 314