Agenda Document Pack - Education, Children and Families Committee - 03/03/2026
North Lanarkshire Council · 3 March 2026
Back to Education, Children and Families Committee — 3 March 2026 and its agenda
Text extracted from the council's PDF. Layout and reading order may differ from the original.
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20 February 2026 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, 03 March 2026 at 14:00 PM which you are requested to attend. The agenda of business is attached. Rachel Blair Chief Officer (Legal & Democratic) Members : Clerk Name: Karen Swan Clerk Telephone: 07919 730272 Clerk Email: committee@northlan.gov.uk M McBride, A McCrory, A Ballinger, C Barclay, A Beveridge, M Boyd, H Brannan-McVey, B Burgess, A Bustard, C Costello, M Coyle, S Coyle, G Currie, A Duffy-Lawson, H Dunbar, F Fotheringham, H Gray, M Hughes, L Jarvie, D Johnston, T Johnston, J Jones, P Kelly, K Larson, J Logue, H Loughran, A Masterton, P McDade, F McKay, R McKendrick, C McManus, M McPake, J McPhilemy, L Mitchell, J Reddin, A Stubbs, J Toner, N Wilson.M Clarkson, G McCormick, M McCrossan. Page 1 of 194
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Agenda 1 Declarations of Interest In Terms of the Ethical Standards In Public Life Etc. (Scotland) Act 2000 Operational 2 Appointment of Teacher Representative and Third Religious Representative to the Education, Children and Families Committee Submit report by the Chief Officer (Legal and Democratic) advising of the outcome of the recent selection processes undertaken to fill vacancies for a Teacher Representative and a Third Religious Representative on the Committee. 7 - 24 3 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.. 25 - 40 4 2026 School Admissions Policy Placing Requests & Exclusions Submit report by the Chief Officer (Education - North) providing an update on NLC Admission Policy, the placing request process, its legal basis, practical procedures and current challenges and outlining the appeals process for both placing requests and exclusions. 41 - 64 5 Strengthening Inclusion - Next Steps Submit report by the Chief Officer (Education - South) outlining the future provision for Additional Support Needs following the five year transformation programme in 2019. 65 - 78 Performance Page 3 of 194
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6 Performance Update Submit report by the Chief Officer (Education - North) and the Chief Officer (Education- South) outlining key strategies implemented to further support the QI framework and facilitate improvement across NL’s educational establishments. 79 - 102 7 Community Payback Order Annual Report 2024/2025 Submit report by the Chief Social Work Officer (Children, Families, Justice and Integrated Practice) providing an overview of the outcomes relating to the Community Payback Scheme. 103 - 144 8 Foster Carer Fees and Allowances Submit report by the Chief Officer (Children, Families, Justice and Integrated Practice) providing information on current arrangements for the payment of fostering allowances and fostering fees and seeks approval for changes to the fostering fee structure. 145 - 152 Financial 9 Revenue Budget Monitoring Report Submit report by the Chief Officer (Education - North) providing a summary of the financial performance of the Education and Families Service for the period 1 April 2025 to 2 January 2026 (Period 10). 153 - 164 Contracts 10 Contract Award Report - Flexible Framework for Vocational & Skills Based Interventions 2026-2030 Submit report by the Chief Officer (Education - North) seeking approval to award a Flexible Framework Agreement for Vocational & Skills Based Interventions 165 - 178 11 Contract Award Report for the Framework Agreement for Ad-Hoc Minibus & Coach Hire Submit report by the Chief Officer (Education - North) and Chief Officer (Community Operations) seeking approval to award a Framework Agreement for Ad-Hoc Minibus and Coach Hire 179 - 190 Page 4 of 194
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12 Contract Awards Below Committee Approval Threshold Submit report by Chief Officer (Assets and Procurement) advising of contracts awarded since the last meeting of the Committee. 191 - 194 Page 5 of 194
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Appointment of Teacher Representative and Third Religious Representative Committee to the Education, Children and Families North Lanarkshire Council Report Does this report require to be approved? ☒ Yes ☐ No Ref REB Date 03/03/26 From Rachel Blair, Chief Officer (Legal and Democratic) E-mail blairr@northlan.gov.uk Telephone Executive Summary This report advises the Education, Children and Families Committee of the outcome of the recent selection processes undertaken to fill vacancies for a Teacher Representative and a Third Religious Representative on the Committee. The vacancies arose following the resignation of the previous Teacher Representative for the Secondary and Additional Support Needs Sector and the emergence of a vacancy within the Third Religious Representative category. The report confirms that, in accordance with the Council’s governance arrangements, the appointment of members to Committees is a matter reserved to Council. The Committee is therefore asked to note the outcomes of the respective processes and to agree that the report be remitted to Council for formal approval of the proposed appointments. Subject to Council approval, the new representatives would take up their appointments at the meeting of the Education, Children and Families Committee scheduled for Tuesday, 1 September 2026. Recommendations It is recommended that the Education, Children and Families Committee: (1) Acknowledge the continued appointment of teacher representatives to the Education, Children and Families Committee; (2) Acknowledge the outcome of the nominations and ballot process undertaken among teaching staff employed in establishments managed by the Council for the appointment of a Teacher Representative for the Secondary and Additional Support Needs sector; (3) Agree that a report be remitted to the meeting of the Council on Thursday, 2 April 2026 for approval, with a recommendation that Stuart Winning be appointed as Teacher Representative for the Secondary and Additional Support Needs sector; (4) Consider the nominations received for the appointment of a Third Religious Representative to the Education, Children and Families Committee; and Education, Children and Families Committee Item 2 Page 7 of 194
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(5) Agree that a report be remitted to the meeting of the Council on Thursday, 2 April 2026 for approval, with a recommendation that the successful candidate from the nomination process be appointed as the Third Religious Representative. The Plan for North Lanarkshire Priority Support all children and young people to realise their full potential (10) Engage with children, young people, parents, carers, and Ambition statement families to help all children and young people reach their full potential Programme of Work Statutory / corporate / service requirement 1. Background 1.1 Section 124 of the Local Government (Scotland) Act 1973, as amended by Section 31 of the Local Government etc. (Scotland) Act 1994, provides that where a local authority establishes an Education Committee, its membership shall include: • One representative of the Church of Scotland; • One representative of the Roman Catholic Church; and • One person having regard to the comparative strength of other denominational bodies within the area. 1.2 The appointment of a Third Religious Representative is therefore a statutory requirement. The Council must ensure that this position is filled in a manner which reflects the denominational profile within North Lanarkshire and complies with the legislative framework. 1.3 Prior to 1996, local authorities were required to appoint at least two teacher representatives employed in establishments managed by the authority. This statutory requirement was removed by the 1994 Act, and there is no longer a legal obligation to appoint teacher representatives. 1.4 Notwithstanding this, North Lanarkshire Council has consistently co-opted teacher representatives to the Education, Children and Families Committee, recognising the value of their professional expertise in supporting effective decision-making and assisting the Council in discharging its statutory functions as Education Authority. 1.5 At its meeting on 2 October 2025, Council formally endorsed the continued appointment of teacher representatives to the Education, Children and Families Committee, confirming that appointments would continue to be made by way of nominations and ballot of teaching staff employed by the Council. 1.6 At its meeting on 18 November 2025, the Education, Children and Families Committee acknowledged this position and agreed that the outcome of any nominations and ballot process would be reported back to Committee prior to being remitted to Council for approval. Page 8 of 194
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2. Report Teacher Representative – Outcome of Selection Process 2.1 The Education, Children and Families Committee has a wide-ranging remit, including the planning, oversight and monitoring of education and family services, capital planning, service improvement and the discharge of the Council’s statutory education authority functions. Given this breadth of responsibility, it is considered essential that the professional voice of teachers continues to be heard at Committee level. 2.2 Following the resignation of the previous post holder in September 2025, a vacancy arose for the Teacher Representative for the Secondary and Additional Support Needs (ASN) sector. 2.3 In accordance with the approach endorsed by Council, officers in Legal and Democratic Services undertook a nominations process among eligible teaching staff employed by the Council within the Secondary and ASN sector. The Notice of Election inviting nominations was issued on Tuesday, 9 December 2025, with nominations closing at close of business on Wednesday, 17 December 2025. Two valid nominations were received within the nomination period. 2.4 As more than one valid nomination was received, a secure electronic ballot was conducted. Voting opened at 08:45 on Monday, 5 January 2026 and closed at 23:59 on Wednesday, 21 January 2026. Only eligible teaching staff employed within the Secondary and ASN sector were entitled to vote, and voting links were circulated in advance. The result of the ballot (a copy of the formal declaration is at Appendix 1) was as follows: • Stuart Winning – 83% of votes cast; and • Elaine Haldane – 17% of votes cast. 2.5 Subject to approval by Council at its meeting on Thursday, 2 April 2026, Stuart Winning would be appointed as Teacher Representative for the Secondary and ASN sector and would be eligible to attend meetings of the Education, Children and Families Committee from Tuesday, 1 September 2026. Third Religious Representative – Outcome of Selection Process 2.6 A vacancy arose for the position of Third Religious Representative following the resignation of the previous post holder in September 2025. 2.7 In accordance with the statutory requirements set out in section 124 of the Local Government (Scotland) Act 1973, nominations were sought from denominational bodies other than the Church of Scotland and the Roman Catholic Church. 2.8 On Monday, 8 December 2025, a Notice seeking nominations was published on the Council’s website and social media platforms and circulated, in conjunction with the Community Partnership Team, to Community Board representatives. In addition, all known religious groups within the Council area were written to directly and provided with a copy of the Notice. 2.9 Three valid nominations were received by the closing date of Friday 16 January 2026: Page 9 of 194
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• Jason Lingiah, St Andrew’s United Free Church of Scotland (supporting statement at Appendix 2); • Shahid Farooq, Lanarkshire Muslim Welfare Society (supporting statement at Appendix 3); and • Claire Gibson, Freedom City Church (supporting statement at Appendix 4). 2.10 As part of the nomination process, each candidate was required to submit a supporting statement from their church or denominational body explaining why the nominee should be regarded as suitable for appointment, together with any additional supporting information. The Committee is invited to consider the nominations set out in Appendices two to four and to recommend to Council the appointment of a Third Religious Representative. 2.11 Subject to Council approval, the appointed Third Religious Representative would be eligible to attend meetings of the Education, Children and Families Committee from Tuesday, 1 September 2026. Governance and Approval 2.12 While the Education, Children and Families Committee has an important role in noting and considering the outcomes of these processes, the authority to appoint members to Committees rests with Council. It is therefore proposed that a report be remitted to Council, seeking approval of the appointment of both the Teacher Representative and the Third Religious Representative. 2.13 Subject to Council approval, the new representatives would take up their appointments at the meeting of the Education, Children and Families Committee scheduled for 1 September 2026. 3. Measures of success 3.1 Effective and compliant governance arrangements for meetings of the Education, Children and Families Committee. 3.2 Continued engagement of teacher representatives in the work of the Committee, ensuring that professional expertise informs policy development and decision-making. 3.3 Transparency and fairness in the selection processes for both teacher and religious representatives. 3.4 Strengthened decision-making through the inclusion of professional and faith perspectives in the Committee’s work. 3.5 Completion of the Council’s wider review of democratic, committee, decision-making and governance arrangements, including consideration of representation from parents, carers, Additional Support Needs and Early Years sectors, and implementation of any agreed changes to non-councillor member participation and voting rights. 4. Supporting documentation 4.1 Appendix 1 Formal Declaration. 4.2 Appendix 2 Supporting Statement – Jason Lingiah. Page 10 of 194
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4.3 Appendix 3 Supporting Statement – Shahid Farooq. 4.4 Appendix 4 Supporting Statement – Claire Gibson. Rachel Blair Chief Officer (Legal and Democratic) Page 11 of 194
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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? The report engages statutory governance requirements under section 124 of the Local Government (Scotland) Act 1973 (as amended), which mandates the appointment of religious representatives to an education committee, including a Third Religious Representative. The report confirms that the nomination and selection process has been conducted in accordance with the Council’s governance arrangements, and that final appointments are reserved to Council for approval. While there is no longer a statutory requirement to appoint teacher representatives, the continued co-option of teacher representatives reflects Council policy previously endorsed by Council and supports the effective discharge of the Council’s statutory functions as Education Authority. No employment law issues or new legislative duties arise from the report. Page 12 of 194
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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? The report will require communication of the outcomes of the Teacher Representative ballot and the Third Religious Representative nomination process to staff, nominees, denominational bodies and relevant stakeholders, as well as public confirmation of the appointments following Council approval. 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 13 of 194
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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 relates to representation on the Education, Children and Families Committee, which has an indirect impact on decision-making affecting children and young people’s education and wellbeing. A CRWIA is not required as the measure has an indirect, positive effect on children’s rights and wellbeing through improved decision-making, but it does not create or remove entitlements, rights, or services. If Yes, has a Children’s Rights and Wellbeing Impact Assessment (CRWIA) been carried out? Yes ☐ No ☒ Page 14 of 194
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Appendix 1 Election of Teacher Representative for the ASN and Secondary Sector on the Education Children and Families Committee Eligible to vote: 2412 Votes Cast: 295 Votes Rejected: 49 Turnout: 12.23% Duplicate votes cast 6 Education/Union Staff Not Eligible 2 Primary School Staff Not Eligible 39 Anonymous votes 2 Elaine Haldane received 17% of the vote with 43 Stuart Winning received 83% of the vote with 203 The results of the vote will be reported to the Education, Children and Families Committee on Tuesday, 3 March 2026 and thereafter the meeting of the Council on Thursday, 2 April 2026 for formal ratification. Page 15 of 194
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Appendix 2 Election of a Religious Representative to represent the Promotion of Religious Education outwith the Church of Scotland and the Roman Catholic Church on North Lanarkshire Council's Education, Children and Families Committee Nomination of (name) Rev. Jason Lingiah The place fixed for the receipt of this duly completed nomination paper is:- Chief Officer (Legal and Democratic) Civic Centre Motherwell ML 1 1AB electionoffice@northlan.gov.uk The nomination paper must be lodged with the Chief Officer (Legal and Democratic) at the above place not later than 4.00 pm on Friday, 16 January 2026. For Official Use Lodged CL McDonald (date) 15 January 2026 (time) 16:43 Page 16 of 194
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Page 2 ELECTION OF A RELIGIOUS REPRESENTATIVE forthePromotion ofReligious Education outwith theChurch ofScotland and the Roman CathoHc Church We at Bellshill:StAndrew's United Free Church ofScotland (name ofplace ofworship) dohereby propose andnominatethe undermentioned person as a candidate atthe said election. Surname Lingiah OtherNames Jason Name andAddressofPlace ofWorship StAndrew'sUnitedFreeChurchofScotland,TheCross,MainStreet, Bellshill. ML4 1 . .......................... (Signature of Representative from Place of Worship) Statementbysuch Church or denominational body asto whythiscandidate nominee is regarded asworthyofselection: Mr Lingiah has been the full time Minister of St Andrews Church since December 2021 in an Unrestricted (open ended) post as Minister of the charge, He has been a Minister of the United Free Church of Scotland since 2015 and has had posts in Burntisland and Clackmannanshire prior to this current appointment. He is a former Moderator of the Presbytery of the East. Mr Lingiah has been in involved in school chaplaincy at Primary and Secondary level in all the church appointments that he has held. Mr Lingiah also worked in Edinburgh in Child Protection and Looked After and Accommodated Children services and has undertaken courses in child and family law. He has also been involved in running and delivering CPD courses at vocational and University level. He has had experience of working in another Local Authority, and also of line management issues of staff and volunteers. In addition, Mr Lingiah is the Convenor of the Church and Society Committee of the United Free Church of Scotland General Assembly which has a remit In education and other areas of social and moral interest. EmailAddress/MobileTelephone Number Page 17 of 194
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The number of persons within North Lanarkshire who are members of such Church, or denominational body is 150 Please provide any further supporting information: I, the nominee for election, declare that I am eligible to be nominated as a candidate and, if elected and appointed, will accept office as a Religious Representative on the Council's Education, Children and Families Committee. I declare that, if elected and appointed, I shall faithfully perform the duties of the office. (Date) 14 January 2026 (Signature of Candidate) Page 18 of 194
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Appendix 3 Election of a Religious Representative to represent the Promotion of Religious Educatlon outwith the Church of Scotland and the Roman Catholic Church on North Lanarkshire Council's Education, Children and Families Committee Nomination of (name) .....................................................Shahid Farooq................................................................. The place fixed for the receipt of this duly completed nomination paper is:- Chief Officer (Legal and Democratic) Civic Centre Motherwell ML11AB electionoffice@norlhlan.gov.uk The nomination paper must be lodged with the Chief Officer (Legal and Democratic) atthe above place not later than 4.00 pm on Friday, 16 January 2026. For Official Use Lodged CL McDonald (date)15 January 2026 (time) 10.05am Page 19 of 194
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The Mosque is satisfied that the above-named candidate nominee is a person of good character, integrity, and sound moral standing. The candidate has demonstrated consistent commitment to the values and principles of Islam and has shown respect for others, a sense of responsibility, and a willingness to serve the wider community. Through his conduct and engagement, the candidate has shown reliability, honesty, and maturity of judgment. The Mosque considers the candidate to be suitable and worthy of selection and believes he will act responsibly and with integrity in any role for which he is nominated. Page 2 ELECTION OF A RELIGIOUS REPRESENTATIVE for the Promotion of Religious Education outwith the Church of Scotland and the Roman Catholic Church We at ...Lanarkshire Muslim welfare Society (Central Mosque Bellshill) .................. (name of place of worship) do hereby propose and nominate the undermentioned person as a candidate at the said election. Shahid ............, .........................................(Signature of Representative from Place of Worship) s denominational body as to why this candidate nominee is regarded as worthy of selection: Surname Farooq Other Names Address Email Address/Mobile Telephone Number Name and Address of Place of Worship Lanarkshire Muslim Welfare Society, 3 Clydesdale Street Bellshill ML4 2RS Page 20 of 194
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The Mosque serves members of the local Muslim community within North Lanarkshire through regular congregational prayers, religious education, community events, and welfare support. Membership consists of individuals and families residing across the local authority area who attend prayers and participate in religious and community activities on a regular basis. The Mosque operates in accordance with its constitution and charitable objectives and provides spiritual guidance and community support to its members. It is recognised locally as a place of worship and community engagement. The number of persons within North Lanarkshire who are members of such Church, or denominational body is.�. 1- Please provide any further supporting information: I, the nominee for election, declare that I am eligible to be nominated as a candidate and, if elected and appointed, will accept office as a Religious Representative on the Council's Education. Children and Families Committee. I declare that, if elected and appointed, I shall faithfully perform the duties of the 13/t>!(un...J. (Date) (Signature of Candidate) Page 21 of 194
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Appendix 4 Election of a Religious Representative to represent the Promotion of Religious Education outwith the Church of Scotland and the Roman Catholic Church on North Lanarkshire Council's Education, Children and Families Committee Nomination of (name) Claire Gibson The place fixed for the receipt of this duly completed nomination paper is:- Chief Officer (Legal and Democratic) Civic Centre Motherwell ML1 1AB electionoffice@northlan.gov.uk The nomination paper must be lodged with the Chief Officer (Legal and Democratic) at the above place not later than 4.00 pm on Friday, 16 January 2026. For Official Use Lodged CL McDonald (date) 15 January 2026 (time) 10:53am Page 22 of 194
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Claire is an ordained assemblies of God minister who has lived with her family in North Lanarkshire her whole life. She is a trained midwife who prior to becoming a minister worked for over 10 years as a senior family support worker within a Local Authority Education Department. She has first hand experience of working with children, young people and families in a school setting. She also oversees our children, youth and families ministries. Before becoming a full time minister she worked bi-vocationally as a lecturer in health and social care within New College Lanarkshire. Claire also has twin daughters who attend high school in North Lanarkshire. As a church, and as part of the wider assemblies of God denomination, we are committed to being a positive influence on our local area and serving in any way we can. Page 2 ELECTION OF A RELIGIOUS REPRESENTATIVE for the Promotion of Religious Education outwith the Church of Scotland and the Roman Catholic Church We at FREEDOM CITY CHURCH (name of place of worship) do hereby propose and nominate the undermentioned person as a candidate at the said election. Surname GIBSON Other Names CLAIRE Address Email Address/Mobile Telephone Number Name and Address of Place of Worship Freedom City Church, 6 St Mungo's Road, Cumbernauld G671QR (Signature of Representative from Place of Worship) Statement by such Church or denominational body as to why this candidate nominee is regarded as worthy of selection: Page 23 of 194
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The number of persons within North Lanarkshire who are members of such Church, or denominational body is 400. Please provide any further supporting information: I, the nominee for election, declare that I am eligible to be nominated as a candidate and, if elected and appointed, will accept office as a Religious Representative on the Council's Education, Children and Families Committee. I declare that, if elected and appointed, I shall faithfully perform the duties of the office. (Date) (Signature of Candidate) 15 January 2026 Page 24 of 194
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North Lanarkshire Council Report Education, Children and Families Committee Does this report require to be approved? ☐ Yes ☒ No Ref JMcK Date 03/03/26 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 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 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 3 Page 25 of 194
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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. 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 Page 26 of 194
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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 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. Page 27 of 194
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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. James McKinstry Chief Officer (Assets and Procurement) Page 28 of 194
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5. Impacts 5.1 Public Sector Equality Duty and Fairer Scotland Duty Does the report contain information that has an impact as a result of the Public Sector Equality Duty and/or Fairer Scotland Duty? Yes ☐ No ☒ If Yes, please provide a brief summary of the impact? If Yes, has an assessment been carried out and published on the council’s website? https://www.northlanarkshire.gov.uk/your-community/equalities/equality- and-fairer-scotland-duty-impact-assessments Yes ☐ No ☐ 5.2 Financial impact Does the report contain any financial impacts? Yes ☒ No ☐ If Yes, have all relevant financial impacts been discussed and agreed with Finance? Yes ☒ No ☐ If Yes, please provide a brief summary of the impact? Significant inflationary pressures and other external factors continue to have an impact on this programme and other capital budgets across the council – these have been subject to separate reporting to Policy and Strategy Committee. 5.3 HR policy impact Does the report contain any HR policy or procedure impacts? Yes ☐ No ☒ If Yes, have all relevant HR impacts been discussed and agreed with People Resources? Yes ☐ No ☐ If Yes, please provide a brief summary of the impact? 5.4 Legal impact Does the report contain any legal impacts (such as general legal matters, statutory considerations (including employment law considerations), or new legislation)? Yes ☐ No ☒ If Yes, have all relevant legal impacts been discussed and agreed with Legal and Democratic? Yes ☐ No ☐ If Yes, please provide a brief summary of the impact? 5.5 Data protection impact Does the report / project / practice contain or involve the processing of personal data? Yes ☐ No ☒ If Yes, is the processing of this personal data likely to result in a high risk to the data subject? Yes ☐ No ☐ If Yes, has a Data Protection Impact Assessment (DPIA) been carried out and e- mailed to dataprotection@northlan.gov.uk Yes ☐ No ☐ 5.6 Technology / Digital impact Page 29 of 194
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Does the report contain information that has an impact on either technology, digital transformation, service redesign / business change processes, data management, or connectivity / broadband / Wi-Fi? Yes ☒ No ☐ If Yes, please provide a brief summary of the impact? All new assets (New builds) have data connection requirements – these are part of the overall process and involve relevant stakeholders including the digital teams, to ensure infrastructure such as data connections/Wi-Fi etc., are planned as part of the build process. Where the impact identifies a requirement for significant technology change, has an assessment been carried out (or is scheduled to be carried out) by the Enterprise Architecture Governance Group (EAGG)? Yes ☐ No ☐ 5.7 Environmental / Carbon impact Does the report / project / practice contain information that has an impact on any environmental or carbon matters? Yes ☒ No ☐ If Yes, please provide a brief summary of the impact? The environmental and carbon impact on any given project is assessed as part of the project from the outset – with a determination to reduce carbon footprint as much as possible within each project delivered. 5.8 Communications impact Does the report contain any information that has an impact on the council’s communications activities? Yes ☐ No ☒ If Yes, please provide a brief summary of the impact? 5.9 Risk impact Is there a risk impact? Yes ☐ No ☒ If Yes, please provide a brief summary of the key risks and potential impacts, highlighting where the risk(s) are assessed and recorded (e.g. Corporate or Service or Project Risk Registers), and how they are managed? 5.10 Armed Forces Covenant Duty Does the report require to take due regard of the Armed Forces Covenant Duty (i.e. does it relate to healthcare, housing, or education services for in-Service or ex- Service personnel, or their families, or widow(er)s)? Yes ☐ No ☒ If Yes, please provide a brief summary of the provision which has been made to ensure there has been appropriate consideration of the particular needs of the Armed Forces community to make sure that they do not face disadvantage compared to other citizens in the provision of public services. 5.11 Children’s rights and wellbeing impact Does the report contain any information regarding any council activity, service delivery, policy, or plan that has an impact on children and young people up to the age of 18, or on a specific group of these? Page 30 of 194
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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). (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 31 of 194
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Appendix 1 Hub delivery programme – Current delivery programme Updated: January 2026 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 Q2 2026 Hub South West has recently informed the council that because of a critical path delay to the water utility connection, there will be a knock-on delay to the overall handover of the new facility. HubSW is advising that the revised handover date will likely now be April 2026. The council is awaiting an updated programme from HubSW setting out the revised programme of works. Orbiston Community Hub Bellshill Construction phase (Tier 1 contractor Morgan Sindall Construction) £43,073,869 Phase 1 Completion October 2025. Target phase 2 completion date Q4 2026. Phase 1, which includes new Community Hub building and All-Weather Sports Pitch was completed and fully operational in October 2025. Phase 2 works have commenced in the period which includes the demolition of the existing Lawmuir and Sacred Heart Primary Schools, construction of the main car park and completion of the landscaped areas. The temporary car park on Babylon Road will be removed on completion of the phase two works. 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 Target handover of new community hub Q4 2026 Main Construction activities south of the existing school are progressing well. Works in the last period include but not limited to; Steel frame, roof, external brickwork and internal partitions. HubSW are reporting that the project is currently on programme. Chryston High School Extension Northern Corridor Construction phase (Tier 1 contractor BAM Construction) £39,029,360 Target Phase 6 (New Extension) completion date Q4 2026 Following replacement of the playing surface, the existing 11-a-side All Weather Sports Pitch (AWSP) is now fully operational for both school and community use. Page 32 of 194
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Project Contract Stage Contract Value Contract Construction Programme dates Key Activities in period / planned next Overall target completion Q4 2027 Phase 6 – New Extension Works are well under way with the retaining walls and steel frame complete. Roof, external brickwork and internal partitions works have commenced and in the next period, first fix Mechanical & Electrical works will get underway. Internal phased refurbishment works are ongoing. During summer 2026, the contractors will break through into the existing school to connect the new extension. It should be noted that this project consists of 13 phases of work which will continue until Q4 2027. Phase 6 is the main extension and LEIP funded element of the overall programme or works. HubSW are reporting that the project overall is currently on programme. Gartcosh Community Hub Northern Corridor Construction phase (Tier 1 contractor BAM Construction) £33,273,302 Target handover Q3 2026 Construction works are progressing well; roof works are nearing completion. Brickwork, secondary steel framing system, partitions, M+E and window installation are all underway. Works to form the Main Entrance to the site will commence in the coming weeks. Residents have been informed of the potential disruption to Woodneuk Avenue during the course of the works. HubSW are reporting that the project is currently on programme. Page 33 of 194
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Appendix 1 Hub Delivery Programme – Current Delivery Programme: Appendix 1b: Programme Timeline Chart – January 2026 Page 34 of 194
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Appendix 2: Hub Delivery Programme: Pre-delivery projects Project Description Status Glenboig Community Hub The statutory education consultation for this project was approved in May 2025. A feasibility study was concluded towards the end of 2025 and discussions are ongoing at officer level around the impact and cost implications, with a view to finalising a budget for this project. The project has been working through procurement stage, which is progressing well. The procurement for this project is likely to be different than for previous projects and will potentially include works which will ‘unlock’ the site for both the new hub and housing requirements at the site. Ravenscraig Community Hub: Incorporating two new primary schools within Ravenscraig (Motherwell) Following the reports and discussions in Policy and Strategy Committee in December 2024, officers reviewed the up to date known housing information linked to this strategic area of land. This information then informed an options appraisal exercise, which was concluded during 2025. The outcome of this options appraisal, at the subsequent proposals and strategy linked to this project will be presented to Policy and Strategy Committee in the first half of 2026. Abronhill Community Hub The update for the Abronhill Community Hub is consistent with the previous update: 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. It is expected that, once the procurement of the Glenboig Community Hub is in place, work can turn to the procurement for this hub. Glenboig is the priority due to capacity pressures, but Abronhill Community Hub will follow on as soon as people resources are available. Page 35 of 194
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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: January 2026 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 83.425 LOCAL JOBS ADVERTISED 24 39 NO. OF HOURS DEDICATED TO SUPPORT YOUNG PEOPLE INTO WORK (E.G. CV ADVICE, MOCK INTERVIEWS, CATEERS GUIDANCE UNDER 20 y.o.) 975hrs 1,351hrs MEANINGFUL WORK PLACEMENTS THAT PAY LIVING WAGE; 6 WEEKS OR MORE (INTERNSHIPS, PAID) 84wks 151wks 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 446hrs 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 1,809wks NO. OF EMPLOYEES ON THE CONTRACT THAT HAVE BEEN PROVIDED ACCESS FOR AT LEAST 12 MONTHS TO MULTIDIMENSIONAL WELLBEING PROGRAMMES. 70 114 DONATIONS OR IN-KIND CONTRIBUTIONS TO LOCAL COMMUNITY PROJECTS (£ & MATERIALS) £26,500 £22,343 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 Highlights in the last period: • Kier S2/3 Girls into Construction – Following the success of last year’s programme. S2 girls from Coatbridge and St Ambrose High Schools; total of 30nr pupils are given 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 the pupils to consider careers within the construction industry and help them make informed subject choices. The Page 36 of 194
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girls attend sessions including site visits and practical activities and then they will be tasked to present at the end of the programme about what they learned/took from the experience. 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 Gartcosh and St Kevin’s and St Stephen’s sites, and future placements at Chryston High School Extension are under discussion. • Morrison Construction’s Apprenticeships – Various apprenticeship opportunities were presented to St Andrew’s High School’s S4 assembly, further meeting arranged for January 2026 to plan the construction programmes including girls into construction. Page 37 of 194
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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 38 of 194
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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 39 of 194
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North Lanarkshire Council Report Education Children & Families Committee Does this report require to be approved? ☒ Yes ☐ No Ref BS/MD Date 03/03/26 2026 Schools Admission Policy: Placing Requests & Exclusions From Barry Smedley Chief Officer (Education - North) E-mail Smedleybar@northlan.gov.uk Telephone 1. Background 1.1 In Scotland, parents and carers have the legal right to request that their child attend a school other than the one assigned based on their residential catchment area. This process is known as a placing request. It is governed by the Education (Scotland) Act 1980 and further supported by regulations and guidance from the Scottish Government. Executive Summary This report provides an update on NLC Admission Policy, the placing request process, its legal basis, practical procedures and current challenges. The report also outlines the appeals process for both placing requests and exclusions. This activity supports the Plan for North Lanarkshire, which emphasises the importance of ensuring that all children reach their full potential. Recommendations It is recommended that the Education, Children and Families Committee: (1) Endorse: Content of the report. (2) Approve: the proposed change to Dalziel High School capacity to 80%. (3) Approve: the service is seeking to consult on a new admission policy. (4) Endorse: the service will submit a future paper on exclusions & exclusions appeal process. 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 4 Page 41 of 194
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1.2 North Lanarkshire Council (NLC) is responsible for the administration of school admissions across its local authority area. The Council aims to ensure that all children have access to quality education in a school that meets their needs, while also managing resources and school capacities effectively. This paper outlines the key components of NLC’s school admission policy, including catchment-based registration, placing requests, early entry, and prioritisation criteria. 1.3 School capacity is determined by the local authority as outlined in appendix 1 Primary, appendix 2 Secondary. 1.4 Under Section 28A of the Education (Scotland) Act 1980, education authorities must comply with placing requests unless specific statutory grounds for refusal apply, appendix 6. 1.5 Children are generally expected to attend their local catchment school, which is determined by their home address. Parents and carers must register their children at the appropriate local school, typically during a designated registration week in January for entry in August to register, parents must provide: The child’s birth certificate and a current council tax notice as proof of residence. 1.6 Parents of children who are not yet five years old by the usual school starting date may request early entry to primary school. These requests are considered on a case-by- case basis, often requiring evidence of the child’s readiness for formal education. 1.7 Parents may request that their child attend a school other than their designated catchment school. This is known as a placing request. While the Council tries to accommodate such requests, approval is subject to availability. 1.8 NLC placing requests are a vital mechanism for parental choice in Scottish education. While the legal framework provides clear rights and procedures, practical limitations— especially in ASN provision—require ongoing attention. Improved transparency, expanded capacity, and better support for appeals could enhance the system’s fairness and effectiveness. 1.9 Parents whose placing requests are refused have the right to appeal. The process is governed by Scottish legislation, including: • Education (Scotland) Act 1980 • Standards in Scotland’s Schools etc. Act 2000 • Education (Appeal Committee Procedures) (Scotland) Regulations 1982 1.10 North Lanarkshire Council’s admission policy balances parental choice with the practicalities of school capacity and educational provision. While the system prioritises local access to education, it also provides flexibility through placing requests and early entry options. The structured prioritisation ensures fairness and transparency in the allocation of school places. 1.11 The UNCRC Incorporation (Scotland) Act 2024 came into effect on 16 July 2024. Although not directly applicable to all aspects of Scottish education law, the service has sought to give effect to the provisions of the Convention in relation to the placing of pupils within schools and the appeals process. Applications for placing requests are within document PC3, Appendix 7 Page 42 of 194
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1.12 Delineated School catchment areas refer to a defined geographical area surrounding the school that prioritises admission for a child’s placing request, document PC3A, Appendix 8. 2. Report 2.1 Admission to Schools 2.1.1 The school provision and arrangements for admissions and Primary 7 to S1 transfer arrangements for all mainstream schools within the boundaries of North Lanarkshire Council (the “Council”) are underpinned by legislative requirements in the Education (Scotland) Act 1980. This requires the Council to: • provide adequate and efficient management of its school estate and provide sufficient places for their pupil population; • adhere to the general principle that children should be educated in line with their parents’ wishes; • ensure that all admissions must comply with class size legislation and national staffing agreements; • enable parents to express a preference for a particular school that they may want their child to attend by submitting a placing request, which an authority must grant unless there is valid legal ground to refuse the request. 2.1.2 The Council has defined catchment areas as set out in where every address in the authority is associated with a primary and secondary school in both the denominational (Roman Catholic) and non-denominational sectors. 2.1.3 Placing requests are only considered for any remaining places after catchment places are accommodated. Placing requests are granted unless there is a valid legal reason not to do so. 2.1.4 The Council aims to provide sufficient places for children who live within the delineated catchment area. Parental choice in terms of denominational and non-denominational schools is difficult to predict. A number of parents change from a denominational primary school to a non-denominational secondary school within the catchment area. 2.1.5 There is a requirement to ensure that the Council fulfils its statutory obligations to ensure clear policies in relation to school admissions and transfer from primary to secondary. The increasing demand for places in our schools requires more rigorous process in place to ensure catchment places are allocated appropriately and that the placing request process is fair and operates within the legal requirements. 2.1.6 The information provided, as part of an application for catchment place or placing request, must be full and correct in every respect to the best of the parent’s knowledge. The Council will conduct checks to establish the accuracy of information supplied, and this may include visits to addresses provided to confirm residence. The Council will use its powers under the Regulation of Investigatory Powers (Scotland) Act 2000 to undertake investigations if required. It is an offence under the Criminal Law (Consolidation) (Scotland) Act 1995, Section 44(2) (b) to knowingly or wilfully make a statement which is false in a material aspect. Page 43 of 194
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2.1.7 The demand for places, in some schools, requires the Council to have in place a process for dealing with the circumstances where a school is oversubscribed for catchment places. The Council will work with the head teacher to review if any other option is available, in order to accommodate catchment places. However, if there is no other option, then the allocation of places will be determined by the criteria detailed in Appendix 1 and 2 of this document. This ensures that parents are clearly informed of how places are allocated in these circumstances. 2.1.8 Families of other faiths or none will still be able to apply for their child to be enrolled at a Roman Catholic denominational school when they wish to do so. Where a Roman Catholic denominational school is oversubscribed by pupils who live in the delineated catchment area, priority will be given to children within each category whose parents declare an affinity with the religious beliefs of the school and have a baptismal certificate. Roman Catholic children will be able to learn in their faith environment. 2.1.9 All children have an entitlement to a curriculum which is coherent and ensures well- paced progression across transitions from early years to primary and then into secondary education. The Council has established 3 to 18 school clusters. Secondary schools, with their associated primary schools and early years’ centres, work together to ensure progression and continuity for children. This work ensures more effective transitions, particularly when teachers work together to share standards and there is effective tracking of children’s progress. A list of secondary schools and the associated primary schools is detailed in Appendix 5. 2.2 Admission to Primary School – Primary 1 2.2.1 Parents who live in North Lanarkshire apply for a Primary 1 place for their child in either the non-denominational or denominational primary school in their delineated catchment area. Arrangements for registration are publicised each year in January. Where there are sufficient places, all those children will be allocated a place at their catchment primary school. 2.2.2 There is a requirement for all schools to obtain proof of residency from parents of catchment area children at the time of registration. This proof should include: • the child’s birth certificate; • council tax bill; • a recent Child Benefit Statement or Driving Licence or Bank statement/ Utility Bill if this is not available. This should show transactions within the previous three months; • a signed and independently witnessed occupancy/tenancy agreement for at least one year, i.e. evidence that covers the entire calendar year from the date of application (if applicable). In exceptional circumstances this may be waived, e.g. if a family are in temporary accommodation due to homelessness. Such other documentation as the Council considers necessary to satisfy proof of residency. 2.2.3 Where children are residing with grandparents/aunts/uncles etc. proof of legal status if applicable together with proof of residence is also required. Care experienced young people should be able to supply temporary documentation. 2.2.4 In the situation where there is an agreement for shared custody of a child, where a child lives with a different parent/carer regularly at a different property, the local catchment school is defined by the Education & Families as the residence of the parent/carer who Page 44 of 194
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receives Child Benefit or other benefits for the child. Recent documentary evidence of receipt of Child Benefit or equivalent paperwork will require to be submitted to the Education & Families. 2.2.5 All parents must be advised that they have a right to make a placing request for their children to be educated in a school other than one designated as serving the area in which they reside. Parents interested in having their child attend a school out with their local area should present their child direct for registration at their catchment school. The child should be registered but they should not be enrolled. The parents should be given the appropriate information regarding placing requests and be advised that they must make formal application to the Placing Request Team. 2.2.6 Parents who wish to apply for a Deferred Entry can do so and this process is detailed in a separate policy. This is available on the Council’s Website. 2.2.7 The Council aims to provide sufficient places for all children to attend their catchment primary school. A school is oversubscribed in terms of catchment demand when applications for places in Primary 1 exceed the available places. In these circumstances, the children who have registered cannot be enrolled until the allocation of places has been completed. This would be determined when the places are allocated in April for the following school session. These applications will then be processed according to the priority detailed in Appendix 1. Those children that cannot be accommodated within the catchment school would be offered redirection to another local school. Reference is made to Section 6 which details the Redirection process and Section 2.7, the Appeal process. 2.2.8 If a parent applies for a catchment place prior to taking up residence, the place will not be allocated until the child is actually resident in the property and satisfactory evidence of proof of residence, as detailed in paragraph 2.2.2 above, is provided. 2.3 Admission to Secondary School – Secondary 1 2.3.1 As part of the Primary 7 – S1 transitions programme, all parents of children within North Lanarkshire primary schools will be provided with details of the S1 application process in January. 2.3.2 Parents who live in North Lanarkshire can apply for an S1 place for their child in either the non-denominational or denominational secondary school in their delineated catchment area. All North Lanarkshire secondary schools have associated primary schools. These schools work together as part of a 3 to 18 cluster to ensure progression and continuity in children’s learning. 2.3.3 In the situation where there is an agreement for shared custody of a child and where a child lives with a different parent regularly at a different property, the local catchment school is defined through is the residence of the parent/carer who receives Child Benefit or other benefits for the child. Recent documentary evidence of receipt of Child Benefit or equivalent paperwork will be required to be submitted. Section 4.8 2.3.4 All parents must be advised that they have a right to make a placing request for their children to be educated in a school other than one designated as serving the area in which they reside. Page 45 of 194
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2.3.5 Pupils in attendance at a primary school as the result of a successful placing request, will be required to make a further placing request to the associated secondary school should they wish to transfer to that secondary school rather than the secondary school for the area they reside in. There is no automatic transfer of the school place from primary school to secondary school in these circumstances and a second placing request is required. 2.3.6 Parents residing within North Lanarkshire should complete the application for a place at their preferred catchment secondary school. They should provide evidence of their residency within the delineated catchment area. This should be submitted to the primary school that the child attends and should include: • council tax direct debit mandate; • a recent Child Benefit Statement or Driving Licence or Bank statement/ Utility Bill if this is not available. This should show transactions within the previous three months; • a signed and independently witnessed occupancy/tenancy agreement for at least one year, i.e. evidence that covers the entire calendar year from the date of application (if applicable). In exceptional circumstances this may be waived, e.g. if a family are in temporary accommodation due to homelessness. Such other documentation as the Council considers necessary to satisfy proof of residency. 2.3.7 The Council aims to provide sufficient places for all children to attend their catchment secondary school. A school is ‘oversubscribed’ in terms of catchment demand when applications for places in S1 exceed the available places. This would be determined when the places are allocated in April for the following school session. In these circumstances, the children who have registered cannot be enrolled until the allocation of places has been completed. In such instances, all applications would be processed according to the priority detailed in Appendix 2. Those children that cannot be accommodated within the catchment school would be offered redirection to another local school. Reference is made to Section 6, which details the Redirection process and Section 8, the Appeal process. 2.3.8 If a parent applies for a catchment place prior to taking up residence, the place will not be allocated until the child is actually resident in the property and satisfactory evidence of proof of residence, as detailed in paragraph 2.3.6 above, is provided. 2.4 Placing Request - Mid Term 2.4.1 Applications for a place to commence at any point during the academic year, out with the normal placing round, should be made by the parent directly to the preferred school. 2.4.2 Where places are available, the school should make arrangements for the parent to submit their application along with the required appropriate documentary evidence as detailed in paragraph 2.2 above. 2.4.3 Applicants may find that the school is already full at the year group requested. In that situation, the parent should contact the Education Shared Services team to discuss options. If there are no places in a child’s catchment school where a family has recently moved into an area, options can be discussed for redirecting the child to another local school. Refer to Section 6: Redirection. 2.4.4 Applications during school holidays should be made directly to the Placing Request Team. Page 46 of 194
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2.5 Specialist Education Provision 2.5.1 There are several well-established specialist educational provisions within North Lanarkshire. 2.5.2 In Condorrat Primary, there is a Primary Gaelic Medium Education Unit. It is a separate unit within the primary school. This requires the authority to assess the need for Primary GME provision if there is a request from parents. An application for a place at the Primary GME Unit is made directly to the school in accordance with the processes detailed in Section 2 above for a place in Primary 1. 2.5.2 There is a statutory requirement for the Council to ensure progression in Gaelic learning for children, who have attended a Primary GME Unit, when they transfer to secondary education. The provision of GME at secondary level is provided within Greenfaulds High School. 2.5.3 If the child is resident out with North Lanarkshire, parents/carers will require to make a placing request, and this will be processed with all other placing requests for a place in S1. Applications at any other stage of the school would require a mid-term placing request and would be processed in accordance with the placing request policy. 2.6 Exceptional Circumstances 2.6.1 The Council may by Chief Officer approval disapply the admission criteria and place a child directly in a particular school. It is anticipated that this occurrence would only be in exceptional circumstances, i.e. child protection. 2.7 Placing Request Appeals Process 2.7.1 The Council appreciates that parents may be very disappointed that their child cannot go to the school they desire. Where there are more placing requests than places available at a school, the Council will then apply the criteria contained around the ballot to allocate places. The Council will apply the applications criteria consistently to ensure fairness in all cases. Section 4.9 2.7.2 The priority for the allocation of places for Primary, Appendix 6, and Secondary, Appendix 7. 2.8 Exclusions & Exclusion Appeals 2.8.1 North Lanarkshire Council is committed to reducing school exclusions through integrated collaboration across all council services, as outlined in The Plan for North Lanarkshire, the Programme of Work and their measures of impact. The Empowering Clusters model and Virtual School provide valuable support to schools in exploring alternatives to exclusions for care-experienced children and young people. 2.8.2 The overarching aim of the policy is to support schools to keep all children and young people fully included, engaged and involved in their education and to improve outcomes for all children and young people, with a particular focus on those who are at risk of exclusion. It recognises the need for all members of a learning community, children, young people and staff to be safe and protected. Section 4.9. 2.9 Dalziel High School Page 47 of 194
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2.9.1 Dalziel High School is located within Motherwell and has 3 cluster primaries, Ladywell Primary, Glencairn Primary and Knowetop Primary. The High School has a general population of over circa 1000 pupils, annually with a capacity of 965. 2.9.2 A report was submitted to the Education Committee Oct 1996 on the proposed delineation of Dalziel High School, this was approved from Dec 1996. This removed the then feeder primaries (now referred as cluster primaries) from direct progression to Dalziel High School. 2.9.3 Historically the Service has allocated pupils to the high school on a temporary basis as follows using the total functional capacity 1207: Planning Capacity – 75% x 1207 = 905 2.9.4 Scottish Government guidelines state that this is a matter for the Local Authority to determine capacity of its High Schools. In terms of the Management Circular H4, North Lanarkshire Council has determined that the figure used to calculate a school’s capacity for placing requests is called the planning capacity of a school. This is calculated as follows: once the total functional capacity of the school is known, a figure of 75% of that functional capacity is used for the purpose of determining the capacity of a high school. 2.9.5 The service proposal is to formally increase the planning capacity of Dalziel High School to 80% rather than 75% to further increase the number of pupils that can attend Dalziel. Members should be aware that due to the high demand for places at the above school has been operating at 80% capacity for a number of years. Should Members now formally approve this proposal, the total planning capacity of Dalziel will be 80% of 1207 which equates to 965 pupils. Therefore, the Service proposal for Dalziel High School as follows: Planning Capacity – 80% x 1207 = 965 2.9.6 The priority for admission is detailed within appendix 8. 2.10 St Ambrose High School 2.10.1 St Ambrose High School is located within Coatbridge and has 3 cluster primaries, St Augustine’s Primary, St Bartholomew’s Primary and St Kevin’s Primary. The school also receives pupils from St Brigid’s Primary, Glasgow and St Francis of Assisi Primary, Glasgow. The High School has a general population of over circa 1400 pupils, annually with a capacity of 1484. 2.10.2 A report was submitted to the Education Committee August 2005 on the proposed delineation of St Ambrose High School, this was approved from October 2005. This created an aggregation of the catchment areas with the schools listed above. The delineated area includes the Springhill Farm Estate. 2.10.3 Historically the Service has allocated pupils to the high school on the basis as follows: Planning Capacity – 75% x 1979 = 1484 2.10.4 Scottish Government guidelines state that this is a matter for the Local Authority to determine capacity of its High Schools. In terms of the Management Circular H4, North Lanarkshire Council have determined that the figure used to calculate a school’s capacity for placing requests is called the planning capacity of a school. This is calculated as follows: once the total functional capacity of the school is known, a figure Page 48 of 194
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of 75% of that functional capacity is used for the purpose of determining the capacity of a high school. 2.10.5 The priority for admission is detailed within appendix 8. 3. Measures of success 3.1 Over 80% of placing request applications approved over the last 3 years. 4. Supporting documentation 4.1 Scottish Government – Determining Primary School Capacity 4.2 United Nations Convention for the Rights of the Child – Scottish Government UNCRC 4.3 St Ambrose High School Revision of Admission Arrangements Oct 2005 4.4 Dalziel High School delineation Nov 1996 4.5 School placing requests and appeals: information for parents 4.6 School placing requests and appeal hearings - guidance for local authorities - gov.scot 4.7 Preventing and Managing Exclusions Appendix 6. 4.8 School Catchment Qualification. 4.9 Placing Request Appeals Barry Smedley Chief Officer – (Education - North) Page 49 of 194
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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 approved the service will conduct a statutory consultation on the admissions policy. 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 50 of 194
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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 approved the service will conduct a statutory consultation on the admissions policy. 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? Dalziel High School capacity is not approved the service will require to review the number of S1 pupils projected for academic session 2026/2027. 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, subject to committee approval the service will conduct an impact assessment under the 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 51 of 194
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Appendix 1 School Capacity – Primary 1.1 Scottish Government guidance on school capacity provides a consistent national approach for calculating primary school capacity across Scotland. This guidance aims to improve transparency, planning, and decision-making for school estate management, placing requests, and consultations. 1.2 The procedures for establishing the capacity of primary schools are detailed as follows: • Strategic Planning – proposed changes in educational provision must be based on roll projections and an accurate count of existing places: • Pupil Enrolment – precise capacity for each school is required to ensure that any decisions to refuse enrolment or placing request can be justified: • Impact of Curriculum and Organisational Changes – proposed curriculum developments, new methodologies and staffing changes must take account of possible requests can be justified: 1.3 Primary establishment capacity is determined by the following: • Forward planning and investment • Curriculum delivery • Placing request decisions • Performance monitoring • Legal compliance in consultations • Alignment with Scottish Government policies 1.4 The planning for primaries is calculated by Class Maxima, Planning Capacity, Working Capacity in determining the total number of pupils an establishment can support. 1.5 Class Size Maxima: is as follow: Primary 1 25 pupils Primary 2-3 30 pupils Primary 4-7 33 pupils Composite Classes – 25 pupils 1.6 Planning Capacity: The planning capacity of primary schools is the number of pupil places available for use in normal circumstances. It is set as the total square m2 of a room divided by 1.7m2 and with the applied Maxima determines the capacity across each teaching space. 1.7 Working Capacity: This figure takes account actual class distribution, team teaching, local policies and temporary measures (minimum 1.5m2 per pupil allowed) 1.8 While the planning capacity calculation detailed above will be used in normal circumstances the capacity of schools experiencing pressure on accommodation will be subject to individual review. Page 52 of 194
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Appendix 2 School Capacity – Secondary 2.1 The procedures for establishing the capacity of secondary schools are detailed and accurate capacity measure of each secondary school is required for the following reasons: • Strategic Planning – proposed changes in educational provision must be based on roll projections and an accurate count of existing places • Pupil Enrolment – precise capacity for each school is required to ensure that any decisions to refuse enrolment or placing request can be justified. • Impact of Curriculum and Organisational Changes – proposed curriculum developments, new methodologies and staffing changes must take account of possible requests can be justified. 2.2 This establishes the rationale and procedures for calculating the capacity and maximum intake of all secondary schools in North Lanarkshire. It takes account of the following key considerations: • The identification of the educational areas to be included in the calculation. • The capacity of these educational areas. • Contractual limitations on class sizes. • Curricular and timetabling constraints on capacity. 2.3 The normal approach should be to include in the capacity calculations all teaching areas included in table below. No area should be excluded from the calculations unless it is listed in 2.4 or it has the specific approval of the Chief Officer/EFM. Type of area List of areas Practical/Class sized General Business Management Class Accounting/Finance Class Specialist Art Practical Computing Practical Drama Practical Home Economics Practical Music Practical Science Practical Technical Practical Physical Education Games Hall Class Dance Studios Class Table 1 - E&F 2.4 The following areas should not normally be included in the calculation: Page 53 of 194
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• Dining halls • Assembly halls • School lecture theatre/Stage area • Library/Resource areas • Social areas • Offices, staff rooms, staff bases, • GP medical rooms 2.5 Possible teaching areas currently re-allocated with the agreement of the Chief Officer/EFM may also be excluded. Examples include external user for example Community Hubs, visiting service specific rooms, social areas and staff bases. These reallocations may be reviewed at any time by the authority. 2.6 The Schools General (Scotland) Regulations require the authority to determine the maximum number of pupils to be suitably accommodated in each teaching area. To meet this requirement each head of establishment must maintain a capacity for each room and this record must be available for reference. Any proposed amendment to this schedule of accommodation must be approved by the Chief Officer. 2.7 The capacity of an individual space will reflect a number of considerations, including the following: • The total and the available floor area • Health and safety factors, including egress arrangements and ventilation. • The main designated activity for the area. 2.8 There are various difficulties associated with the calculation of capacity. Firstly, any one area can be used for a wide range of activities, each with different space requirements. Secondly, the spatial limits of some areas may be difficult to define. Thirdly, specific design features may have health and safety implications which require the notional capacity to be amended. 2.9 In the first instance, the recommended area per pupil allocations for each type of accommodation listed in appendix 4 should be used to calculate the maximum capacity of each area. Any proposal to alter the maximum capacity figure for an area should be discussed with the Chief Officer of Asset & Procurement Solutions. 2.10 The JNCT contractual agreement on maximum class sizes is shown in table 2 & 2A. Practical Activity S1/S6 20 Classroom Activity S1/S2 33 Classroom Activity S3/S6 30 Table 2 - E&F However, for the purposes of capacity calculation, the following table will apply. Practical Activity S1/S6 20 Classroom Activity S1/S6 30 Table 2A - E&F Page 54 of 194
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2.11 There are three interpretations of the capacity of a school, as detailed below. 2.12 Maximum recommended capacity: This figure takes account only of the total floor area and the normal function of the teaching area. It should be calculated on the basis of the recommended minimum space allocations per pupil. These allocations make allowances for anticipated fixed and movable furniture. The maximum recommended capacity of the school is the aggregate for all the teaching areas included in the calculations. 2.13 Functional capacity: The functional capacity of each teaching area is the smaller of the maximum capacity and the capacity. The functional capacity of the school is the aggregate for all the teaching areas included in the calculations. 2.14 Planning capacity: The planning capacity of a school is the number of pupil places available for use in normal circumstances. It will be set at 75% of the functional capacity. This figure is considered reasonable from the perspective of timetabling efficiency and curriculum-related constraints. This figure will be adopted as the maximum roll of each secondary school and will be used for strategic planning and for setting enrolment limits. It is the lowest of the three calculations because of the following considerations. • The contractual agreement on class sizes reduces the capacity of most teaching areas below the maximum. • The maintenance of curriculum balance and choice prevents full timetabled use of teaching accommodation. • Curriculum choice from S2 onwards tends to reduce actual class sizes below contractual limits. 2.15 While the planning capacity calculation detailed above will be used in normal circumstances the capacity of schools experiencing pressure on accommodation will be subject to individual review. 2.16 Calculation of Maximum Intake: To ensure that adequate accommodation and an appropriate curriculum can be offered across all stages the planning capacity will be used to determine the maximum pupil intake at S1. This figure will also control the number of places available for placing requests. 2.17 The maximum pupil intake calculations for each secondary school will take cognisance of the following factors. • The planning capacity and functional capacity as defined in paragraphs 2.13 – 2.14 • A roll projections factor based on the pupil retention across stages. For S1 – S4 this will be assumed to be 100%. The S4 to S5 and the S4 to S6 will be based on the average of the previous three years. A school with an overall 98% S4 to S6 staying-on rate will have a projection factor of 4.98. Page 55 of 194
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• The limits set by the number of 33-pupil classes and 20-pupil sections which can be established (appendix 5). An exemplar calculations of the planning capacity and maximum S1 intake for secondary schools are included in appendix 5. Page 56 of 194
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Appendix 3 S1/S2 CLASS/SECTION ORGANISATION Pupil Roll No. of Classes No. of Sections 33 1 2 66 2 4 99 3 5 132 4 7 165 5 9 198 6 10 231 7 12 264 8 14 297 9 15 330 10 17 363 11 19 396 12 20 429 13 22 462 14 24 495 15 25 Page 57 of 194
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Appendix 4 - RECOMMENDED MINIMUM AREAS Type of Accommodation Area/Pupil (Sq m) General Classrooms 1.5 Art 3 Business Studies (Practical) 3 Drama 3 ICT 3 Music 3 Technical Technology 3 Home Economics 3.5 Science 3 Technical Craft 4 Fitness Rooms 4 Dance Studio 4 Gymnasium 5 Games Hall 10 Page 58 of 194
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Appendix 5 Estimated S1 S2 S3 S4 S5 S6 TOTAL Roll 277 266 253 288 216 119 1419 Working See note Capacities A Maximum capacity 2312 A B Functional capacity 2180 B 1 C Planning capacity 1744 C Roll D S1 to S4 4.00 D projection E S4 to S5 0.76 E 2 factor F S4 to S6 0.41 F 3 G Total number of year groups 5.17 D+E+F Calculating H Maximum number per year group 337 C/G 4 the J Maximum number of full class groups maximum (33 pupils) 10 H/33 5 intake K Maximum intake based on class groups 330 Jx33 level and L Maximum number of practical sets maximum (20 pupils) 16 H/20 6 school M Maximum intake based on practical sets 320 Lx20 roll N Maximum intake 330 N 7 P Maximum roll 1706 GxN 8 Overall Planning capacity 1744 C analysis of Estimated roll 1419 9 APPENDIX 3A ANALYSIS OF CAPACITY - EXAMPLE 1 Page 59 of 194
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Appendix 6 - Grounds for Refusal The duty of an authority to grant a placing request does not apply:- 1.1 if, placing your child in the specified school (that is, the school specified in your placing request) would: (i) make it necessary for the authority to take an additional teacher into employment; (ii) give rise to significant expenditure on extending or otherwise altering the accommodation at or facilities provided in connection with the school; (iii) be seriously detrimental to the continuity of the child's education; (iv) be likely to be seriously detrimental to order and discipline in the school; (v) be likely to be seriously detrimental to the educational well-being of pupils attending the school; (vi) assuming that pupil numbers remain constant, make it necessary, at the commencement of a future stage of the child’s primary education, for the authority to elect either to create an additional class (or an additional composite class) in the specified school or to take an additional teacher into employment at that school; (b) if the education normally provided at the specified school is not suited to the age, ability or aptitude of the child; (c) if the education authority have already required the child to discontinue his attendance at the specified school; (d) if, where the specified school is a special school, the child does not have [additional support needs] requiring the education or special facilities normally provided at that school; (e) if the specified school is a single sex school (within the meaning given to that expression by section 26 of the Sex Discrimination Act 1975) and the child is not of the sex admitted or taken (under that section) to be admitted to the school 1.2 This means that a Council may agree to a parent’s request even if they would have to employ an additional teacher, or spend money on accommodation, or even if they thought the move the parent wanted would not be very good for the child. They do not have to refuse a request just because one of the reasons set out in the law applies. 1.3 ‘Catchment area’ means the area from which pupils’ resident therein will be admitted to the school in terms of any priority based on residence in accordance with the guidelines formulated by the authority. In terms of Section 28A of the Education (Scotland) Act 1980 as amended by Standards in Scotland’s Schools etc Act 2000 Page 60 of 194
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Appendix 7 Form PC3 TRANSFER ARRANGEMENTS – PRIMARY/SECONDARY EDUCATION Name of Child Surname……………………………………………………………. Forename…………………………………………………………… Date of Birth / / Home Address ………………………………………………………………………. ………………………………………………………………………. Home /MobileTelephone Number…………………………………………………....................... School currently attended ………………………………………………………………………. Please tick the following preference:- Automatic transfer to ……………………………………….. Transfer to catchment school ……………………………….. Make a placing request to a school of your choice *Should I choose a placing request I understand that I am responsible for making the necessary transport arrangements and for ensuring that my child goes safely to and from school. Please indicate name of school requested……………………………………………………... Placing request application forms (PC1a) can be completed and submitted online by visiting https://www.northlanarkshire.gov.uk/schools-and-learning/school-admissions/placing- requests. Choice of school booklet can be downloaded from the Scottish Government website www.scotland.gov.uk/Publications/2010/11/10093528/0 Application forms for free transport can be completed and submitted online by visiting https://www.northlanarkshire.gov.uk/schools-and-learning/school-transport/free-school- transport. Date………………………. Parent/Carer........................................................................... (To be returned to the Head Teacher of the primary school currently attended) Page 61 of 194
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Appendix 8 Form PC3B TRANSFER ARRANGEMENTS – PRIMARY/SECONDARY EDUCATION Name of Child Surname……………………………………………………………. Forename…………………………………………………………… Date of Birth / / Home Address ………………………………………………………………………. ……………………………………………………………………… Home /MobileTelephone Number ………………………………………………........................ School currently attended ……………………………………………………………………. Please tick the following preference:- Automatic transfer to ………………………………. Make a placing request to a school of your choice *Should I choose a placing request I understand that I am responsible for making the necessary transport arrangements and for ensuring that my child goes safely to and from school. Please indicate name of school requested……………………………………………………... If you decide to make a placing request, you should visit the relevant section of the Council’s website https://www.northlanarkshire.gov.uk/schools-and-learning/school-admissions/placing- requests where you will be able to review the relevant criteria, and complete and submit an online form. Choice of school booklet can be downloaded from the Scottish Government website www.scotland.gov.uk/Publications/2010/11/10093528/0 Application forms for free transport can be completed and submitted online by visiting https://www.northlanarkshire.gov.uk/schools-and-learning/school-transport/free-school- transport. Date………………………. Parent/Carer........................................................................... (To be returned to the Head Teacher of the primary school currently attended) Page 62 of 194
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NORTH LANARKSHIRE COUNCIL EDUCATION AND FAMILIES PRIORITIES FOR ADMISSIONS: DALZIEL HIGH SCHOOL There is a tendency for the requests for admission to Dalziel High School to be greater than the places available. To allow more effective management of placing requests to the school the following priority order for admission to the school has been established: (a) children who live in the catchment area, including any who previously could not be accommodated in the school and are on the waiting list, and children with a hearing impairment who have been allocated places in the integrated special unit at the school. (b) children who live out with the catchment area but within the North Lanarkshire Council area in accordance with the following priorities: 1. children with relevant medical conditions with supporting reasoned evidence provided by the family doctor and the community medicine specialist that it is in the interest of the child's health to attend the school 2. children affected by other relevant factors, including but not restricted to, the curricular provision on offer, proximity to a parent’s place of work, access to childcare arrangements, travel distance from home to school (c) children who live out with the North Lanarkshire Council area in accordance with the following priorities: 1. children with relevant medical conditions with supporting reasoned evidence provided by the family doctor and the community medicine specialist that it is in the interest of the child's health to attend the school 2. children affected by other relevant factors, including but not restricted to, the curricular provision on offer, proximity to a parent’s place of work, access to childcare arrangements, travel distance from home to school Once applications have been considered, and if there are still more requests than places available, these will be allocated by ballot. Where the attendance of older siblings is argued to be a relevant factor, legally no distinction will be made between siblings residing within or out with the North Lanarkshire Council area. When considering requests where attendance of siblings is argued to be a relevant factor, consideration will be given to the number of siblings in attendance and their stage of education. Page 63 of 194
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North Lanarkshire Council Report Education, Children & Families Committee Does this report require to be approved? ☒ Yes ☐ No Ref AH/JMP Date 03/03/26 Strengthening Inclusion: Next Steps From James McParland, Chief Officer Education (South) E-mail mcparlandjam@northlanlgov.uk Telephone 07799483562 Executive Summary In 2019 North Lanarkshire Council undertook an in-depth evaluation of its Additional Support Needs (ASN) provision, which led to the development of twelve strategic recommendations. The review was shaped by key national legislation and policy frameworks and robust Service level self-evaluation information. Following this evaluation, the Council committed to a five-year transformation programme (2019–2024), enacted through the ASN Implementation Plan. The plan focussed on creating inclusive, high-quality learning environments where every child and young person could reach their full potential. Considerable progress was recognised during the Collaborative Improvement visit led by ADES and Education Scotland in 2023. Three strategic areas were identified as next steps, providing a clear direction for continued development. Since 2019, there has been a significant growth in the number of children identified with ASN. This report outlines how the Council will now build on the initial successes achieved since 2019 to ensure that every child is provided with the necessary support and learning whilst at the same time ensuring that the correct resource and capacity is made available through a more effective use of existing budgets. Recommendations It is recommended that the Education, Children and Families Committee: (1) Approves the revised approach towards ASN provision focused around the 6 key priorities (2) Approves the extension of the Enhanced Learning Provision to an additional three primary schools and three secondary schools. (3) Approves the redesignation of ASN provision to a three-tier model. (4) Approves a temporary 1-year pilot, within St Margaret’s of Scotland Primary Language and Communication Support Centre, extending the current model from Primary 1-3 to Primary 1-7 (5) Approves a feasibility study/ business case to be undertaken relevant to the provision of a bespoke ASN educational facility within North Lanarkshire with a further report presented to Committee on the outcome. Item 5 Page 65 of 194
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1. Background and Strategic Context 1.1 In 2019 North Lanarkshire undertook a comprehensive review of Additional Support Needs (ASN) provision, resulting in twelve strategic recommendations, broadly categorised under four themes: improving ASN management, empowering staff, future resource planning and strengthening governance and strategic oversight. 1.2 Guided by national legislation and policies, and aligned with key national drivers, the review led to a five-year ASN Implementation Plan (2019–2024) aimed at creating inclusive, high-quality learning environments. 1.3 The ASN Plan (2019-2024) delivered measurable improvements across five key areas: • Enhanced quality of service and provision for pupils and families. • Increased numbers of children supported within their local communities. • Improved staff satisfaction through training and fairer resource allocation. • Reduced ASN budget overspend. • Improved ASN school inspection reports from HMIE 1.4 Further information about the impact of the 2019-2024 ASN strategic plan is available at link 2019-2024 ASN strategic plan .docx 1.5 Over the last six years, Scotland has experienced a continued and accelerating rise in the number of children identified with ASN. In 2019, around 30–31% of pupils were recorded as having an ASN. This increased to 34.2% in 2022, 36.7% in 2023 (259,036 pupils) and rose sharply again to 40.5% in the 2024/25 census (284,448 pupils). It now sits at 43% displaying a continual increase year on year. 1.6 Within North Lanarkshire, ASN numbers have continued to rise through to 2026 but remain below the national average proportionally. The current 2025/26 pupil roll confirmed 19,844 pupils with ASN, equivalent to 40.9% of the school population, compared with the national average of 43%. 1.7 The rise in ASN numbers continues to be driven primarily by broader definitions, earlier identification and improved recording practices, rather than a comparable rise in severe or complex needs alone. Mental health needs, social and emotional difficulties, autism, (6) Supports the proposal to realign Early Years Provision with a further report to be submitted to Committee outlining the detail and final recommendations. (7) Supports the review of the current Empowering Clusters Model with a further report to be brought back to Committee outlining the key proposals. (8) Acknowledges that all actions will be undertaken within available ASN budgets. The Plan for North Lanarkshire Priority Support all children and young people to realise their full potential Ambition statement (9) Invest in early interventions, positive transitions, and preventative approaches to improve outcomes for children and young people Programme of Work All Programmes of Work Page 66 of 194
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speech and language needs, English as an Additional Language and family related factors account for much of the growth. Since 2019, national guidance and enhanced local authority training have increased consistency in recording, leading to significant year on year increases. 1.8 By 2025, the scale of ASN identification has had a substantial impact on the education system. Through the ‘presumption of mainstream’, inclusion has strengthened and visibility of need has improved, but capacity has not always kept pace. National organisations and the Scottish Government’s own inquiry findings highlight continuing pressure on class teachers, specialist staffing, and support services. Of particular concern is the continuing decline in the proportion of pupils supported by statutory Coordinated Support Plans (CSPs), despite rising levels of need. This has increased reliance on short-term, non- statutory arrangements and placed greater responsibility on mainstream schools to manage increasingly diverse and complex learning profiles. 1.9 In the 2025/26 Financial Year, from a funding and resources perspective, ASN service delivery within North Lanarkshire evidences a material resource base of c. £92.5m per annum. In light of the compositional shift and growth in ASN conveyed, this resource base includes material changes in the form of dedicated Council provision regarding continuing service pressures (£2.500m), in conjunction with increases in national allocations for Additional Support for Learning (£1.914m), both of which have been wholly directed to support service delivery aligned to ASN. In addition, to enable and support the priorities of the ASN Strategy, the Council’s Medium Term Financial Plan includes a further £2.500m (effective 2026/27 Financial Year). 1.10 Importantly, in line with the priorities of the ASN Strategy (Section 2.1), this additional funding is placed to help improve outcomes for all children and young people with additional support needs, along with an acknowledgement that the funding is to augment existing resources to ensure the broadest possible reach within enacted ASN service delivery models. 2. Report – Context 2.1 As a result of progress made so far, a solid foundation is now in place for a more equitable, inclusive, and future-focused ASN system. Building on this foundation, the service now proposes to focus on 6 key priorities to deliver an ASN provision which meets the increasing demand, meets the individual needs of all children and provides the necessary infrastructure and capacity to do so: Page 67 of 194
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Priority 1: Expansion of Enhanced Learning Provisions in Mainstream Schools 2.2 With the increasing number of learners attending mainstream schools (approximately 93%, locally and nationally), it is essential that we strengthen the mainstream offer and support the ‘closer to home’ agenda. 2.3 The Service is committed to embedding the four principles of inclusion: presence, participation, achievement, and support, within mainstream education. The vision is for children and young people with additional support needs to learn in their local schools, access a full curriculum, and receive the support necessary to overcome barriers and reach their potential. 2.4 In the 2025/26 academic session, as part of a one-year test of change programme, the Service has developed five Enhanced Learning Provision classrooms (10 pupils per class) across five primaries as follows: John Paul II Primary School, Viewpark Holy Cross Primary, Croy Shawhead Primary, Coatbridge Muirhouse Primary, Motherwell Berryhill Primary, Wishaw 2.5 Initial feedback on the pilot programme has been very positive, with views gathered from the Enhanced Learning Provision pupils, their parent / carers and the wider school population. From the 50 Enhanced Learning Provision pupils who were offered placements for Primary 1, 32 had made placing requests to ASN or Language and Communication Support Centres (LCSC) settings which were refused based on capacity. 2.6 Accordingly, Committee are advised that the Enhanced Learning Provision model has not only been able to offer additional support for the pupil cohort in question within North Lanarkshire’s existing education estate, but it has also helped mitigate the potential increase in financial cost pressures associated with ASN tribunals if such cases were decided in favour of the appellant. 2.7 Following Committee approval in November 2025, statutory consultations are ongoing, seeking approval for permanent continuation of these provisions. A further paper will be brought back to Committee setting out the outcome of the consultations. Based on Page 68 of 194
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prevailing resources assumptions, the current five pilots have an overall cost of c. £0.820m per annum. 2.8 Due to the success of the initial five pilots within the primary sector during the 2025/26 academic session, a further three primary schools have now been identified for expansion of this approach in the 2026/27 academic session. Based on prevailing resources assumptions, the proposed expansion of an additional three primary pilots have an overall cost of c. £0.490m per annum. The three establishments are as follows: Eastfield Primary, Cumbernauld New Monkland Primary, Coatbridge St Thomas’s Primary, Wishaw 2.9 In line with the approach and assessed success within the primary sector, Enhanced Learning Provision classrooms are also now being developed over three secondary establishments during the 2025/26 academic session for pupils transitioning to S1 in August 2026 as follows: Braidhurst High School, Motherwell Coltness High School, Wishaw Our Lady’s High School, Motherwell 2.10 Currently, there are three secondary LCSCs, and they are operating close to capacity. Furthermore, learners are transported significant distances to enable them to access the LCSC, with considerable costs incurred. Additionally, in some cases, learners are removed from their local communities and from the friendship groups they have formed throughout primary school. The additional three secondary Enhanced Learning Provision classrooms will build on the successes of the primary pilots, and enable learners to access mainstream with support, in settings closer to their home and community. Based on prevailing resources assumptions, the proposed expansion of an additional three secondary pilots have an overall cost of c. £1.003m per annum. 2.11 Committee are advised that whilst the current and proposed composition of the Enhanced Learning Provision classes are operating as pilots, and are therefore temporary at this juncture, this level of service provision can be supported via the allocation of directed, recurring ASN funding aligned to the Education and Families Service. Accordingly, cognisant of Priority 6 – Reviewing Empowering Clusters Model, the associated operational costs can be met from within the Service’s existing resource base. Priority 2: Redesignation of ASN Provision in North Lanarkshire 2.12 This proposal outlines a strategic review of the classification and organisation of ASN schools and co-located provisions within North Lanarkshire. The current model, based on historical categories of need, is increasingly misaligned with the evolving complexity and prevalence of ASN profiles, particularly autism and co-occurring conditions. The emphasis on the presumption of mainstream and closer to home agenda, coupled with the exponential growth in the number of ASN learners since 2009, are indicative of the need for realignment of provision. 2.13 Currently, 93% of learners with Additional Support Needs in North Lanarkshire, attend mainstream establishments. The current classification system adopts a “single label” approach, which is increasingly outdated given that legislation such as the Education (Additional Support for Learning) (Scotland) Act 2004 supports recognition of multi- dimensional needs. Headteachers report that pupils previously identified as having Page 69 of 194
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“moderate” needs now present with complexities more typical of “severe” needs, without corresponding adjustments in staffing ratios. In addition, national trends indicate a significant rise in ASN prevalence, reinforcing the need for a more flexible and inclusive model. 2.14 Therefore, the Service propose moving to a simplified three-tier operating model / structure, as outlined below: 1. Mainstream Provision – Most pupils supported within mainstream settings, enhanced by cluster and outreach support. 2. Co-Located Provision – Enhanced support within mainstream schools, including existing Language and Communication Support Centres (LCSCs) and new Enhanced Learning Provision classrooms. 3. Severe and Complex Needs Provision – Dedicated ASN schools focused solely on pupils with the most complex needs. 2.15 Committee are asked to acknowledge the following implementation considerations: • Staffing models and funding implications must be reviewed and contained within the Service’s existing resources; and • Clear capacity definitions and placement criteria are essential to manage placing requests and risks associated with ASN Tribunals. 2.16 In terms of resource allocations, Committee are advised that service delivery aligned to ASN straddles both the Council’s approved Devolved School Management (DSM) Scheme as well as HQ Functions within the Education and Families Service. Consequently, as part of the implementation of this priority, and as highlighted above, a comprehensive review of associated models will be undertaken to provide a clear demarcation of each tier within the wider ASN three-tier operating model. 2.17 Importantly, the redesignation of the ASN provision within a three-tier operating model is intended to mitigate ASN tribunal costs by ensuring that a mainstream offer, with support, is available for learners, in addition to specialist ASN provision. Furthermore, as stated, the redesignation also supports the closer to home agenda, and provision of mainstream learning, with support. From the current five pilot classrooms, there is strong evidence to support this approach, as well as provision being available in denominational and non-denominational settings. In session 2025/26, approximately 50 learners were allocated places within the Enhanced Learning Provision classrooms. Conceivably, a significant number could have proceeded to tribunal. In some cases, learners could have accessed Out of Authority placements, which come at a considerable cost to the Council, also resulting in children and young people being removed from their immediate communities. Priority 3: Establish a pilot primary 4-7 provision within St Margaret’s of Scotland Primary Language and Communication Support Centre (LCSC). 2.18 St Margaret’s of Scotland Language and Communication Support Centre (LCSC) currently supports 44 pupils (2025–2026) from Primary 1 to Primary 3. Historically designed for Primary 1–3 learners with language and communication needs, the model offers two pathways at the end of Primary 3: enhanced transition to mainstream or referral for consideration of a specialist P4–7 placement. In line with SNCT guidelines the centre maintains a teacher-to-pupil ratio of 1:6, with a Learning Assistant in each class to provide additional support. 2.19 Due to the changing profile of needs across the authority, children placed in St. Margaret’s of Scotland LCSC now have more significant additional support needs, often with more than one long term additional support need identified. The needs of Page 70 of 194
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these pupils rarely change after completing Primary 3, meaning the Service must make alternative arrangements for pupils. This often results in another transition / move to another establishment. This presents several challenges, including limited availability of Primary 4 spaces in other LCSC provisions, transitions to mainstream settings that still require intensive support, increased placing requests and ASN Tribunal references for specialist placements, and, on occasion, dissatisfaction among parents and carers. 2.20 This proposal seeks acknowledgement to establish a P4-7 pilot for the 2026-2027 session for the current cohort of pupils attending St Margaret’s of Scotland LCSC. There are no additional costs associated with this proposal with accompanying changes being subsumed and supported within the setting’s current resource allocations. Priority 4: Feasibility Study for Bespoke ASN Facility 2.21 As previously mentioned, demand for ASN provision within North Lanarkshire continues to increase, reflecting national and local trends associated with the rising identification of complex and profound needs. Current provision, both within mainstream settings and existing specialist resources, is under increasing pressure. The development of a dedicated ASN school within the authority would directly respond to this demand and support the Council in meeting its statutory duties to provide appropriate education for all children and young people. 2.22 A purpose-built ASN school would deliver highly specialised, needs-led education within a bespoke hub designed to promote learning, wellbeing, family engagement, partnership working, and inclusion. This approach aligns with The Plan for North Lanarkshire and the approved operating and leadership model. Such provision enables appropriately sized classes, access to specialist facilities, sensory and therapeutic spaces, and the flexibility required to meet a wide range of complex needs. Embedding health and partner services within the setting enhances coordination, supports early intervention, ensures continuity of care, and drives improved outcomes for pupils, all of which embodies the wider principle of “Whole Family Support”. 2.23 The absence of sufficient local ASN provision increases the likelihood of parents seeking placements outwith the authority or within independent settings. Where it can be demonstrated that appropriate local provision is not available, the Council is at increased risk of unsuccessful outcomes at ASN tribunals. 2.24 A dedicated ASN school strengthens the Council’s position by evidencing the availability of high-quality, needs appropriate provision within North Lanarkshire. This reduces the risk of successful placing requests to independent or out of area schools, limits financial exposure, and supports the Council in evidencing compliance with its statutory duties under additional support needs legislation. 2.25 The dedication of our employees engaged in ASN provision must also be recognised. Daily, they deliver a level of care and education which although rewarding, can be exceptionally demanding, and it is important that we provide them with the best possible environment in which to provide this support. 2.26 The intention is for a feasibility study / business case to be undertaken to determine whether the commitment to the establishment of a dedicated ASN facility will address the risks detailed above; deliver the anticipated revenue cost reductions and operational efficiencies; and, most importantly, improve the overall educational experience of our most vulnerable children. Page 71 of 194
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2.27 Due to the capital nature of this proposal, it is pertinent to highlight that the Council’s current Strategic Capital Investment Programme, as approved by the Policy and Strategy Committee on 14 March 2024, covers the five-year planning period to 2028/29. In this regard, should Committee approve the recommendation to commission a feasibility study / business case, the findings of such will be reported back to Committee for a decision as to whether the development of a dedicated ASN facility should be put forward for consideration as part of the Council’s future Strategic Capital Investment Programme. Priority 5: Realignment of Early Years Provision 2.28 It is proposed that a full review of Early Years (EY) provision will be undertaken to analyse the current service delivery and provide recommendations for future improvements to the service. This review will be undertaken by an officer working group, comprised of officers from Education & Families SMT, Early Learning and Childcare Operations Manager, ELC Quality Officer, the Inclusion Team, HR and Finance. 2.29 Currently, the three Early Years assessment centres across North Lanarkshire play a vital role in assessing the suitability of either an ASN placement or mainstream placement for children moving from Early Years into primary education. However, with the emphasis on the presumption of mainstream, it is evident that work needs to be undertaken to change the culture and expectation pertaining to allocated ASN placements from Early Years to primary, given that 93% of learners with additional support needs are attending mainstream schools. This cultural shift has a significant bearing on the other priorities contained within the report. Priority 6: Reviewing Empowering Clusters Model 2.30 North Lanarkshire plan to initiate a phased review of the Empowered Cluster Model, with a particular emphasis on its effectiveness in advancing the inclusion agenda. This review will draw on national guidance and emerging research on collaborative leadership and equity, ensuring that cluster arrangements continue to promote inclusive practice, reduce barriers to participation, and deliver improved outcomes for all learners. A dedicated paper relating to this priority will be brought to Committee, no later than September 2026, outlining the proposals for change to the Empowering Clusters Model. 2.31 As highlighted previously, contained with the Service’s existing resource base, the associated operational assessment aligned to this priority will determine the permanent configuration of enacted ASN service delivery models, and indeed aspects of the wider education delivery model where appropriate. Finance and Resources Considerations 2.32 Overall, in the 2025/26 Financial Year, the total recurring budget allocation for ASN currently sits at £92.5m represented by: Operational / Service Delivery Area £m Funding Educational Sectors 44.3 ASN Transport (E&C Service) 15.2 Outreach and Enhanced Provision 3.6 Wellbeing Hubs 8.6 Out of Authority / External Provision 7.6 Cluster Learning Assistants 5.2 Page 72 of 194
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Psychological and Counselling Services 4.1 ASN / ASL HQ and Auxiliary 2.5 Aspects of ‘Whole Family Support’ 1.4 Total 92.5 2.33 Representing a material proportion of the Council’s General Fund Revenue Budget, and with a particular focus on support and attainment, the budgets identified are considered pertinent and directly attributable to ASN service delivery within educational settings and / or core Education and Families HQ Functions, as well recognising direct budgets associated with ASN Home to School Transport contained within the Enterprise and Communities Service. 2.34 Moreover, from a funding perspective, over the two-year planning cycle (2025/26 to 2026/27), Committee are advised that £6.914m of additional funding has been provided for and / or allocated to ASN as follows: • At the meeting of the Policy and Strategy Committee on 6 June 2024, the Council’s 5-Year Medium Term Financial Plan (MTFP) – 2025/26 to 2029/30 – was approved. Contained within the Council’s MTFP is a Continuing Service Pressures (CSP) provision of £5.000m linked to emerging and envisaged future demand aligned to the ASN sector. The allocation of this funding is assumed to be applied in two equal tranches (£2.500m | 25/26 and £2.500m | 26/27). • Tranche 1 of this CSP (£2.500m | 25/26) was fully utilised to mitigate legacy cost pressures and burdens aligned to the ASN sector, with the overall reset of associated budgets to a neutral position. • Tranche 2 of this CSP (£2.500m | 26/27) is placed to mitigate prevailing cost pressures and burdens aligned to the ASN sector, as well as enabling the delivery and implementation of the ASN Strategy and six priorities presented. • Lastly, as part of the Scottish Government’s budget announcement for 2025/26, a national increase of £28.000m for Additional Support for Leaning was announced, of which, the Council received an allocation of £1.914m on a recurring basis. Overall, this funding is placed to help improve outcomes for all children and young people with additional support needs, along with an acknowledgement that the funding is to augment existing resources to ensure the broadest possible reach within enacted ASN service delivery models. 2.35 However, the overall challenge to the Service, and a key message of this report, will not be to simply to look at these additional sources of funding in isolation. To do this would simply lead to ‘more of the same’, be very quickly subsumed into the existing ASN budget, and simply cover an ever-increasing cost base. Rather, driven by the six priority areas detailed above, the approach will be to strategically appraise the entire ASN operational budget with a view to reconfigure and subsequently redistribute core funding to support the associated operating model(s) retained. Ultimately, a key objective of this approach is to improve the educational experience and outcomes for our children and young people in a targeted and equitable manner. 2.36 Further detailed reports will be presented to Committee on the progress of the priority areas highlighted above, with a detailed financial statement which demonstrates that all actions being taken are contained within the available ASN budget, although this in turn may require a shifting of resource from one area to another when it is considered that this will lead to overall better outcomes. Further Information: Policy Development and Service Redesign Page 73 of 194
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2.37 Simultaneously as the changes detailed above, the Service continues to progress key areas of policy development and redesign, including: • Strategic Response to Additional Support Needs Tribunal (ASNT) Challenges – implementing measures to reduce tribunal escalation and improve outcomes for children and families. • Reducing Violence in the Workplace (Education) – embedding policy and practice to enhance staff safety and wellbeing. • Reviewing Transition Pathway Review (TPR) Processes - ensuring compliance and consistency across procedures. The TPR process is the process which allocates specialist resources, following applications made via schools. However, the use of the term ‘pathway’ suggested a predetermined outcome, which is not always the case. A recent review of the TPR process, led by the Inclusion Team has resulted in initial changes in assessment of applications, allocation of resources and a more coherent Cluster approach, led via dialogue at Cluster level. The new approach is now entitled CREST – Cluster Review for Enhanced Support for Transition. • Stakeholder Engagement Strategy for Inclusion: A robust engagement strategy has been developed to place children, young people, and families at the centre of decision- making. Continued implementation will ensure alignment with national priorities and legislative frameworks, fostering collaboration and trust across all stakeholders. 3. Measures of Success 3.1 Education & Families’ ambition is to create an inclusive and sustainable ASN system. As demonstrated in this report, a variety of measures are used to capture progress in key areas of health and wellbeing and learning and teaching. Measures of success include: • Strengthened mainstream provision: Increased number of ASN learners supported within local schools through enhanced support models. • Embedding inclusive practice: Consistent implementation of inclusive approaches across all schools, evidenced by improved inspection outcomes and stakeholder feedback. • Workforce capacity and empowerment: High participation in professional learning programmes and successful rollout of new staffing structures (e.g. Learning Assistant role). • Infrastructure investment: continued reconfiguration of the ASN estate and progress toward a new ASN school within agreed timescales and budgets. • Reduced reliance on external placements and tribunals: Fewer placing requests and tribunal cases, indicating improved confidence in local provision. • Alignment with national frameworks: Demonstrable compliance with GIRFEC, UNCRC, and The Promise, through policy audits and positive external evaluations. • Financial sustainability: Evidence of cost avoidance and efficient resource allocation within approved budget resources while maintaining or improving outcomes 4. Supporting Documentation N/A Page 74 of 194
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James McParland Chief Officer – Education (South) Page 75 of 194
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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? ASN provision represents a material resource base in excess of £92.5m which enables service delivery within educational settings and core E&F HQ Functions (£77.3m), as well as Home to School Transport (£15.2m). As highlighted in the report, to maintain service delivery within approved resources, the principle of service delivery reconfiguration and subsequent redistribution of core funding to support the associated operating model(s) and strategy will be adopted. 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? Additional staffing will be required to support the three Enhanced Classrooms, which will be undertaken via agreed recruitment processes. 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? Statutory consultations will be required and will be undertaken in accordance with relevant legislation Page 76 of 194
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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? A communcatioin strategy with be developed to ensure stakeholders are fully informed of the outcome of all proposals. 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)? Page 77 of 194
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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). All proposals contained within this report are enshrined with UNCRC legislation. If Yes, has a Children’s Rights and Wellbeing Impact Assessment (CRWIA) been carried out? Yes ☐ No ☐ Page 78 of 194
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North Lanarkshire Council Report Education, Children and Families Committee Does this report require to be approved? ☐ Yes ☒ No Ref BS/MOH Date 03/03/26 Performance Update From Barry Smedley – Chief Officer (Education – North) James McParland – Chief Officer (Education – South) E-mail smedleybar@northlan.gov.uk Telephone 01236 812269 Executive Summary North Lanarkshire Council is committed to ensuring excellence and equity and to improving outcomes for children and families. This report provides the Education, Children and Families Committee with an update on North Lanarkshire’s performance last session (2024-25), across key measures including: • Attainment within the Broad General Education (from early learning and childcare to end of S3) measured via Achievement of a Level (ACEL) data • Attendance and Exclusion • Teacher Numbers and Pupil Teacher Ratio (PTR) The report includes local authority comparison data compiled from National statistics published in December 2025. This data is available via Insight and the link below. • Insight • School education statistics - gov.scot The report also provides committee with a summary of HMIE and Care Inspectorate Inspection Outcomes for session 2024-25. Where applicable, the report will outline impact, progress to date, and identify planned next steps. Recommendations It is recommended that the Education, Children and Families committee: (1) Endorses the various updates contained within this paper. The Plan for North Lanarkshire Priority Support all children and young people to realise their full potential Item 6 Page 79 of 194
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1. Background 1.1 Local authorities have a duty to improve standards in education, challenging and supporting educational establishments to ensure continuous improvement. North Lanarkshire’s (NL’s) quality improvement (QI) framework, updated in session 2022-23, empowers school leaders to secure continuous improvement while providing assurance to stakeholders on the quality of education provided for learners. 1.2 This report will outline some of the key strategies implemented this session to further support the QI framework and facilitate improvement across NL’s educational establishments. Education and Families Managers manage the implementation of this framework, reporting to the Senior Education & Improvement Managers and Chief Officers. 2 Report Attainment within the Broad General Education 2.1 Scotland’s curriculum, Curriculum for Excellence (CfE), is divided into two phases: the broad general education (BGE) and the senior phase. The BGE has five levels (Early, First, Second, Third and Fourth). It begins in early learning and childcare and continues to the end of S3 (the third year of secondary school). As illustrated in the table below, broadly speaking at the primary stages, progress through a level can take up to three years, although the curriculum is designed to allow pupil progress to be accelerated to ensure breadth, depth and challenge, across and within levels. 2.2 Achievement of a Level (ACEL) data is the measure of attainment within the Broad General Education (from early learning and childcare to end of S3). ACEL data is based on Teacher Professional Judgement (TPJ) of a pupil’s attainment in literacy (listening and talking, reading and writing) and numeracy for all pupils at P1, P4, P7 and S3. This data is collected by the Scottish Government at the end of each academic session and published, nationally, in December. 2.3 Following publication, analysis and interrogation of the data supports and informs the Service’s strategic improvement planning for next session and beyond and allows us to track our performance in relation to national averages. It also allows us to compare our performance with other local authorities, particularly those within the West Partnership and Family Groups. 2.4 North Lanarkshire’s family group for Children, Social Work and Housing indicators consists of the following local authorities: Na h-Eileanan Siar, Inverclyde, Dundee City, West Dunbartonshire, Glasgow City, East Ayrshire and North Ayrshire. These councils Ambition statement (6) Raise attainment and skills for learning, life, and work to enhance opportunities and choices Programme of Work Brighter Futures Page 80 of 194
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are grouped by the type of population they serve, e.g., level of deprivation and affluence. 2.5 The data is shared with Education and Families Managers and Heads of Establishments to support improvement discussions, attainment reviews and assist planning to raise attainment and to close the poverty related attainment gap. P1,4 and 7 combined data for Literacy and Numeracy 2.6 The tables below show NL’s performance over time. They also provide a comparison between NL’s performance, the national average performance and performance beside our Family Group authorities. 2.7 To achieve a level in overall literacy and numeracy, pupils must achieve across all organisers within the curriculum area. In its broadest sense, an organiser is a distinct aspect of the overarching curriculum area. For example, literacy has three main organisers: Listening and Talking, Reading, and Writing. To achieve the level, a pupil must be assessed as having achieved the expected level in all three organisers. The tables below refer to achievement of an overall level. Early Level (P1) 2.8 Comparison with national and local authority data shows that, over the past five years, North Lanarkshire has consistently performed above the national average in both literacy and numeracy at P1. Achievement in numeracy continues to exceed that of literacy. First Level (P4) 2.9 Achievement of a level data for First Level (P4) literacy and numeracy shows a slight decline from session 2023–24, with North Lanarkshire now approximately one percentage point below the national average in both areas. Despite this, literacy performance has remained broadly stable over the past three years, with a notable improvement since 2020–21. Numeracy performance in North Lanarkshire has also Session 2020-21 2021-22 2022-23 2023-24 2024-25 Inverclyde 78.45 79.24 81.02 80.90 81.80 East Ayrshire 63.77 75.06 73.32 78.53 81.08 Na h-Eileanan Siar 71.72 74.44 78.30 78.85 78.15 North Lanarkshire 71.19 73.59 78.09 77.82 76.53 Scotland 70.76 74.02 75.70 76.87 76.43 Dundee City 71.12 74.09 72.27 74.45 75.62 West Dunbartonshire 67.47 72.81 76.21 75.84 73.43 North Ayrshire 63.12 69.70 71.23 72.00 70.29 Glasgow City 68.40 70.19 70.64 68.55 68.06 Percentage of P1 pupils achieving Early Level in Literacy - LA comparison data Session 2020-21 2021-22 2022-23 2023-24 2024-25 East Ayrshire 76.25 85.47 86.27 87.27 88.21 North Lanarkshire 82.59 84.61 86.62 86.20 86.60 Inverclyde 85.28 84.77 88.19 86.00 84.59 Scotland 81.07 83.59 84.71 84.88 84.56 Dundee City 81.39 83.13 83.84 83.62 84.20 Na h-Eileanan Siar 85.86 81.95 87.74 81.73 84.03 West Dunbartonshire 79.12 82.48 85.45 85.41 83.96 Glasgow City 79.05 80.65 79.70 77.87 77.91 North Ayrshire 74.07 80.34 81.56 81.51 77.37 Percentage of P1 pupils achieving Early Level in Numeracy - LA comparison data Session 2020-21 2021-22 2022-23 2023-24 2024-25 Na h-Eileanan Siar 66.46 69.74 70.14 68.75 80.99 East Ayrshire 45.16 61.67 64.45 68.16 74.84 Inverclyde 62.35 68.83 74.16 77.08 73.51 Dundee City 65.42 66.06 70.62 71.93 73.09 Scotland 63.78 67.19 69.74 71.38 72.09 North Lanarkshire 65.10 69.39 71.57 72.54 71.04 West Dunbartonshire 56.67 69.39 72.44 70.05 69.80 Glasgow City 62.37 64.83 66.84 66.74 66.61 North Ayrshire 53.03 64.02 65.42 64.84 64.47 Percentage of P4 pupils achieving First Level in Literacy - LA comparison data Session 2020-21 2021-22 2022-23 2023-24 2024-25 Na h-Eileanan Siar 74.26 75.09 77.11 75.62 82.00 Inverclyde 71.50 78.01 83.46 82.32 81.55 Scotland 71.59 74.93 76.86 78.05 77.92 Dundee City 75.49 72.74 76.08 79.05 77.86 East Ayrshire 52.51 69.25 72.92 74.82 77.30 North Lanarkshire 72.21 76.82 77.31 79.47 76.75 West Dunbartonshire 66.60 75.49 77.72 76.72 75.55 Glasgow City 70.08 73.04 73.90 73.89 73.19 North Ayrshire 59.73 72.49 72.17 73.52 70.25 Percentage of P4 pupils achieving First Level in Numeracy - LA comparison data Page 81 of 194
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remained relatively strong over the past four years, consistently above 75%; however, this session shows the largest dip at the primary stages, specifically in P4 numeracy. Second Level (P7) 2.10 The overall achievement of Second Level in P7 literacy shows that North Lanarkshire has remained above the national average across the past five years. Numeracy performance is broadly in line (<0.5pp difference) with both the national average and the 2023–24 results. 2.11 As well as reporting on stage specific information, Scottish Government also report on P1, 4 and 7 combined achievement of a level data for the primary stages, as illustrated below. This provides a broad picture of combined performance for the BGE primary stage. 2.12 Analysis of NL’s overall combined P1, 4 and 7 results indicate that levels of achievement are broadly in line/marginally higher (<0.5pp difference) than the national average in literacy and numeracy. Locally and nationally, attainment in numeracy is higher than attainment in literacy, at the primary stages. Performance within CFE Organisers – Primary 2.13 The table below presents attainment data across the literacy and numeracy organisers, which provides valuable insight to inform the service’s strategic planning, including staff training and the allocation of support. Organiser 2018 2019 2021 2022 2023 2024 2025 Primary 1 (% achieving expected CfE levels) Listening & Talking 84.1 84.59 81.06 85.65 87.38 87.41 86.85 Reading 76.7 80.14 75 77.59 80.63 80.76 79.90 Writing 74.1 78.57 73.99 76.5 80.4 80.04 78.35 Numeracy 83.4 85 82.6 84.6 86.6 86.20 86.60 Primary 4 (% achieving expected CfE levels) Listening & Talking 81.6 81.88 80.1 83.68 86.99 88.02 86.82 Session 2020-21 2021-22 2022-23 2023-24 2024-25 Na h-Eileanan Siar 60.47 76.28 82.95 82.37 80.51 Inverclyde 64.37 73.19 74.66 72.13 77.40 North Lanarkshire 69.57 73.71 76.79 75.11 76.47 East Ayrshire 48.85 64.20 67.41 67.07 75.39 Scotland 66.35 70.55 72.97 73.98 75.22 West Dunbartonshire 63.81 72.03 72.17 71.36 73.20 Dundee City 67.91 69.77 74.17 74.95 73.01 Glasgow City 65.72 69.78 71.21 69.60 70.66 North Ayrshire 59.91 68.36 68.91 69.34 69.91 Percentage of P7 pupils achieving Second Level in Literacy - LA comparison data Session 2020-21 2021-22 2022-23 2023-24 2024-25 Na h-Eileanan Siar 64.47 74.06 78.40 78.54 80.11 Inverclyde 67.90 73.74 76.38 76.49 77.28 East Ayrshire 52.40 66.83 68.23 70.99 76.97 North Lanarkshire 68.61 72.23 75.47 75.05 74.68 Scotland 66.88 70.54 72.74 73.99 74.53 Dundee City 68.04 69.96 72.40 73.79 73.85 West Dunbartonshire 62.45 71.40 73.49 72.25 72.10 Glasgow City 65.47 68.27 69.56 68.30 68.47 North Ayrshire 58.60 67.31 68.46 68.56 68.22 Percentage of P1, P4 and P7 pupils reaching expected CfE levels in Literacy with LA comparison Local Authority 2020-21 2021-22 2022-23 2023-24 2024-25 Inverclyde 74.55 80.17 83.30 81.66 82.32 East Ayrshire 61.66 75.43 77.54 78.51 81.53 Na h-Eileanan Siar 71.22 78.69 82.23 78.69 80.97 North Lanarkshire 76.12 79.39 81.31 81.19 80.42 Scotland 74.69 77.95 79.60 80.29 80.30 Dundee City 76.85 76.65 78.89 80.03 79.62 West Dunbartonshire 71.77 78.18 80.19 79.44 78.97 Glasgow City 73.36 75.79 76.27 75.22 75.30 North Ayrshire 67.36 75.50 75.86 76.16 73.87 Percentage of P1, P4 and P7 pupils reaching expected CfE levels in Numeracy with LA comparison Session 2020-21 2021-22 2022-23 2023-24 2024-25 Inverclyde 68.40 77.92 79.12 77.30 81.23 East Ayrshire 56.99 72.13 74.38 74.34 79.69 Na h-Eileanan Siar 62.40 80.59 84.85 80.22 78.68 Scotland 71.90 75.69 77.69 78.49 78.89 North Lanarkshire 73.96 77.12 80.27 78.56 78.42 West Dunbartonshire 70.39 76.80 78.02 77.09 78.00 Dundee City 74.18 74.33 77.18 78.02 77.23 Glasgow City 71.17 73.82 75.43 74.12 75.01 North Ayrshire 68.70 74.25 74.54 74.40 74.25 Percentage of P7 pupils achieving Second Level in Numeracy - LA Comparison data Page 82 of 194
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Reading 73.6 73.96 72.6 75.3 78.47 80.19 78.56 Writing 68.6 70.29 67.17 70.9 73.45 73.89 72.64 Numeracy 73.1 75.7 72.2 76.8 77.3 79.47 76.75 Primary 7 (% achieving expected CfE levels) Listening & Talking 79.5 83.25 81.42 85.04 86.86 87.71 88.46 Reading 75.8 78.21 76.21 80.89 83.17 83.95 82.63 Writing 71.9 74.05 71.27 75.68 77.9 76.73 77.59 Numeracy 71.4 75.8 74 77.1 80.3 78.56 78.42 2.14 Across the primary stages, attainment in Curriculum for Excellence (CfE) organisers shows a broadly positive long-term trend, with some variation across years and stages. Primary 1 2.15 At P1, performance across all organisers has remained consistently strong over the seven-year period. Listening and Talking has shown steady improvement, rising from 84.1% in 2018 to a high of 87.41% in 2024, with only a marginal dip to 86.85% in 2025. Reading and Writing follow a similar pattern: both dipped in 2021 but recovered steadily thereafter, peaking in 2023 before a slight decrease in 2025. Numeracy continues to be a high-performing area, remaining consistently above 82% throughout and reaching 86.60% in 2025. Overall, P1 data reflects stable and improving attainment, with only minor year-on-year fluctuations. Primary 4 2.16 For P4 pupils, Listening and Talking shows a clear upward trajectory, strengthening from 81.6% in 2018 to 88.02% in 2024 before a slight fall to 86.82% in 2025. Reading and Writing improved from 2021 onwards, reaching their highest levels in 2023–24 before dipping slightly in 2025. Numeracy also shows generally positive progress over time, increasing from 73.1% in 2018 to 79.47% in 2024. Although, in common with literacy organisers, it declines somewhat in 2025. Overall, while the 2025 results indicate a slight dip across most organisers, the longer-term trend reflects improvement and recovery since 2021. Primary 7 2.17 By P7, Listening and Talking continues to strengthen steadily each year, rising from 79.5% in 2018 to 88.46% in 2025. Reading and Writing show similar upward movement over the period, with gains of around 7–9 percentage points between 2018 and 2025. Both organisers reach their highest levels around 2023–24 before a small reduction in 2025. Numeracy shows strong improvement from 71.4% in 2018 to a peak of 80.3% in 2023, followed by a slight decrease in 2024 and 2025. Overall, P7 data demonstrates sustained progress over time, particularly in Listening and Talking and Reading, with only small recent dips that align with national post-pandemic patterns. Alignment with National Patterns 2.18 Overall, North Lanarkshire’s patterns of attainment across stages and organisers, broadly mirror national trends across the primary stages. National ACEL data in recent years has shown steady recovery following the dip observed in 2020–21, with literacy and numeracy generally improving year-on-year before levelling off or dipping slightly in 2024–25. This reflects the post-pandemic stabilisation noted across Scotland. The slight decreases in P1 and P4 literacy in 2025, and P4 numeracy, broadly reflect similar Page 83 of 194
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fluctuations nationally, where progress has slowed after several years of improvement. The continued strength of Listening and Talking, and the relatively higher performance in numeracy compared with literacy at P1, are also consistent with national patterns. Overall, North Lanarkshire’s long-term trajectory aligns closely with national performance trends while maintaining performance that is broadly in line with, or above, Scotland’s averages in key areas. Combined data for Literacy and Numeracy S3 2.19 The table below shows NL’s ACEL performance, at the S3 stage (Third year in secondary). It highlights learners’ attainment at CfE 3rd and 4th level. It also provides a comparison between NL’s performance, the national average performance and performance beside our Family Group of local authorities. 2.20 Notably, as explained in 2.11 above, at the S3 stage, schools are asked to report on two Curriculum for Excellence levels; CfE 3rd and 4th level. S3 is a transition stage, and schools are preparing pupils to make a smooth transition from the BGE curriculum into the senior phase i.e., courses leading to qualifications, other awards and work-based learning, as appropriate to their needs. 2.21 Nationally produced guidance from the Scottish Government states that in S3, young people should have opportunities to complete their entitlement to a BGE, including all the Experiences and Outcomes to third level, across all curriculum areas. They should also have the opportunity to specialise and extend their learning into CfE fourth curriculum level and beyond wherever they are capable of doing so. S3 – Third Level 2.22 Achievement of third level or better in S3 for literacy shows that North Lanarkshire is above the national average level. Attainment in literacy at this level has improved by 4.53pp since last session (2023-24). NL Achievement of 3rd level or better in numeracy is below the national average but has improved by 0.15 pp since last session. S3 – Fourth Level Session 2021-22 2022-23 2023-24 2024-25 Na h-Eileanan Siar 87.81 94.14 91.67 92.33 Inverclyde 88.60 87.53 89.96 91.67 North Lanarkshire 85.15 84.35 86.72 91.25 Scotland 85.54 87.76 88.31 89.83 North Ayrshire 84.86 83.98 89.82 89.48 East Ayrshire 81.55 85.25 86.49 89.32 West Dunbartonshire 82.38 87.11 91.95 89.13 Glasgow City 79.87 86.78 85.43 87.78 Dundee City 83.57 79.09 80.66 82.08 Percentage of Pupils achieving 3rd level or better in Literacy with LA comparison Session 2021-22 2022-23 2023-24 2024-25 West Dunbartonshire 88.11 87.92 85.15 90.99 Scotland 89.07 89.55 90.32 90.86 Na h-Eileanan Siar 91.37 92.04 92.06 90.24 Inverclyde 87.86 88.34 90.85 90.12 North Lanarkshire 85.34 85.11 88.03 88.18 Glasgow City 84.60 87.13 87.55 88.18 East Ayrshire 89.94 88.74 89.10 87.76 North Ayrshire 82.04 84.28 88.43 84.59 Dundee City 80.85 76.18 78.54 79.42 Percentage of Pupils achieving 3rd level or better in Numeracy with LA comparison Page 84 of 194
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2.23 Achievement of fourth level in S3 Literacy improved considerably, increasing by 12.13pp in 2024-25 when comparing to 2023-24. Although this remains below the national average, it shows progress in reducing the gap between NL and national attainment figures from 9.98pp in 2023-24 to 2.82 in 2024-25. Numeracy attainment is higher than in other family group authorities but remains just below the national average. Performance within CFE Organisers – Secondary – S3 2.24 As shown in the table below, at the S3 stage, NL’s attainment has increased across all organisers for both Curriculum for Excellence (CfE) 3rd and 4th level. S3 – CFE 3rd Level or Better 2018 2019 2021 2022 2023 2024 2025 Listening & Talking 91.10% 90.77% 88.57% 88.08% 90.16% 92.84% Reading 88.70% 90.09% 87.91% 87.57% 89.03% 92.45% Writing 88.30% 89.09% 87.06% 87.65% 88.46% 92.43% Numeracy 90.10% 85.00% 85.30% 85.10% 88.03% 88.18% S3 – CFE 4th Level 2018 2019 2021 2022 2023 2024 2025 Listening & Talking 47.42% 54.31% 44.01% 48.62% 54.21% 67.66% Reading 44.92% 53.04% 43.67% 47.80% 52.19% 67.08% Writing 44.18% 51.00% 40.60% 46.04% 51.43% 64.26% Numeracy 57.58% 48.07% 46.45% 48.10% 59.06% 66.18% (*ACEL data was not collected at S3 in 2020 and 2021.) 2.25 S3 attainment shows a clear pattern of improvement across both literacy and numeracy. At 3rd Level or better, all literacy organisers continue to rise, reaching over 92% in 2025, with numeracy also improving to 88.18%. This reflects strengthening performance across the BGE and increasing consistency by the end of S3. 2.26 At 4th Level, progress is even more pronounced. Between 2023 and 2025, all organisers show substantial gains, with Listening and Talking and Reading increasing to around 67%, Writing rising to 64.26%, and Numeracy reaching 66.18%. These are the highest levels recorded across the time series and indicate improved depth of learning and stronger progression into the senior phase. Session 2021-22 2022-23 2023-24 2024-25 Na h-Eileanan Siar 60.22 78.62 63.10 77.35 Scotland 47.71 56.07 58.17 63.14 North Ayrshire 47.41 48.49 61.79 62.63 North Lanarkshire 36.39 42.26 48.19 60.32 East Ayrshire 48.35 55.91 54.43 58.62 West Dunbartonshir 43.58 54.92 61.09 58.62 Inverclyde 39.64 52.34 51.97 58.59 Dundee City 50.33 46.62 53.42 50.79 Glasgow City 32.45 45.71 41.25 46.79 Percentage of Pupils achieving 4th level or better in Literacy with LA comparison Page 85 of 194
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2.27 Overall, the data highlights sustained improvement at 3rd Level and accelerated progress at 4th Level, with significant year-on-year gains in 2024–25. This may be linked to last session’s work to improve moderation and resolve longstanding under-reporting issues highlighted in the previous performance paper. Cohort Comparison 2025-2022 Achievement of a Level (ACEL) Analysis 2.28 Comparing data from 2025 with 2022 allows us to follow the progress of the same cohort of pupils as they advance through education, such as those moving from P1 to P4, P4 to P7 and P7 to S3 over four years. P1 P4 Change P4 P7 Change P7 S3 Change 2022 2025 2022 2025 2022 2025 L & T 85.65% 86.82% 1.17% 83.68% 88.46% 4.78% 85.04% 92.84% 7.80% Reading 77.59% 78.56% 0.97% 75.30% 82.63% 7.33% 80.89% 92.45% 11.56% Writing 76.50% 72.64% -3.86% 70.90% 77.59% 6.69% 75.68% 92.43% 16.75% Numeracy 84.61% 76.75% -7.86% 76.82% 78.42% 1.60% 77.12% 88.18% 11.06% 2.29 Overall, there is a positive upward trend across listening and talking and reading for P1 in 2022 who were P4 pupils in 2025. The trend is positive across all organisers for P4 to P7 and P7 to S3 cohorts when comparing ACEL levels in June 2025 with previously published attainment levels; indicating that schools are continuing to support learners to improve from previous levels of attainment. Addressing the dip in P1 to P4 writing and numeracy will continue to be a focus moving forward. Progress Towards Closing the Poverty Related Attainment Gap Over Time 2.30 In line with national and local priorities, the service has a clear focus on removing barriers and closing the poverty related attainment gap. Within North Lanarkshire, a significant number of children and families live in areas of high deprivation with over 31.8% in Quintile1 (Q1); approximately 15,446 pupils from primary and secondary. 2.31 The latest national figures indicate that the poverty-related attainment gap continued to narrow, with the primary literacy gap reduced to its lowest recorded level (19.4pp) in session 2024-25. The primary numeracy gap also narrowed to its lowest recorded level (16.6), driven by improved attainment among pupils in Scottish Index of Multiple Deprivation (SIMD) Quintile 1. In session 2024-25, the S3 CfE 3rd level or better attainment statistics gap in literacy reduced from 12.7 to 10.8pp, and in numeracy from 12.0 to 11.6. These are the lowest levels on record, with greater improvement among pupils in the most deprived areas. 2.32 The table below summarises NL’s progress in closing the poverty related attainment gap at the primary stages. The gap between Q1 and Q5 learners in North Lanarkshire is below the national gap for P1,4,7 combined in literacy and numeracy. Page 86 of 194
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2.33 In line with national guidance, we track and monitor our attainment gap by comparing the attainment of learners living in Quintile 1 (Q1 – most deprived) with learners living in Quintile 5 (Q5 – least deprived). The table below illustrates our progress from 2018- 2025 across each of the organisers for literacy and numeracy, as collected at the key ACEL stage of P1, P4, P7 and S3. Gap data for 2024-25 has been compared with 2023-24 gap data and colour coded green where the gap has reduced, and red where the gap has increased. 2.34 Key messages from the data above indicate that: • Across the primary stages (P1, 4 and 7), progress in closing the attainment gap has varied. • Notably, at the primary 1 stage, progress for learners in Q5 increased while progress for learners in Q1 marginally decreased, thus impacting on the attainment gap. SIMD Q1 SIMD Q5 Gap SIMD Q1 SIMD Q5 Gap SIMD Q1 SIMD Q5 Gap SIMD Q1 SIMD Q5 Gap P1 2024-25 80.26% 95.22% 14.96% 71.89% 91.08% 19.19% 69.16% 91.72% 22.56% 80.00% 93.63% 13.63% 2023-24 80.90% 91.26% 10.36% 72.75% 86.08% 13.33% 72.00% 86.08% 14.08% 79.51% 91.35% 11.84% 2022-23 82.2% 95.8% 13.6% 72.9% 89.0% 16.1% 71.7% 90.1% 18.4% 81.3% 95.2% 13.9% 2021-22 77.6% 93.4% 15.8% 69.2% 88.3% 19.1% 67.3% 86.8% 19.5% 78.2% 92.2% 14.1% 2020-21 72.5% 91.5% 19.0% 64.9% 87.4% 22.5% 63.9% 88.8% 24.9% 74.1% 93.4% 19.3% 2018-19 80.6% 90.4% 9.8% 73.3% 89.3% 16.0% 70.8% 86.6% 15.8% 79.2% 91.8% 12.6% P4 2024-25 83.24% 89.86% 6.62% 72.51% 82.54% 10.03% 65.55% 78.87% 13.32% 69.17% 84.31% 15.14% 2023-24 83.65% 95.54% 11.89% 74.14% 88.58% 14.44% 67.06% 84.40% 17.34% 73.45% 87.88% 14.43% 2022-23 81.9% 94.9% 13.0% 71.0% 86.9% 15.9% 66.4% 83.9% 17.5% 70.7% 86.6% 15.9% 2021-22 76.9% 91.0% 14.1% 68.2% 83.9% 15.7% 62.5% 81.2% 18.7% 68.5% 87.4% 18.9% 2020-21 74.4% 90.2% 15.8% 66.7% 86.2% 19.5% 59.9% 79.9% 20.0% 65.1% 83.1% 18.0% 2018-19 77.3% 88.1% 10.8% 67.1% 81.5% 14.4% 61.5% 79.1% 17.6% 69.2% 84.8% 15.6% P7 2024-25 84.20% 94.00% 9.80% 76.46% 90.86% 14.40% 70.30% 86.57% 16.27% 71.72% 86.57% 14.85% 2023-24 83.45% 93.25% 9.80% 77.27% 89.00% 11.73% 70.44% 83.50% 13.06% 71.53% 86.50% 14.97% 2022-23 81.9% 93.2% 11.3% 76.2% 92.1% 15.9% 70.9% 90.3% 19.4% 72.8% 91.1% 18.3% 2021-22 80.0% 92.5% 12.5% 75.3% 89.6% 14.3% 68.7% 86.1% 17.4% 71.5% 87.9% 16.4% 2020-21 73.1% 90.0% 16.9% 67.4% 88.4% 21.0% 61.7% 85.5% 23.8% 64.0% 89.1% 25.1% 2018-19 79.7% 89.2% 9.5% 71.3% 86.9% 15.6% 66.6% 83.4% 16.8% 68.5% 85.7% 17.2% S3 (level 3 or better) 2024-25 87.82% 96.81% 8.98% 87.67% 96.01% 8.34% 88.06% 96.28% 8.22% 81.70% 96.54% 14.85% 2023-24 84.40% 95.05% 10.65% 82.91% 94.37% 11.46% 82.35% 94.82% 12.47% 80.55% 97.07% 16.52% 2022-23 84.1% 91.4% 7.3% 82.2% 92.2% 10.0% 82.1% 91.4% 9.3% 78.1% 93.9% 15.8% 2021-22 83.5% 94.8% 11.3% 82.3% 94.5% 12.2% 81.2% 94.3% 13.1% 76.2% 96.0% 19.8% 2018-19 87.6% 95.6% 8.0% 86.9% 95.8% 8.9% 85.9% 95.0% 9.1% 76.7% 93.6% 16.9% ER EW NELT Page 87 of 194
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• The largest gap is in P1 writing (22.56pp). This will continue to be an area of focus moving forward. • At the P4 stage the attainment gap reduced across all literacy organisers with the gap for Listening and Talking reducing to 6.62pp; the smallest over the six-year trend. • At the P4 stage, numeracy performance dipped slightly for both Q1 and Q5 learners compared with last session, providing a clear focus for targeted support to help strengthen progress moving forward. • At the S3 stage, gaps decreased across all organisers in 2024–25, with improvements evident for both Q1 and Q5 learners. This represents a positive shift at the end of the BGE. • The gap in S3 writing is the smallest gap over the six-year period. 2.35 Appendix 1 outlines our progress towards our stretch aims (locally set improvement targets, requested by the government) to improve attainment in key measures and to close the poverty related attainment gap. Further detailed analysis of the gap between the most and least deprived has been carried out and will be reported on as part of the Scottish Attainment Challenge report presented at a future Committee. Senior Phase – Pre Appeal Data 2.36 The table below refers to senior phase performance and demonstrates that North Lanarkshire’s 2025 attainment has improved across most measures when compared with 2024. In the few areas where performance did not increase, one measure remained stable and the other showed a decline of less than 1%. Notably, progress accelerated in 2024-25, aligning strongly with our aspirational stretch aim for 1+ Higher. This encouraging upward trend reflects the early impact of the wide range of interventions and strategies implemented across our service and schools to raise attainment. Post appeal data will be published in February 2026. . Page 88 of 194
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Pupil Numbers 2.37 As illustrated below, pupil numbers are reducing nationally. Last session, North Lanarkshire’s overall pupil numbers decreased by 182 when comparing 2023-24 with 2024-25. NL has the smallest percentage decline of the authorities listed (−0.38%), and is better than the Scotland average decline (−0.93%). Teacher Numbers and Pupil Teacher Ratio (PTR) 2.38 The table below summarises NL’s 2024 census information in relation to teacher numbers and pupil teacher ratio (PTR). It includes information on global teacher numbers and numbers used to establish the PTR. Global teacher numbers include any teachers employed across the service, including any working in the early years (ELC) sector. This global teacher number is the element used by the Scottish Government to set the targets for teacher numbers for local authorities. 2.39 As noted in the table below our actual global teacher number (Full Time Equivalent (FTE) across all sectors) in session 2024-25 was 3,719. This includes the management quotient of FTE aligned to the Early Learning and Childcare Census, in this case 21 FTE. Therefore, the actual teacher number used for PTR is 3,698 FTE. 2.40 The table below details the global FTE targets set by Scottish Government. It shows a marginal shortfall of 6FTE in 2024 compared to an increase of 34FTE in 2025. Local Authority 2021 2022 2023 2024 2025 2024 vs 2025 Na h-Eileanan Siar 3,293 3,271 3,217 3,139 3,081 -58 Inverclyde 9,805 9,648 9,708 9,676 9,490 -186 West Dunbartonshire 12,433 12,226 12,072 11,884 11,669 -215 East Ayrshire 16,241 16,149 16,142 16,029 15,772 -257 North Ayrshire 17,887 17,691 17,408 17,037 16,801 -236 Dundee City 18,377 18,472 18,536 18,627 18,364 -263 North Lanarkshire 49,001 48,742 48,325 48,345 48,163 -182 Glasgow City 70,805 71,342 71,688 71,957 71,581 -376 Scotland 704,723 705,874 705,528 702,428 695,923 -6,505 Table 5.2a: Pupils by local authority, 2021-2025 Local Authority 2019 2020 2021 2022 2023 2024 2025 Na h-Eileanan Siar 316 315 322 320 314 314 315 Inverclyde 739 761 806 781 772 751 760 West Dunbartonshir 994 980 977 950 938 901 901 East Ayrshire 1,218 1,246 1,275 1,243 1,206 1,189 1,185 North Ayrshire 1,385 1,421 1,470 1,434 1,422 1,387 1,369 Dundee City 1,355 1,376 1,418 1,395 1,431 1,400 1,378 North Lanarkshire 3,621 3,745 3,783 3,726 3,685 3,682 3,719 Glasgow City 5,410 5,497 5,680 5,779 5,654 5,535 5,618 Scotland 52,247 53,400 54,285 54,193 54,033 53,412 53,475 Table 6.2a: Teachers (FTE) in publicly funded schools (including ELC), by local authority, 2019-2025 Page 89 of 194
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Year Target Actual FTE Difference 2025 3685 3719 34 2024 3688 3682 -6 2.41 The table below tracks our PTR for the last 5-year period. When compared with last year, our PTR has increased marginally by 0.17, however publication represents data to one decimal point, therefore our PTR remains static at 13.0. Family group comparison data is not available at this point but will be analysed when available. Year Pupil Number Teacher Number PTR Published PTR Scotland (Average) 2021 49,001 3,778 12.97 13 13.2 2022 48,742 3,705 13.16 13.2 13.2 2023 48,325 3,664 13.19 13.2 13.2 2024 48,345 3,662 13.2 13.2 13.2 2025 48,163 3,697/3698 13.03 13.0 Unknown Attendance and Exclusion 2.42 Last session, as illustrated in the table below, North Lanarkshire’s overall attendance increased from 89.1% in 2023/24 to 89.9% in 2024-25, however, it is still below the National average. Therefore, the service recognises the need to continue to focus on implementing strategies to continue to improve attendance rates. (The overall percentage of 89.9% is calculated using the Scottish Government calculation; SG attendance = present openings/possible openings.) 2.43 Further analysis of attendance data continues to highlight the need to focus on reducing the levels of persistent absence. (Persistent absence is defined as when 10% or more sessions are missed). As noted in the table below, although our overall persistent absence rate reduced from 37.5 in session 2023-24 to 33.6 in session 2024-25, we must continue to focus on this area to secure further improvements. Local Authority 2018/19 2020/21 2022/23 2023/24 2024/25 Na h-Eileanan Siar 94.0 93.7 91.4 91.5 91.9 Inverclyde 92.2 92.3 90.3 90.6 91.6 Scotland 93.0 92.0 90.2 90.3 91.0 West Dunbartonshire 91.8 90.4 88.4 88.9 90.5 North Lanarkshire 91.2 89.8 88.7 89.1 89.9 Dundee City 91.8 90.6 88.6 88.9 89.6 North Ayrshire 92.1 91.4 88.8 89.1 89.6 Glasgow City 92.2 90.6 88.9 88.9 89.2 East Ayrshire 92.2 90.9 88.4 88.3 89.1 Percentage attendance by local authority, 2018/19-2024/25 Page 90 of 194
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2.44 Sector-specific analysis indicates encouraging improvements in reducing persistent absence across both primary and secondary schools, post Covid. Despite this progress, persistent absenteeism remains considerably higher in the secondary sector and will continue to be an area of focus. 2.45 We are continuing to maximise our use of attendance data across establishments and the service, refining our analytical approaches to enable earlier identification of issues and more effective, timely intervention. Monthly attendance reports (MAPs) are facilitating a relentless focus on pupil attendance, and this is supporting our emerging upward trend. 2.46 In addition, a few identified establishments are undertaking focused improvement activity, in collaboration with Education Scotland, through their participation in the National Attendance Programme. This programme aims to strengthen attendance across schools by offering targeted support, professional guidance, and exemplification for practitioners. Structured around three core themes; culture, systems, and practice, it provides a coherent and sustainable framework for improving attendance. Participation in this programme strengthens our capacity to capitalise on best national practice. Exclusions 2.47 As noted in the table below, the number of exclusions within North Lanarkshire has continued to decrease. North Lanarkshire is comparing well with other local authorities in our Family Group, and we will continue to implement strategies to build upon this progress. Local Authority 2018/2019 2020/21 2022/23 2023/24 2024/25 Na h-Eileanan Siar 9.4 5.2 15.7 17.2 13.5 Inverclyde 17.2 12.6 26.2 24.2 20.4 Scotland 15.5 14.2 25.6 23.9 21.1 West Dunbartonshire 17.4 16.4 30.3 26.3 22.7 Dundee City 19.7 19.1 31.5 29.3 24.7 North Lanarkshire 18.9 18.5 30.3 29.0 25.2 East Ayrshire 17.4 15.8 31.1 28.9 26.5 North Ayrshire 18.2 17.3 31.9 28.8 26.8 Glasgow City 22.4 22.9 35.5 32.8 30.6 Persistent absence (Percentage of persistent absentees - 10% or more sessions missed) by Local Authority, primary, 2018/19 - 2024/25 Local Authority 2018/2019 2020/21 2022/23 2023/24 2024/25 Scotland 30.6 26.2 41.0 40.6 37.4 Inverclyde 36.1 23.2 42.3 41.0 37.4 Na h-Eileanan Siar 26.4 23.2 41.8 37.5 37.6 Glasgow City 31.7 26.9 43.3 43.1 42.5 West Dunbartonshire 40.3 34.1 55.6 51.4 43.0 Dundee City 37.5 33.3 47.4 45.8 43.1 North Lanarkshire 41.5 34.6 50.2 47.4 43.2 East Ayrshire 33.3 29.7 47.2 48.8 45.1 North Ayrshire 37.0 29.1 49.2 48.1 45.8 Persistent absence (Percentage of persistent absentees - 10% or more sessions missed) by Local Authority, secondary, 2018/19 - 2024/25 Page 91 of 194
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HMIE and Care Inspectorate Inspection Outcomes 2.48 Each year, Education Scotland undertakes a programme of scrutiny (inspection) in each local authority to gather evidence of what is working well in our education system; areas which are showing improvement, and areas where further development is needed. 2.49 Inspections take the form of either a short or full model: • A short model inspection is generally over two to three days and focuses on Quality Indicators (QIs) 2.3 (Learning, Teaching and Assessment) and 3.2 (Raising Attainment and Achievement). • A full model is usually four to five days in duration, and focuses on the two aforementioned QIs, plus QI 1.3 (Leadership of Change) and 3.1 (Ensuring Wellbeing, Equality and Inclusion). 2.50 All inspections, whether short or full, focus on QI 2.1 (Safeguarding and Child Protection). 2.51 The table below shows the main quality indicators assessed during full and short inspections and shows the themes covered under each quality indicator. 2.52 Following inspection activity, formal reports are published and hosted on Education Scotland’s website. Page 92 of 194
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2.53 From August 2025 to January 2026, 14 North Lanarkshire schools were involved in inspection activity. The breakdown of which is as follows: • 9 Primary Schools • 3 Secondary Schools • 2 Additional Needs Schools (ASN) Please note: this includes 3 schools who were inspected in June 2025, but whose reports were not published until August 2025. 2.54 As part of the service’s quality assurance and improvement processes, results of all inspections are analysed to identify trends, strengths and good practice, and any areas for development. 2.55 The tables below provide a summary of inspection results for NL based on the six reports published between August 2025 and January 2026. It is important to note that of the six reports published to date, three were inspected using the full inspection model focusing on four QIs, and three were inspected using the short inspection model which focuses on two QIs. 2.56 Quality Indicators are graded using the following criteria. *Please note – colour coding is not used by HMIE. It is used by our team for ease of reference. 2.57 A summary of North Lanarkshire’s HMIE outcomes, based on inspection results published for term one, August 2025 – January 2026, is included below. Page 93 of 194
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2.58 As noted from the graph above, most inspection outcomes were graded as good or above. Full details of individual establishment gradings for session 2024-25 (August 2025 – January 2026) can be viewed at Appendix 2. 2.59 Establishments graded very good or above are highlighted as good practice and, where possible, are given the opportunity to share their practice at headteacher meetings etc to build overall capacity across our establishments. 2.60 Early years settings in Scotland can now be inspected through a range of scrutiny models, depending on the type of provision and the focus of the inspection. A new Quality Improvement Framework for Early Learning and Childcare was introduced in September 2025. It will be used in National inspection activity during session 2025-26 and replaces How Good is Our Early Learning and Childcare and A Quality Framework for Daycare of Children, Childminding and School-Age Childcare. 2.61 Nursery classes and early learning and childcare settings can be inspected solely by the Care Inspectorate, jointly by the Care Inspectorate and HMIE, or by HMIE alone. Joint inspections typically consider both care standards and the quality of learning, teaching and children’s progress, whereas HMIE-only inspections focus specifically on the quality of education. This flexible approach ensures that early years’ provision is evaluated in a way that reflects the breadth of children’s care and learning experiences, while providing appropriate assurance across both regulatory and educational requirements. The quality indicators included in each type of inspection is summarised in the table below: 2.62 So far in session 2025–26, four inspection reports for primary schools with nursery classes have been published. Outcomes are summarised in the table below: Page 94 of 194
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2.63 Although based on a relatively small sample, results indicate that earlier nursery inspections reported mainly Satisfactory performance across key quality indicators, with one area rated as Weak, while the most recent inspections demonstrate consistently Good ratings across all themes. This illustrates an improving trend, particularly in learning, teaching and assessment, wellbeing and inclusion, and securing children’s progress. Re-Inspections 2.64 The following establishments have been, or will be, re-inspected during academic session 2025-26: • Caldervale High School • Glencairn Primary and Nursery • Airdrie Academy • Balmalloch Primary and Nursery • Logans Primary and Nursery 2.65 If an establishment is graded as weak or below during an inspection, a robust action plan is implemented by the service to ensure the establishment has the capacity to improve. Action plans are intended to be a means of support and challenge for establishments, ensuring they have clear and measurable activity for improvement. The level and types of support provided, and the personnel involved in supporting establishments, is bespoke to the establishment and their identified areas for improvement. Any package of support is designed carefully to meet the needs of the school in terms of securing immediate continuous improvement. Conclusion 2.66 Overall, the data presented in this paper demonstrates sustained progress across key measures, with improvements evident in attainment, inspection outcomes and attendance. Although continued focus is needed in areas such as improving attainment in writing, closing the poverty-related attainment gap, and reducing persistent absence, the overall trajectory remains positive. This reflects the impact of strengthened quality improvement processes, targeted interventions and effective collaboration across the service. 2.67 The service remains committed to maintaining this momentum, ensuring continuous improvement, and securing the best possible outcomes for children, young people and families across North Lanarkshire. Page 95 of 194
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3.0 Measures of success 3.1 Increased attainment at primary and secondary stages. 3.2 A decrease in ‘weak’ gradings or below across all QIs, particularly in QI 1.3. 3.2 An increase in ‘very good’ gradings or above across all QIs. 3.4 Improved staff skill, confidence and ability. 3.2 Improved outcomes for children, young people and families. 3.3 High quality learning, teaching and assessment across all establishments. 4. Supporting documentation 4.1 Appendix 1 – Stretch aims 4.2 Appendix 2 – Inspection Outcomes Barry Smedley James McParland Chief Officer (Education - North) Chief Officer (Education - South) Page 96 of 194
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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 97 of 194
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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? The service will link with corporate communications to ensure that the positive aspects and improving trends contained within this report are publicised internally and externally. 5.9 Risk impact Is there a risk impact? Yes ☒ No ☐ If Yes, please provide a brief summary of the key risks and potential impacts, highlighting where the risk(s) are assessed and recorded (e.g. Corporate or Service or Project Risk Registers), and how they are managed? All risks are identified within the Corporate Risk Directory and identified as part of the SAC Programme. All risks are regularly reviewed in line with current guidance. 5.10 Armed Forces Covenant Duty Does the report require to take due regard of the Armed Forces Covenant Duty (i.e. does it relate to healthcare, housing, or education services for in-Service or ex- Service personnel, or their families, or widow(er)s)? Yes ☐ No ☒ If Yes, please provide a brief summary of the provision which has been made to ensure there has been appropriate consideration of the particular needs of the Armed Forces community to make sure that they do not face disadvantage compared to other citizens in the provision of public services. 5.11 Children’s rights and wellbeing impact Does the report contain any information regarding any council activity, service delivery, policy, or plan that has an impact on children and young people up to the age of 18, or on a specific group of these? Yes ☒ No ☐ If Yes, please provide a brief summary of the impact and the provision that has been made to ensure there has been appropriate consideration of the relevant Articles from the United Nations Convention on the Rights of the Child (UNCRC). Article 28 – Right to Education and Article 29 – Goals of Education In North Lanarkshire we recognise that raising attainment does not fall to one Service, or one Sector, we must therefore work together to use our resources effectively and efficiently to ensure that our children and young people have opportunities to achieve and attain. Page 98 of 194
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If Yes, has a Children’s Rights and Wellbeing Impact Assessment (CRWIA) been carried out? Yes ☐ No ☒ Page 99 of 194
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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. Tolerance Level for ACEL is 0.5pp below. Key Performance Measure June 2022 Attainment June 2023 Attainment June 2024 Attainment June 2025 Attainment Stretch aim Target (2026) % of pupils (P1, P4 and P7 combined) achieving expected levels or better in literacy 72.23% 75.47% 75.05% 74.67% 77.0% % of Q1 pupils (P1, P4 and P7 combined) achieving expected levels or better in literacy 63.93% 67.52% 67.73% 66.72% 69.40% % of Q5 pupils (P1, P4 and P7 combined) achieving expected levels or better in literacy 82.94% 86.06% 82.77% 83.61% 86.7% Q1 – Q5 Gap (P1, P4 and P7 combined) achieving expected levels or better in literacy) 19.01pp 18.54pp 15.04pp 16.88pp 17.3pp % of primary pupils (P1, P4 and P7 combined) achieving expected levels or better in numeracy 79.38% 81.31% 81.18% 80.42% 82.2% % of Q1 primary pupils (P1, P4 and P7 combined) achieving expected levels or better in numeracy 72.60% 74.80% 74.56% 73.49% 77.0% % of Q5 pupils (P1, P4 and P7 combined) achieving expected levels or better in numeracy 89.15% 90.90% 88.37% 87.95% 91.2% Q1 – Q5 Gap (P1, P4 and P7 combined) achieving expected levels or better in numeracy 16.55pp 16.10pp 13.81pp 14.46pp 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% 86.7% 91.25% 87.0% % of S3 Q1 pupils achieving third level or better in literacy (based on reading, writing and talking and listening (Core Plus) 79.21% 79.50% 79.59% 85.70% 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% 93.69% 95.47% 92.20% Q1 – Q5 Gap (S3 3rd level or above literacy) 13.9pp 9.0pp 14.10pp 9.77pp 8.2pp % of S3 pupils achieving third level or better in numeracy (Core Plus) 85.34% 85.11% 87.66% 88.18% 89.10% % of S3 Q1 pupils achieving third level or better in numeracy (Core Plus) 76.20% 78.13% 79.86% 81.70% 81.50% % of S3 Q5 pupils achieving third level or better in numeracy (Core Plus) 95.96% 93.87% 96.85% 96.54% 95.5% Q1 – Q5 Gap (S3 3rd level or above numeracy) 19.76pp 15.74pp 16.99pp 14.85pp 14.0pp Number and percentage of secondary school leavers by total qualifications attained under the All SCQF measure (S2.2a) (Based on leavers data therefore previous year’s data.) June 2022 (20/21 Insight) June 2023 (21/22 Insight) June 2024 (22/23 insight) June 2025 (24/25 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% Page 100 of 194
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Key Performance Measure June 2022 Attainment June 2023 Attainment June 2024 Attainment June 2025 Attainment Stretch aim Target (2026) 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 LA in the year to 31st March. (SDS data) June 2022 June 2023 June 2024 June 2025 Overall 90.2% 91.0% 91.9% 92.2% 94.6% Quintile 1 85.1% 85.7% 87.2% 87.5% 92.0% Quintile 5 95.5% 96.0% 96.4% 96.7% 98.0% Q1 – Q5 gap (APM) 10.4pp 10.3pp 9.2pp 9.2pp 6.0pp Core Plus Stretch aims June 2023 June 2024 June 2025 % 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% 92.1% 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% 73.89% 72.64% 76.70% % of Q1 P4 learners achieving expected level for writing 62.53% 66.35% 67.06% 65.55% 70.4% % of Q5 P4 learners achieving expected level for writing 81.21% 83.91% 84.40% 78.87% 85.7% Q1 – Q5 Gap for P4 learners achieving expected level for writing 18.68pp 17.56pp 17.34pp 13.32pp 15.3pp *Final SCQF for 2024 leavers will be reported when the Summary Statistics for Attainment and Initial Leaver Destinations 2024 data is published in February 2025 *1 For reference, SEEMIS BI does not provide the S4 roll figure for Q1 or Q5 so this information has been taken from Insight (i.e. for 2024 – taken from 2023 S4 on Insight). The 2024 percentages are then a comparison of the number of pupils that got an A-C pass in the SEEMIS BI data with the S4 Page 101 of 194
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Appendix 2: Inspection Outcomes School 1.3 School 2.3 School 3.1 School 3.2 Nursery 1.3 Nursery 2.3 Nursery 3.1 Nursery 3.2 Leadershi p of Change Learning, Teaching and Assessment Ensuring Wellbeing, Equality and Inclusion Raising attainement and achievement Leadership of Change or CI: Staff skills, knowledge, values and deployment Learning Teaching & Assessment Ensuring wellbeing, equality and inclusion or CI Nurturing, Care and Support Securing Children's Progress Cathedral Primary School 12.05.25 07.10.25 Graeme Young Full Excellent Excellent Excellent Very Good Satisfactory Satisfactory Satisfactory Satisfactory St Serf's Primary School 16.06.25 23.09.25 Martha McGuigan Short N/A Very Good N/A Good N/A Weak N/A Satisfactory Mavisbank 09.06.25 04.11.25 Helen Delaney Full Good Good Very Good Good N/A N/A N/A N/A Banton Primary School 01.09.25 04.11.25 Siobhan McLeod Short N/A Satisfactory N/A Satisfactory N/A N/A N/A N/A Langloan Primary School 10.11.25 20.01.26 Alison Rooney Full Good Good Good Good Good Good Good Good St. Helen's Primary School 27.10.25 20.01.26 Liz Kelly Short N/A Good N/A Good Good Good Good Good Type of inspectio nEstablishment Date of Inspectio n Report Publishe d Head Teacher Page 102 of 194
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North Lanarkshire Council Report Education, Children and Families Committee Does this report require to be approved? ☐ Yes ☒ No Ref AG/SH Date 03/03/26 Community Payback Order Annual Report 2024/2025 From Alison Gordon, Chief Social Work Officer (Children, Families, Justice and Integrated Practice) E-mail gordonal@northlan.gov.uk Telephone 01698 332001 Executive Summary Section 227ZM of the Criminal (Procedure) Scotland Act 1995 places a duty on local authorities to prepare an annual report outlining the operation of Community Payback Orders (CPOs) and to submit this both to the Scottish Government and Community Justice Scotland. The report provides an overview of service delivery, performance, key issues and outcomes relating to Community Payback whilst also providing information on the impact on individuals who are subject to Community Payback Order (CPO)s and on the tangible benefits provided through this Court disposal to our local communities. This Annual Report outlines activity during the period 1 April 2024 to 31 March 2025, including: • The scale and nature of Community Payback Orders imposed in North Lanarkshire • Examples of trauma-informed, person-centred practice • Case studies demonstrating impact on reducing reoffending and addressing underlying needs • Delivery and benefits of unpaid work and other activity requirements • Feedback from service users and community beneficiaries • Partnership working with third sector, health, housing and employability services • Organisational improvements and ongoing pressures, including increasing MAPPA demand In doing this the report highlights the positive contribution of Community Payback to communities across North Lanarkshire, alongside challenges associated with rising complexity of need, mental health demand, poverty, and public protection responsibilities. Recommendations It is recommended that the Education, Children and Families Committee: (1) Endorse the content of the Community Payback Order Annual Report 2024/25; (2) Acknowledges the contribution of Justice Services and partners in delivering Community Payback Orders which support community safety, reduce reoffending, and provide effective alternatives to custody. Item 7 Page 103 of 194
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1. Background 1.1 Local authorities have a statutory duty to report annually on the operation of Community Payback Orders within their area. These returns are collated by Community Justice Scotland and laid before the Scottish Parliament. 1.2 Community Payback Orders are a key mechanism for delivering justice within communities, combining supervision, unpaid work and targeted interventions to address offending behaviour, support desistance, and promote public protection. 2. Report 2.1 During 2024–25, North Lanarkshire Justice Services continued to deliver robust, person‑centred Community Payback Order (CPO) interventions that prioritise community safety, reduce the risk of reoffending, and address the underlying needs of individuals subject to CPOs. A total of 898 new supervision requirements were imposed, with 551 of these also including unpaid work. The service maintained a strong rights‑based and trauma‑informed approach, ensuring interventions remained proportionate and aligned with assessed risk and need. 2.2 A range of targeted case studies throughout the report demonstrate meaningful progress achieved through intensive supervision, multi‑agency collaboration, and structured intervention work. This has included emotional regulation support within the Women’s Community Justice Service, successful engagement in domestic abuse programmes, and coordinated mental health interventions that stabilised wellbeing and significantly reduced risk behaviours. 2.3 Addressing underlying needs has remained integral to practice. Partnerships with addiction recovery and mental health services, our tackling poverty and employability services, and third‑sector providers ensured individuals were supported effectively and holistically. Over the year, £650,201 was generated through income maximisation efforts for justice‑involved individuals and their families. Use of the Outcome Star tool expanded across all CPO cases, enhancing collaborative assessment and review. 2.4 Unpaid Work delivery remained strong, providing almost 91,000 hours of activity benefiting local communities. Placement types ranged from therapeutic allotments to woodwork, bike recycling, home improvement, and community‑based squad projects. A total of 554 bespoke items were created for community use, and 364 refurbished bikes were donated—supporting health, wellbeing, and employability. Case studies show significant positive impacts on confidence, skills development, employability, and desistance. Appendix 2 contains examples of unpaid work in North Lanarkshire. 2.5 “Other Activity” continued to be delivered in partnership with multiple third‑sector organisations, offering mentoring, counselling, mindfulness, yoga, accredited training, and digital learning resources. These interventions supported individuals with emotional regulation, mental health, substance use, and practical life skills. The Plan for North Lanarkshire Priority All priorities Ambition statement (14) Ensure the highest standards of public protection Programme of Work Statutory / corporate / service requirement Page 104 of 194
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2.6 Service user and community feedback remained overwhelmingly positive. Individuals valued consistent support, improved understanding of the impact of their actions, opportunities for personal development, and skill‑building through unpaid work. Community beneficiaries highlighted the high quality, reliability, and significant added value delivered by the unpaid work teams. 2.7 North Lanarkshire continued to utilise a range of CPO requirements, with Conduct Requirements remaining the most frequently imposed after supervision and unpaid work. Innovative practice continued within the Moving Forward to Change programme and the Up2U domestic abuse intervention. While continuing to play a critical role in addressing risk through targeted interventions, these areas also experienced some challenges over this period due to staffing pressures and increased demand. 2.8 Other key organisational challenges persisted have included some aspects of recruitment, pressures within wider justice and mental health systems, and the continuing impact of poverty on the individuals managed and supported through the service and their families. Reflecting a continuing and longer-term trend MAPPA (Multi-Agency Public Protection Arrangements) workload, reflecting the service’s role with high-risk offenders, increased by 8.5%, with both Level 1 and Level 2 activity rising. 2.9 As reflected in individual case studies and above Partnership working remained a major strength, with collaborative initiatives spanning employability (Routes to Work), community safety (Police Scotland), third‑sector partners, and community‑based organisations. These partnerships enhanced access to training, employment, wellbeing support, and meaningful community reintegration opportunities. 2.10 Looking ahead, the service is exploring the introduction of the Caledonian Programme to expand domestic abuse interventions and enhance consistency, capacity, and outcomes for individuals convicted of intimate partner violence. Broader development work is ongoing to strengthen structured support for individuals unsuitable for group programmes, ensuring risk‑focused practice is maintained. 3. Measures of success 3.1 Reduction in re offending. 3.2 Community Benefits from unpaid work. 3.3 Individuals are supported to improve life outcomes and reintegrate into the community. (change measured through outcome star). 4. Supporting documentation 4.1 Appendix 1 – Community Payback Order Annual Report 2024/25 (submitted to Community Justice Scotland) 4.2 Community Payback Order: Practice Guidance (May 2022) Community Payback Order: practice guidance - gov.scot Page 105 of 194
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4.3 Appendix 2 contains examples of unpaid work in North Lanarkshire. Alison Gordon Chief Officer, Children, Families, Justice & Integrated Practice Page 106 of 194
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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 107 of 194
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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 unpaid work service positively impacts the children right’s Article 31 development by enhancing the right to play through the donation of imaginative play items created by the wood workshop and by the donation of bicycles. The offence focused work interventions seek to reduce risk associated with harm which supports the freedom from violence, abuse and neglect of Article 19. If Yes, has a Children’s Rights and Wellbeing Impact Assessment (CRWIA) been carried out? Yes ☐ No ☒ Page 108 of 194
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COMMUNITY PAYBACK ORDER (CPO) ANNUAL RETURNS TEMPLATE FINANCIAL YEAR: 2024/25 LOCAL AUTHORITY: North Lanarkshire TEMPLATE RETURN DATE: Friday 31 October 2025 Please return all completed templates to CJS at CJSImprovement@communityjustice.scot and copy the Scottish Government at cpo@gov.scot Appendix 1 Page 109 of 194
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1. Background Under the Community Justice (Scotland) Act (2016), local authorities have a statutory duty to report on the operations of Community Payback Orders (CPO) within their area on an annual basis to Community Justice Scotland (CJS). CJS will then collate these returns and summarise them in a report which is laid before Scottish Parliament. To assist with this reporting duty, CJS, in collaboration with representatives from Justice Social Work, the Scottish Government, and Social Work Scotland, has developed a template of questions for local areas to complete. This template is designed to support the reporting requirement. 2. Completing the template Please answer the following questions contained in this year’s CPO template. When answering the questions, please ensure that all case studies and feedback are anonymised. We understand that maintaining anonymity may be more challenging for some local authorities. If this applies to your area, you may provide a more general response to the questions. Please ensure all answers are relevant to your local area within the 2024 to 2025 reporting year. If you need any support in completing this template and or have any questions, please do not hesitate to get in contact with CJS. Contact details can be found on the title page of this form. Thank you for taking the time to answer the questions in this template. Page 110 of 194
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3. Questions to answer 1) Reducing risk of reoffending Please provide a case study or examples of your work with people subject to a Community Payback Order (CPO), focusing on how you work to address their offending behaviours and reduce the risk of reoffending. North Lanarkshire Justice Service continues to provide Courts with a credible alternative to custody, by engaging individuals in their communities utilising a proportionate, trauma informed and rights-based approach, supporting individuals to address areas of identified risk and need seeking to reduce the likelihood of further involvement in the Justice system. Effective intervention planning remains central to our wider goal of developing safer communities through reducing onward risk of re offending. Bespoke, person- centred case management plans are co designed with service users and informed by both structured assessment and professional judgment. Plans are developed to target identified priority areas with specific criminogenic potential. From 1st April 2024 until 31st March 2025, 898 people were made subject to new Community Payback Orders with a supervision requirement. Of the supervision orders imposed, 551 people also received an additional requirement of unpaid work. The following case studies demonstrate how Justice services support individuals to address their offending behaviour and reduce the risk of recidivism. Women's Community Justice Service Case Study 1 JS JS was subject to a Community Payback Order with Supervision requirement and supported by our Women’s Community Justice Service. JS had great difficulty regulating her emotions and had developed behavioural coping Page 111 of 194
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strategies that led to her being in conflict with the law. JS had also accrued substantial financial debt and was having difficulties sustaining her tenancy as well as maintaining familial relationships within her support network. To address JS’s presenting needs, the allocated Justice Social Worker worked in partnership with North Lanarkshire’s Tackling Poverty Team to maximise JS’s income as well as creating a debt repayment plan to consolidate and tackle all existing debts. The Social Worker developed a strong alliance with Housing colleagues to build a positive working relationship with JS. This enabled JS to be more receptive to housing supports and she was then able to address the issues that threatened to destabilise her tenancy. The Social Worker co-ordinated the multi-agency plan of support in a trauma informed way so that all professionals were sensitive to JS’s past traumas and any subsequent triggers to her emotional dysregulation. When JS’s foundational needs were addressed and she felt more able to engage in structured intervention, the Social Worker planned a series of individual sessions that helped JS improve her emotional management and overall wellbeing. This involved learning and practicing breathing techniques when faced with moments of stress. JS also learned how to meditate and incorporate this into her daily routine to build connection between her physical and emotional wellbeing. By keeping a thoughts and feelings diary and reflecting on this in supervision appointments with her Social Worker, JS became more aware of her emotional triggers and how she reacts in certain situations. Overall, this work has had a significant impact on JS’s decision making in situations where she would normally default to dysregulated responses that often reflect aggression and anger. JS’s ability to regulate and manage her emotions has had a positive impact on her family relationships which were strained and often conflicted. JS’s Social Worker encouraged her to communicate with key family members in a pro social way which led to positive re-connection and improved relationships. Whilst there are still challenges for JS, she now has an Page 112 of 194
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increased awareness of how to manage her emotions and a practical toolkit to use moving forward. Consequently, JS has reduced her offending behaviour and improved a range of aspects in her life. Up2U Creating Healthy Relationships, Domestic Abuse Programme Case Study 2 CM The Up2U Social Worker worked with an individual CM subject to a CPO of 36 months with conduct requirements to attend addictions services and complete the Up2U Creating Healthy Relationships programme. His offence involved distributing intimate images of his partner whilst under the influence of substances. Within the final year of his Order, this individual sustained a positive level of abstinence and was discharged from addiction services. CM progressed well through the Up2U programme and has successfully completed the assessed level of treatment. Since imposition to expiration of the order, and to the current date, there have been no reported incidents of domestic abuse offending. The Up2U work included monthly partner support meetings, and support provided by independent domestic abuse advocates, Aura. CM has maintained a relationship with the victim of the index offence, and the birth of their child is imminent. As part of the overall Up2U whole systems approach, there has been robust safety planning, including close partnership working with colleagues at the locality justice team, Police Scotland, and our local children and family’s team, who have completed a pre-birth assessment. This assessment was positive, and it is anticipated that the case will be closed to the children and families team post-birth. 2) Support for underlying needs Please provide a case study or example of your work with people subject to a CPO, which demonstrates how their underlying needs Page 113 of 194
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(e.g. mental health, substance use) are identified, and how you work to address those. North Lanarkshire Justice Service retains a strong focus on wellbeing and welfare, recognising the intrinsic links between need and risk. The impact of addiction, mental health and poverty is widely recognised, and people subject to Community Payback are supported to navigate access to key support services. Links with the recovery community and third sector partners continue to strengthen and broaden the spectrum of supports available. People subject to Community Payback are also supported to reduce the impact of poverty, through benefit maximisation and provision of support to prepare for and access employment and training opportunities. Strengthening links with employability services continues to contribute to the opportunities offered through Community Payback. The total income generated for Justice service users and their families over the reporting period was £650,201. North Lanarkshire has also expanded use of the Outcome Star tool to all individuals subject to Community Payback. This has enhanced capability to better understand individuals’ needs and priorities and to enhance collaborative planning and review of progress. Our Health & Wellbeing focus promotes participation by service users in health checks with the Keep Well Nurses, suicide awareness, prevention, and mental health awareness. Service users are also given opportunities to undertaken first aid and naloxone training and have had access to interventions which promote holistic health benefits, such as healthy eating classes and exercise through the provision of leisure passes and bikes from our Bike Recycling workshop. North Lanarkshire Council Justice Services have allotments which are situated locally in both urban and rural areas of the authority. These provide peaceful and therapeutic unpaid work placements and are of particular benefit to those service users with mental health challenges which would prevent them from undertaking more traditional unpaid work assignments. Page 114 of 194
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An Unpaid Work Activity Group facilitates the involvement of service users in therapeutic art, creative design, and craft projects. The items made are subsequently offered for sale and the money raised is donated to local charities. This placement was specifically designed to create an environment for those service users who might otherwise struggle to engage with a CPO in a more mainstream group or unpaid work squad placement. Justice staff have undertaken training and awareness raising in trauma informed practice approaches and engage with service users using that knowledge and those strategies. The following case study demonstrates how underlying needs are identified, and the individual is supported to address them. Case Study 3 RP RP was subject to a Community Payback Order as a result of a first offence and was assigned a Social Worker in the Women’s Community Justice Service. At the point the CPO was imposed LP’s circumstances appeared stable. However, following an apparent deterioration in her mental health there were numerous police concern reports received in relation to erratic behaviour in the community which presented a degree of risk to herself and others. Using a collaborative approach with Community Mental Health Social Work and the Lanarkshire Association of Mental Health, the Women’s Community Justice team were able to advocate for RP and secure medical intervention for underlying mental health needs. Given the challenges associated with accessing such medical intervention, the level of advocacy involved required a proactive and evidence-based approach from the Social Worker involved. RP’s mental health was stabilised, and she was then able to engage more meaningfully with services which led to a reduction in risk and an improvement to her overall health and wellbeing. No further police concern reports were received and the risk of RP being charged with further offending significantly reduced. Page 115 of 194
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To support individuals address substance misuse, Justice Staff undertake brief interventions and awareness raising work. More intensive support is provided by our Addiction Recovery Teams, the Recovery Community, Phoenix Futures, and other substance use support agencies. Staff encourage sustained engagement by service users by going with those who need help to attend meetings as and when required. Support to maintain recovery is also promoted through motivational interviewing techniques, regular discussions about progress or difficulties and at formal service reviews. Collaborative approaches to working alongside Addiction Services is a key feature of this work. Justice staff signpost individuals to the Recovery Cafés which run throughout North Lanarkshire. Collaboration with people with lived experience, including the Recovery Community has further enhanced and supported individuals to develop hobbies, explore pro-social interests, and get ready for employment or further education. Within this area of practice there is a focus on service user empowerment, ownership, and partnership. For example, the support plan which results from an Outcome Star is jointly undertaken and agreed by the worker and service user. Staff and service user feedback suggests that within the context of a CPO this approach helps to create and sustain more consistent and trustful relationships. 3) Unpaid work Please describe a case study or provide examples of unpaid work activity. The communities of North Lanarkshire have benefited from almost 91,000 hours of unpaid work delivered by the Restorative Justice Team. This year’s figures evidence for the second year running the operational delivery of unpaid work has been maintained to levels commensurate with pre pandemic activity. Demand continues to grow and during the period of this report 139,024 hours were imposed by Courts in relation to Unpaid Work and Other Activity, which denotes a further rise of more than 5,000 hours imposed in this regard over the last year. In total 1013 Unpaid Work orders were imposed. Page 116 of 194
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Main Activities of the Unpaid Work Service The woodwork workshop teaches joinery skills which enables bespoke items to be made from reclaimed wood pallets which were destined for landfill. Partnership working with family learning centres, nurseries, schools and communities have allowed for unpaid work service users to be involved in the construction of outdoor classrooms, and play equipment in the form of trucks, trains, cars. This approach has helped to promote outdoor play for children throughout our community. In total 554 items have been constructed and situated within our communities. The bike recycling workshop refurbishes bikes which are donated by individuals or have been discarded in local recycling centres. The bikes are repaired to a gold standard and are distributed to local community groups, schools and individuals. This helps to maximise opportunities for better health and wellbeing and provides greater transportation access. Service users within the workshop also undertake bike repair for individuals who are unable to afford the cost of this. Due to the success of this workshop, a mobile bike recycling trailer has been purchased which enables the provision of bike maintenance and repair within the local communities and to attend events in North Lanarkshire Council. During the reporting year, a further 5 members of staff have obtained Velatech Training in Level 1,2 & 3 bronze, silver and gold. This will assist with capacity due to positive engagement with service users and the demand for recycled bicycles. In total 1443 hours of unpaid work were completed through this initiative this reporting year, resulting in 364 bikes being donated to individuals within our community. The aim of this initiative is to ensure that every school aged child in North Lanarkshire has access to a bike. All schools and the tackling poverty team have been provided with the bike request for assistance proforma. Squad placements have benefitted the local communities through activities such as landscaping. In total 2049 hours have been completed in squad placements within North Lanarkshire. These range from one to two-day pieces of work to larger projects with a duration of four to six months. Page 117 of 194
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The Home Improvement workshop provides opportunities for service users to gain experience in decorating, painting, and plastering. In addition to increasing the opportunities for unpaid work in the community this initiative is intended to give service users skills that can help them in the labour market. Once the individual is proficient in these disciplines, they utilise the skills learned on a project within the local community. This provides more experience to enhance employment pathways. The Restorative Justice community allotments in Townhead, Clydeside, and in Wishaw continue to thrive. These allotments provide peaceful and therapeutic unpaid work placements and are of particular benefit to those service users with mental health challenges which would prevent them from undertaking more traditional unpaid work assignments. In total 2876 hours have been completed within our allotments with the produce being distributed to local sheltered housing complexes, foodbanks and the public. Detailed below are 2 separate case studies which demonstrate the wide range of interventions associated with Unpaid Work. Case Study 4 RZ RZ was subject to a Community Payback Order with a 12-month Supervision requirement and 120 hours of Unpaid Work. RZ had the maximum of 30 hours of ‘other activity’ available to him. RZ had expressed a desire to return to the workplace, and he was aware of several vacancies arising in the local warehousing sector. RZ was also aware that he did not possess the relevant qualifications to apply for these positions. RZ agreed to a referral to Routes to Work. Routes to Work Ltd are a registered charity that offer a free and confidential service helping unemployed people to access opportunities in employment, education and training. Following meetings with a Routes to Work Support Worker, RZ undertook a fully funded IPAF course. IPAF courses promote the safe and effective user of powered access equipment and are accredited by the International Powered Access Federation. A total of 17 hours of ‘other activity’ were deducted from the Community Payback Order for this activity. The hours comprised Page 118 of 194
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of the time RZ spent with the Support Worker, the private study he undertook of the I-PAF app and his attendance at the full day course and the written and practical examination. RZ was successful and received the IPAF Card/IPAF certification in ‘Mobile Vertical - Scissor lifts, vertical personnel platforms (mobile)’. RZ used the remaining hours of any other activity participating in online modules provided by CPO Connect. Among the modules completed were: • Self-Reflective Practice • Mental Wellbeing • Overcoming Anxiety • Emotional and Physical Wellbeing These modules were appropriate in supporting RZ better manage his emotional regulation, which was an identified area that he wished to support to address. The remainder of RZ’s Unpaid Work hours were completed at an Individual Placement – a sheltered housing complex. This proved a very successful placement, both in terms of the beneficiaries but also RZ’s self-esteem and confidence. RZ was held in high regard by the staff and residents at the complex. Regular updates from staff, praising his work were received as well as providing before and after pictures. RZ took a great deal of pride in his work and there were no issues with his performance, conduct or commitment. There was no known further offending by RZ. Case Study 5 XF XF was made subject to a Community Payback Order at Court with an Unpaid Work Requirement of 240 hours. He was anxious during the infancy of the order as he was unsure what to expect. The post sentence interview was completed whereby all unpaid work opportunities were explained. XF advised that he was a trained chef and had worked in various restaurants around the country. Page 119 of 194
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Capitalising on his skill set, XF was placed within one of squad sites and also included in the healthy cooking group. As a trained chef, XF was able to use his skills to participate in the group as well as sharing his skills and knowledge to support other service users. XF was happy to write and share his recipes with staff and service users to ensure healthy cooking on a budget could be achievable. XF was involved in preparing and distributing soups and meals for other services users working on a community payback order, utilising the produce grown within the unpaid work allotments. XF shared that he feels being part of this project, he has been able to pay back to the community and gained a different insight and empathy for others. XF hopes that being able to share his skills and knowledge will assist to promote nutritious healthy eating among justice service users. Other activity of a 12 week gym pass encouraged XF to engage in physical health and wellbeing activities. He fully utilised this support and was able to spend quality time with his son in this setting. He reported this had a positive impact on his relationship with his son, as well as the benefits to his mental wellbeing. Coupled with online course work, exploring mindfulness practices and gaining skills to manage situations in a more pro social manner, XF was able to reflect on his offending behaviour and feels more confident about his future. There was no further known offending from XF. 4) Other activity Please describe the main types of "other activity" carried out as part of unpaid work or other activity requirement. The availability of Scottish Government Covid-19 recovery funding has enabled the continued commissioning of Third Sector colleagues to assist in the delivery of ‘other activity’ programmes. Co-production of this aspect of Community Payback Orders includes collaboration between Restorative Justice Service and the Page 120 of 194
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following organisations: • The Wise Group provided one to one mentoring support for 50 service users. Service users are allocated a mentor for an average of one month and received approximately 12 hours of support throughout that period. As part of their agreed action plan service users can have access to a small discretionary fund to help with their social inclusion through participation in community activities. Following review, an extension to the mentoring period can be provided if necessary. • SACRO provide practical support to service users which is delivered using a mentoring approach. The workers act as role models and assist individuals to build self-esteem and improved motivation. Examples of the work undertaken includes help to secure and attend appointments with their GP and other relevant agencies together with encouragement to gain more independence in this aspect of their lives. • Ten for Zen provides service users with options to develop mindfulness techniques and to experience the emotional, mental, psychological, and physical health benefits that can be gained from this. Examples of these sessions include changing unhelpful habits, managing stress, anxiety, or a lack of hope or anger. • The Creative Change Collective provides online and in person Road to Change groups. This will involve service users being part of a group to develop a script/poem/song about prevalent societal topics. The end product will be viewed by Justice staff, friends and family of service users. These can be showcased in future open events with agreement for service users or service users blurred out. • Yoga provided by Kelly Anne. Kelly Anne provides Yoga services to LAMH and has experience of working with people in residential rehab with addiction and mental health issues. Yoga sessions are one hour long and incorporate breath work. Through the provision of the yoga and breath work in person sessions, service users can reduce stress, improve mental and physical health and improve coping skills, thus supporting individuals with issues they might be facing. In total 431 individuals have benefited from yoga over the reporting Page 121 of 194
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period. • The Lanarkshire Counselling and CBT Centre (LCCC Scotland Ltd) is a family run centre dedicated to the practice of Counselling and Cognitive Behavioural Therapy (CBT). The sessions take place virtually or by telephone and can accommodate up to 80 individuals daily. Individuals are initially screened to ensure a bespoke counselling response which is implemented within one week of referral. Justice Services provides a range of opportunities for service users to engage in Other Activity utilising the e-learning workbook resource pack provides blended digital learning which can be completed in partnership with staff. Individuals also use the resources of The Centre for Clinical Interventions as well as the NHS Mental Health Foundation Trust to undertake work in the following: • Anxiety, Self-Care, Social Anxiety, Bereavement, PTSD, Self-harm, Sleeping Problems, Depression and Low Mood, Obsessions/ Compulsions and Panic. • Alcohol and You, Cannabis and You, Cocaine, Gambling, Anger Management and Procrastination. • Goal Setting, Self-Development, Writing applications and Interview techniques. Other activity resources also include: • Addiction Recovery Team or Phoenix Futures if there is no conduct requirement • Equal Say Advocacy for addiction support • SACRO • Peer support with the development workers • Keep well Nurses • Routes to Work • LAMH • Community Alternatives • Engagement with worker, GP, housing and tackling poverty team to address long-term issues like mental or physical ill health, rent arrears, applying for benefits, benefit sanctions etc. Page 122 of 194
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Within the reporting year the service also provided opportunities for accredited training in First aid at Work Level 5 SCQF, 23 individuals have successfully completed this award. The following hyperlinks provide information on the range of other activity for staff and service users: https://sway.cloud.microsoft/fSDlbE4yp8IhIQMd?ref=Link – Staff guide to third sector support. https://sway.cloud.microsoft/NR7peB9i4MOyXYoE?ref=Link – Individuals guide to third sector support. 5) Feedback Please provide a summary of quotes or feedback on the impact of supervision requirements and or unpaid work or other activity requirements from the following perspectives: • People subject to a supervision requirement • People undertaking unpaid work or other activity requirement • The community and beneficiaries of unpaid work In the last year North Lanarkshire Justice service introduced an updated mechanism to capture service user feedback at the beginning, mid-point and conclusion of the Community Payback Order. The information is captured through MS Forms which has enabled the service to capture individual feedback and to aggregate wider data to identify common themes and inform service improvement. Positive benefits of Community Payback Supervision Requirement commonly identified the following: • Having my own person to support me • Being connected with other services Page 123 of 194
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• Getting help to understand the consequences of my actions on other people. The vast majority of respondents indicated that engagement with Community Payback had been helpful and had supported a better understanding of the impact of offending. Detailed below is service user feedback quotes from individuals made subject to an Unpaid Work requirement: • “Good guys, I enjoyed the teamwork and learning new skills” • “I got to know what kind of work gets done and got to do landscaping work throughout North Lanarkshire in schools and retirement housing complexes”. • “Listening to the mechanics of cycle repairs and learning through observation”. • “I was happy to complete my unpaid work hours by attending the Clydeside. Being out in the open air and learning all about planting and growing food and giving the produce to those in need locally”. • “I attended a local information session and met with Routes to Work; I found this very interesting as being new to the justice system I didn’t know this help was available”. • “I enjoyed attending the yoga which helped me relax and de-stress”. • “Service user JA- spoke positively about yoga in his review. He is new to yoga and now attends up to 3 sessions per week at unpaid work. He advised the yoga sessions “calm his mind”. He leaves unpaid work feeling more relaxed which reduces his anxiety and has subsequently boosted his confidence. He relies on cannabis to help Page 124 of 194
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him sleep and stated the yoga and a relaxed mind has helped to reduce this, and, on some occasions, he is getting to sleep without cannabis”. Some of the beneficiaries of unpaid work within the local community have provided the following feedback: • “It's great service and getting our charities grass cut and we appreciate it very much”. - Spina Bifida Hydrocephalus Scotland. • “Excellent service, landscaping project completed to a high standard - thank you!” - Moray Quadrant Retirement Housing. • “We are absolutely delighted with the work undertaken it would have taken us months. It has been very well received in the local community” – Uddingston litter pickers. • “I thought that the Restorative justice team have been extremely helpful and have helped us greatly to complete the project with as little cost to us as possible. They worked extremely hard, and the area looks great. They were patient whilst we waited for tools and equipment to arrive. Thank you!” – Victoria Primary School. • “As a local authority worker/organisation I have worked in partnership over the years with the community payback team. I have always found the staff and volunteers to be flexible, accommodating and professional in their approach to any project. I would not hesitate to recommend them to others” - Bellshill Locality Support Service (Disabilities), • “Really pleased with the work that was carried out. There has been a lot of positive comments from people in the community” - Cumbernauld Village Community Council, Langriggs Project. Page 125 of 194
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6) Benefits and challenges of other CPO requirements Please mark with a cross the requirements that were imposed by courts in 2024 to 2025. ☒Compensation requirement ☒Programme requirement ☐Residence requirement ☒Restricted movement requirement ☒Conduct requirement ☒Alcohol treatment requirement ☐Drug treatment requirement ☐Mental health treatment requirement For each of the requirements that were imposed (up to a maximum of 300 words) please describe innovative and practice examples, challenges, and impact associated with each. Compensation Requirement This requirement was utilised 48 times in the reporting period and offers individuals opportunity to make direct reparation for their offending and is attractive from that perspective. However, where payment compliance issues arise this can present challenges both for the individual subject to supervision and for the victim who may feel that they are being denied the compensation directed by the Court. This can be especially challenging where financial circumstances have changed and the compensation requirement becomes unaffordable. North Lanarkshire’s Tackling Poverty team has supported individuals to maximise their income where appropriate, ensuring that benefit entitlement is maximised. Through income maximisation, service users have been supported to make reparation consistent with the compensation order promoting both their own engagement and ensuring that victims receive the Page 126 of 194
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compensation set by the court. More broadly, alleviating poverty by increasing income offers powerful and tangible benefits for individuals and communities beyond the parameters of Community Payback. Restricted Movement When service users are supported through electronic monitoring, this can be very effective in reducing risk and assisting to break cycles. Within North Lanarkshire, liaison with service providers continues to ensure that future introduction of GPS monitoring is well understood and utilised to its potential when available. Effective use of restricted movement has contributed to the profile and effectiveness of community interventions and has strengthened the overall support offered as an alternative to custody and has been utilised at disposal on 20 occasions during the reporting period. Similar in scope and function, Restriction of Liberty Order continues to be considered as a disposal option and is often but not always imposed concurrently with a Community Payback Order. In the reporting period RLO was imposed alongside CPO on 98 occasions, significantly in excess of a Restricted Movement requirement. Given the variance in compliance reporting, further analysis in this area could support a streamlining of the approach to electronic monitoring in North Lanarkshire. Conduct Requirement Excepting supervision and unpaid work, this is the most frequently included requirement, being utilised on 317 occasions during the reporting period. This requirement enables more dynamic support and risk management, particularly where requirements are articulated in a manner that enables supervising officer discretion. For example, a common Conduct requirement, particularly where individuals are subject to MAPPA oversight, requires the individual to reside only in accommodation as approved by the Supervising Officer. This helps the supervising officer and Police colleagues to effectively manage changing circumstances and dynamic risk without the need to return to Court to vary the order as would be needed had a residence requirement been imposed. Page 127 of 194
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Within North Lanarkshire, Criminal Justice Social Work Report (CJSWR) writers routinely highlight conduct requirements which will support effective management of both risk and need. Challenges can emerge where Court elect not to include requested conduct requirements seen as crucial to effective risk management. While Supervising Officers retain the right to issue written instructions necessary and proportionate to risk management, this situation can create tension and anxiety for those involved. Conduct Requirements are often favoured over alcohol treatment requirement, in situations where there is no evidence of alcohol dependence but where alcohol use is evidently contributing negatively to an individual’s wellbeing. Conduct requirement has also been utilised to support engagement with mental health services as directed. However, accessing mental health support, even when service users present as unwell can present challenges. The existence of a conduct requirement does not simplify or streamline individual access to health services or support, simply requiring engagement with services offered. The overall preference for the conduct requirement is illustrated by the fact that only 1 alcohol treatment requirement was imposed in the reporting period with no uptake of the drug treatment requirement or the mental health treatment requirement. Conduct/Programme Requirement North Lanarkshire was one of the first areas in Scotland to pilot the Moving Forward to Change (MF2C) programme and it became fully operational in this reporting period. The MF2C programme is a structured, trauma-informed intervention aimed at reducing sexual offending through risk awareness, skill development, and desistance planning. There has been significant learning in this year, which delivered one rolling programme and trialled 2:1 support alongside the group to help participants. This combined approach disrupted the learning progress of individuals within the group, who developed at different stages. Overall the 4 consistent group members and 14 individuals were seen on a 2:1 basis. Going forward, support will be focused in group. We will also be building more resilience within the programme as 3 social workers that were trained in delivering the programme have since moved on and gaining subsequent training places has been Page 128 of 194
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difficult. Following undertaking of the programme, we are only aware of one participant who has reoffended further and we will continue to track this in 2025-2026. Up2U Creating Healthy Relationships 2 has continued to be the domestic abuse programme used with perpetrators over the last 12 months. The programme was updated to create a rolling groupwork programme, to best meet service demands. 166 offenders were imposed with a conduct requirement and 11 were imposed with a programme requirement to complete Up2U, as part of their CPO. There were 127 perpetrators who participated in the programme: 104 of these were facilitated by social workers in the localities and 27 high risk treatment pathway individuals worked intensively with the Up2U team. Of the 27 high risk treatment pathway individuals, 4 participated in the groupwork programme, 21 worked on a 1:1 basis with the Up2U social worker/s and 2 worked on a 2:1 basis with an Up2U social worker and the allocated case manager. There have been a number of challenges facing the centralised UP2U team during the reporting year which have impacted the service. This included staffing challenges and in the 2025-2026 period, resilience is being created across the workforce to ensure that individuals are progressed through the programme. Outcomes for those that participated in the programme have been good, with only one person known to re- offend within the reporting period. 7) Organisational improvements and ongoing challenges Looking back at last year (2023-24), have there been any improvements to the challenges you noted? Are there any challenges you are still facing this year (2024-25)? Improvements As reported last year, NLC Justice Services designed and implemented a digital service user feedback form to gather the views of service users across the service. Using MS Forms as a platform enables the service to understand individual experience as well as supporting identification of thematic trends. Page 129 of 194
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The service user feedback has now been incorporated into the performance management framework and is reviewed routinely by each individual service. NLC Justice staff now have a framework to ensure feedback is gathered at significant points over the course of an individual's involvement including the start, the mid-point and the end of orders. As previously referenced, some challenges regarding recruitment remain. While it has been abated in localities, the position in centralised services was not as positive, and resulted in the deployment of interventions team staff to support other justice activity within the centralised teams. Salary uplift together with a consistent approach to support within the post qualifying year has seen some progress in retaining staff. The service continues to develop our offering to trainee social workers joining North Lanarkshire as part of their professional learning and continues to strengthen links with universities and students. Challenges Justice Social Work continues to work within MAPPA arrangements to promote community safety and engage with people convicted of sexual offences or those considered to present a risk of serious harm to maximise public protection, whilst maintaining a proportionate and individualised approach to risk and need. The number of individuals managed under MAPPA has continued to grow in part due to the rise in online offences contributing to increased demand pressures. Moving forward, demand will further increase through the inclusion of Terrorist Offenders within the MAPPA process. Preparatory work continues in this area to ensure that North Lanarkshire is well placed to manage relevant individuals effectively and safely. The increase in the number of individuals managed under the MAPPA process with no corresponding increase in resource continues to put pressure on the service. This is a situation which shows no signs of diminishing in the coming years. The logistical challenges of servicing the Unpaid Work requirements for RSO individuals is placing addition stress on the resource. Page 130 of 194
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This reporting year has witnessed an 8.5% increase in MAPPA activity from the previous year. Overall, the number of individuals managed under MAPPA have grown significantly since arrangements were established 18 years ago. Level 1 MAPPA activity has increased by 9%, with Level 2 activity increasing by 14%. MAPPA arrangements interface often with other public protection processes including child and adult protection and with adult social work more broadly due to the increasing number of individuals managed through MAPPA who have care needs relating to frailty or disability. MAPPA awareness sessions for wider staff groups are therefore held regularly. Across North Lanarkshire the cost-of-living crisis continues to have an impact on individuals and communities including people in the justice system and significant people in their lives. Additionally, there has been an increasing demand for mental health and recovery services. Well publicised pressure within the wider prison estate, and associated measures to relieve this have impacted community resources and led to increased demand in some areas. 8) Collaborative working across justice partnerships Please provide any examples of work with community justice partners, including the third sector, to effectively deliver CPOs. In partnership with local housing colleagues and school staff, the Restorative Justice unpaid work team has also facilitated learning events at our community allotments in Townhead, Clydeside, and in Wishaw. These events enable children and people in the local community to sow seeds and learn about different growing techniques. Participants can take away some of the produce and can be invited back later in the year to experience the harvest taking place. This project has allowed for a creative teaching space which helps individuals to develop new skills which they can contribute to the benefit of the local community. In partnership with Community Justice Scotland, South Lanarkshire and Glasgow City Council, the Restorative Justice team held Unpaid Work Learning Clusters. This Page 131 of 194
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specific learning relates to the unique role of an Unpaid Work Supervisor. It is aimed at improving the knowledge, understanding, skills, values of paraprofessionals working within unpaid work teams. Nine ‘taster modules’ in various aspects of Social Work theory and practice that are highly relevant to the particularly to Placement Managers and Supervisors. Restorative Justice accommodated 10 events to date that have taken place from May 2024 until November 2024 and hosted local authorities from the West of Scotland. The Restorative Justice Service has been working with Viewpark Gardens Trust since February 2025 to date. There have been two squads working at this site 4 days per week. The unpaid work squads have undertaken 5280 hours on site, removing 150 tons of green waste. With recycling a key feature of unpaid work, materials bound for landfill such as roller blinds have been used as a weed suppressant and salvaged planters reused to grow herbs and strawberries. The Trust and service users have transformed the overgrown gardens and are on target to meet the deadline, to open the gardens to the public by the summer of 2026. There have been significant benefits to service users observing and contributing to the transformation of this site that will benefit the local community. While undertaking work, a small pond with a bridge has been rediscovered. The community informed that this scenic backdrop was a regular feature in local couples wedding photographs. It is hoped that the local community will reconnect with the gardens, potentially inspiring couples to view the space as an ideal backdrop for future wedding photography. Justice Services work in partnership with Police Scotland at open day events annually. This can be in the form of a fun open day for residents to come to Motherwell police station to walk around stall holders or a bike marking day where people can come and get their bikes marked in case of theft. The unpaid work bike recycling team work alongside the police on the day and carry out health checks on bikes. The service also collects bikes from 3 police locations in the Strathclyde region every 6 months. These bikes are refurbished by unpaid work service users and are handed back out to residents in the local community for free. The Unpaid Work service has donated over 950 bikes in 5 years. There have been a range of activities implemented, and specific operational initiatives delivered to further develop the relationship between employability stakeholders and community justice service users in North Lanarkshire. These are the result of a long- Page 132 of 194
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term relationship and partnership that has evolved over a number of years and based on the provision of employability support in North Lanarkshire being targeted at those on the margins of the labour market. This close working relationship has also been supported by external factors such as the emergence of a new post pandemic labour market in North Lanarkshire, changes to the funding landscape for employability support and the ambition of community justice partners engaged in improving employment outcomes for people in the justice system. The Council ALEO, Routes to Work Ltd has a dedicated team supporting people in the justice system. They engage individuals before and after liberation equipping them with job skills and access to employment. The RTW worker also proactively engages with community justice colleagues to generate referrals for employment support. There are usually around 150 clients (including MAPPA) at any one time who are referred directly by community justice services to our employability services alongside a number who will have been referred by other services such as NLC Housing Solutions or Tackling Poverty Teams. During the reporting period, 192 people who registered for support reported having a criminal conviction,17 females and 175 males, 56% of people advised they felt their criminal conviction was a barrier to work. Other barriers reported included financial hardship, long term health conditions, limited work experience, substance related conditions and family/relationship breakdown. 42 people were supported to achieve a qualification and 55 progressed into employment. Over the course of the year, significant progress has been made to improve access to Routes to Work for people who have been convicted of sexual offences and are subject to MAPPA oversight. Following collaboration and discussion with MAPPA partners, Department of Work and Pensions and with Routes to Work, an improved information sharing mechanism has been approved which will enable RTW to appropriately access crucial, risk relevant information more quickly, supporting their ability to intervene effectively and safely. The relationships built with multi-agency partners through CPOs has enabled us to bring together partners quickly for new initiatives such as Emergency Early Release from prison, where statutory and what have become essential partners such as the Tackling Poverty Service plan together on an individual and a strategic basis. Page 133 of 194
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9) Additional information Is there any other relevant information you wish to highlight? This may include: • Any new and/or notable trends in the CPO cohort (e.g. changing needs, offence types, demographics) • Areas for improvement and planned next steps. • New ways of working and benefits achieved from these. As detailed, the proportion of Community Payback Order cases subject to MAPPA oversight continues to increase with no sign of abatement. Wider challenges remain regarding the impact of poverty and mental ill health in local communities. Timely access to necessary mental health services continues to be inconsistent and can present real challenges for services users seeking support in this area. It is also significant to note the substantial proportion of individuals subject to Community Payback Orders who are convicted of offences involving intimate partner violence. To date the service has offered structured intervention utilising the UP2U programme, largely as a partnership between supervising social workers and staff from the interventions team. Consideration is currently being given to North Lanarkshire Council introducing the Caledonian Programme to work with male perpetrators of domestic abuse against women in the 2025-26 period. If successful in gaining funding, a Caledonian Team will be formed, with a greater staff number than the current Up2U team, and this will also include workers for the Women’s and Children’s Services (an integral part of the programme). A likely option is that the Caledonian Team will work with perpetrators from the onset of the Community Payback Order being imposed and will deliver the Individual Stage (pre-groupwork), the Groupwork, and the case manager (in partnership with the Caledonian Team) will complete the Maintenance Stage until order expiration. This will ensure that greater numbers of perpetrators will be in receipt of domestic abuse offence focussed work, throughout the whole period of their Page 134 of 194
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order. It will also allow for greater consistency and continuity with the service user group as it is a rolling programme. Development work has been ongoing to provide a structured resource pack to engage individuals with specific risk profiles who have been assessed as unsuitable for programmed intervention. This resource will provide a valuable tool to support social workers engage effectively and reduce risks. Page 135 of 194
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Justice Social Work Unpaid Work Examples 2024 to 2025 Page 136 of 194
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Unpaid Work in North Lanarkshire Unpaid work in North Lanarkshire takes place in a number of different settings across the Local Area – • Individual Placements. • Squad placements • Our Restorative Justice Hub in Belshill • Our Justice Hub in Motherwell • Our Allotment Hub at the Clydeside • Council satellite allotments and gardens. Page 137 of 194
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Squad Placements • Small unpaid work groups take place in a number of different settings across the Local Area. Examples include: • Landscaping • Maintaining gardens of community buildings. • Being part of North Lanarkshire’s gritting plan. Page 138 of 194
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Individual Placements At times it is in the best interest of the community for service users to be placed in individual placements. A range of these take place across North Lanarkshire including – • working in charity shops • maintaining parks • community facilities • Local Food Banks • Sheltered Housing Complexes Page 139 of 194
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Restorative Justice Hub Our Restorative Justice Hub in Belshill contains a number of workshops which focus on utilising existing skills or creating new skills for service users to make a practical contribution to North Lanarkshire. This includes wood work, the bike workshop, home improvement workshop, laundry and preparing food parcels to name a few. Page 140 of 194
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Justice Hub Placements Unpaid work in the Justice Hub in Motherwell is focused on practical skills that do not involve machinery. Examples include making crafts to be sold for the local community and healthy cooking on a budget. Page 141 of 194
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Clydeside Allotment Hub Unpaid work at the Clydeside allotment hub provides outdoor placements in nature, which help individuals to get involved in the growing of fruit and vegetables which benefits our local community. This supported by a cooking a group which follows the journey of seed to plate. The allotment also hosts a number of rescued battery chickens offering an opportunity to learn animal care. Page 142 of 194
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Impact of Unpaid Work • In 2024 to 2025 we carried out 91,000 hours of activity benefiting local communities. • 364 refurbished bikes were donated—supporting health, wellbeing, and employability. • A total of 554 bespoke items were created for community use including schools. • Significant positive feedback from local communities. • Recognition nationally of impactful unpaid work in North Lanarkshire from Social Work Scotland and Community Justice Scotland • Unpaid work services will be visited by the national programme board for Community Justice in March 2026, following visits from Social Work Scotland and Community Justice Scotland. Page 143 of 194
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North Lanarkshire Council Report Education Children and Families Committee Does this report require to be approved? ☒ Yes ☐ No Ref AG/FS/NM Date 03/03/26 Foster Carer Fees and Allowances From Alison Gordon Chief Social Work Officer (Children, Families, Justice, and Integrated Practice) E-mail gordonal@northlan.gov.uk Telephone 01698-332001 Executive Summary This report provides information to Committee on current arrangements for the payment of fostering allowances and fostering fees and seeks approval for changes to the fostering fee structure. These changes aim to better reflect the expectations of carers and the skills they bring to the role and in doing so also to support recruitment and retention of foster carers who provide both temporary and permanent care for children and young people. Foster carers are entitled to both allowances for the support and maintenance of children in their care and a fee for the foster carer. In 2023 the Scottish Government and COSLA agreed the introduction of the Scottish Recommended Allowance (SRA) for foster care allowances with arrangements for its introduction set out in a report to Committee in November 2023. Updated information on the SRA and the payment of allowances is referenced in this report to provide a full picture of the financial support for fostering. There is no equivalent national arrangement for fostering fees with arrangements varying across Scotland. In the context of this and ongoing national and local challenges with respect of foster carer recruitment, the service has undertaken a review of our current fee structure and is proposing a move from the current three level arrangement linked to a competency scheme to a core fostering fee. In parallel with this the service also continues to engage with carers to further improve non-financial supports recognising the criticality of their role in meeting the needs of children and young people experiencing care in North Lanarkshire. Recommendations It is recommended that Committee (1) Approve the implementation of a standard fostering fee and cessation of the current competency scheme as detailed in paragraph 2.4 below. Item 8 Page 145 of 194
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1. Background 1.1 Fostering allowances are paid to individuals and families who are registered as foster carers under the Looked After Children (Scotland) Regulations 2009 when a child, who is care experienced away from home, is placed in their care. The allowance is awarded to meet the costs of the child they are caring for, with payment rates linked to the age of the child or young person. 1.2 Local authorities across Scotland continue to pay varying allowances and fees to foster carers. The SRA, introduced in 2023, sets an effective minimum allowance which should be paid to foster and kinship carers across Scotland although there remains local discretion in how this is implemented, for example through a single weekly payment or component parts. It is intended to ensure that the children in fostering, and kinship care get the support they need to thrive and to ensure allowances paid across the country meet the core costs of caring for children. Both kinship and foster carers receive the SRA, with payments to the kinship carers adjusted to reflect child related benefits which are not payable to foster carers. 1.3 An uplift to the SRA was made in 2025/26 with local rates amended and backdated in line with the new rates, Appendix 1 details current weekly allowance rates for information. 1.4 In addition to core weekly allowances foster and formal kinship carers in North Lanarkshire receive payments equating to an additional 4 weeks of allowances per year to support Birthday, Summer, and Christmas expenses for children and young people experiencing care. 1.5 Discretionary fostering payments are also made to foster carers, which may include payments for mileage, furniture, bedding and equipment for babies and toddlers, most commonly where this may be required to support the needs of a child at the start of a placement or other specified needs. 1.6 These payments made in addition to core allowances are intended to support foster carers in providing a positive care experience for the children and young people in their care. 1.7 On the 23rd of December 2025 a ministerial statement was issued referencing that an independent review undertaken in 2024 had found the SRA has improved standardisation of support across Scotland but highlighted areas for further improvement. The statement reflected an intention to work with COSLA , carers, and stakeholders to address these findings and shape future foster and kinship care policy. 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 Resilient People Page 146 of 194
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1.8 Fostering Fees are also paid to individuals and families who are registered as foster carers under the Looked After Children (Scotland) Regulations 2009 with the fee paid in recognition of the skills, commitment and expectations of carers providing care to non-related children. 1.9 Our fostering fees are currently paid at 3 levels linked to a competency scheme for carers introduced in 2006. This approach was previously common within the fostering landscape and was intended to both encourage carers to engage with support and training and to reflect the perceived differences in demands on carers and the skills required in support of individual children. 1.10 A number of factors have however led to the service’s decision to undertake a review of this approach: 1.11 Over the period since the scheme was introduced our experience of the needs of children and young people requiring care away from home has increasingly recognised that all of our care experienced children are impacted by their early attachment experiences, trauma and loss. This has led to an increased demand for all foster carers to be able to provide high quality care and for all to function at a level that can meet the complex needs that children and families often present in these difficult circumstances. 1.12 Initial benchmarking with other local authorities with respect to fostering fees has indicated significant variance in approaches to frameworks for the payment of fees but has shown that many have moved away from competence-based approaches. 1.13 The acute crisis in foster care recruitment and retention has been widely documented, and the significant shortfall of foster carers is having an impact nationally. Within North Lanarkshire, the number of foster carer de-registrations has exceeded new approvals, placing additional strain on the system and reducing fostering capacity for children of all ages. 1.14 In addition to foster care provision by local authorities there are currently twenty-two Independent Fostering Agencies (IFA's) operating within the Scotland. IFAs operate in a market of high demand and will often offer higher financial rewards and other recruitment and retention incentives including tailored supports for carers. IFAs in turn provide am important service to local authorities including North Lanarkshire through the provision of matched placements though at a significantly higher cost that local authority provision. IFAs are however also experiencing recruitment and retention issues. 1.15 In summary, the fostering service is becoming an increasingly limited resource due to capacity constraints and reduced recruitment and retention and a fundamental rationale underpinning the need to review the current fostering fee competency framework is the need to ensure it supports the recruitment and retention of foster carers. 2. Report Page 147 of 194
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2.1 As noted above the competence-based foster carers’ scheme was introduced by the Council in 2006 with an intention to reflect the valuable role that carers have in supporting children and young people. The scheme recognised varying skills and competencies of the foster carers who developed their skills and competence in a variety of ways dependant on the caring requirements of the children who were living with them. It was expected that all carers would provide evidence that they had continued to build upon their skills, knowledge, application of theory and competency in a variety of ways. This was demonstrated through supervision with their supervising social workers and through evidence within their portfolio. 2.2 It is clear however that the parameters of the scheme proved challenging for many of our carers with many very experienced carers finding it difficult to balance the day-to- day demands of care with building a portfolio of evidence which would support progression through the scheme. This has contributed to majority of carers remaining as ‘level 1’ carers, a pattern which has continued throughout the 20 year life of the scheme. 2.3 As significantly as referenced in paragraph 1.10 above it is clear that differentiating the demands placed on carers by individual children has become less valid in a context where there is a requirement for all foster carers to provide trauma informed, relational and restorative care. 2.4 Recognising the important and vital work that is undertaken by foster carers within North Lanarkshire, it is anticipated that the proposed fee structure will improve the recruitment and retention of foster carers. This is on the basis that the revised fee structure is considered transparent, equitable, and reflects the expected skills, knowledge, and development of all foster carers within the authority. It is therefore proposed that the committee consider: 1) Approval of the proposed fostering fee structure as outlined in Section 2.4 2) Approval the cessation of the competency-based scheme for foster carers 3) Otherwise, review the overall content of the report 2.4.1 Current fostering fee and proposed fostering fee Foster Carers Annual Cost of Foster Fees Category No. of Carers Current Proposed Change Level 1 47 £0.315m £0.410m £0.095m Level 2 11 £0.096m £0.096m - Level 3 3 £0.032m £0.032m - Total 61 £0.443m £0.538m £0.095m 2.4.2 Based on the current foster carer composition, and as highlighted in the table above, it is anticipated that the proposed change will cost the Council an additional c. £0.095m which can be managed within existing resources. Page 148 of 194
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2.5 The review process for foster carers will continue to ensure they are able to provide high quality care to children. This is a rigorous process that includes feedback from other professionals involved with the fostering family, feedback from the children, their other significant people, with annual reviews of foster carers independently chaired adding another level of assurance to the provision of high-quality care. Regular sessions with supervising social workers will ensure the quality of care provided remains at a high standard and is scaffolded by the supports available to carers from the carers team. 2.6 There are a range of non-financial supports to foster carers to assist them in delivering a high level of care and these include access to learning and development through an annual training calendar, external therapeutic supports, safety and stabilisation work, link worker allocation and support groups. Carers are supported to build peer relationships through group work and mentoring sessions with experienced carers. Crèche facilities are also provided to enable foster carers to access these sessions. 2.7 In the context also of the recruitment and retention challenges outlined above it is envisaged that having a standard rate for foster carers fees would work towards improving our recruitment and retention rates for foster carers, with fees transparent and equitable for all carers. This change will also bring our arrangements for fostering fees more closely in line with comparator authorities and average fee rates paid by Scottish local authorities. 2.8 Moving forward we will continue to regularly review both financial and non-financial support for foster carers in line with national developments and local needs and in doing so continue to engage with foster carers as key partners/ 3. Measures of success 3.1 Success will be measured by the retention of foster carers and the continued provision of high-quality fostering for children and young people. 4. Supporting documentation 4.1 Appendix 1 – SRA Rates Alison Gordon Chief Social Work Officer (Children, Families, Justice, and Integrated Practice) Page 149 of 194
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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 ☐ The proposed fostering fee structure is expected to cost an additional c. £0.095m per annum – this cost increase can be managed within the Service’s existing resources regarding Family Placements 5.3 HR policy impact Does the report contain any HR policy or procedure impacts? Yes ☐ No ☒ If Yes, have all relevant HR impacts been discussed and agreed with People Resources? Yes ☐ No ☐ If Yes, please provide a brief summary of the impact? 5.4 Legal impact Does the report contain any legal impacts (such as general legal matters, statutory considerations (including employment law considerations), or new legislation)? Yes ☐ No ☒ If Yes, have all relevant legal impacts been discussed and agreed with Legal and Democratic? Yes ☐ No ☐ If Yes, please provide a brief summary of the impact? 5.5 Data protection impact Does the report / project / practice contain or involve the processing of personal data? Yes ☐ No ☒ If Yes, is the processing of this personal data likely to result in a high risk to the data subject? Yes ☐ No ☒ If Yes, has a Data Protection Impact Assessment (DPIA) been carried out and e- mailed to dataprotection@northlan.gov.uk Yes ☐ No ☒ 5.6 Technology / Digital impact Does the report contain information that has an impact on either technology, digital transformation, service redesign / business change processes, data management, or connectivity / broadband / Wi-Fi? Yes ☐ No ☒ Page 150 of 194
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If Yes, please provide a brief summary of the impact? Where the impact identifies a requirement for significant technology change, has an assessment been carried out (or is scheduled to be carried out) by the Enterprise Architecture Governance Group (EAGG)? Yes ☐ No ☒ 5.7 Environmental / Carbon impact Does the report / project / practice contain information that has an impact on any environmental or carbon matters? Yes ☐ No ☒ If Yes, please provide a brief summary of the impact? 5.8 Communications impact Does the report contain any information that has an impact on the council’s communications activities? Yes ☒ No ☐ If Yes, please provide a brief summary of the impact? The rates will be published on NLCs website. 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 proposal supports the rights and wellbeing of vulnerable children including those impacted by care experience, disability and child protection processes, in line with Articles 3, 12, and 27 of the United Nations Convention on the Rights of the Child (UNCRC). A CRWIA has been completed. If Yes, has a Children’s Rights and Wellbeing Impact Assessment (CRWIA) been carried out? Yes ☒ No ☐ Page 151 of 194
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Appendix 1 Scottish Recommended Allowance (SRA) Previous 2023-2024 weekly allowances were: Age Range Weekly Allowance 0 to 4 Years Old £168.31 5 to 10 Years Old £195.81 11 to 15 Years Old £202.51 16 Years and Over £268.41 Current weekly allowances are: Age Range Weekly Allowance 0 to 4 Years Old £171.68 5 to 10 Years Old £199.73 11 to 15 Years Old £206.56 16 Years and Over £273.78 These allowances support daily living for children in foster and kinship care, covering essential costs such as food, clothing, activities, household items, technology access, transport, communication, and key celebration or holiday expense. Page 152 of 194
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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: 03/03/26 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 2 January 2026 (Period 10). 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 £529.078m 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. £12.541m 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 10, the Service is currently forecasting a balanced budget position for the 2025/26 financial year. This position reflects a net underspend of £0.854m which is intended to be earmarked in line with the Council’s approved Reserves Policy to support the Service’s teacher number target in session 2026/27. 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 9 Page 153 of 194
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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. £23.485m to £529.078m. These movements include the service restructure realignment of ‘Home to School Transport’ to Fleet Services (Enterprise and Communities Service) (£23.522m) along with confirmed 2025/26 redeterminations across service areas. 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 10 (1 April 2025 to 2 January 2026), the Service is forecasting a balanced budget position for the 2025/26 financial year. This position reflects a net underspend of £0.854m which is intended to be earmarked by the Service in line with the Council’s approved Reserves Policy to support the Service’s teacher number target in session 2026/27. 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. £407.332m and currently anticipates a projected net underspend of £0.048m. This position reflects actual and projected vacancies, along with the roll-out of finalised HQ, cluster, and school staffing structures partially 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 line with the provisions of the DSM Scheme, establishments receive budgetary allocations based on agreed formulas and distribution methods. As part of the recent triennial review of the scheme, to provide members with further information regarding the operation of the scheme in practice, an Page 154 of 194
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all-elected members briefing was held on 1 May 2025. In addition, members will recall that the updated DSM Scheme (2025/26 to 2027/28) was approved at the meeting of Education, Children and Families Committee on 20 May 2025. 2.2.3 The Service is anticipating a net overspend of £0.010m within Property Costs driven by increased costs within HQ Service delivery, partially offset by minor underspends within Children & Families. 2.2.4 The Service is anticipating a net underspend of £0.266m within Supplies and Services as a result of various compensatory Service variances, primarily within Children & Families. 2.2.5 The Service is anticipating a net overspend of £0.056m within Transport & plant primarily linked to increased costs within Attainment and Achievement, partially offset by underspends within Children and Families. 2.2.6 The Service is anticipating a net overspend of £0.097m within Administration Costs which is driven by increased legal fees within the Service. 2.2.7 The Service is anticipating a net underspend of £0.282m within Payments to Other Bodies (PTOB). This underspend is partly explained by the level of demand for Family Placements partially offset by cumulative minor overspends across the Service. Appendix 3 of this report provides further detail concerning PTOB classifications and their associated outturn position. 2.2.8 The Service is anticipating a net overspend of £0.167m within Transfer Payments resulting from increased care plan payment costs in year. 2.2.9 The Service is anticipating a net underspend of £0.137m within Other Expenditure, primarily linked to general underspends within Children & Families. 2.2.10 The Service is anticipating a net under-recovery of Income of £0.403m primarily linked to a net under-recovery of overhead income recharges due to a reduction in Scottish Attainment Challenge grant (£0.150m) along with reduced anticipated income in relation to Supported Employment activity (£0.180m). 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. £12.541m 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. Page 155 of 194
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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 10, 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. £1.731m 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: 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) Page 156 of 194
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5. Impacts 5.1 Public Sector Equality Duty and Fairer Scotland Duty Does the report contain information that has an impact as a result of the Public Sector Equality Duty and/or Fairer Scotland Duty? Yes ☐ No ☒ If Yes, please provide a brief summary of the impact? If Yes, has an assessment been carried out and published on the council’s website? https://www.northlanarkshire.gov.uk/your-community/equalities/equality- and-fairer-scotland-duty-impact-assessments Yes ☐ No ☐ 5.2 Financial impact Does the report contain any financial impacts? Yes ☒ No ☐ If Yes, have all relevant financial impacts been discussed and agreed with Finance? Yes ☒ No ☐ If Yes, please provide a brief summary of the impact? As stated within the main body of the report. 5.3 HR policy impact Does the report contain any HR policy or procedure impacts? Yes ☐ No ☒ If Yes, have all relevant HR impacts been discussed and agreed with People Resources? Yes ☐ No ☐ If Yes, please provide a brief summary of the impact? 5.4 Legal impact Does the report contain any legal impacts (such as general legal matters, statutory considerations (including employment law considerations), or new legislation)? Yes ☐ No ☒ If Yes, have all relevant legal impacts been discussed and agreed with Legal and Democratic? Yes ☐ No ☐ If Yes, please provide a brief summary of the impact? 5.5 Data protection impact Does the report / project / practice contain or involve the processing of personal data? Yes ☐ No ☒ If Yes, is the processing of this personal data likely to result in a high risk to the data subject? Yes ☐ No ☐ If Yes, has a Data Protection Impact Assessment (DPIA) been carried out and e- mailed to dataprotection@northlan.gov.uk Yes ☐ No ☐ 5.6 Technology / Digital impact Does the report contain information that has an impact on either technology, digital transformation, service redesign / business change processes, data management, or connectivity / broadband / Wi-Fi? Yes ☐ No ☒ Page 157 of 194
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If Yes, please provide a brief summary of the impact? Where the impact identifies a requirement for significant technology change, has an assessment been carried out (or is scheduled to be carried out) by the Enterprise Architecture Governance Group (EAGG)? Yes ☐ No ☐ 5.7 Environmental / Carbon impact Does the report / project / practice contain information that has an impact on any environmental or carbon matters? Yes ☐ No ☒ If Yes, please provide a brief summary of the impact? 5.8 Communications impact Does the report contain any information that has an impact on the council’s communications activities? Yes ☐ No ☒ If Yes, please provide a brief summary of the impact? 5.9 Risk impact Is there a risk impact? Yes ☒ No ☐ If Yes, please provide a brief summary of the key risks and potential impacts, highlighting where the risk(s) are assessed and recorded (e.g. Corporate or Service or Project Risk Registers), and how they are managed? The approach outlined in this report supports the Council’s actions in managing financial sustainability and financial management risks. Financial pressures and risks are reviewed on a regular basis by the Service Management Team (SMT), Business Management Team (BMT), Corporate Management Team (CMT) and Committee. 5.10 Armed Forces Covenant Duty Does the report require to take due regard of the Armed Forces Covenant Duty (i.e. does it relate to healthcare, housing, or education services for in-Service or ex- Service personnel, or their families, or widow(er)s)? Yes ☐ No ☒ If Yes, please provide a brief summary of the provision which has been made to ensure there has been appropriate consideration of the particular needs of the Armed Forces community to make sure that they do not face disadvantage compared to other citizens in the provision of public services. 5.11 Children’s rights and wellbeing impact Does the report contain any information regarding any council activity, service delivery, policy, or plan that has an impact on children and young people up to the age of 18, or on a specific group of these? Yes ☐ No ☒ If Yes, please provide a brief summary of the impact and the provision that has been made to ensure there has been appropriate consideration of the relevant Articles from the United Nations Convention on the Rights of the Child (UNCRC). If Yes, has a Children’s Rights and Wellbeing Impact Assessment (CRWIA) been carried out? Yes ☒ No ☐ ____________________ Page 158 of 194
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APPENDIX 1 [1] [2] [3] [5] [6] [7] Early Years 32,994,343 32,994,343 0 0.0% Primary Schools 149,854,879 149,854,879 0 0.0% Secondary Schools 144,167,220 144,167,220 0 0.0% Special Schools 29,686,958 29,686,958 0 0.0% Education Service Delivery 120,191,025 120,889,589 (698,564) ADV (0.6%) Children & Families 42,280,237 41,340,823 939,414 FAV 2.2% Justice Services 93,996 93,996 0 0.0% Employability 2,870,623 2,859,896 10,727 FAV 0.4% Community Learning 4,773,239 4,970,744 (197,505) ADV (4.1%) Tackling Poverty 2,165,903 2,219,975 (54,072) ADV (2.5%) NET EXPENDITURE 529,078,423 529,078,423 0 0.0% 0 [4] NORTH LANARKSHIRE COUNCIL Revenue Budget Monitoring Report - Objective Analysis Period 10 (01 April 2025 - 02 January 2026) Education, Children & Families DIVISION OF SERVICE ANNUAL BUDGET PROJECTED OUT-TURN PROJECTED OUT-TURN VARIANCE % PERIOD MOVEMENT ANALYSIS Page 159 of 194
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APPENDIX 2 [1] [2] [3] [5] [6] [7] EMPLOYEE COSTS 407,331,934 407,283,730 48,204 FAV 0.0% Underspends generally within C&F linked to vacancy management and B&A redesign, partially offset by overspends within HQ Service delivery, CLD and Tackling Poverty. PROPERTY COSTS 53,353,230 53,363,114 (9,884) ADV (0.0%) Minor overspend within C&F. SUPPLIES & SERVICES 15,801,367 15,535,130 266,237 FAV 1.7% Various underspends within C&F (HQ and Children's Houses), partially offset by recurring ICT charges. TRANSPORT & PLANT 1,034,872 1,090,892 (56,020) ADV (5.4%) Overspends linked to DYW Apprenticeship travel, partially offset by underspend in C&F. ADMINISTRATION COSTS 3,473,562 3,570,334 (96,772) ADV (2.8%) Overspend driven by increasing unbudgeted legal fees within C&F. PAYMENTS TO OTHER BODIES 47,690,133 47,407,777 282,356 FAV 0.6% Underspend on family placements within C&F, partially offset by overspends within Gaelic, DYW and HQ. TRANSFER PAYMENTS 3,840,716 4,008,066 (167,350) ADV (4.4%) Overspend driven by care plan payments. CAPITAL FINANCING COSTS 41,774,733 41,774,733 0 0.0% N/a REVENUE FINANCING COSTS 0 0 0 0.0% N/a OTHER EXPENDITURE 17,395,619 17,259,117 136,502 FAV 0.8% Underspend driven by general underspends within Children and Families. TOTAL EXPENDITURE 591,696,166 591,292,893 403,273 FAV 0.1% 0 INCOME (62,617,743) (62,214,470) (403,273) ADV 0.6% Under-recovery of overhead recharges linked to reduced SAC grant, coupled with reduced income linked to Supported Employment activity. NET EXPENDITURE 529,078,423 529,078,423 0 0.0% 0 [4] NORTH LANARKSHIRE COUNCIL Revenue Budget Monitoring Report - Subjective Analysis Period 10 (01 April 2025 - 02 January 2026) Education, Children & Families CATEGORY ANNUAL BUDGET PROJECTED OUT-TURN PROJECTED OUT-TURN VARIANCE % PERIOD MOVEMENT ANALYSIS Page 160 of 194
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APPENDIX 3 [1] [2] [3] [5] [6] [7] General PTOBs 7,826,952 8,285,441 (458,489) ADV (5.9%) Resulting from Gaelic, DYW, Voc Ed and C&F activity. Additional Support Needs 9,240,874 8,990,782 250,092 FAV 2.7% Underspend resulting from SLT NHS contract. Early Years 16,660,396 16,660,396 0 0.0% N/a Voluntary Organisations 955,280 934,478 20,802 FAV 2.2% Minor variance. Family Placements 12,807,485 12,382,776 424,709 FAV 3.3% Underspend on family placements. Children's Services - General 199,146 153,904 45,242 FAV 22.7% Underspends within C&F on amounts paid to respite carers. TOTAL EXPENDITURE 47,690,133 47,407,777 282,356 FAV 0.6% 0 [4] NORTH LANARKSHIRE COUNCIL Revenue Budget Monitoring Report - Payments to Other Bodies Period 10 (01 April 2025 - 02 January 2026) Education, Children & Families CATEGORY ANNUAL BUDGET PROJECTED OUT-TURN PROJECTED OUT-TURN VARIANCE % PERIOD MOVEMENT ANALYSIS Page 161 of 194
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APPENDIX 4 Value % Service Specific Earmarked Reserves: School Carry Forward (DSM) 2,395,340 (2,466) 2,392,874 1,940,483 2,392,874 100.0% 0 2,392,874 Pupil Equity Fund (PEF) Carry Forward 1,940,969 2,466 1,943,435 1,943,435 1,943,435 100.0% 0 1,943,435 Supporting Education and Families Service Delivery 4,599,864 (3,880,202) 719,662 716,000 719,662 100.0% 0 719,662 Early Learning & Childcare 1,880,851 (214,802) 1,666,049 1,457,197 1,666,049 100.0% 0 1,666,049 Developing the Young Workforce Initiatives 357,877 (183,079) 174,798 99,798 174,798 100.0% 0 174,798 Windows 11 Upgrade - Education Estate 2,675,482 (1,855,215) 820,267 66,573 820,267 100.0% 0 820,267 Children & Families - Whole Family Wellbeing Fund 5,313,341 (4,713,341) 600,000 0 600,000 100.0% 0 600,000 SEF / SAC Carry Forward 1,052,425 0 1,052,425 1,052,425 1,052,425 100.0% 0 1,052,425 Shotts Prison SLA 148,590 (133,590) 15,000 9,289 15,000 100.0% 0 15,000 Whole Family Support (Incl. of Employability Initiatives) 2,275,513 (1,221,114) 1,054,399 769,216 1,054,399 100.0% 0 1,054,399 CLD & Voluntary Organisations Youth Work Initiatives 72,459 0 72,459 62,203 72,459 100.0% 0 72,459 Resettlement & Unaccompanied Minors 6,886,682 (5,066,623) 1,820,059 1,412,768 1,820,059 100.0% 0 1,820,059 Tackling Poverty Initiatives 233,253 (23,558) 209,695 195,890 209,695 100.0% 0 209,695 Home to School Transport - Service Transfer 1,500,000 (1,500,000) 0 0 0 0.0% 0 0 Transfer of EMR from E&F to E&C (Period 3) PPP/DBFM Contractual Commitments 66,329,887 (66,329,887) 0 0 0 0.0% 0 0 TOTAL 97,662,533 (85,121,411) 12,541,122 9,725,277 12,541,122 100.0% 0 12,541,122 No Longer Required Reserves Required In Year Commentary Regards UsageProjected Spend NORTH LANARKSHIRE COUNCIL Revenue Budget Monitoring Report - Status of Earmarked Reserves Period 10 (01 April 2025 - 02 January 2026) Education, Children & Families FINANCIAL YEAR - 2025/26 DESCRIPTION OF EARMARKED RESOURCE Approved Reserve Profiled in Future Years In-Year Reserve Total Spend to Date Page 162 of 194
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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 1,000 1,000 0 0 Sub-Total: Impact of Previously Approved Savings 1,000 1,000 0 0 0 2024/25 Approved Savings (Operational Decisions) 35ECF Reduced E&F HQ recharges 100 100 0 0 Sub-Total: Impact of 'Operational Decisions' 100 100 0 0 0 2024/25 Approved Savings (Budget Decisions) 26ECF Developing the Young Workforce - Review of Staffing Structures 80 80 0 0 65ECF Review of C&F and ASC Business Admin & Support Model 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 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 Ref. DESCRIPTION OF APPROVED SAVING Target Value Value Deliverable NORTH LANARKSHIRE COUNCIL Revenue Budget Monitoring Report - Savings Period 10 (01 April 2025 - 02 January 2026) Education, Children & Families APPROVED SAVINGS REPLACEMENT SAVING / FUNDING DESCRIPTION Value Revised Savings Gap CommentarySavings Gap Reasons for Savings Gap Page 163 of 194
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North Lanarkshire Council Report Education, Children & Families Committee Does this report require to be approved? ☒ Yes ☐ No Ref: NLC-CPT- 25-111 Date: 03 March 2026 Contract Award - Flexible Framework for Vocational & Skills Based Interventions 2026-2030 From Barry Smedley, Chief Officer (Education North) E-mail Smedleybar@northlan.gov.uk Telephone: 07919 245004 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 (the ‘Framework Agreement’) following the undertaking of a procurement procedure as detailed within this report below. Recommendations It is recommended that the Education, Children and Families Committee (1) Approves the award of the Framework Agreement and appointment of the Contractors listed within Appendix.1. The value of the call-offs under this Framework Agreement shall not exceed Five Million Pounds Sterling (£5m), exclusive of VAT across the Framework Agreements full term which is made up of a period of 4 years with no extensions available. It is anticipated to commence on 04 May 2026. The Plan for North Lanarkshire Priority Support all children and young people to realise their full potential Ambition Statement (10) Engage with children, young people, parents, carers, and families to help all children and young people reach their full potential Programme of Work Brighter Futures 1. Background 1.1 A previous Framework for these services was in place from September 2021-2025; this agreement expired on 12 September 2025. 1.2 There was a retender to establish a new Framework; this was carried out and the results were presented to Education, Children & Families Committee on 09 September 2025 for approval. Item 10 Page 165 of 194
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1.3 Following Committee, and prior to finalising the award, errors were identified within the tender that could not be resolved and consequently the procurement was abandoned. 1.4 The underlying issues were addressed, and a new procurement exercise was launched. The revised process ensured full adherence to procurement legislation and internal governance requirements. 1.5 The Framework 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 Framework Agreement complements wider education initiatives and programmes to ensure that all children and young people in North Lanarkshire are supported to achieve their full potential. 1.6 The list below provides a summary of the main course categories for vocational and skill- based training offered by tenderers at the establishment of this Framework Agreement. Hair & Beauty Early Learning & Childcare Health & Social Care First Aid & Safety Construction Sustainability / Net Zero Hospitality & Food Customer Service & Retail Employability & Core Skills Digital & Media Logistics & Warehouse Other Specialist Areas 1.7 The Framework Agreement is available for use by all North Lanarkshire Council schools. By procuring services through this Framework Agreement, the Service can reduce duplication of effort associated with separately sourcing and tendering for individual school requirements. 1.8 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. 1.9 The UIG were 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 18 November 2025. 2. Report 2.1 The initial estimated value of the Framework Agreement dictated that the procurement procedure be undertaken in accordance with the Public Contracts (Scotland) Regulations 2015. An advert for the contract opportunity was published on the Public Contracts Scotland portal 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 (including a minimum score requirement on “Question 1 - Individual Course Offered”), an evaluation of tenders received was completed by members identified by the Page 166 of 194
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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, 102 Course Offerings from 23 tenderers have been evaluated and 87 Course Offerings from 22 tenderers submitting the most economically advantageous tenders and recommended for appointment to the Framework Agreement. 2.5 This new Framework Agreement will be in place for a period of 4 years with no option to extend and is anticipated to commence on 04 May 2026 and end on 03 May 2030. 2.6 This Framework Agreement has been designed with a flexible approach, allowing for further entry points throughout its duration. These entry points will be held annually to allow new entrants to join the Framework Agreement for academic years 2027-28, 2028-29, and 2029- 30. All approved tenderers will remain on the Framework Agreement until 03 May 2030, regardless of their date of entry. 2.7 The value of the call-offs under this Framework Agreement shall not exceed Five Million Pounds Sterling (£5m), exclusive of VAT however there is no guarantee of spend/volume of work for any Contractors appointed. 2.8 Call-off contracts (“Learner Group Package”) will be based on the Council’s assessment of the children and young people’s needs. 2.9 Appendix 2 provides a summary of the procurement procedure undertaken including the key considerations and outcomes. Financial / Budget Consideration 2.10 The pre-tender whole life estimated budget for the Agreement was £5M. The Framework Agreement is not expected to deliver cashable procurement savings. 2.11 The costs associated with Framework Agreement delivery will primarily be contained within individual education establishment budgets, although additional call-off contracts may be made via other funding sources within Education, Children and Families. Price Stability 2.12 Prices submitted by tenderers shall be fixed and unchangeable for the duration of the Framework Agreement. Community Benefits 2.13 The Council is committed to maximising the delivery of community benefits. The Framework Agreement includes a community benefit requirement; this approach is designed to deliver local community benefits where possible. 2.14 23 of the 23 tenderers confirmed their commitment to delivering community benefits once they achieve specific annual spend thresholds as prescribed by the Framework Agreement. 2.15 Accordingly, there are no community benefits as part of the appointment to the Framework Agreement. However, as call-off contracts and annual spend thresholds are achieved, community benefits will be delivered. 2.16 The community benefits delivered via a call off contract from the Framework Agreement may include the creation of jobs or apprenticeships. Page 167 of 194
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Fair Work First 2.17 Within their tender submission, tenderers advised that they will commit to the Scottish Government’s “Fair Work First” initiative should they be successful in being awarded a call- off contract from the Framework Agreement. Contract Management 2.18 Officers from central support functions within Education and Families Service, will be responsible for managing the Framework Agreement which will be undertaken in accordance the contract and supplier management conditions applied within the Framework Agreement. 3. Measures of success 3.1 The Framework Agreement will deliver the following outcomes; • 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 are compliant with procurement legislation and internal procedures. 4. Supporting documentation 4.1 Appendix 1 Summary of Tenderers Identified for Appointment to the Framework Agreement and Evaluation Score 4.2 Appendix 2 Summary of Procurement Procedure 4.3 Appendix 3 SME Status and Location of All Tenderers Barry Smedley Chief Officer Education – North Page 168 of 194
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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? 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. 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 169 of 194
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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? Primarily around service delivery, financial impact, timelines, and reputation. All risks have been assessed and recorded in the Project Risk Register and mitigated through contract management, accurate forecasting, planning arrangements, and stakeholder communication. 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. If Yes, has a Children’s Rights and Wellbeing Impact Assessment (CRWIA) been carried out? Yes ☐ No ☒ Page 170 of 194
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Appendix 1 – Summary of Tenderers Identified for Appointment to the Framework Agreement and Evaluation Score Tenderer name and course title as per tender submission. Tenderer Name Course Title Total Score Appointed to Framework Action for Children 1) Skills for Work 90.11% Yes Angela Harvey Salon Training and Education 2) Adult Learning & Transition Award 74.86% Yes 3) Barbering 74.86% Yes 4) Beauty Care 74.86% Yes 5) Early Learning and Childcare 74.86% Yes 6) Hairdressing 74.86% Yes 7) Make-up-artistry 74.86% Yes B-Active Ltd 8) Sports Coaching & Mentoring 43.00% No Be-Inn Unity C.I.C. 9) Dare to Venture 85.00% Yes 10) First Aid for Mental Health SCQF Level 6 85.00% Yes 11) Mental Health First Aid SCQF Level 5 86.67% Yes 12) Outdoor First Aid Level Ofqual 3 86.67% Yes 13) The Bothy 92.00% Yes effectivenow Ltd 14) effectiveskills schools programme 77.00% Yes Enable Scotland (Leading the Way) 15) Stepping Up 89.87% Yes Equinox Outdoor Training 16) General Outdoor Education & Training 52.64% Yes FLAVOUR5 LTD 17) Flavours' Crème de la Crème 84.83% Yes 18) Flavours’ Sugar & Spice 84.83% Yes 19) "Flavours’ What’s For Dinner?" 76.83% Yes Getting Better Together Ltd 20) Cycling Award 84.29% Yes 21) The SQA National 3 Media course 85.00% Yes KER Training Ltd 22) Introduction to Plumbing & Domestic Gas 49.88% Yes LAMH Recycle Ltd 23) Employability Skills - Certificate of Work Readiness 91.43% Yes 24) Employability Skills - Introduction to Workplace skills 95.00% Yes 25) Technology and Digital Skills - Certificate of Work Readiness 91.43% Yes 26) Technology and Digital Skills - Introduction to Workplace Skills 95.00% Yes 27) Warehouse and Recycling - Certificate of Work Readiness 91.43% Yes 28) Warehouse and Recycling - Introduction to Workplace Skills 95.00% Yes Page 171 of 194
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Merged Education 29) Emergency First Aid at work 69.14% Yes 30) Fire Safety 77.14% Yes 31) First Aid at work 69.14% Yes 32) First Aid at work and Paediatrics First Aid combined 77.14% Yes 33) First Response Emergency Care level 3 69.14% Yes 34) Mental Health First Aid in the Workplace 69.14% Yes 35) Paediatrics First Aid 77.14% Yes 36) Safe Moving and Handling 77.14% Yes 37) Working safely 77.14% Yes Next Generation Training Limited 38) Highfield, SQA or REHIS - Emergency First Aid at Work 86.67% Yes 39) Highfield, SQA or REHIS - First Aid at Work 86.67% Yes 40) Highfield or SQA - Emergency Paediatric First Aid 86.67% Yes 41) Highfield or SQA - Paediatric First Aid 86.67% Yes 42) Highfield Level 1 Award in the Principles of Fire Safety Awareness 86.67% Yes 43) Highfield Level 2 Award in Conflict Management 86.67% Yes 44) Highfield Level 2 Award in Customer Service 86.67% Yes 45) Highfield Level 2 Award in the Principles of Fire Safety 86.67% Yes 46) REHIS Elementary Cleaning & Disinfection 86.67% Yes 47) REHIS Elementary Food Hygiene 86.67% Yes 48) REHIS Elementary Health & Safety 86.67% Yes 49) REHIS Elementary Infection Prevention & Control 86.67% Yes 50) REHIS Safe Manual Handling 86.67% Yes NURTURE @ ACADEMY 51) SQA Blow Drying Techniques 83.64% Yes 52) SQA Hairdressing - An Introduction 83.64% Yes 53) SQA Shampoo, Conditioning and Scalp Massage 85.00% Yes Phantom's Legacy 54) Equido Level 1 Course 72.00% Yes QUALITAS INTERNATIONAL LTD 55) SKILLS FOR CUSTOMER CARE HAIRDRESSING 72.27% Yes Remit Group Limited 56) IMI Level 1 Award in Electric / Hybrid Vehicle Awareness 61.06% Yes 57) National 4 Skills for Work 65.77% Yes The Larder West Lothian 58) Core Skills 83.64% Yes 59) Dream Big Programme 83.64% Yes 60) Get Employed: Employability Programme 83.64% Yes Page 172 of 194
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The Larder West Lothian (continued) 61) Get Into Barista 83.64% Yes 62) Get Into: Customer Care 83.64% Yes 63) Get Into: Hospitality 83.64% Yes 64) Get Work Ready 83.64% Yes 65) Into Work: Interactive Workshops and Sessions 83.64% Yes 66) Introduction to Cookery 83.64% Yes 67) Introduction to Food Hygiene 83.64% Yes 68) Power To Grow 83.64% Yes 69) Skills For Work: Hospitality 83.64% Yes The Lennox Partnership 70) Customer Service Product and Service Requirements 77.46% Yes 71) "Responsibilities of Employment" 77.46% Yes 72) "Skills for Customer Care" 77.46% Yes 73) "Social Media for Customer Service" 77.46% Yes The Scottish Vocational Training Foundation C.I.C. 74) Rural Horticulture & Outdoors 80.67% Yes The Verdancy Group Ltd 75) Achieving Net Zero: A Circular Approach to Workplace Compliance (REHIS and The Verdancy Group Joint Award) 83.64% Yes 76) Carbon Literacy 75.64% Yes 77) SCQF Level 4 Future Stewards: The Net Zero World 83.64% Yes 78) SCQF Level 4 Sustainable Construction Skills 83.64% Yes 79) SCQF Level 5 Award in Understanding Domestic Retrofit 83.64% Yes 80) SCQF Level 5 Waste in the Circular Economy Award 83.64% Yes 81) SQA Core Skills SCQF L3, 4, 5 (with embedded sustainability and green learning) 83.64% Yes Tigers Ltd 82) A Foundation Apprenticeship in Civil Engineering at SCQF level 6 83.64% Yes 83) Flexible Framework for Vocational and Skill Based Interventions SCQF 6, SCQF 7, SCQF 9, SCQF 10 75.64% Yes 84) Foundation Apprenticeship: Construction at SCQF Level 4 83.64% Yes 85) Foundation Apprenticeship: Construction at SCQF Level 5 83.64% Yes 86) Foundation Apprenticeship Social Services Children and Young People SCQF Level 6 83.64% Yes 87) Pre-Apprenticeship 75.64% Yes Page 173 of 194
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Triage Central Limited 88) Step Towards Logistics – Additional Offer 63.42% Yes 89) Steps Toward Admin – Additional Offer 39.42% No 90) Steps Toward Admin – Intensive Offer 39.42% No 91) Steps Toward Admin – Universal Offer 39.42% No 92) Step Towards Customer Service Hospitality – Additional Offer 39.42% No 93) Step Towards Customer Service Hospitality – Universal Offer 39.42% No 94) Step Towards Customer Service Retail – Additional Offer 39.42% No 95) Step Towards Customer Service Retail – Universal Offer 39.42% No 96) Step Towards Early Years – Additional Offer 39.42% No 97) Step Towards Early Years – Universal Offer 39.42% No 98) Step Towards Employability (1) – Intensive Offer 39.42% No 99) Step Towards Employability (2) – Universal & Additional Offer 39.42% No 100) Step Towards Logistics – Universal Offer 39.42% No 101) Step Towards Social Care – Universal Offer 39.42% No 102) Step Towards Social Care – Additional Offer 39.42% No *As above, in the Column “Appointment to the Framework” where the answer is “No” this is because the course offering was deemed not to meet the minimum evaluation score required on “Question 1 - Individual Course Offered“. Page 174 of 194
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Appendix 2 – Summary of Procurement Procedure Overview Reference NLC-CPT-25-111 Title Flexible Framework for Vocational & Skills Based Interventions 2026-2030 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 Tenders Received Total No. of Tenders Received 23 (102 course offerings) No. of Tenders from SME’s 21 Total No. of Tenders recommended for award 22 (87 Course Offerings) No. Tenders from NLC Based Businesses 8 No. of Tenders from Supported Businesses 1 Award Criteria Quality Weighting 70% Price Weighting 30% Evaluation Scoring Successful Contractors Scoring Range 95.00% - 49.88% Unsuccessful Tenderer Scoring Range 43.00% - 39.42% How Has “Best Value” Been Demonstrated? Cost efficiencies will be realised by minimising price variability across multiple contracts and ensuring all agreements are compliant. This approach enhances effectiveness by eliminating duplication in sourcing similar provisions and reducing unnecessary resource expenditure. The Framework Agreement is designed to support national and local priorities around local employability and lifelong learning. Award Details General Overview Total / Maximum Value £5m Contract Duration (Months) 48 Page 175 of 194
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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 176 of 194
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Appendix 3 – SME Status and location of all Tenderers Name of Tenderer Size of Tendering Organisation (Micro, Small, Medium or Large) Location (Local Authority / Council Area) Paying Living Wage Living Wage Accredited Action For Children Large Glasgow Yes Yes Angela Harvey Salon Training and Education Micro Glasgow Yes No B-Active Ltd Micro Paisley Yes No Be-Inn Unity C.I.C Micro East Kilbride Yes No effectivenow Ltd Micro Dalkeith Yes No Enable Scotland (Leading the Way) Large North Lanarkshire Yes Yes Equinox Outdoor Training Micro Falkirk Yes No FLAVOUR5 Ltd Micro North Lanarkshire Yes No Getting Better Together Ltd Small North Lanarkshire Yes No Ker Training Ltd Micro North Lanarkshire Yes No LAMH Recycle Ltd Small North Lanarkshire Yes No Merged Education Micro Glasgow Yes Yes Next Generation Training Limited Micro South Lanarkshire Yes Yes NURTURE @ ACADEMY Micro Glasgow Yes No Phantom’s Legacy Micro North Lanarkshire Yes No Page 177 of 194
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Qualitas International Ltd Small North Lanarkshire Yes Yes Remit Group Ltd Medium Nottingham Yes No The Larder West Lothian Small Livingston Yes Yes The Lennox Partnership Small Clydebank Yes Yes The Scottish Vocational Training Foundation C.I.C Micro North Lanarkshire Yes No The Verdancy Group Ltd Small Livingston Yes Yes Tigers Ltd Small Glasgow Yes Yes Triage Central Limited Medium Stirling Yes Yes Page 178 of 194
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North Lanarkshire Council Report Education, Children, and Families Committee Does this report require to be approved? ☒ Yes ☐ No Ref: NLC–CPT-25-077 Date: 03 March 2026 Contract Award for the Framework Agreement for Ad-Hoc Minibus and Coach Hire From Barry Smedley, Chief Officer (Education – North) and Lyall Rennie, Chief Officer (Community Operations) E-mail smedleybar@northlan.gov.uk renniely@northlan.gov.uk Telephone: John McElhinney, Business Manager (Fleet)- 07977 705015 Executive Summary In accordance with the councils General Contract Standing Orders (GCSOs), the Committee is asked to approve the award of a Framework Agreement for Ad-Hoc Minibus and Coach Hire (the ‘Framework Agreement’) following the undertaking of a procurement procedure as detailed within this report below. Recommendations It is recommended that Education, Children & Families Committee: (1) Approves the award of the Framework Agreement to the 12 “Contractors” stated in Appendix 1 of this report at the maximum value of One Million Six Hundred Thousand Pounds Sterling (£1,600,000.00) exclusive of VAT across the Framework Agreements full term which is made up of a period of 48 months (with no option to extend) that is anticipated to commence on 01 May 2026. The Plan for North Lanarkshire Priority All priorities Ambition Statement All ambition statements Programme of Work Brighter Futures 1. Background 1.1 The council requires the provision of passenger transport services to supplement its existing arrangements managed by Strathclyde Passenger Transport (SPT) for school pupil transport (drop-offs and pickups before and after the school day), and transport for pupils with Additional Support Needs (ASN). Item 11 Page 179 of 194
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1.2 To enable the delivery of key and critical service provision, there is a requirement for the council to implement a contractual arrangement to provide ad-hoc passenger journeys, primarily for educational purposes but available for use by other council departments. 1.3 Transport required via the Framework Agreement will be used for a variety of purposes, including (but not limited to) one-off day trips, educational visits, cultural excursions and short- term block bookings such as swimming lessons, sports training etc. 1.4 The Framework Agreement shall include the provision of appropriately sized and equipped vehicles, qualified drivers, and compliance with all relevant safety and safeguarding standards. Optional elements, such as enhanced accessibility features or additional vehicle capacities, may be considered or sought via the Framework Agreement but are not mandatory. 1.5 The council has a vehicle fleet that may be available to utilise for specific requirements like those required via the Framework Agreement and as agreed between internal service areas, where the need for minibus or coach hire arises, appropriate dialogue should first be with the councils Fleet Services to determine the availability of the councils existing vehicle fleet. Therefore, the Framework Agreement is being implemented by the council on the basis that it shall act as a contingency measure should the council’s own vehicle fleet be unavailable for use. 1.6 Given service demand cannot be guaranteed and to ensure an appropriate and flexible contractual arrangement can be implemented, a multi lot and multi supplier framework agreement was identified as the most appropriate style of contractual arrangement to put in situ. 1.7 The Framework Agreement comprises of five “Lots” as detailed below to ensure appropriate coverage of different sized and varying specifications of vehicles required. • Lot 1 – 4 to 16 Seat Vehicles (Excl .Driver) • Lot 2 – 17 to 34 Seat Vehicles (Excl .Driver) • Lot 3 – 35 to 53 Seat Vehicles (Excl .Driver) • Lot 4 – 54 to 69 Seat Vehicles (Excl .Driver) • Lot 5 – 70+ Seat Vehicles (Excl .Driver) 1.8 Given the scale of the Framework Agreement, and to maximise service offering, the Framework Agreement shall result in multiple contractors being appointed. For each Lot, a maximum of seven Contractors could be appointed. Within the procurement procedure, Tenderers could bid for a single, multiple or all Lots and could be appointed to all Lots. 1.9 Recognising those who may be required to access the services via the Framework Agreement, as well as the services to be delivered, appropriate legal provision in regard to the Protection of Vulnerable Groups (Scotland) Act 2007 and Data Protection Act 2018 are prevalent within the Framework Agreement. Additionally, the following provision has also been considered and applied within the Framework Agreement: • Contractors are required to hold a Public Service Vehicle (PSV) Operator’s Licence for carrying passengers for hire or reward. • Contractors need the correct PCV licence and Driver CPC certification. Page 180 of 194
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• Vehicles must comply with Construction and Use Regulations and be maintained to DVSA standards. • Scottish Government Guidance: Health & Safety on Educational Excursions o Requires risk assessments for transport, supervision ratios, and emergency planning. o Schools must ensure providers have appropriate insurance and safety measures. 1.10 Historically, where the council identified a need for minibus and coach hire, suppliers appointed by SPT for school pupil transport were utilised or delivered internally on occasion by the councils Fleet Services. 1.11 To enable appropriate development and execution of the procedure required to form the Framework Agreement, a panel of technical and procurement representatives (the “User Intelligence Group (UIG)”) was formed. 1.12 The UIG consisted of representation and collaboration from multiple service areas and departments and were responsible for developing the required internal contract strategy (the “Contract Strategy“) for the Framework 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 Framework 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 Framework Agreement was approved on 30 October 2025. 1.13 Furthermore, as part of the development of the Contract Strategy, the council undertook a number of pre-tender / market engagement activities to assist in shaping the Framework Agreement. These tasks included the publication of Prior Information Notice to alert the market to the upcoming opportunity whilst also requesting the completion and submission of an online market questionnaire to assist the council in shaping the Framework Agreement whilst raising any potential improvements, considerations etc. for the council to include in its details of requirements. Additionally, the council also engaged with the Supplier Development Programme Scotland to undertake appropriate support and training for those interested in submitting a tender within the procurement procedure. 2. Report 2.1 The initial estimated value of the Framework Agreement dictated that the opportunity be considered as a “Higher Threshold Regulated” procurement procedure. On 30 October 2025, a Contract Notice for the opportunity was published on the Public Contracts Scotland and the UK Find a Tender (FTS) website. Additionally, and to maximise exposure of the opportunity, the council’s social media team posted on the council’s social platforms to advise the opportunity was live and direct interested parties to the published contract notices. 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. Page 181 of 194
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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 Appendixes 1 and 2 provide a summary of the procurement procedure undertaken including the key considerations and outcomes. Financial / Budget Consideration 2.6 The pre-tender whole life estimate budget for the Framework Agreement is One Million Six Hundred Thousand Pounds Sterling (£1,600,000.00). The costs associated with delivery of the Framework Agreement will be contained within multiple budgets for numerous departments and services areas throughout the council however mainly for educational establishments. Price Stability 2.7 Prices within the Framework Agreement are fixed and unchangeable for the first 12 months. Thereafter, prices / rates may be subject to review prior to the application of the next 12- month period. This review shall in no circumstances introduce increases greater than the % level of RPI at the time of the request and where accepted, rates shall remain fixed for the remainder of the duration of the Framework Agreement unless requested in the next available price review period. Community Benefits 2.8.1 The council is committed to maximising the delivery of community benefits. The procurement included a community benefit requirement; this approach is designed to deliver local community benefits where possible. 2.8.2 Within their tender, the recommended Contractor committed to deliver community benefits as detailed within Appendix 2 of this report: 2.8.3 The community benefits committed as part of the Framework Agreement includes the possible creation of jobs and / or apprenticeships. 2.8.4 Given that service demand and spend cannot be guaranteed within the Framework Agreement, Contractors shall only be obligated to deliver a proportion or all their committed Community Benefits as and when they meet specific spend thresholds. Fair Work First and Payment of the Living Wage 2.9.1 Within tender submissions, recommended Contractors intimated that they would commit to the various areas of the Scottish Governments “Fair Work First” initiative: 2.9.2 Further information on the Living Wage status of the recommended Contractors is detailed in Appendix 1. Page 182 of 194
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Contract Management 2.10 Officers from Fleet Services, Community Operations will be responsible for managing the Framework Agreement which will be undertaken in accordance with the contract and supplier management conditions applied within the Framework Agreement. 3. Measures of success The Framework Agreement will deliver the following outcomes; 3.1 Best Value will be demonstrated as outlined in Appendix 2, 3.2 the appointment of Contractors who have the experience and capability to deliver a high quality and responsive transport solution for the council, 3.3 the procurement procedure was compliant with the procurement legislation and internal procedures, 3.4 the Agreement secured a range of community benefits, and 3.5 a collaborative approach to the procurement of the requirement, minimising the burden on internal resource and leveraging the economies of scale. 4. Supporting documents Appendix 1 Contractor Appointments Appendix 2 Summary of Procurement Procedure Barry Smedley Chief Officer (Education – North) Lyall Rennie Chief Officer (Community Operations) Page 183 of 194
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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? Public Sector Equality Duty (PSED) • Where necessary, vehicles must be accessible to pupils with disabilities (e.g. wheelchair access, ramps, seatbelt adaptations). • Drivers and escorts should have awareness of disability and additional support needs. • Services must not discriminate against pupils based on protected characteristics (disability, religion/belief, etc.). • Consideration of reasonable adjustments to ensure inclusivity. Fairer Scotland Duty • Ensuring affordable and fair access to transport across different schools and communities. • Supporting pupils from disadvantaged backgrounds by reducing barriers to attending trips, events, or short courses (e.g. swimming lessons). • Contract design that does not unintentionally disadvantage certain groups of pupils or communities (e.g. rural vs urban access). 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? Page 184 of 194
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Yes ☒ No ☐ If Yes, please provide a brief summary of the impact? All procurement procedures will have potential legal implications however throughout this Framework 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. The Agreement align with the Equality Act 2010 (Public Sector Equality Duty) and the Fairer Scotland Duty, ensuring that equality and socio-economic considerations are embedded in the procurement process. In addition, relevant transport legislation, licensing requirements, and safeguarding obligations under the Disclosure (Scotland) Act 2020 and Protection of Vulnerable Groups (Scotland) Act 2007 will apply. 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? The Agreement may affect carbon emissions through vehicle use. In line with Scotland’s net zero targets, the specification should encourage low-emission or Euro VI-compliant vehicles and efficient route planning. While ad hoc journeys have a smaller footprint than daily transport, suppliers should demonstrate sustainable practices where possible. 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 ☒ Page 185 of 194
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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 Agreement will support the safe and reliable transport of children and young people for educational purposes, including school trips and activities. This contributes to their learning experience, wellbeing, and inclusion. The specification will include safeguarding measures, such as PVG compliance for drivers and escorts, and adherence to health and safety standards to protect all passengers. If Yes, has a Children’s Rights and Wellbeing Impact Assessment (CRWIA) been carried out? Yes ☐ No ☒ Page 186 of 194
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Appendix 1 – Contractor Appointments Contractor Registered Name Contractor Registered Local Authority Contractor Size Declared They are Paying the Living Wage Living Wage Accredited Appointed to Lot Lot 1 Lot 2 Lot 3 Lot 4 Lot 5 Blue Bus Limited North Lanarkshire Small Yes No ✓ ✓ ✓ ✓ Calmac Executive Travel Limited North Lanarkshire Micro Yes No ✓ Doigs Limited Glasgow City Small Yes No ✓ Golden Eagle Coaches Limited North Lanarkshire Small Yes No ✓ ✓ ✓ I Travel Transport Services Limited North Lanarkshire Micro Yes No ✓ K White Transport North Lanarkshire Small Yes No ✓ Kevin's Coaches Limited North Lanarkshire Small Yes No ✓ ✓ ✓ ✓ ✓ L A Travel Limited East Dunbartonshire Small Yes No ✓ ✓ ✓ MacPhails Coaches Limited North Lanarkshire Small Yes No ✓ ✓ ✓ ✓ Millers Coaches Scotland Limited North Lanarkshire Micro Yes No ✓ ✓ ✓ Park's of Hamilton (Coach Hirers) Limited South Lanarkshire Large Yes No ✓ ✓ ✓ ✓ Photoflash Travel Limited South Lanarkshire Small Yes No ✓ ✓ ✓ Page 187 of 194
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Appendix 2 – Summary of Procurement Procedure Overview Reference NLC–CPT-25-077 Title Framework Agreement for Ad-Hoc Minibus and Coach Hire Classification Services - Standard Responsible Chief Officer and Position Barry Smedley, Chief Officer (Education – North) and Lyall Rennie, Chief Officer (Community Operations) Competition and Framework Agreement Overview Governance by Value Higher Threshold - Public Contracts (Scotland) Regulations 2015 Route to Market Open Procedure General Overview Total / Maximum Value £1,600,000 Contract Duration (Months) 48 Award Criteria Quality Weighting 40.00% Price Weighting 60.00% Interest Total Expression of Interest (EoI) 43 EoI from NLC Based Businesses 22 Sub-Lot Reference Lot 1 Lot 2 Lot 3 Lot 4 Lot 5 Total No. of Tenders Received 16 13 13 12 9 No. of Tenders From SME’s 15 12 12 11 8 No. Tenders from NLC Based Businesses 13 10 10 9 6 No. of Tenders Excluded 4 4 3 3 4 No. of Compliant Tenders 12 9 10 9 5 No. of Tenderers to be Appointed: 7 7 7 7 5 Page 188 of 194
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Successful Scores 59.75% – 96.00% 61.58% – 94.90% 62.26% – 89.00% 58.84% – 87.00% 53.12% – 85.70% Unsuccessful Score Range 39.02% – 55.42% 40.17% – 58.86% 41.31% – 61.80% 31.60% – 57.33% Not Applicable Max Sub-Lot Value £80,000 £240,000 £560,000 £640,000 £80,000 How Has “Best Value” Been Demonstrated? is anticipated that the Framework Agreement shall demonstrate Best Value as it: • was procured in the form of a competitive procurement procedure which has been aided by significant internal collaboration and external market engagement; • explored opportunities to mobilise and utilise the councils existing knowledge, experience, assets and vehicle fleet to potentially deliver required services internally wherever possible; • shall enable the continuous delivery of key services to school children and teachers, vulnerable people, staff, elected members etc. • provides an opportunity to enable economies of scale and cashable savings to the councils’ requirements by standardising the service offerings; • should lead to a reduction in purchase to pay transactions therefore creating an efficiency in the number of invoices the council is required to progress. • ensure appropriate legal and safeguarding provisions are in situ i.e. vehicle standards, licensing obligations, data protection, protection of vulnerable groups etc. • allows the council the opportunity to explore how requirements could be delivered in an environmentally friendly manner in line within the council Climate Action Plan 2030 whilst also seeking alternate ways for the disposal of associated items; and • resulted commitment of additional benefits to the North Lanarkshire community whilst encouraging the application of Fair Work First to all appointed Contractors. Additional Comments Tenders were excluded (as detailed above) for reasons including (but not limited to), submitting incorrect / incomplete documentation, failing to respond to council clarification messages despite multiple reminders etc. Community Benefits Overview of Community Benefits Community Benefit Outcome Qty Offered Community Benefit Outcome Qty Offered Business Event / Briefing to promote supply chain opportunities 2 MCR Pathways 1-2-1 Mentoring Programme (or equivalent Programme) 1 Business Mentoring and Advice to support to an SME / Social Enterprise / Voluntary organisation 3 New Job for an Individual from a Priority Group (Part Time) 11 Page 189 of 194
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Educational Sponsorship 2 New Job for an Individual not from a Priority Group (Full Time) 11 Educational Support and Skills Transfer 2 Non-financial Support for a Community Project / Organisation 12 Educational Visits 6 Work Experience Placement for an individual aged 14 to 16 years of age 7 Educational Workplace Visit 7 Work Experience Placement for an individual16+ years of age 11 Financial Support for a Community Project / Organisation 12 Work Experience Placement to obtain a "Foundation Apprenticeship" 6 Additional Comments It is anticipated that Contractors appointed to any Lot within: the Framework Agreement shall only be required to deliver committed Community Benefits to an agreed level as and when they breach appropriate spend / business thresholds. 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 190 of 194
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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 03/03/26 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 12 Page 191 of 194
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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 192 of 194
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Appendix 1 – Summary of Contracts Awarded Contract Ref NLC-CPT-24-124 Title Responsive Birth Parent Support Classification Services – Health and Social Related Chief Officer, Procuring 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 Direct Award for a Health or Social Related Service without seeking offers No. of Contractors invited 1 Award Criteria Best Value Approach Comments As permitted by the rules for commissioning health and social related services and within this spend threshold, the Service Area can award directly with consideration of the needs for the service users. The Contractor was already providing services; this contract provides an enhanced offer and provides continuity of service. Award Details Value £178,580 Contract Duration 36 months (initial 12 months, option to extend 12 months, further option to extend 12 months) Contractor Name The Why Not? Trust Contractor Size SME Contractor Location Falkirk 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 193 of 194
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