Agenda Document Pack - Education, Children and Families Committee - 26/05/2026
North Lanarkshire Council · 26 May 2026
Back to Education, Children and Families Committee — 26 May 2026 and its agenda
Text extracted from the council's PDF. Layout and reading order may differ from the original.
Page 1
15 May 2026 Members of the Education, Children and Families Committee Chief Executive’s Office Rachel Blair Chief Officer (Legal, Democratic and Strategy) 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, 26 May 2026 at 14:00 PM which you are requested to attend. The agenda of business is attached. Rachel Blair Chief Officer (Legal, Democratic and Strategy) 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, 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, P Patton, J Reddin, A Stubbs, J Toner, N Wilson.M Clarkson, G McCormick, M McCrossan. Page 1 of 188
Page 2
Page 2 of 188
Page 3
Agenda 2 Declarations of Interest In Terms of the Ethical Standards In Public Life Etc. (Scotland) Act 2000 Operational 3 Appointment of Teacher Representative and Third Religious Representative to the ECF Committee Submit report by the Chief Officer (Legal, Democratic and Strategy) outlining the steps that have now been undertaken to fill the vacancy for a Teacher Representative for the Secondary and Additional Support Needs (ASN) sector and providing an update on progress in relation to the appointment of a Third Religious Representative. 5 - 12 4 Mobile Phone Guidance in North Lanarkshire Schools Consultation Submit report by Chief Officer (Education - North) seeking approval to undertake a consultation exercise on Mobile Phone Guidance in North Lanarkshire schools. 13 - 18 5 Proposal to Establish Permanent Enhanced Support Provision Submit reports by Chief Officer (Education South) providing an update on the outcome of the statutory consultation process regarding the proposal to permanently establish an Enhanced Support Provision. A. St John Paul II Primary School 19 - 26 B. Shawhead Primary School 27 - 34 C. Muirhouse Primary School 35 - 42 D. Holy Cross Primary School 43 - 50 E. Berryhill Primary School 51 - 58 6 Summary of Scottish Attainment Challenge (SAC) Model Submit joint report by Chief Officer (Education - North and Education - South) highlighting the SAC core model, the management of SAC funding in North Lanarkshire, and outlining the associated staffing, financial and service - level risks arising from the potential removal of funding. 59 - 76 Page 3 of 188
Page 4
7 Additional Support Needs - School Consultations Submit report by Chief Officer (Education South) providing update on the outcome of the statutory consultation process, with regard to the proposed relocation of Fallside School and Portland School at the vacated Mavisbank School building in Airdrie. 77 - 146 8 Resilient People - Improving Family Support Submit report by Chief Social Work Officer (Education, Families, Justice, & Integrated Practice) providing an update on the delivery, impact, and ongoing development of whole family support services in North Lanarkshire. 147 - 164 Performance 9 Strategic Performance Framework - latest performance results for Children’s Social Work Submit report by the Chief Social Work Officer (Children, Families, Justice and Integrity) providing an update on the latest results for a suite of specific performance indicators. 165 - 176 Financial 10 EF Revenue Budget Monitoring Report Period 12 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 27 February 2026. 177 - 188 Page 4 of 188
Page 5
North Lanarkshire Council Report Education, Children and Families Committee Does this report require to be approved? ☒ Yes ☐ No Ref REB Date 26/05/26 Appointment of Teacher Representative and Third Religious Representative to the Education, Children and Families Committee From Rachel Blair, Chief Officer (Legal, Democratic and Strategy) E-mail blairr@northlan.gov.uk Executive Summary This report outlines the steps that have now been undertaken to fill the vacancy for a Teacher Representative for the Secondary and Additional Support Needs (ASN) sector and provides an update on progress in relation to the appointment of a Third Religious Representative. The report confirms that, following a nominations and ballot process among eligible teaching staff, a successful candidate has been identified for the Teacher Representative role. In relation to the Third Religious Representative, the report outlines the expressions of interest received from denominational bodies. As part of the Council’s governance and safeguarding procedures, the nominees have been asked to undertake the necessary disclosure checks. A further report will be presented to Committee upon completion of these checks, seeking approval to recommend an appointment to Council. Recommendations It is recommended that the Education, Children and Families Committee: (1) Acknowledge the outcome of the nominations and ballot process undertaken for the appointment of a Teacher Representative for the Secondary and Additional Support Needs sector; (2) Agrees that Stuart Winning be confirmed as Teacher Representative for the Secondary and Additional Support Needs sector, subject to formal approval by Council; (3) Acknowledges the expressions of interest received for the position of Third Religious Representative; (4) Acknowledges that the nominees are currently progressing through disclosure checking process for the Council; and Item 3 Page 5 of 188
Page 6
1. Background 1.1 Section 124 of the Local Government (Scotland) Act 1973, as amended, requires that where a local authority establishes an Education Committee, its membership must include representatives from the Church of Scotland, the Roman Catholic Church, and a Third Religious Representative reflecting other denominational bodies within the area. 1.2 While there is no longer a statutory requirement to appoint teacher representatives, the Council has continued this practice in recognition of the value of professional input to Committee decision-making. 1.3 The Council has previously agreed that teacher representatives will be appointed through a nominations and ballot process among eligible teaching staff, with outcomes reported to Committee and subject to approval by Council. 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 (5) Agrees that a further report be submitted to Committee, following completion of the necessary checks, seeking approval to recommend an appointment to Council. 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 Statutory / corporate / service requirement Item 3 Page 6 of 188
Page 7
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, 25 June 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 – Update 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: • Jason Lingiah, St Andrew’s United Free Church of Scotland; • Shahid Farooq, Lanarkshire Muslim Welfare Society; and • Claire Gibson, Freedom City Church. 2.10 The level of interest reflects a positive engagement from a range of faith communities within North Lanarkshire. 2.11 In line with the Council’s governance and safeguarding requirements, all nominees have been asked to undertake the necessary disclosure checks. Once these checks have been satisfactorily completed, a further report will be presented to Committee seeking agreement on a preferred nominee, a copy of their supporting statements and recommendation of an appointment to Council. Governance and Approval 2.12 While the Education, Children and Families Committee has an important role in noting and considering the outcomes, the authority to appoint members to Committees rests with Council. It is therefore proposed that a report be remitted to Council on 25 June 2026, seeking approval of the appointment of the Teacher Representative. 2.13 Subject to Council approval, the new Teacher representative would take up their appointments at the meeting of the Education, Children and Families Committee scheduled for 1 September 2026. Item 3 Page 7 of 188
Page 8
2.14 The Third Religious Representative appointment will be brought forward in a subsequent report following completion of disclosure processes. 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 the teacher representative. 3.4 Strengthened decision-making through the inclusion of a professional perspective 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. Rachel Blair Chief Officer (Legal, Democratic and Strategy) Item 3 Page 8 of 188
Page 9
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 the nomination and selection process 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. 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 ☐ Item 3 Page 9 of 188
Page 10
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? 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). Item 3 Page 10 of 188
Page 11
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 ☒ Item 3 Page 11 of 188
Page 12
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, 26 May 2026 and thereafter the meeting of the Council on Thursday 25 June 2026 for formal ratification. Item 3 Page 12 of 188
Page 13
North Lanarkshire Council Report Education, Children and Families Committee Does this report require to be approved? ☒ Yes ☐ No Ref BS Date 26/05/26 Mobile Phone Guidance in North Lanarkshire Schools Consultation From Barry Smedley, Chief Officer (Education – North) Email smedleybar@northlan.gov.uk Executive Summary Following a motion approved at the Council Committee on 2 April 2026, this report details the Education & Families Service next steps in relation to conducting a wider consultation to developing and implementing a Mobile Phone Guidance in North Lanarkshire Schools Policy. Recommendations It is recommended that the Education, Children and Families Committee: (1) Approves that the Education service now undertakes a consultation exercise on Mobile Phone Guidance in North Lanarkshire Schools during session 2026-27. (2) Approves that a further report is brought back to a future Committee with an outcome from the consultation. (3) Approves that this report will detail the financial, educational and operational considerations of implementing a Mobile Phone Guidance in North Lanarkshire Schools 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 Brighter Futures Item 4 Page 13 of 188
Page 14
1. Background 1.1 Following Council committee on 2 April 2026, the following motion was agreed: Council notes that several local authorities have introduced measures to restrict the use of mobile phones within classrooms. Council therefore requests that a report be submitted to the Education, Children and Families Committee on potential approaches to restricting the use of mobile phones within classrooms in North Lanarkshire schools, including financial, educational, and operational considerations. 1.2 This report provides initial background information on national guidance for Committee and the Service’s intended next steps. 2. Report 2.1 The Scottish Government's 2023 Behaviour in Scottish schools Research (BISSR) provided evidence on the different issues faced in schools across Scotland following the pandemic, where behaviour and relationships have changed. It included information on the detrimental impact that mobile phone use in schools can have on behaviour and highlighted a need for a review of policy to address the following issues: • Disruption to learning; • Child well-being and safety; • Equity; and, • Inconsistency of approach. 2.2 As a result of this research, the Scottish Government produced updated guidance Guidance on Mobile Phones in Scotland’s Schools on the use of mobile phones in Scottish schools in August 2024. This guidance states that a complete ban across all Scottish schools is not "appropriate or feasible". Instead, it supports local decision- making and empowers headteachers to implement restrictions as they see fit. Key points from the guidance includes: • Supporting headteachers who decide to institute a ban; • Providing options for confiscating devices, or banning their use during lessons and school trips; and, • Reiterating that the ultimate decision-making power rests with individual schools and local authorities. 2.3 The guidance also specifically highlights that the features of a respectful and responsible use of mobile technology policy would fall within three broad categories: • Digital Etiquette (standards of conduct when using mobile phones) • Digital rights and responsibilities (what individuals can and cannot do) • Safe and secure use of mobile technology (precautions that can be taken to ensure digital safety) Item 4 Page 14 of 188
Page 15
2.4 The Service acknowledges the importance of developing a policy that supports Head Teachers by ensuring a consistent approach to Mobile Phone use is implemented across all schools in North Lanarkshire. 2.5 If Committee approve the recommendations detailed in the report, a full consultation exercise will be undertaken by the Education & Families Service during session 2026- 27. This will include consultation with the following stakeholders: • School staff (Teaching and Single Status) • Teacher Trade Unions • Pupils • Parents and Carers 2.6 Following this consultation exercise, it would also be proposed that a further report is submitted to Committee in early 2027 outlining the feedback that is received to allow Committee to consider the options available and agree the terms of the new policy. This report will detail the financial, educational and operational considerations of implementing a Mobile Phone Guidance in North Lanarkshire Schools Policy. 2.7 In addition, several local authorities have updated their policies to take cognisance of the national policy. The Service will undertake a review of the current Mobile Phone Guidance Policy landscape and include this in the report ensuring Committee is fully informed of the approaches taken across all local authorities and how this compares to proposals for North Lanarkshire. 3. Measures of success 3.1 The development and implementation of a Mobile Phone Guidance in North Lanarkshire Schools Policy. 4. Supporting documentation No supporting documentation. Barry Smedley Chief Officer (Education - North) Item 4 Page 15 of 188
Page 16
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? Please note, financial considerations will be detailed in a future committee report after the consultation has concluded. 5.3 HR policy impact Does the report contain any HR policy or procedure impacts? Yes ☐ No ☒ If Yes, have all relevant HR impacts been discussed and agreed with People Resources? Yes ☐ No ☐ If Yes, please provide a brief summary of the impact? If there is an agreement to consider an optional school term then a full consultation will be undertaken with all affected staff. 5.4 Legal impact Does the report contain any legal impacts (such as general legal matters, statutory considerations (including employment law considerations), or new legislation)? Yes ☐ No ☒ If Yes, have all relevant legal impacts been discussed and agreed with Legal and Democratic? Yes ☐ No ☐ If Yes, please provide a brief summary of the impact? 5.5 Data protection impact Does the report / project / practice contain or involve the processing of personal data? Yes ☐ No ☒ If Yes, is the processing of this personal data likely to result in a high risk to the data subject? Yes ☐ No ☐ If Yes, has a Data Protection Impact Assessment (DPIA) been carried out and e- mailed to dataprotection@northlan.gov.uk Yes ☐ No ☐ 5.6 Technology / Digital impact Item 4 Page 16 of 188
Page 17
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? The results of the consultation will have an impact on the use of Public Wi-Fi in schools. Where the impact identifies a requirement for significant technology change, has an assessment been carried out (or is scheduled to be carried out) by the Enterprise Architecture Governance Group (EAGG)? Yes ☐ No ☐ 5.7 Environmental / Carbon impact Does the report / project / practice contain information that has an impact on any environmental or carbon matters? Yes ☐ No ☒ If Yes, please provide a brief summary of the impact? 5.8 Communications impact Does the report contain any information that has an impact on the council’s communications activities? Yes ☐ No ☒ If Yes, please provide a brief summary of the impact? If the recommendations of the report are agreed a full consultation exercise will be undertaken with all relevant parties. 5.9 Risk impact Is there a risk impact? Yes ☐ No ☒ If Yes, please provide a brief summary of the key risks and potential impacts, highlighting where the risk(s) are assessed and recorded (e.g. Corporate or Service or Project Risk Registers), and how they are managed? It is hoped that any change would have a positive effect on attendance. 5.10 Armed Forces Covenant Duty Does the report require to take due regard of the Armed Forces Covenant Duty (i.e. does it relate to healthcare, housing, or education services for in-Service or ex- Service personnel, or their families, or widow(er)s)? Yes ☐ No ☒ If Yes, please provide a brief summary of the provision which has been made to ensure there has been appropriate consideration of the particular needs of the Armed Forces community to make sure that they do not face disadvantage compared to other citizens in the provision of public services. 5.11 Children’s rights and wellbeing impact Does the report contain any information regarding any council activity, service delivery, policy, or plan that has an impact on children and young people up to the age of 18, or on a specific group of these? Yes ☒ No ☐ If Yes, please provide a brief summary of the impact and the provision that has been made to ensure there has been appropriate consideration of the relevant Articles from the United Nations Convention on the Rights of the Child (UNCRC). As part of the consultation process, pupils will be provided with an opportunity to respond and share their views. Item 4 Page 17 of 188
Page 18
If Yes, has a Children’s Rights and Wellbeing Impact Assessment (CRWIA) been carried out? Yes ☐ No ☒ Depending on the outcome of the consultation, a decision will be taken on whether a CRWIA is required. Item 4 Page 18 of 188
Page 19
North Lanarkshire Council Report Education, Children and Families Committee Does this report require to be approved? ☒ Yes ☐ No Ref JMcP/AH Date 26/05/26 Proposal to Establish Permanent Enhanced Support Provision – St John Paul II Primary School From James McParland, Chief Officer (Education South) E-mail mcparlandjam@northlan.gov.uk Executive Summary In November 2025 Education, Children & Families Committee granted permission for the Service to undertake a statutory consultation on five Enhanced Primary Classes. Furthermore, in March 2026 a report entitled Strengthening Inclusion: Next Steps, was approved by Education, Children and Families Committee. This paper set out six key strategic priorities and how the service will build on initial successes achieved since 2019, which included the approval of further pilot Enhanced Primary Classes. This report provides an update for Elected Members on the outcome of the statutory consultation process regarding the proposal to permanently establish an Enhanced Support Provision in St John Paul II Primary school in Viewpark. This report provides: 1. Formal feedback report from His Majesty’s Inspectors of Education (HMIE) addressing the educational aspects of the proposal. (Appendix 1) 2. The Service response to the key points raised by His Majesty’s Inspectors of Education (HMIE) 3. Clear next steps for this proposal, should final approval to proceed be granted. Recommendations It is recommended that the Education, Children and Families Committee: (1) Recognises the positive feedback derived from the statutory consultation for a permanent Enhanced Classroom at St John Paul II Primary, from a wider range of stakeholders including parents, carers, staff and pupils. (2) Acknowledge the largely positive findings of His Majesty’s Inspectors of Education (HMIE) regarding the St John Paul II Primary Enhanced Classroom proposal. (3) Approves that the pilot Enhanced Classroom at St John Paul II Primary school is approved as a permanent provision effective from August 2026. Page 19 of 188
Page 20
1. Background 1.1 Since 2021, there has been a significant increase in placing requests being submitted for ASN and LCSC provisions, rising from 48 in 2021/22 to 222 in 2024/25. 1.2 North Lanarkshire has also experienced a significant rise in pupils identified as having Additional Support Needs, increasing from 31% in 2021 to a current total recorded at 43%. 1.3 To address this increase, and to strengthen the mainstream provision of education for pupils, five enhanced provisions were piloted across the council, effective from August 2025 for the whole of the academic session. 1.4 As identified in various papers taken to Education, Children and Families Committees, the exponential growth in ASN within North Lanarkshire reflects national trends. The proposed development of a number of Enhanced Primary Classes across clusters aims to improve inclusive practice by enabling pupils with ASN to be educated alongside their peers. The model focuses on early intervention, positive behavioural support, and inclusive, accessible learning environments, in line with legislative duties and the core principles of inclusion. 1.5 The development of Enhanced Primary Classes is underpinned by Scottish educational priorities, encompassing inclusion, the realisation of children’s rights, and the statutory duties of local authorities. Education (Additional Support for Learning) (Scotland) Act, The Standards in Scotland’s Schools etc. Act 2000, as amended GIRFEC (Scottish Executive, 2006) and the Education (Scotland) Act 2016). 1.6 This approach supports children’s rights under the UNCRC (Incorporation) (Scotland) Act 2024 and aligns with national policy and review findings, including the Verity House Agreement, the Morgan Review, and Audit Scotland’s ASN report, all of which highlight the need for more effective, sustainable, and well-resourced ASN provision. 2. Report 2.1 Consultation Process The statutory consultation was carried out under the schools (Consultation) (Scotland) Act 2010. The consultation opened on 8 December 2025 with the closing date of 9 February 2026. The formal public consultation was held on 19 January 2026 within St John Paul II Primary School with affected stakeholders (staff, parents and pupils). A representative from His Majesty’s Inspectorate for Education (HMIE) attended the public consultation meeting. 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 Brighter Futures Page 20 of 188
Page 21
These meetings were publicised extensively through various media platforms including the NLC webpage. Messages sent included a link directly to NLC consultation webpage to encourage all stakeholders to participate in the process. 2.2 Feedback from parents, staff, pupils, and stakeholders was overwhelmingly positive. (Stakeholder Feedback: Appendix 4) Key themes across the St John Paul II Primary Enhanced Support Provision consultations are noted below: • Planned duration of placement P1-7 • Environmental considerations internal/external • Staffing arrangements / ratios • Opportunities for working with mainstream peers • Ongoing provision of resources • Transition considerations • Support from the Diocese • Pilot has strengthened the school community • Implemented a successful buddy system • Positive nurturing approach 2.3 Educational Benefits In the report presented to the Education, Children and Families Committee in November 2025, and during the consultative process, the Service reported on several anticipated and clear educational benefits of this proposal. In respect of the proposal to establish an enhanced support provision within St John Paul II Primary, the Service believes the benefits to be as follows: • Enhanced staffing ratios, providing flexibility and enabling personalisation and choice for young people to access their daily routine • Local provision reduces travel and disruption for families • Inclusive and welcoming environment to foster effective partnership working and improve outcomes for children, young people and their families • Improved emotional wellbeing, resulting in positive outcomes, increased attendance and engagement. • Bespoke resources to support a solution focused approach to meet the individual needs of the young people • Clearer pathways to mainstream for pupils who can access inclusive opportunities with their peers • Strengthening whole school practice in pedagogy and learning and teaching to support ASN learners • Increased opportunities for coaching and mentoring through collaboration with colleagues in the ASN sector 2.4 Summary of response from His Majesty’s Inspectorate for Education (HMIE) In reporting on their evaluation of this proposal in March 2026, HMIE recognised the key potential educational benefits within the proposal including strengthened leadership, transition, learning and teaching practice and integrated planning with partners. HMIE also acknowledged the benefits of appropriately designed spaces for learning, the use of technology and an appropriately personalised curriculum. It was Page 21 of 188
Page 22
highlighted in the report from HMIE that the enhanced provision within St John Paul II Primary school will allow children to remain within their local communities and attend school with their local peers. HMIE made specific recommendations to North Lanarkshire Council as part of their review process, which are to: • Communicate clearly to stakeholders how the enhanced support provision will meet the needs of all children who require intensive support. • The Council should clarify its long-term, authority-wide strategy for meeting rising ASN demand across early years, primary, and secondary education. As per the statutory requirements, the Service has published the full HMIE report for stakeholders to view on the Council website and provided the full report for members in Appendix 1. 2.5 Next Steps If Committee grant the approval for the permanency of the Enhanced Support Provision in St John Paul II Primary School, the next steps will be: • Service to communicate the outcome of the decision to all stakeholders • Headteacher to proceed with the permanent recruitment for all affected posts • Service to review the learning environment and resources within St John Paul II Primary • Service to continue to communicate clearly with all stakeholders how the enhanced support provision will meet the needs of all children who require intensive support. • Service to continue to highlight long term strategic approach for meeting rising ASN demand across all sectors. 3. Measures of success 3.1 Improved access to high‑quality local provision 3.2 Strengthened inclusion and transitions 3.3 Reduced pressure on specialist ASN placements 3.4 More pupils will be educated within their local community 3.5 Reduction in ASN transport costs. 3.6 The number of placing requests and ASN tribunal references would be reduced. 3.7 An increase in staff development and experiences within both the enhanced provision and mainstream setting. 4. Supporting documentation 4.1 Appendix 1 - Formal feedback from HMIE in relation to the proposal for an Enhanced Primary Class in St John Paul II Primary School. 04 - North Lanarkshire Council - Permanent Enhanced Provisions at John Paul II Primary School - Publication - Final to LA.pdf Page 22 of 188
Page 23
4.2 Appendix 2 – Statutory Consultation Final Outcome Report in relation to the proposal for an Enhanced Primary Class in St John Paul II Primary School. FOR Enhanced Pilot P1 John Paul II.docx 4.3 Appendix 3 – Slide pack showing the materials presented to stakeholders to establish educational benefits JP II Primary Enhanced Provision consultation presentation.pptx 4.4 Appendix 4 -Stakeholder comments submitted during the statutory consultation process JP II Stakeholder Feedback James McParland Chief Officer (Education South) Page 23 of 188
Page 24
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? An equality impact assessment has been completed and will underpin planning for these proposals 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? Finance have been consulted and approval sought for ongoing staffing, resources and adaptations in line with statutory requirements 5.3 HR policy impact Does the report contain any HR policy or procedure impacts? Yes ☒ No ☐ If Yes, have all relevant HR impacts been discussed and agreed with People Resources? Yes ☒ No ☐ If Yes, please provide a brief summary of the impact? Staffing ratios have been agreed in line with SNCT guidance and all posts have been to Workforce Steering Group for approval 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? Legal Services have been consulted. Statutory Consultation has been undertaken and all legislative requirements have been adhered to 5.5 Data protection impact Does the report / project / practice contain or involve the processing of personal data? Page 24 of 188
Page 25
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? Enhanced Support Provisions will ensure that ASN Education can be offered in more localities, reducing the distance learners have to be transported to school, reducing emissions from vehicles 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? Corporate Communications will be consulted and the outcome shared on the council website and social media 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. Page 25 of 188
Page 26
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). Children who attend the Enhanced Support Provision will be positively impacted – see article 28 If Yes, has a Children’s Rights and Wellbeing Impact Assessment (CRWIA) been carried out? Yes ☒ No ☐ Page 26 of 188
Page 27
North Lanarkshire Council Report Education, Children and Families Committee Does this report require to be approved? ☒ Yes ☐ No Ref JMcP/AH Date 23/03/26 Proposal to Establish Permanent Enhanced Support Provision – Shawhead Primary School From James McParland, Chief Officer (Education South) E-mail mcparlandjam@northlan.gov.uk Executive Summary In November 2025 Education, Children & Families Committee granted permission for the Service to consult on five Enhanced Primary Classes. Furthermore, in March 2026 a report entitled Strengthening Inclusion: Next Steps was approved by Education, Children and Families Committee. This paper set out six key strategic priorities of the Service moving forward, which included the approval of further pilot Enhanced Primary Classes. This report provides an update for Elected Members on the outcome of the statutory consultation process regarding the proposal to permanently establish an Enhanced Support Provision in Shawhead Primary school in Coatbridge. This report provides: 4. Formal feedback report from His Majesty’s Inspectors of Education (HMIE) addressing the educational aspects of the proposal. (Appendix 1) 5. The Service response to the key points raised by His Majesty’s Inspectors of Education (HMIE) 6. Clear next steps for this proposal, should final approval to proceed be granted. Recommendations It is recommended that the Education, Children and Families Committee: (1) Recognises the positive feedback derived from the statutory consultation for a permanent Enhanced Classroom at Shawhead Primary, from a wider range of stakeholders including parents, carers, staff and pupils (2) Acknowledge the largely positive findings of His Majesty’s Inspectors of Education (HMIE) regarding the Shawhead Primary Enhanced Classroom proposal (3) Approves that the pilot Enhanced Classroom at Shawhead Primary school is approved as a permanent provision effective from August 2026. The Plan for North Lanarkshire Priority Support all children and young people to realise their full potential Page 27 of 188
Page 28
1. Background 1.1 Since 2021, there has been a significant increase in placing requests being submitted for ASN and LCSC provisions, rising from 48 in 2021/22 to 222 in 2024/25. 1.2 North Lanarkshire has also experienced a significant rise in pupils identified as having Additional Support Needs, increasing from 31% in 2021 to a current total recorded at 43%. 1.3 To address this increase, and to strengthen the mainstream provision of education for pupils, five enhanced provisions were piloted across the council, effective from August 2025 for the whole of the academic session. 1.4 As identified in various papers taken to Education, Children and Families Committees, the exponential growth in ASN within North Lanarkshire reflects national trends. The proposed development of a number of Enhanced Primary Classes across clusters aims to improve inclusive practice by enabling pupils with ASN to be educated alongside their peers. The model focuses on early intervention, positive behavioural support, and inclusive, accessible learning environments, in line with legislative duties and the core principles of inclusion. 1.5 The development of Enhanced Primary Classes is underpinned by Scottish educational priorities, encompassing inclusion, the realisation of children’s rights, and the statutory duties of local authorities. Education (Additional Support for Learning) (Scotland) Act, The Standards in Scotland’s Schools etc. Act 2000, as amended GIRFEC (Scottish Executive, 2006) and the Education (Scotland) Act 2016). 1.6 This approach supports children’s rights under the UNCRC (Incorporation) (Scotland) Act 2024 and aligns with national policy and review findings, including the Verity House Agreement, the Morgan Review, and Audit Scotland’s ASN report, all of which highlight the need for more effective, sustainable, and well-resourced ASN provision. 2. Report 2.1 Consultation Process The statutory consultation was carried out under the schools (Consultation) (Scotland) Act 2010. The consultation opened on 8 December 2025 with the closing date of 9 February 2026. The formal public consultation was held on 26 January 2026 within Shawhead Primary School with affected stakeholders (staff, parents and pupils). A representative from His Majesty’s Inspectorate for Education (HMIE) attended the public consultation meeting. These meetings were publicised extensively through various media platforms including the NLC webpage. Messages sent included a link directly to NLC consultation webpage to encourage all stakeholders to participate in the process. Ambition statement (9) Invest in early interventions, positive transitions, and preventative approaches to improve outcomes for children and young people Programme of Work Brighter Futures Page 28 of 188
Page 29
2.2 Feedback from parents, staff, pupils, and stakeholders was overwhelmingly positive. (Stakeholder Feedback: Appendix 4) Key themes across the Shawhead Primary Enhanced Support Provision consultations are noted below: • Planned duration of placement P1-7 • Environmental considerations internal/external • Transport • Staffing arrangements / ratios • Opportunities for working with mainstream peers • Ongoing provision of resources • Transition considerations • Inclusive and nurturing • School has a strong sense of community 2.3 Educational Benefits In the report presented to the Education, Children and Families Committee in November 2025, the Service reported on a number of anticipated and clear educational benefits of this proposal. In respect of the proposal to establish an enhanced support provision within Shawhead Primary, the Service highlighted the benefits to be as follows: • Enhanced staffing ratios, providing flexibility and enabling personalisation and choice for young people to access their daily routine. • Local provision reduces travel and disruption for families. • Inclusive and welcoming environment to foster effective partnership working and improve outcomes for children, young people and their families. • Improved emotional wellbeing, resulting in positive outcomes, increased attendance and engagement. • Bespoke resources to support a solution focused approach to meet the individual needs of the young people. • Clearer pathways to mainstream for pupils who can access inclusive opportunities with their peers. • Strengthening whole school practice in pedagogy and learning and teaching to support ASN learners. • Increased opportunities for coaching and mentoring through collaboration with colleagues in the ASN sector. 2.4 Summary of response from His Majesty’s Inspectorate for Education (HMIE) In reporting on their evaluation of this proposal in March 2026, HMIE recognised the key potential educational benefits within the proposal including strengthened leadership, transition, learning and teaching practice and integrated planning with partners. HMIE also acknowledged the benefits of appropriately designed spaces for learning, the use of technology and an appropriately personalised curriculum. It was highlighted in the report from HMIE that the enhanced provision within Shawhead Primary school will allow children to remain within their local communities and attend school with their local peers. Page 29 of 188
Page 30
HMIE made specific recommendations to North Lanarkshire Council as part of their review process, which are to: • Communicate clearly to stakeholders how the enhanced support provision will meet the needs of all children who require intensive support. • The Council should clarify its long-term, authority wide strategy for meeting rising ASN demand across early years, primary, and secondary education. As per the statutory requirements, the Service has published the full HMIE report for stakeholders to view on the Council website and provided the full report for members in Appendix 1. 2.5 Next Steps If Committee grant the approval for the permanency of the Enhanced Support Provision in Shawhead Primary School, the next steps will be: • Service to communicate the outcome of the decision to all stakeholders • Headteacher to proceed with the permanent recruitment for all affected posts • Service to review the learning environment and resources within Shawhead Primary • Service to continue to communicate clearly with all stakeholders how the enhanced support provision will meet the needs of all children who require intensive support. • Service to continue to highlight long term strategic approach for meeting rising ASN demand across all sectors. 3. Measures of success 3.1 Improved access to high‑quality local provision 3.3 Strengthened inclusion and transitions 3.3 Reduced pressure on specialist ASN placements 3.5 More pupils will be educated within their local community 3.5 Reduction in ASN transport costs. 3.7 The number of placing requests and ASN tribunal references would be reduced. 3.7 An increase in staff development and experiences within both the enhanced provision and mainstream setting. 4. Supporting documentation 4.1 Appendix 1 - Formal feedback from HMIE in relation to the proposal for an Enhanced Primary Class in Shawhead Primary School. 04 - North Lanarkshire Council - Permanent Enhanced Provisions at Shawhead Primary School - Publication - Final to LA.pdf 4.2 Appendix 2 – Statutory Consultation Final Outcome Report in relation to the proposal for an Enhanced Primary Class in Shawhead Primary School. FOR Enhanced Pilot P1 Shawhead.docx Page 30 of 188
Page 31
4.3 Appendix 3 – Slide pack showing the materials presented to stakeholders to establish educational benefits Shawhead Primary Enhanced Provision consultation presentation FINAL.pptx 4.4 Appendix 4 - Stakeholder comments submitted during the statutory consultation process Shawhead Stakeholder Feedback James McParland Chief Officer (Education South) Page 31 of 188
Page 32
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? An equality impact assessment has been completed and will underpin planning for these proposals 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? Finance have been consulted and approval sought for ongoing staffing, resources and adaptations in line with statutory requirements 5.3 HR policy impact Does the report contain any HR policy or procedure impacts? Yes ☒ No ☐ If Yes, have all relevant HR impacts been discussed and agreed with People Resources? Yes ☒ No ☐ If Yes, please provide a brief summary of the impact? Staffing ratios have been agreed in line with SNCT guidance and all posts have been to Workforce Steering Group for approval 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? Legal Services have been consulted. Statutory Consultation has been undertaken and all legislative requirements have been adhered to 5.5 Data protection impact Does the report / project / practice contain or involve the processing of personal data? Yes ☐ No ☒ Page 32 of 188
Page 33
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? Enhanced Support Provisions will ensure that ASN Education can be offered in more localities, reducing the distance learners have to be transported to school, reducing emissions from vehicles 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? Corporate Communications will be consulted and the outcome shared on the council website and social media 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. Page 33 of 188
Page 34
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). Children who attend the Enhanced Support Provision will be positively impacted – see article 28 If Yes, has a Children’s Rights and Wellbeing Impact Assessment (CRWIA) been carried out? Yes ☒ No ☐ Page 34 of 188
Page 35
North Lanarkshire Council Report Education, Children and Families Committee Does this report require to be approved? ☒ Yes ☐ No Ref JMcP/AH Date 26/05/26 Proposal to Establish Permanent Enhanced Support Provision – Muirhouse Primary School From James McParland, Chief Officer (Education South) E-mail mcparlandjam@northlan.gov.uk Executive Summary In November 2025 Education, Children & Families Committee granted permission for the Service to undertake a statutory consultation on five Enhanced Primary Classes. Furthermore, in March 2026 a report entitled Strengthening Inclusion: Next Steps was approved by Education, Children and Families Committee. This paper set out six key strategic priorities and how the service will build on initial successes achieved since 2019, which included the approval of further pilot Enhanced Primary Classes This report provides an update for Elected Members on the outcome of the statutory consultation process regarding the proposal to permanently establish an Enhanced Support Provision in Muirhouse Primary school in Motherwell. This report provides: 7. Formal feedback report from His Majesty’s Inspectors of Education (HMIE) addressing the educational aspects of this proposal. (Appendix 1) 8. The Service response to the key points raised by His Majesty’s Inspectors of Education (HMIE) 9. Clear next steps for this proposal, should final approval to proceed be granted. Recommendations It is recommended that the Education, Children and Families Committee: (1) Recognises the positive feedback derived from the statutory consultation for a permanent Enhanced Classroom at Muirhouse Primary, from a wider range of stakeholders including parents, carers, staff and pupils (2) Acknowledge the largely positive findings of His Majesty’s Inspectors of Education (HMIE) regarding the Muirhouse Primary Enhanced Classroom proposal. (3) Approves that the pilot Enhanced Classroom at Muirhouse Primary school is approved as a permanent provision effective from August 2026. Page 35 of 188
Page 36
1. Background 1.1 Since 2021, there has been a significant increase in placing requests being submitted for ASN and LCSC provisions, rising from 48 in 2021/22 to 222 in 2024/25. 1.2 North Lanarkshire has also experienced a significant rise in pupils identified as having Additional Support Needs, increasing from 31% in 2021 to a current total recorded at 43%. 1.3 To address this increase, and to strengthen the mainstream provision of education for all pupils, five enhanced provisions were piloted across the council, effective from August 2025 for the whole of the academic session 2025/2026. 1.4 As identified in various papers taken to Education, Children and Families Committees, the exponential growth in ASN within North Lanarkshire reflects national trends. The proposed development of several Enhanced Primary Classes across clusters aims to improve inclusive practice by enabling pupils with ASN to be educated alongside their peers. The model focuses on early intervention, positive behavioural support, and inclusive, accessible learning environments, in line with legislative duties and the core principles of inclusion. 1.5 The development of Enhanced Primary Classes is underpinned by Scottish educational priorities, encompassing inclusion, the realisation of children’s rights, and the statutory duties of local authorities. Education (Additional Support for Learning) (Scotland) Act, The Standards in Scotland’s Schools etc. Act 2000, as amended GIRFEC (Scottish Executive, 2006) and the Education (Scotland) Act 2016). 1.6 This approach supports children’s rights under the UNCRC (Incorporation) (Scotland) Act 2024 and aligns with national policy and review findings, including the Verity House Agreement, the Morgan Review, and Audit Scotland’s ASN report, all of which highlight the need for more effective, sustainable, and well resourced ASN provision. 2. Report 2.1 Consultation Process The statutory consultation was carried out under the schools (Consultation) (Scotland) Act 2010. The consultation opened on 8 December 2025 with the closing date of 9 February 2026. The formal public consultation was held on 19 January 2026 within Muirhouse Primary School with affected stakeholders (including staff, parents and pupils). A representative from His Majesty’s Inspectorate for Education (HMIE) attended the public consultation meeting. 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 Brighter Futures Page 36 of 188
Page 37
These meetings were publicised extensively through various media platforms including the NLC webpage. Messages sent included a link directly to NLC consultation webpage to encourage all stakeholders to participate in the process. 2.2 Feedback from parents, staff, pupils, and stakeholders was overwhelmingly positive. (Stakeholder Feedback: Appendix 4) Key themes across the Muirhouse Primary Enhanced Support Provision consultations are noted below: • Planned duration of placement P1-7 • Environmental considerations internal/external • Transport • Staffing arrangements / ratios • Opportunities for working with mainstream peers • Ongoing provision of resources • Transition considerations • “They have built a rapport and a therapeutic relationship.” (Parent A) • “It has been a learning journey for the teachers, and the head teacher has put her heart and soul into making it work.” (Parent B) 2.3 Educational Benefits In the report presented to the Education, Children and Families Committee in November 2025, and during the consultative process, the Service reported on several anticipated and clear educational benefits of this proposal. In respect of the proposal to establish an enhanced support provision within Muirhouse Primary, the Service highlighted the benefits as follows: • Enhanced staffing ratios, providing flexibility and enabling personalisation and choice for young people to access their daily routine • Local provision reduces travel and disruption for families • Inclusive and welcoming environment to foster effective partnership working and improve outcomes for children, young people and their families • Improved emotional wellbeing, resulting in positive outcomes, increased attendance and engagement. • Bespoke resources to support a solution focused approach to meet the individual needs of the young people • Clearer pathways to mainstream for pupils who can access inclusive opportunities with their peers • Strengthening whole school practice in pedagogy and learning and teaching to support ASN learners • Increased opportunities for coaching and mentoring through collaboration with colleagues in the ASN sector 2.4 Summary of response from His Majesty’s Inspectorate for Education (HMIE) In reporting on their evaluation of this proposal in March 2026, HMIE recognised the key potential educational benefits within the proposal including strengthened leadership, transition, learning and teaching practice and integrated planning with partners. HMIE also acknowledged the benefits of appropriately designed spaces for learning, the use of technology and an appropriately personalised curriculum. It was Page 37 of 188
Page 38
highlighted in the report from HMIE that the enhanced provision within Muirhouse Primary school will allow children to remain within their local communities and attend school with their local peers. HMIE made specific recommendations to North Lanarkshire Council as part of their review process, which stated that the service should: • Communicate clearly to stakeholders how the enhanced support provision will meet the needs of all children who require intensive support. • The Council should clarify its long-term, authority wide strategy for meeting rising ASN demand across early years, primary, and secondary education. As per the statutory requirements, the Service has published the full HMIE report for stakeholders to view on the Council website and provided the full report for members in Appendix 1. 2.5 Next Steps If Committee grant the approval for the permanency of the Enhanced Support Provision in Muirhouse Primary School, the next steps will be: • Service to communicate the outcome of the decision to all stakeholders • Headteacher to proceed with the permanent recruitment for all affected posts • Service to review the learning environment and resources within Muirhouse Primary • Service to continue to communicate clearly with all stakeholders how the enhanced support provision will meet the needs of all children who require intensive support. • Service to continue to highlight long term strategic approach for meeting rising ASN demand across all sectors. 3. Measures of success 9.1 Improved access to high‑quality local provision 9.2 Strengthened inclusion and transitions 9.3 Reduced pressure on specialist ASN placements 9.4 More pupils will be educated within their local community 9.5 Reduction in ASN transport costs 9.6 The number of placing requests and ASN tribunal references would be reduced. 9.7 An increase in staff development and experiences within both the enhanced provision and mainstream setting. 4. Supporting documentation 4.1 Appendix 1 - Formal feedback from HMIE in relation to the proposal for an Enhanced Primary Class in Muirhouse Primary School. 04 North Lanarkshire Council - School Consultation - Make permanent enhanced provisions at Muirhouse PS - Publication - Final report.pdf 4.2 Appendix 2 – Statutory Consultation Final Outcome Report in relation to the proposal for an Enhanced Primary Class in Muirhouse Primary School. FOR Enhanced Pilot P1 Muirhouse.docx Page 38 of 188
Page 39
4.3 Appendix 3 – Slide pack showing the materials presented to stakeholders to establish educational benefits Muirhouse_Statutory_Consultation_Updated.pptx 4.4 Appendix 4 - Stakeholder comments submitted during the statutory consultation process Muirhouse Stakeholder Feedback James McParland Chief Officer (Education South) Page 39 of 188
Page 40
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? An equality impact assessment has been completed and will underpin planning for these proposals. 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? Finance have been consulted and approval sought for ongoing staffing, resources and adaptations in line with statutory requirements 5.3 HR policy impact Does the report contain any HR policy or procedure impacts? Yes ☒ No ☐ If Yes, have all relevant HR impacts been discussed and agreed with People Resources? Yes ☒ No ☐ If Yes, please provide a brief summary of the impact? Staffing ratios have been agreed in line with SNCT guidance and all posts have been to Workforce Steering Group for approval. 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? Legal Services have been consulted. Statutory Consultation has been undertaken and all legislative requirements have been adhered to. 5.5 Data protection impact Does the report / project / practice contain or involve the processing of personal data? Page 40 of 188
Page 41
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? Enhanced Support Provisions will ensure that ASN Education can be offered in more localities, reducing the distance learners have to be transported to school, reducing emissions from vehicles. 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? Corporate Communications will be consulted and the outcome shared on the council website and social media. 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. Page 41 of 188
Page 42
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). Children who attend the Enhanced Support Provision will be positively impacted – see article 28. If Yes, has a Children’s Rights and Wellbeing Impact Assessment (CRWIA) been carried out? Yes ☒ No ☐ Page 42 of 188
Page 43
North Lanarkshire Council Report Education, Children and Families Committee Does this report require to be approved? ☒ Yes ☐ No Ref JMcP/AH Date 23/03/26 Proposal to Establish Permanent Enhanced Support Provision – Holy Cross Primary School From James McParland, Chief Officer (Education South) E-mail mcparlandjam@northlan.gov.uk Executive Summary In November 2025 Education, Children & Families Committee granted permission for the Service to undertake a statutory consultation on five Enhanced Primary Classes. Furthermore, in March 2026 a report entitled Strengthening Inclusion: Next Steps, was approved by Education, Children and Families Committee. This paper set out six key strategic priorities and how the service will build on initial successes achieved since 2019, which included the approval of further pilot Enhanced Primary Classes. This report provides an update for Elected Members on the outcome of the statutory consultation process regarding the proposal to permanently establish an Enhanced Support Provision in Holy Cross Primary school in Croy. This report provides: 10. Formal feedback report from His Majesty’s Inspectors of Education (HMIE) addressing the educational aspects of the proposal. (Appendix 1) 11. The Service response to the key points raised by His Majesty’s Inspectors of Education (HMIE) 12. Clear next steps for this proposal, should final approval to proceed be granted. Recommendations It is recommended that the Education, Children and Families Committee – (1) Recognises the positive feedback derived from the statutory consultation for a permanent Enhanced Classroom at Holy Cross Primary, from a wider range of stakeholders including parents, carers, staff and pupils (2) Acknowledge the largely positive findings of His Majesty’s Inspectors of Education (HMIE) regarding the Holy Cross Primary Enhanced Classroom proposal. (3) Approves that the pilot Enhanced Classroom at Holy Cross Primary school is approved as a permanent provision effective from August 2026 Page 43 of 188
Page 44
1. Background 1.1 Since 2021, there has been a significant increase in placing requests being submitted for ASN and LCSC provisions, rising from 48 in 2021/22 to 222 in 2024/25. 1.2 North Lanarkshire has also experienced a significant rise in pupils identified as having Additional Support Needs, increasing from 31% in 2021 to a current total recorded at 43%. 1.3 To address this increase, and to strengthen the mainstream provision of education for all pupils, five enhanced provisions were piloted across the council, effective from August 2025 for the whole of the academic session 2025/2026. 1.4 As identified in various papers taken to Education, Children and Families Committees, the exponential growth in ASN within North Lanarkshire reflects national trends. The proposed development of several Enhanced Primary Classes across clusters aims to improve inclusive practice by enabling pupils with ASN to be educated alongside their peers. The model focuses on early intervention, positive behavioural support, and inclusive, accessible learning environments, in line with legislative duties and the core principles of inclusion. 1.5 The development of Enhanced Primary Classes is underpinned by Scottish educational priorities, encompassing inclusion, the realisation of children’s rights, and the statutory duties of local authorities. Education (Additional Support for Learning) (Scotland) Act, The Standards in Scotland’s Schools etc. Act 2000, as amended GIRFEC (Scottish Executive, 2006) and the Education (Scotland) Act 2016). 1.6 This approach supports children’s rights under the UNCRC (Incorporation) (Scotland) Act 2024 and aligns with national policy and review findings, including the Verity House Agreement, the Morgan Review, and Audit Scotland’s ASN report, all of which highlight the need for more effective, sustainable, and well-resourced ASN provision. 2. Report 2.1 Consultation Process The statutory consultation was carried out under the schools (Consultation) (Scotland) Act 2010. The consultation opened on 8 December 2025 with the closing date of 9 February 2026. The formal public consultation was held on 22 January 2026 within Holy Cross Primary School with affected stakeholders (staff, parents and pupils). A representative from His Majesty’s Inspectorate for Education (HMIE) attended the public consultation meeting. 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 Brighter Futures Page 44 of 188
Page 45
These meetings were publicised extensively through various media platforms including the NLC webpage. Messages sent included a link directly to NLC consultation webpage to encourage all stakeholders to participate in the process. 2.2 Feedback from parents, staff, pupils, and stakeholders was overwhelmingly positive. (Stakeholder Feedback: Appendix 4) Key themes across the Holy Cross Primary Enhanced Support Provision consultations are noted below: • Planned duration of placement P1-7 • Environmental considerations internal/external • Transport • Staffing arrangements / ratios • Opportunities for working with mainstream peers • Ongoing provision of resources • Transition considerations 2.3 Educational Benefits In the report presented to the Education, Children and Families Committee in November 2025, the Service reported on several anticipated and clear educational benefits of this proposal. In respect of the proposal to establish an enhanced support provision within Holy Cross Primary, the Service highlighted the benefits as follows: • Enhanced staffing ratios, providing flexibility and enabling personalisation and choice for young people to access their daily routine • Local provision reduces travel and disruption for families • Inclusive and welcoming environment to foster effective partnership working and improve outcomes for children, young people and their families • Improved emotional wellbeing, resulting in positive outcomes, increased attendance and engagement. • Bespoke resources to support a solution focused approach to meet the individual needs of the young people • Clearer pathways to mainstream for pupils who can access inclusive opportunities with their peers • Strengthening whole school practice in pedagogy and learning and teaching to support ASN learners • Increased opportunities for coaching and mentoring through collaboration with colleagues in the ASN sector. • Support from the Diocese. 2.4 Summary of response from His Majesty’s Inspectorate for Education (HMIE) In reporting on their evaluation of this proposal in March 2026, HMIE recognised the key potential educational benefits within the proposal including strengthened leadership, transition, learning and teaching practice and integrated planning with partners. HMIE also acknowledged the benefits of appropriately designed spaces for learning, the use of technology and an appropriately personalised curriculum. It was Page 45 of 188
Page 46
highlighted in the report from HMIE that the enhanced provision within Holy Cross Primary school will allow children to remain within their local communities and attend school with their local peers. HMIE made specific recommendations to North Lanarkshire Council as part of their review process, which are to: • Communicate clearly to stakeholders how the enhanced support provision will meet the needs of all children who require intensive support. • The Council should clarify its long-term, authority-wide strategy for meeting rising ASN demand across early years, primary, and secondary education. As per the statutory requirements, the Service has published the full HMIE report for stakeholders to view on the Council website and provided the full report for members in Appendix 1. 2.5 Next steps If Committee grant the approval for the permanency of the Enhanced Support Provision in Holy Cross Primary School, the next steps will be: • Service to communicate the outcome of the decision to all stakeholders • Headteacher to proceed with the permanent recruitment for all affected posts • Service to review the learning environment and resources within Holy Cross Primary • Service to continue to communicate clearly with all stakeholders how the enhanced support provision will meet the needs of all children who require intensive support. • Service to continue to highlight long term strategic approach for meeting rising ASN demand across all sectors. 3. Measures of success 12.1 Improved access to high‑quality local provision 12.2 Strengthened inclusion and transitions 12.3 Reduced pressure on specialist ASN placements 12.4 More pupils will be educated within their local community 12.5 Reduction in ASN transport costs. 12.6 The number of placing requests and ASN tribunal references would be reduced. 12.7 An increase in staff development and experiences within both the enhanced provision and mainstream setting. 4. Supporting documentation 4.1 Appendix 1 - Formal feedback from HMIE in relation to the proposal for an Enhanced Primary Class in Holy Cross Primary School. 04 North Lanarkshire Council - School Consultation - Make permanent enhanced provisions at Holy Cross PS - Publication - Final report.pdf Page 46 of 188
Page 47
4.2 Appendix 2 – Statutory Consultation Final Outcome Report in relation to the proposal for an Enhanced Primary Class in Holy Cross Primary School. FOR Enhanced Pilot P1 Holy Cross.docx 4.3 Appendix 3 – Slide pack showing the materials presented to stakeholders to establish 4ducational benefits Holy Cross Primary Enhanced Provision consultation presentation.pptx 4.4 Appendix 4 - Stakeholder comments submitted during the statutory consultation process Holy Cross Stakeholder Feedback James McParland Chief Officer (Education South) Page 47 of 188
Page 48
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? An equality impact assessment has been completed and will underpin planning for these proposals. 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? Finance have been consulted and approval sought for ongoing staffing, resources and adaptations in line with statutory requirements 5.3 HR policy impact Does the report contain any HR policy or procedure impacts? Yes ☒ No ☐ If Yes, have all relevant HR impacts been discussed and agreed with People Resources? Yes ☒ No ☐ If Yes, please provide a brief summary of the impact? Staffing ratios have been agreed in line with SNCT guidance and all posts have been to Workforce Steering Group for approval. 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? Legal Services have been consulted. Statutory Consultation has been undertaken and all legislative requirements have been adhered to. 5.5 Data protection impact Does the report / project / practice contain or involve the processing of personal data? Page 48 of 188
Page 49
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? Enhanced Support Provisions will ensure that ASN Education can be offered in more localities, reducing the distance learners have to be transported to school, reducing emissions from vehicles. 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? Corporate Communications will be consulted and the outcome shared on the council website and social media. 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. Page 49 of 188
Page 50
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). Children who attend the Enhanced Support Provision will be positively impacted – see article 28. If Yes, has a Children’s Rights and Wellbeing Impact Assessment (CRWIA) been carried out? Yes ☒ No ☐ Page 50 of 188
Page 51
North Lanarkshire Council Report Education, Children and Families Committee Does this report require to be approved? ☒ Yes ☐ No Ref JMcP/AH Date 26/05/26 Proposal to Establish Permanent Enhanced Support Provision – Berryhill Primary School From James McParland, Chief Officer (Education South) E-mail mcparlandjam@northlan.gov.uk Executive Summary In November 2025 Education, Children & Families Committee granted permission for the Service to consult on five Enhanced Primary Classes. Furthermore, in March 2026 a report entitled Strengthening Inclusion: Next Steps was approved by Education, Children and Families Committee. This paper set out six key strategic priorities of the Service moving forward, which included the approval of further pilot Enhanced Primary Classes. This report provides an update for Elected Members on the outcome of the statutory consultation process regarding the proposal to permanently establish an Enhanced Support Provision in Berryhill Primary school in Wishaw. This report provides: 13. Formal feedback report from His Majesty’s Inspectors of Education (HMIE) addressing the educational aspects of the proposal. (Appendix 1) 14. The Service response to the key points raised by His Majesty’s Inspectors of Education (HMIE) 15. Clear next steps for this proposal, should final approval to proceed be granted. Recommendations It is recommended that the Education, Children and Families Committee: (4) Recognises the positive feedback derived from the statutory consultation for a permanent Enhanced Classroom at Berryhill Primary, from a wider range of stakeholders including parents, carers, staff and pupils (5) Acknowledge the largely positive findings of His Majesty’s Inspectors of Education (HMIE) regarding the Berryhill Primary Enhanced Classroom proposal (6) Approves that the pilot Enhanced Classroom at Berryhill Primary school is approved as a permanent provision effective from August 2026. The Plan for North Lanarkshire Priority Support all children and young people to realise their full potential Page 51 of 188
Page 52
1. Background 1.1 Since 2021, there has been a significant increase in placing requests being submitted for ASN and LCSC provisions, rising from 48 in 2021/22 to 222 in 2024/25. 1.2 North Lanarkshire has also experienced a significant rise in pupils identified as having Additional Support Needs, increasing from 31% in 2021 to a current total recorded at 43%. 1.3 To address this increase, and to strengthen the mainstream provision of education for pupils, five enhanced provisions were piloted across the council, effective from August 2025 for the whole of the academic session. 1.4 As identified in various papers taken to Education, Children and Families Committees, the exponential growth in ASN within North Lanarkshire reflects national trends. The proposed development of a number of Enhanced Primary Classes across clusters aims to improve inclusive practice by enabling pupils with ASN to be educated alongside their peers. The model focuses on early intervention, positive behavioural support, and inclusive, accessible learning environments, in line with legislative duties and the core principles of inclusion. 1.5 The development of Enhanced Primary Classes is underpinned by Scottish educational priorities, encompassing inclusion, the realisation of children’s rights, and the statutory duties of local authorities. Education (Additional Support for Learning) (Scotland) Act, The Standards in Scotland’s Schools etc. Act 2000, as amended GIRFEC (Scottish Executive, 2006) and the Education (Scotland) Act 2016). 1.6 This approach supports children’s rights under the UNCRC (Incorporation) (Scotland) Act 2024 and aligns with national policy and review findings, including the Verity House Agreement, the Morgan Review, and Audit Scotland’s ASN report, all of which highlight the need for more effective, sustainable, and well-resourced ASN provision. 2. Report 2.1 Consultation Process The statutory consultation was carried out under the schools (Consultation) (Scotland) Act 2010. The consultation opened on 8 December 2025 with the closing date of 9 February 2026. The formal public consultation was held on 20 January 2026 within Berryhill Primary School with affected stakeholders (staff, parents and pupils). A representative from His Majesty’s Inspectorate for Education (HMIE) attended the public consultation meeting. These meetings were publicised extensively through various media platforms including the NLC webpage. Messages sent included a link directly to NLC consultation webpage to encourage all stakeholders to participate in the process. Ambition statement (9) Invest in early interventions, positive transitions, and preventative approaches to improve outcomes for children and young people Programme of Work Brighter Futures Page 52 of 188
Page 53
2.2 Feedback from parents, staff, pupils, and stakeholders was overwhelmingly positive. (Stakeholder Feedback: Appendix 4) Key themes across the Berryhill Primary Enhanced Support Provision consultations are noted below: • Planned duration of placement P1-7 • Environmental considerations internal/external • Transport • Staffing arrangements / ratios • Opportunities for working with mainstream peers • Ongoing provision of resources • Transition considerations • Getting the best of both worlds (mainstream and specialist support) • “Teachers are showing us something we couldn’t do at home. They are representing us.” (Parent A) • “They love their buddies.” (Parent B) 2.3 Educational Benefits In the report presented to the Education, Children and Families Committee in November 2025, the Service reported on a number of anticipated and clear educational benefits of this proposal. In respect of the proposal to establish an enhanced support provision within Berryhill Primary, the Service highlighted the benefits to be as follows: • Enhanced staffing ratios, providing flexibility and enabling personalisation and choice for young people to access their daily routine • Local provision reduces travel and disruption for families • Inclusive and welcoming environment to foster effective partnership working and improve outcomes for children, young people and their families • Improved emotional wellbeing, resulting in positive outcomes, increased attendance and engagement. • Bespoke resources to support a solution focused approach to meet the individual needs of the young people • Clearer pathways to mainstream for pupils who can access inclusive opportunities with their peers • Strengthening whole school practice in pedagogy and learning and teaching to support ASN learners. • Increased opportunities for coaching and mentoring through collaboration with colleagues in the ASN sector. 2.4 Summary of response from His Majesty’s Inspectorate for Education (HMIE) In reporting on their evaluation of this proposal in March 2026, HMIE recognised the key potential educational benefits within the proposal including strengthened leadership, transition, learning and teaching practice and integrated planning with partners. HMIE also acknowledged the benefits of appropriately designed spaces for learning, the use of technology and an appropriately personalised curriculum. It was highlighted in the report from HMIE that the enhanced provision within Berryhill Primary Page 53 of 188
Page 54
school will allow children to remain within their local communities and attend school with their local peers. HMIE made specific recommendations to North Lanarkshire Council as part of their review process, which are to: • Communicate clearly to stakeholders how the enhanced support provision will meet the needs of all children who require intensive support. • The Council should clarify its long-term, authority wide strategy for meeting rising ASN demand across early years, primary, and secondary education. As per the statutory requirements, the Service has published the full HMIE report for stakeholders to view on the Council website and provided the full report for members in Appendix 1. 2.5 Next Steps If Committee grant the approval for the permanency of the Enhanced Support Provision in Berryhill Primary School, the next steps will be: • Service to communicate the outcome of the decision to all stakeholders • Headteacher to proceed with the permanent recruitment for all affected posts • Service to review the learning environment and resources within Berryhill Primary • Service to continue to communicate clearly with all stakeholders how the enhanced support provision will meet the needs of all children who require intensive support. • Service to continue to highlight long term strategic approach for meeting rising ASN demand across all sectors. 3. Measures of success 3.1 Improved access to high‑quality local provision 3.4 Strengthened inclusion and transitions 3.3 Reduced pressure on specialist ASN placements 3.6 More pupils will be educated within their local community 3.5 Reduction in ASN transport costs. 3.8 The number of placing requests and ASN tribunal references would be reduced. 3.7 An increase in staff development and experiences within both the enhanced provision and mainstream setting. 4. Supporting documentation 4.1 Appendix 1 - Formal feedback from HMIE in relation to the proposal for an Enhanced Primary Class in Berryhill Primary School. 04 North Lanarkshire Council - School Consultation - Make permanent enhanced provisions at Berryhill PS - Publication - Final report.pdf Page 54 of 188
Page 55
4.2 Appendix 2 – Statutory Consultation Final Outcome Report in relation to the proposal for an Enhanced Primary Class in Berryhill Primary School. FOR Enhanced Pilot P1 Berryhill.docx 4.3 Appendix 3 – Slide pack showing the materials presented to stakeholders to establish educational benefits Berryhill Primary Enhanced Provision consultation presentation.pptx 4.4 Appendix 4 - Stakeholder comments submitted during the statutory consultation process Berryhill Stakeholder Feedback James McParland Chief Officer (Education – South) Page 55 of 188
Page 56
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? An equality impact assessment has been completed and will underpin planning for these proposals 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? Finance have been consulted and approval sought for ongoing staffing, resources and adaptations in line with statutory requirements 5.3 HR policy impact Does the report contain any HR policy or procedure impacts? Yes ☒ No ☐ If Yes, have all relevant HR impacts been discussed and agreed with People Resources? Yes ☒ No ☐ If Yes, please provide a brief summary of the impact? Staffing ratios have been agreed in line with SNCT guidance and all posts have been to Workforce Steering Group for approval 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? Legal Services have been consulted. Statutory Consultation has been undertaken and all legislative requirements have been adhered to 5.5 Data protection impact Does the report / project / practice contain or involve the processing of personal data? Yes ☐ No ☒ Page 56 of 188
Page 57
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? Enhanced Support Provisions will ensure that ASN Education can be offered in more localities, reducing the distance learners have to be transported to school, reducing emissions from vehicles 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? Corporate Communications will be consulted and the outcome shared on the council website and social media 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. Page 57 of 188
Page 58
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). Children who attend the Enhanced Support Provision will be positively impacted – see article 28 If Yes, has a Children’s Rights and Wellbeing Impact Assessment (CRWIA) been carried out? Yes ☒ No ☐ Page 58 of 188
Page 59
North Lanarkshire Council Report Education, Children and Families Committee Does this report require to be approved? ☐ Yes ☒ No Ref BS/JMcP Date 26/05/26 Summary of Scottish Attainment Challenge (SAC) Model From Barry Smedley & James McParland E-mail smedleybar@northlan.gov.uk mcparlandjam@northlan.gov.uk Executive Summary The Scottish Attainment Challenge (SAC) aims to reduce educational inequality by closing the poverty-related attainment gap and ensuring equity in educational outcomes for all children and young people in Scotland. In November 2021, the Cabinet Secretary for Education and Skills announced plans for the continuation of the Scottish Attainment Challenge (SAC) from 2022-23 to 2025-26. Details of this refresh can be found on the Scottish Government website. Notably, the plan outlined a reconfigured model through which all local authorities would benefit from a new funding model, referred to as Scottish Equity Fund (SEF). This revised funding model resulted in a phased reduction of approximately £3 million in Scottish Government funding to North Lanarkshire Council between 2022-23 and 2025-26. To enable the Service to manage this reduction effectively, whilst reducing risk to the Council and maximising benefits for learners, a core programme of activity worth circa £3 million was approved by the Senior Leadership Team (SLT) in (February 2023). This protected a core programme of activity and allowed the tapering to be managed effectively through reductions to funding/resources out with the core model. Recent confirmation from the current Government indicates that the existing SAC/SEF funding model is expected to continue for a further year, until March 2027. While this provides short-term continuity, it also reinforces the need for careful forward planning. This report provides Education and Families Committee with an update on how the Education and Families Service has managed the tapered funding during the final SAC period to maximise impact and build stronger linkages between services to support children and young people by raising attainment and closing the poverty related attainment gap. This report specifically updates members on three key areas: • The evolution of the SAC core model • Management of SAC funds in North Lanarkshire • The risks associated with end of SAC and how the Service is assessing and managing these. Item 6 Page 59 of 188
Page 60
1. Background 1.1 The Scottish Attainment Challenge (SAC) fund is a Scottish Government programme aimed at raising attainment and closing the poverty-related attainment gap. The model has evolved significantly since it is inception, and the diagram below summarises the main changes. 1.2 As highlighted in the diagram above, the initial phase of SAC ended in session 2021– 22, followed by the introduction of a reconfigured Scottish Equity Fund (SEF) model for 2022–2026. Although the SEF model ensured all local authorities received funding, it also led to changes in funding levels, with reductions experienced by some authorities, particularly the original seven Challenge Authorities, including North Lanarkshire. Within the new model, NLC’s funding reduced by circa £1million per year. 1.3 In its current iteration, overarching SAC funding is made up of three main elements: Strategic Equity Fund (SEF) which is allocated to local authorities to support targeted, authority-wide improvement activity; Pupil Equity Funding (PEF), which is devolved directly to schools to allow headteachers to address local need; and Care Experienced Children and Young People (CECYP) funding, which is targeted at improving outcomes for care-experienced learners. Together, these funding streams are intended to support Recommendations It is recommended that the Education, Children and Families Committee: (1) Consider the report noting the staffing and financial implications (2) Recognises the Service level risks associated with the removal of this funding 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 Brighter Futures Item 6 Page 60 of 188
Page 61
evidence-based interventions that improve equity, attainment and wellbeing for children and young people affected by poverty. 1.4 Scottish Attainment Challenge planning guidance states that local authorities should consider the totality of Attainment Scotland Funding; Strategic Equity Funding (SEF), Pupil Equity Funding (PEF) and Care Experienced Children and Young People (CECYP) funding, working collaboratively with headteachers, senior leaders and other partners to identify how the funding is best utilised to enhance local plans to tackle the poverty-related attainment gap and contribute to the mission of the Scottish Attainment Challenge. It emphasises that Strategic Equity Funding must be used to deliver targeted activities, approaches or resources which are clearly additional to universal local improvement plans. 1.5 The table below outlines the totality of North Lanarkshire’s SAC funding from sessions 2021-2022 to 2025-2026. Scottish Attainment Challenge – Attainment Scotland Fund Session SEF PEF CECYP 2021-2022 £7,478,859 £10,926,499 £673,200 2022-2023 £6,454,948 £9,682,080 £612,458 2023-2024 £5,431,037 £9,682,080 £570,654 2024-2025 £4,407,126 £9,678,420 £587,241 2025-2026 £3,383,214 £9,678,420 £587,961 1.6 As shown in the table above, under the reconfigured SEF allocation model, funding for North Lanarkshire, has decreased from approximately £7.5 million in 2021–22 to £3.5 million in 2025–26. This reflects a tapered reduction of £1 million per annum. 1.7 To enable the Service to manage this reduction effectively, maximising benefits for children and families, the Service developed a reconfigured Scottish Equity Fund (SEF) core plan worth circa £3 million. This core plan was designed to strengthen the work of the Service overall, aligning roles and protecting a core programme of activity to support sustainable approaches to improvement. 1.8 The Service evaluated the core model and use of additional remaining allocation every year and presented a new plan to Senior Leadership Team (SLT) to ensure clear governance and best value. Where possible, the Service sought to use core Education and Families budget and other funding streams, adopting a holistic approach to meeting needs, to maximise use of all available funds to support children and families. Item 6 Page 61 of 188
Page 62
1.9 The table below illustrates, the core and ‘additional’ funding allocations and impact of tapering since the introduction of SEF. Notably in session 2025-26, there are very limited additional funds out with the core model. 1.10 Importantly, although core plans are developed, submitted and approved through agreed governance arrangements, they remain subject to ongoing review. This enables the Service to take a holistic view of all available funding streams and, where necessary, adapt plans to maximise resources and improve outcomes for children and families. 1.11 At present, the Scottish Government has not confirmed any plans to extend or replace Scottish Attainment Challenge (SAC) funding, including Strategic Equity Funding (SEF), Pupil Equity Funding (PEF) or Care Experienced Children and Young People (CECYP) funding, beyond the current parliamentary period. On this basis, the Service was planning on the assumption that SAC funding would cease after March 2026. 1.12 However, the Scottish Government (SG) has recently confirmed that the existing SAC funding model will be extended for a further one-year period, until March 2027. The 2026-27 allocation will match the 2025-26 allocation of £3.283m. This provides short-term continuity but also reinforces the need for careful forward planning. 1.13 This report highlights the evolution of the SAC model, illustrating how the Service has strategically maximised available resources and assessed the risks arising from the potential removal of this funding stream. 2. Report Scottish Attainment Challenge National and Local Context 2.1 In North Lanarkshire a significant number of children and families live in areas of high deprivation with approximately 32% in SIMD 1 and 2; over 15,500 children and young people in primary and secondary. There is clear evidence that poverty significantly influences children's educational outcomes with students from the richest households consistently outperforming those from poorer backgrounds (Scottish Government, 2014; Scottish Government, 2015b; OECD, 2016; Sosu and Ellis, 2014). Therefore, the Service has a clear focus on implementing strategies to close the poverty related attainment gap. 2.2 At establishment level, school leaders benefit from access to a range of additional supports, funded through core and SEF funding to improve outcomes and close the poverty related attainment gap. SEF funding is downloaded directly to Local Authorities Item 6 Page 62 of 188
Page 63
to utilise in accordance with national guidance. Schools also receive another layer of additional funding from the Scottish Government known as Pupil Equity Funding (PEF). Although Pupil Equity Funding forms part of the overall Scottish Attainment Challenge Fund, the governance arrangements are significantly different, with PEF funding being delegated directly to individual establishments. Headteachers are responsible for controlling and monitoring PEF spend (in accordance with Scottish Government guidance). The Scottish Government has committed to this funding as part of the new phase of the programme from 2022 to 2026. 2.3 The first section of the report illustrates how the SEF Central model has evolved in response to needs and funds available. The final section of the report highlights some of the key risks associated with the removal of the SAC programme and how the Service is planning to reduce the associated risk. Strategic Equity Fund – Evolution of Core Model 2.4 The reconfigured core plan was carefully designed to strengthen Service delivery by strengthening integrated working, aligning roles and safeguarding a core programme of high-impact activity that supported sustainable improvement. The approach was firmly grounded in national policy and priorities, with a clear focus on the Scottish Attainment Challenge organisers of learning and teaching, leadership, and families and communities. The core model was approved by SLT in February 2023. 2.5 In response to changing priorities and reduced funding, difficult decisions were taken following rigorous evaluation to ensure best value, with savings achieved where possible through vacancy management. While some programmes and partnerships were reduced or ended, the Service sought to sustain them for as long as possible and provided notice where services had to cease. 2.6 The diagram below illustrates the main uses of the SAC funding in 2021-22, the last year before the introduction of SEF. Item 6 Page 63 of 188
Page 64
Evolution of the SEF model 2.7 2021-22 – 2022-23 The 2022–23 SEF plan was not a wholesale redesign but a scaled and reprioritised version of 2021–22 plan. Core leadership posts and strategic programmes continued, with minor adaptations to some staffing aspect, lower financial allocations for resources, and the introduction of new preventative/engagement activity, notably the introduction of Family Engagement Support Assistant (FESA) roles and funding to support the new Future Friday programme across secondary schools. 2.8 The table below illustrates some of the main changes from session 2021-22 to 2022- 23. Category Key Changes to SAC plan from session 2021-22 to 2022- 23 Continues Leadership structure, Health and Wellbeing core staffing, Community Learning and Development (CLD) x3, Robert Owen Centre (ROC) – Glasgow University, Police Partners - 8 campus officers deployed across 12 secondary schools. Partnership with Scottish Fire and Rescue Service (SFRS) Scaled Down Cost associated with Cluster Improvement and Integration Leads; reduced from 15 in session 2021-22 to 5 in session 2022-23 with Funding for 10 CIILs realigned to core funding streams. Funding for Literacy/Numeracy resources and leadership resources. Funding to support secondary inactive girls Scaled Up Number of Education Support Officers increased from 3 to 5, expanding to include a specific focus on STEM and Learning, Teaching and Assessment. Additional staffing for primary and secondary (circa 40.85 in session 2021-22 increasing to 60 FTE in session 2022-23). 14 FTE was used to create a strategic central pedagogy team with 14 Pedagogy Practitioners appointed to provide direct coaching and modelling to teachers in schools. The remaining 46 FTE were allocated as cluster support teachers (CSTS) to provide intensive support to learners within schools. (Predominantly primary) Removed Realignment of 2 FTE Educational Psychologists to core funding. Family Learning Hub Funding associated with Club 365 realigned to another budget line. New Future Friday Funding for Secondary schools to support new Secondary model. Introduction of Family Engagement Support Assistants (FESA) posts (18) Introduction of another research development officers (RDOs) to support research and development work; now 3FTE. Item 6 Page 64 of 188
Page 65
2.9 2022-23 to 2023-24 The 2023–24 SEF plan largely sustained the 2022–23 investment profile. However, a major change was the removal of the Project Lead post in 2023-24 with a current EFM assuming the remit of SAC lead alongside existing duties. Simultaneously, the SAC lead roles were reconfigured reducing from 4 to 3 in session 2023-24. This restructure allowed existing funding to be remodelled and refined to strengthen system leadership and build further curriculum capacity. It also reduced the impact of the reduction on front line service delivery. 2.10 The focus moved from programme-based delivery to leadership for improvement, with the addition of three curriculum manager (CM) roles and clearer alignment between learning, teaching and improvement. Staffing for the Health and Wellbeing workstream remained stable. 2.11 The table below summarises some of the key changes between academic sessions 2022-23 and 20223-24: Category Summary key changes 2022–23 to 2023–24 Continues ESOs, Literacy & Numeracy resources, Data Analyst, Future Friday allocation, RDO capacity, HWB core staffing, Cluster CIILs and Pathways support * SFRS partnership (see point 1 below). Scaled Down SAC project team with leadership roles reframed rather than expanded. Partnership with Robert Owen Centre (ROC) Removed Removal of the Project Lead post and 1 SAC lead post in 2023-24. The digital lead role was deleted, with seconded post holder returning to substantive role. Procurement officer NL 9 – left the Service during session 2023-24) Central funding for VIG and VERP was removed. (Establishments could continue to access this via Educational Psychologists.) New Introduction of A&CC post to replace the previously unfilled NL 10 post within the 2022-23 model. Addition of 3 Curriculum Manager roles to strengthen improvement capacity. *1 Although original 2023-24 plan advised that the SFRS partnership would cease, the underspend allowed this programme to continue. 2.12 2023-24 to 2024-25 The 2024–25 SEF plan retains the core leadership teams and wellbeing capacity while scaling delivery to reflect reduced funding. Investment is increasingly focused on targeted curriculum leadership, attainment and wellbeing, with reduced reliance on Item 6 Page 65 of 188
Page 66
large-scale staffing models and greater emphasis on sustainability and prioritisation. It exemplifies the Service’s commitment to implementing the approved core SEF model (Feb 2023 - worth circa 3million) and to begin to realign elements of the previous delivery model to other funding streams and core budgets to effectively manage the tapering funds. Category Summary key changes 2023–24 to 2024–25 Continues Core SAC leadership structure, 3 Curriculum Manager roles, HWB core staffing, CLD support, Police Partners, Pathways support, SFRS – See 2.14 below. Scaled Down Future Friday Funding, Reduction in the number of RDOs posts from 3 to 2 through existing vacancy management. ESO capacity reduced by 1 through realignment of roles. Inactive secondary girls programme and Literacy & Numeracy delivery models reduced. Early Years began to fund 3 FESA posts resulting in a small savings to SAC budget. Removed Funding to support Leadership Improvement and Integration Hub, Data Analyst – now funded through central budget Unfilled Active & Creative Communities post. New / Reintroduced Digital & Data Curriculum Manager Posts (Part funded), EFM Raising Attainment (Part funded), Business/Modern Apprentice, West Partnership Funding. 2 x FTE support for Virtual School 2.13 The Service proposed to end its SAC partnership with the Scottish Fire and Rescue Service (SFRS) at the end of session 2023-24 however, there was a significant underspend due to staffing issues with SFRS. By using the underspend from session 2023-24 we were able to continue with SFRS into session 2024-25. This enabled us to use session 2024-25 as a transition/exit year and to explore the possibility of encouraging schools to use their Pupil Equity Fund (PEF) fund to access this provision for session 2025-26, where possible. Unfortunately, after exploration it was determined that this was not a viable option as guaranteed funding was required to secure the staffing required to deliver this. Therefore, SFRS were advised that the partnership was likely to cease at the end of session 2024-25. However, the Service has subsequently identified core funding to extend the partnership with SFRS for session 2026-27. 2.14 2024-25 to 2025-26 The 2025–26 SAC plan marks the final, guaranteed year of the SEF funding with no funds available out with the core SEF model. Scottish Government have confirmed that funding will be made available to match the 2025-26 allocation of £3.283m. (Any additional money will be due to accrued underspends.) Therefore, there is a clear focus on protecting essential leadership, wellbeing and curriculum capacity while significantly reducing discretionary and programme-based spend. The focus shifts to fewer, more sustainable delivery mechanisms. Where feasible and financially prudent, the Service will prioritise the effective use of all available funding streams to maintain sustainable partnerships and deliver targeted support for vulnerable learners, aligned to a reduced funding envelope and future-year affordability. Item 6 Page 66 of 188
Page 67
Category Summary key changes 2024–25 to 2025–26 Continues CLD x 3FTE, Pedagogy team support for schools 5 ESOs Support for CECYP – 2FTE West Partnership 2 x FTE support for Virtual School Scaled Down Core SAC Leadership Team reduced to 1.6 FTE CMs and 1.6 FTE SAC Leads. Removed SFRS Police (Ends June 2026) 3 CM posts, Future Fridays funding – elements of this funding has been realigned to other funding streams. New / Reintroduced Missing Young Person Funding 2.15 Recognising the positive impact of existing partnerships with Police Scotland and the Scottish Fire and Rescue Service (SFRS), the Service is currently exploring the potential to align and utilise alternative service-level funding streams to sustain both partnerships for one further academic year (2026–27), aligning with the end of the SAC funding period. A report will be taken to SLT to seek approval for this should available funds be identified. Risks associated with the removal of SAC Funding 2.16 The Service recognises several significant risks associated with the planned removal of Scottish Attainment Challenge (SAC) funding. While some progress has been made, nationally and locally, across several key measures linked to closing the poverty-related attainment gap, this progress remains fragile. Continued and targeted funding has been central to sustaining improvement, and without it there is a risk that recent gains cannot be maintained or built upon. This is particularly pertinent given the increasing complexity of poverty-related barriers experienced by children, young people and families, which continue to evolve and intensify. 2.17 The removal of SAC funding is also likely to have a direct and substantial impact on staffing capacity across establishments and central teams. Establishments may have reduced ability to secure additional teaching and support staff by using SEF or PEF allocations. This reduction in staffing capacity risks limiting the level of targeted support available to learners and families who are most vulnerable to underachievement, potentially widening existing attainment gaps. 2.18 In addition, rising levels of Additional Support Needs present a further challenge. Increasing demand for specialist and targeted interventions places additional pressure on already constrained resources and may hinder the Service’s ability to sustain improvements in attainment and equity. 2.19 Collectively, these factors underline the importance of sustained investment in education to facilitate improved outcomes through early and preventative family-based approaches which remove barriers, raise attainment and reduce the impact of poverty related challenges. Item 6 Page 67 of 188
Page 68
2.20 Operationally, the Service is currently preparing for a potential end to SAC (SEF/PEF and CECYP) funding and have identified staff who are likely to be impacted upon, should the funding cease. Plans are in place to mitigate the impact as far as possible through early planning, transparent communication, exploration of redeployment opportunities, and adherence to established workforce and HR processes. A prior commitment has been made to fund SAC CECYP posts through core funding, ensuring continuity of provision within this area of the Service. Conclusion 2.21 This report demonstrates how the Education and Families Service has taken a planned and strategic approach to managing the tapering of Scottish Attainment Challenge funding, protecting a core programme of activity focused on equity, attainment and wellbeing. The development of a £3 million core model enabled essential leadership, curriculum and wellbeing capacity to be safeguarded while funding reduced significantly over successive years. 2.22 While SAC investment has supported identifiable improvement and strengthened partnership and system leadership approaches across North Lanarkshire, the Service recognises that progress remains fragile. The potential removal of SAC funding presents clear risks to sustainability, workforce capacity and the ability to respond to increasing levels of need. 2.23 In summary, there is strong and consistent evidence in Scotland, and in North Lanarkshire, that children and young people living in the most deprived areas experience significantly poorer educational attainment than their peers living in less deprived areas. The poverty-related attainment gap is evident from the early years, widens through primary school, and is largest at secondary stage and school-leaving outcomes, particularly for learners living in SIMD 1 (the 20% most deprived areas). 2.24 Scottish longitudinal and academic research demonstrates that: • The attainment gap linked to deprivation is persistent and systemic • Children experiencing long-term poverty have the poorest educational outcomes • By early secondary school, pupils from the most affluent areas are more than twice as likely to perform well in key attainment measures compared with pupils from the most deprived areas 2.25 Accordingly, the Service is actively planning for the end of SAC through early workforce planning, realignment of resources and embedding sustainable practice within core provision, reaffirming its commitment to closing the poverty-related attainment gap despite ongoing financial constraints. 2.26 Planning for the next phase of delivery will commence early in the next academic session. As part of this planning, careful consideration will be given to which elements of the current model may need to transition into core provision, recognising that the risks associated with removing some areas of support entirely are too significant. This will require a detailed review of affordability and the potential realignment of existing budgets to ensure sustainability. A further update will be provided to Committee in due course. Item 6 Page 68 of 188
Page 69
3. Measures of success 3.1 Controlled management of tapered SAC/SEF funding, with delivery of the approved £3 million core model within agreed governance and financial arrangements. 3.2 Protection and embedding of core leadership, curriculum, wellbeing and family support capacity, despite reducing external funding. 3.3 Service readiness for the potential end of SAC funding, evidenced through sustainable practice, workforce planning and active risk management. 4. Supporting documentation Appendix 1: SAC Reductions Journey (2021–22 to 2025–26) – Audit RAG Table Name Barry Smedley and James McParland Title Chief Officers (Education) Item 6 Page 69 of 188
Page 70
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? Ongoing discussions are being held to mitigate the risks of cessation of funding and the impact on staff/ wage rights/ job rights etc. 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 Item 6 Page 70 of 188
Page 71
Does the report contain information that has an impact on either technology, digital transformation, service redesign / business change processes, data management, or connectivity / broadband / Wi-Fi? Yes ☐ No ☒ If Yes, please provide a brief summary of the impact? Where the impact identifies a requirement for significant technology change, has an assessment been carried out (or is scheduled to be carried out) by the Enterprise Architecture Governance Group (EAGG)? Yes ☐ No ☐ 5.7 Environmental / Carbon impact Does the report / project / practice contain information that has an impact on any environmental or carbon matters? Yes ☐ No ☒ If Yes, please provide a brief summary of the impact? 5.8 Communications impact Does the report contain any information that has an impact on the council’s communications activities? Yes ☐ No ☒ If Yes, please provide a brief summary of the impact? 5.9 Risk impact Is there a risk impact? Yes ☒ No ☐ If Yes, please provide a brief summary of the key risks and potential impacts, highlighting where the risk(s) are assessed and recorded (e.g. Corporate or Service or Project Risk Registers), and how they are managed? Risks are recorded on the Corporate Risk Register. 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). Cessation of SAC funding will potentially impact on outcomes for children and families impacted by poverty-related attainment barriers. Removal of this funding would have a significant impact on the supports available at establishment and central level to provide targeted, early and preventative interventions that uphold Item 6 Page 71 of 188
Page 72
children’s rights to education, development, wellbeing and protection, as set out in the UNCRC (including Articles 3, 6, 12, 28 and 29). The Service has sought to mitigate these impacts through early planning, protection of core provision, alignment with other funding streams, and a continued focus on equity and targeted support for the most vulnerable children and young people. However, despite mitigations in place removal of this fund will impact on children and families and potentially on educational outcomes and attainment. If Yes, has a Children’s Rights and Wellbeing Impact Assessment (CRWIA) been carried out? Yes ☒ No ☒ Item 6 Page 72 of 188
Page 73
Appendix 1: SAC Reductions Journey (2021–22 to 2025–26) – Audit RAG Table RAG key � Green – Planned, controlled, low-risk change � Amber – Managed reduction or redesign with delivery implications � Red – Significant capacity loss / high delivery risk Area / Provision 2021–22 2022–23 2023–24 2024–25 2025–26 Change Trajectory RAG Audit Commentary Overall, SAC model Expansion / recovery model Re-prioritised Core model introduced Managed reduction Managed reduction Scale → reduce → stabilise � Phased, planned alignment to reducing allocations SAC Programme Lead Programme Lead Programme Lead Programme Lead -exiting EFM assumes role of SAC lead Continued Role evolution � Leadership rationalised, not removed SAC Lead Officers 4 Programme Leads Transition from 4 to 3 Leads 3 Lead 3 Leads 1.6 SAC Leads Role Evolution � Functions redistributed Curriculum leadership model _ _ 3 Curriculum Managers (CMs) introduced 3 CMs + 1 part funded Digital/Data 1.6 SAC CMs Expansion then consolidation � Streamlined structure Procurement Support Officer In place In place Left the Service mid term _ _ Ceased � Duties absorbed corporately Admin Support In place In place In place In place In place Continued � Role will need to be absorbed centrally at end of SAC period or HR procedures followed. Business Apprentice _ _ _ Introduced Exit planning for end of this post Ceased � Item 6 Page 73 of 188
Page 74
Area / Provision 2021–22 2022–23 2023–24 2024–25 2025–26 Change Trajectory RAG Audit Commentary Digital Lead 1 FTE In place In place – part year Returned to substantive post — Ceased � End of temporary position Data Analyst In place In place In place Recoded to another part of the Service — Ceased � Analytical capacity protected by absorption ot another part of Service NLC Pedagogy Team In place In place Reconfigured model (Principal Teachers and class teachers) In place Refined delivery model New model � Strategic use of additional staffing to raise attainment and CPRAG. Cognisance taken of impact of accruing job rights. Education Support Officer capacity (Learning) 3 ESOs 5 ESOs 5-6 ESOs (with changes mid sessions) Sustained 5 ESOs Expansion then reduction � Strategic use of additional staffing to raise attainment and CPRAG. Cognisance taken of impact of accruing job rights. Additional Staffing 40.85 FTE 60 FTE Sustained and reconfigured to align with and supplement other funding streams Sustained Sustained Aligned with wider strategic approaches to supporting schools and raising attainment. � Strategic use of additional staffing to raise attainment and CPRAG. RDO capacity 2 FTE 3 FTE 3 FTE 2 FTE 2 FTE Increase then reduction � Reduced delivery reach but stabilised Leadership: Improvement and Integration Hub In place In place Reduced Ceased — Incorporated into wider � Non-core activity withdrawn Item 6 Page 74 of 188
Page 75
Area / Provision 2021–22 2022–23 2023–24 2024–25 2025–26 Change Trajectory RAG Audit Commentary leadership budget Robert Owen Centre / Self-Improving Schools In place Reduced Scaled down Sustained Ceased Maintained then ceased � Removal and move towards increasing West partnership and Teacher Centre for Excellence links Future Friday — Introduced Sustained Reduced Sustained Growth → phased reduction � Gradual scaling protects impact Pathways (Young People) Winter leavers Sustained Re-focused Continued Continued Refocused � Targeted support retained Cluster model - Cluster Improvement and Integration Leads (CIILs) In place (15 FTE) Reduced to 5 FTE Continued Continued Continued Protected � Targeted support retained Club 365 Coordinators & Resource Removed — — — Ceased � Initially transferred to non-core budget but later removed in line with a wider council decision. Inactive secondary girls In place Reduced Reduced Reduced Ceased Phased withdrawal � Mitigated via HWB core Family Learning / Engagement Support FLC Hub Family Engagement Support Assistants introduced (18FTE) Sustained Reduced to 15 FTE Sustained Reduced + cost-shared � EY funding used to offset cost for 3 FTE. Educational Psychologists (2 FTE SAC) In place Recoded to central funding — — — Incorporated into central budget � Mitigated via core budget Item 6 Page 75 of 188
Page 76
Area / Provision 2021–22 2022–23 2023–24 2024–25 2025–26 Change Trajectory RAG Audit Commentary Police Partnership (8 FTE) In place Sustained Sustained Sustained Exit planning -possible cessation Maintained then ceased � Non-core activity withdrawn Scottish Fire and Rescue Service In place In place Sustained Retained using underspend Exit planning – possible cessation Maintained then ceased � Non-core activity withdrawn CLD (NLC12 x3) In place Sustained Sustained Sustained Sustained Protected � Priority safeguarded – support for families Maximising Support C&YP/ A&CC In place — New ACC post introduced Removed — — � Unfilled vacancy management - no impact on Service delivery. Missing Young People Support — — — — In place New targeted support for identified cohort � Planned intervention: High-risk cohort focus Support for CECYP – Virtual School — — — 2 FTE Sustained New targeted support for identified cohort � Planned intervention: High-risk cohort focus West Partnership — — — — In place New partnership � Leverages regional capacity Resources (including literacy, numeracy, leadership and HWB) In place Reduced Reduced Reduced Sustained Progressive reduction � Discretionary spend minimised Item 6 Page 76 of 188
Page 77
North Lanarkshire Council Report Education, Children and Families Committee Does this report require to be approved? ☒ Yes ☐ No Ref JMcP/AH Date 26/05/26 Additional Support Needs – School Consultations From James McParland, Chief Officer (Education South) E-mail mcparlandjam@northlan.gov.uk 1. Background 1.1 The key reason for this proposal is: Executive Summary This report updates elected members on the outcome of the statutory consultation process, agreed on 18 November 2025, with regard to the proposed relocation of Fallside School and Portland School at the vacated Mavisbank School building in Airdrie. In particular the report provides: Formal feedback from His Majesty’s Inspectors of Education (HMIE) addressing the educational aspects of the proposal and the service response to the key points raised by HMIE as part of the Final Outcome Report (FOR). Next steps for this proposal, should final approval to proceed be granted by Committee. Recommendations It is recommended that the Education, Children and Families Committee: (1) Reflect upon the formal feedback report from HMIE (2) Review the Statutory Consultation Final Outcome Report; and (3) Approve the relocation of Fallside School and Portland School to the vacated Mavisbank School building in Airdrie. 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 Brighter Futures Item 7 Page 77 of 188
Page 78
To expand opportunities for wider learning experiences and outcomes for children and young people with social, emotional and behavioural needs (SEBN) across all clusters in North Lanarkshire. The aim of the relocation is to provide modern facilities that are fit for purpose with safe spaces to reduce anxiety, improve focus and create a welcoming atmosphere while fostering inclusion by encouraging positive peer relationships and reducing social isolation. By relocating Fallside and Portland Schools to one shared campus the proposal will strengthen leadership, enabling greater depth and breadth of staffing expertise and a shared sense of purpose. This will allow for more rigorous quality assurance to support the implementation of consistent high standards, improved outcomes and provide an equitable service for children and young people with SEBN. 1.2 Fallside Secondary and Portland High School are two of the three secondary provisions within the We Aspire College (WAC) estate. The WAC estate also includes Pentland Primary School and Willowbank Secondary School, alongside an expanding Outreach service supporting both SEBN and Additional Support Needs (ASN) pupils. We Aspire College provides tailored educational support for children and young people in North Lanarkshire with a variety of complex needs including ASD, ADHD and SEBN, while promoting the presumption of mainstream education. 1.3 The WAC Outreach team collaborates with the Team Around the Child, including key cluster staff, school staff, families, and agencies using GIRFEC planning and staged intervention to maintain mainstream placements, reduce exclusions, and improve attendance and attainment. Since its inception, the WAC Outreach model has significantly reduced out-of-authority placements, resulting in a reduction in associated costs while supporting positive educational outcomes, including the withdrawal of ASN Tribunal cases. It has also been successful in reducing the number of placements required at Fallside and Portland Schools as an increasing number of pupils can now be successfully supported in their mainstream placement. This has been achieved through building capacity within the mainstream sector through effective Continuous Lifelong Professional Learning (CLPL) and more robust planning for individual children and young people 2. Report 2.1 Consultation Process The statutory consultation opened on Monday 24 November 2025 with the closing date on Monday 19 January 2026. A formal public consultation was held Tuesday 9 December 2025, where all affected stakeholders were invited (staff, parents and pupils) with representation from His Majesty’s Inspectorate of Education (HMIE). These meetings were publicised extensively through various media platforms including the NLC webpage and SMS messages. Communication with stakeholders included sharing direct links to NLC consultation webpage to encourage all stakeholders to participate in the process. The staff meeting commenced at 3.30pm and was well attended. All key points raised were addressed and incorporate into the Frequently Asked Questions document which was shared with all stakeholders. The public meeting was advertised to commence at 6pm, both in person and online via a Teams link but due to non-attendance from any wider stakeholders (parents/carers, third party and any other stakeholders), it was agreed in conjunction with the HMIE inspector that the meeting should be concluded at 6.20pm. 2.2 Key themes across the staff consultations are noted below: • School location Item 7 Page 78 of 188
Page 79
• Traffic and parking • Walking routes • Community facilities 2.3 Educational Benefits In the report presented to the Education, Children and Families Committee on 18 November 2025, the Service reported on a number of anticipated and clear educational benefits to the proposals. In respect of the relocation of Fallside School and Portland School, the Service believes the benefits to be as follows: • Senior Leadership & staff teams will have increased opportunities for joint planning to improve pedagogy and measure impact • The curriculum offer will provide greater breadth and depth including increased vocational opportunities supported by partner agencies • The facilities across the campus will be designed to support and enhance positive mental health and wellbeing of staff and pupils • Inclusive and welcoming environment to foster effective partnership working and improve outcomes for children, young people and their families • Increased opportunity to strengthen transition supports at key stages of transition keeping the emotional wellbeing of the young people at the centre of good practice • A greater sense of shared school community with young people from both schools participating in a broad range of opportunities supporting them with personal and wider achievement • Reduction in social isolation by providing greater opportunity to develop positive peer relationships across the campus • Improved outdoor space for learning and extra-curricular experiences 2.4 Community Benefits Fallside and Portland School sites are both in poor condition and the council consider them to be beyond repair. Closure of these school buildings will provide the respective communities with opportunities to embrace alternative options for these sites. Consideration is currently underway to mitigate any adverse impact on external service users who previously accessed facilities at Fallside and Portland Schools, including the potential identification of suitable alternative facilities within the local area where available. Education and Families and Enterprise and Communities will collaborate on the following key points: • Assess the impact on community use • Assess the budget implications i.e., any impact on NLC on income streams • Engage effectively/co-producing the approach with communities/users 2.5 Summary of Response from Education Scotland In the January 2026 evaluation, HM Inspectors concluded that the proposal to relocate Fallside School and Portland School to the vacated Mavisbank School building offers clear potential educational benefits. Education Scotland identified the following key potential educational benefits: • Improved learning environments: The current Portland School building is in poor repair, and the Fallside School site is presently unusable. In contrast, the Mavisbank site provides the space and suitability required to accommodate both schools more effectively. Item 7 Page 79 of 188
Page 80
• Enhanced professional collaboration: While staff teams from both schools already work together, a permanent shared campus would further strengthen opportunities for professional learning, staff development, and mutual support. • Positive stakeholder perception: HM Inspectors reported that the stakeholders they consulted also recognised the potential benefits of the proposed relocation. 2.6 Education Scotland Recommendations HM Inspectors recommend the council work closely with the headteacher and the staff teams to plan the timeline for moving. This will help staff to deliver bespoke transitions for each young person to support continuity of learning. As per the statutory requirements, the Service has published the full reports for stakeholders to view on the website and provides the full report for members in (Appendix ii). 2.7 Next Steps If approved by Committee, the following issues will be progressed as a matter of priority: Communication A stakeholder communication plan will be developed, in order to ensure that all stakeholders understand and have opportunities to contribute to the benefits of this proposal during implementation. Transitions and the safety of children and young people The Service will liaise appropriately to inform staff, parents/carers and pupils regarding the location of the new school, timescales for the move and safe walking routes. 2.8 Programme of Work If approved, the timeline for the Programme of Work will be developed through the Learning Estates Team. 3. Measures of success 3.1 Increased opportunities for wider learning experiences and more positive outcomes for Children and Young People with SEBN. 3.2 Enhanced modern facilities that are fit for purpose with safe spaces promoting improved health and wellbeing for staff and pupils. 3.3 Greater inclusive practices improving opportunities for positive peer relationships and a reduction in social isolation. 3.4 More effective transitions resulting in improved attainment and attendance for pupils. 4. Supporting documentation 4.1 Appendix 1 – Final Outcome Report 4.2 Appendix 2 – Slide pack showing the materials prepared for public meeting Item 7 Page 80 of 188
Page 81
James McParland Chief Officer (Education - South) Item 7 Page 81 of 188
Page 82
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? An equality impact assessment has been completed and will underpin planning for these proposals. If Yes, has an assessment been carried out and published on the council’s website? https://www.northlanarkshire.gov.uk/your-community/equalities/equality- and-fairer-scotland-duty-impact-assessments Yes ☐ No ☐ 5.2 Financial impact Does the report contain any financial impacts? Yes ☒ No ☐ If Yes, have all relevant financial impacts been discussed and agreed with Finance? Yes ☒ No ☐ If Yes, please provide a brief summary of the impact? The relevant approvals are in place to take this project forward, subject to statutory education approval. 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? Affected staff will be managed in accordance with the appropriate Workforce Change Policies and in with the signatory Trade Unions. Considerations would include compulsory transfer, premature/early retirement. Redundancy and redeployment. The Service would be required to follow the requirements for consulting as set out in the Schools (Consultation)(Scotland) Act 2010. Further stakeholders, community and parental consultation would be required in the vent that the service proceeds with any of the recommendations. 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 statutory duties will be complied with and advice sought, where appropriate, from Legal Services. Item 7 Page 82 of 188
Page 83
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 carbon footprint will reduce if the numbers of establishments operating was reduced and pupils were catered for in one building. 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? Communications will be managed by the Service. 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 capital works are managed through the council’s capital governance model. Reporting into SCDG and Committee where required. 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. Item 7 Page 83 of 188
Page 84
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 right to an education is embedded in statute and the council applies these rights without discrimination (Article 2) • 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 (Article 6) • the council’s priorities have been shaped by listening to children and young people and their families and pupil views were gathered and taken into account as part of the statutory consultation (Article 12) If Yes, has a Children’s Rights and Wellbeing Impact Assessment (CRWIA) been carried out? Yes ☒ No ☐ Item 7 Page 84 of 188
Page 85
Appendix 1 – Final Outcome Report North Lanarkshire Council Statutory Consultation – Final Outcome Report proposal by North Lanarkshire Council to relocate Fallside School and Portland School to the vacated Mavisbank School building. EDUCATION, CHILDREN AND FAMILIES Published March 2026 Item 7 Page 85 of 188
Page 86
This document has been issued by North Lanarkshire Council in accordance with the terms of the Schools (Consultation) (Scotland) Act 2010 and amendments contained in the Children and Young People (Scotland) Act 2014 This report is available for inspection at: (a) www.northlanarkshire.gov.uk/consultation (b) Education and Families Headquarters, Civic Centre, Motherwell, ML1 1AB This report has been prepared having regard (in particular) to: (a) relevant written representation received by the council (from any persons) during the consultation period; (b) oral representations made to the council (by any person) at an online public meeting; and (c) Report by Education Scotland prepared by His Majesty’s Inspectors of Education Item 7 Page 86 of 188
Page 87
1. BACKGROUND 1.1 North Lanarkshire Council has made significant progress in transforming ASN provision, aligning local practice with national policy and legislation. The work completed provides a strong foundation for future policy development, with a growing emphasis on wellbeing, inclusion, and sustainability. As demand continues to rise, future programmes focused on refining systems, expanding capacity, and embedding inclusive practice across all sectors will be required. 1.2 North Lanarkshire Council (NLC) continues to undertake a strategic review and a far-reaching reform of its Additional Support Needs (ASN) and Inclusion Services. This reform is driven by a commitment to the presumption of mainstreaming, the principles of Getting It Right for Every Child (GIRFEC), and recommendations from the Morgan Review (2020), Audit Scotland reports on Additional Support for Learning (2020 & 2025), and NLC’s 2019 ASN Review. These reviews called for greater equity, accountability, inclusive practice, and improved outcomes for all learners, particularly those with complex or co-occurring needs. 1.3 This report outlines proposals relevant to the statutory consultations which is required to continue with improvements in ASN provision and will support the new five-year ASN strategy which will be presented to Committee in March 2026 1.4 Following the formation of We Aspire College, which was borne from the 2019 ASN review, the service proposes to relocate Fallside and Portland schools, within the existing Mavisbank school to ensure better support and access to therapeutic and skills-based programmes. The service did not implement the previous proposals due changing demographics of young people within North Lanarkshire. 1.5 In August 2025, the new Woodlands Park Secondary School and St Aidan’s Primary LCSC opened at the former site of the Edward Lawson Centre, Coltness Road, Wishaw. Within the new facility, an Early Years Assessment Centre is also located. The service is seeking approval for an operational change to the assessment centre for the centre to become operational from January 2026, and to support children and families through assessing the level of need for learners in advance of transition to a primary setting. 1.6 The key reasons for the proposal, as set out in the Committee paper, were; • To meet the needs of its learning communities, provide an effective educational service and to support teachers and pupils with the best resources, the education service must evaluate and amend its school estate as appropriate. Having identified the requirement to meet the needs of the pupils at Fallside and Portland Schools, this paper sets out the reasons for the proposal to relocate Fallside School and Portland School, close these school buildings and relocate the vacant Mavisbank School in Airdrie. Mavisbank School in Airdrie is relocating to the new refurbished Carnbroe Primary School in Coatbridge by January 2026. • We Aspire College provides tailors educational support for children and young people in North Lanarkshire with significant social, emotional, and behavioural needs (SEBN), while promoting the presumption of mainstream education. The College includes Fallside School, Portland School, Pentland Primary School and Willowbank School, alongside a growing Outreach service supporting both SEBN and Additional Support Needs (ASN) pupils. • The Outreach team collaborates with schools, families, and agencies using GIRFEC planning to maintain mainstream placements, reduce exclusions, and improve attendance and attainment. Since its inception, the Outreach model has successfully reduced out-of-authority placements and supported positive educational outcomes, Item 7 Page 87 of 188
Page 88
including the withdrawal of ASN Tribunal cases due to effective interventions. It has also been successful in reducing the number of placements at Fallside and Portland Schools, whereby the service now deems it would be more effective for staff and pupils to relocate these two schools to share communities and resources. • This move is anticipated to enhance inclusive practice, reduce reliance on external placements, and improve outcomes for our more vulnerable learners 1.7 Appendix (i) of this report contains the consultation report as issued. 2. THE CONSULTATION PROCESS 2.1 Consultation Framework 2.1.1 The consultation process was carried out in accordance with the terms of the Schools (Consultation) (Scotland) Act 2010 and the amendments contained in the Children and Young People (Scotland) Act 2014. It is within this statutory framework that Education and Families, has engaged in a consultation exercise with all relevant consultees. The consultation document developed for consideration included information on:- • the proposal; • the consultation process; • the arrangements for public meetings; • relevant school data; • the educational benefits of the proposal; • community benefits statement; • equality impact assessment; and • consultation timeline. 2.1.2 The Head Teacher of Fallside School and Portland School were notified of the consultation. 2.1.3 The consultation period commenced on Monday 24 November 2025 and concluded on Monday 19 January 2026, a total of 56 days, which included 30 school days. 2.1.4 Details of the consultation process were made available on a dedicated area of the North Lanarkshire Council website at www.northlanrkshire.gov.uk/consultation 2.1.5 A face-to-face staff meeting was held on Tuesday 9 December 2025 from 4.00pm until 5.00pm at Chapelside Community Centre. 2.1.6 A face-to-face public meeting was held on Tuesday 9 December 2025 from 6.00pm until 8.00pm at Chapelside Community Centre. 2.1.7 Responses to the proposal could be made electronically to ef.fallsideandportland@northlan.gov.uk or in writing posted to the council. 2.2 Relevant Consultees Consultees were identified according to Schedule 2 of the Schools (Consultation)(Scotland)Act 2010. The relevant consultees included:- • Parents/Carers and pupils of Fallside School and Portland School Item 7 Page 88 of 188
Page 89
• Staff of Fallside School and Portland School • Anybody or organisation which has been established by North Lanarkshire Council, whether formally or informally, for the purpose of assisting it in carrying out its functions under Part 2 of the Local Government Act 2003; • HMIe • Elected members • Trade Unions • Community Councils 3. RESPONSES TO THE CONSULTATION 3.1 Overview of Level of Response to the Consultation During the consultation period the numbers of consultee who engaged in the process were as follows:- • Staff meeting held on Tuesday 9 December 2025 – 9 attendees. • Public meeting held on Tuesday 9 December 2025 - 0 attendees. There was representation from HMIe. • The total number of individual consultee email responses received was 1. The matters raised by stakeholders are summarised in Appendix (iv) of this report and form the basis for the areas listed below. Copies of the full consultation responses and notes from the on-line meetings can be found at www.northlanarkshire.gov.uk/consultation 3.2 Consultation and Channels and views expressed Following the public meeting the council produced a Frequently Asked Questions (FAQs) document that was published on-line. There was 1 email response in total to the proposal. Pupils voice for Fallside and Portland School for each stage was collected to engage and discuss their ideas on the proposed new building. The total number of individual consultee responses received was 1. Further analysis of opinion is included at Appendix (iii) through the FAQs. 4. SUMMARY OF ISSUES RAISED BY STAKEHOLDERS AND EDUCATION & FAMILIES RESPONSE The issues raised by participants in the staff consultation have been grouped and considered by Education and Families, with input from other Council officers with appropriate specialisms, under the following headings with the response from the service added in each case:- • School location • Traffic and parking concerns • Community facilities 4.1 School location Stakeholders asked if there was potential for the catchment area to change and further clarification on the location chosen for proposed new school build and whether it would be best to hold out for a different location. Response Any change in location would result in a change to the catchment area and the proposal is modelled on the existing catchment. The site is the best central location which is a very inspiring space which will allow for a creative design. The Service and design team will make best use of every space available. Item 7 Page 89 of 188
Page 90
4.2 Traffic and parking concerns Stakeholders raised concerns about the surrounding roads and traffic issues as well as safe routes for pupils and families to walk. Response The Contracts & Provisions Service within Education, Children & Families will oversee the process that will assess the walking routes to ensure they are acceptable. Any assessment is evaluated under consideration that pupils would be accompanied to school by an adult. Education, Planning and Roads services will be involved in assessing the road and parking requirements for the school site at all entrances. 4.3 Community Facilities Queries were raised about community facilities that will be available and if current community facilities will be retained. Response When the current community centre is decanted to the new building, the old building will become part of the council’s surplus assets. The operating model and aspiration for all NLC Community Hubs is that they are open from dawn till dusk for the wider community. 5. SUMMARY OF EDUCATION SCOTLAND REPORT AND RESPONSE OFFERED BY THE SERVICE The full report provided by Education Scotland is attached in Appendix (ii). Please see this report for full commentary. The main points are as follows:- • HM Inspectors agree there are potential educational benefits in permanently moving the schools to a shared campus • Both schools operate within North Lanarkshire Council’s We Aspire College, which provides educational support to children and young people with significant social, emotional, and behavioural needs. • They have a shared headteacher and staff use the same approaches to planning and delivery of the curriculum. • Being part of a permanent, shared campus creates the potential to extend this shared approach further and increase opportunities for joint profession learning and support. In response to the observations of HMIe, Education, Children & Families agree that these findings are consistent with those of the Service. North Lanarkshire Council has a strong track record in engaging with all stakeholders in the aspects of school design, management, and operation. The Service will continue to engagement with all stakeholders both formally (statutory planning process) and informally (through the school’s management and parent councils) with regard to the proposals as they proceed, should this proposal be implemented. 6. ALLEGED OMISSIONS OR INACCURACIES No alleged omissions or inaccuracies 7. EQUALITY CONSIDERATIONS Assessments have been carried out in accordance with the following statutory duties: Public Sector Equality Duty Item 7 Page 90 of 188
Page 91
Fairer Scotland Duty Armed Forces Covenant Duty Childrens’ Rights and Wellbeing Act The assessments concluded that the main groups impacted are:- • Pupils of Fallside and Portland Schools • Parents/carers of those pupils; • Staff who work at Fallside and Portland Schools The assessment summary is attached at Appendix (iv). 8. NEXT STEPS Following the publication of this Report, time is allowed for further considerations. A three-week period will lapse before North Lanarkshire Council takes a final decision on whether to implement a final proposal. The report on this consultation is due to be considered by North Lanarkshire Council’s, Education, Children & Families Committee on Tuesday 26 May 2026. If approved, an implementation group consisting of members of the senior management from Fallside School and Portland School and pupils, will be established to ensure continued engagement of all stakeholders throughout the relocation. Item 7 Page 91 of 188
Page 92
Appendix (i) – Statutory Proposal to Consult Statutory Consultation Proposed relocation Proposal by North Lanarkshire Council to relocate Fallside School and Portland School to the vacated Mavisbank School EDUCATION, CHILDREN AND FAMILIES Item 7 Page 92 of 188
Page 93
NORTH LANARKSHIRE COUNCIL: EDUCATION, CHILDREN AND FAMILIES Proposal by North Lanarkshire Council to relocate Fallside School and Portland School to the vacated Mavisbank School building. 1. INTRODUCTION 1.1 The service proposes the relocation of Portland and Fallside schools to establish a joint campus at the former Mavisbank site, to better support learning and vocational programmes. This will provide shared resource opportunities for young people to work within, between and beyond a range of establishments and services such as the Skills Academy, Cumbernauld Theatre and 7 Day Centre. 1.2 It will facilitate increased collaboration of staff, agencies and others to make more effective use of existing expertise which supports the achievement of the best possible outcomes. 1.3 Fallside and Portland pupils are already incorporated into the We Aspire College (WAC), that provides school-based programmes of education and support for young people between the ages of 5-18 years. Importantly, the role of the service should be to both enable the semi- permanent and indeed permanent education of children in intensive arrangements, but where possible, promote a pathway back to mainstream for those who are capable of it and a pathway beyond to employment and training. 1.4 The Service will also support the Fallside and Portland pupils across the clusters by providing intensive support, within WAC outreach provisions within Bothwellpark ASN Outreach and Skills Academy, subject to the outcome of the proposed statutory consultation. This campus will also improve the accessibility to the wider We Aspire College facilities vocational opportunities for young people. 1.5 Education and vocational provision within the Community Alternative and Skills Academy settings will also continue to be linked with the WAC portfolio, enhancing the ability to provide tailored support to those young people experiencing a range of adversities who may benefit from an alternative setting. Inclusion of these services as part of the We Aspire College will also strengthen opportunities and pathways for these young people and better connect provision to the wider service. 2. CONSULTATION REQUIREMENTS In terms of the Schools (Consultation) (Scotland) Act 2010, the Education Authority is required to publish details of, and consult on any proposal to establish a new school and on any proposal to establish, terminate or otherwise alter the catchment area of a school. 2.1 North Lanarkshire Council will not make any decision, or put any changes into effect, until the consultation period has been concluded in line with statutory requirements. 2.2 The consultation period will be a minimum of 56 days, which include 30 school days. It begins on 24 November 2025 and finishes on 19 January 2026. 2.3 The consultation will involve pupils, parent/carers, Parent Councils and staff of the schools involved, as well as other associated stakeholder and statutory consultees. 2.4 A public meeting will be held on the evening of Tuesday 9th December 2025 for both schools. 2.5 Council officers will be present at the public meeting to discuss the proposal. There will be Item 7 Page 93 of 188
Page 94
limited time at the meeting to discuss all issues fully. To ensure that all issues are covered and that those who may be uncomfortable with speaking publicly are heard, advance notice of specific questions or issues to be raised will be accepted in writing up to two days in advance of the meeting – see contact details at 2.9. 2.6 At the end of the consultation process, a report will be prepared for North Lanarkshire Council detailing all responses received, summaries of their content and a statement from HMIe (Education Scotland) on the educational aspects of the proposal. Responses to the issues raised through the consultation will also be incorporated in the report. Copies of the report will be available, prior to consideration by the council, in the affected schools and online. It is envisaged that the report will be published on 5 March 2026. 2.7 An online version of the document and other items related to the consultation can be found online at www.northlanarkshire.gov.uk/fallsideandportland-consultation 2.8 Further information on the proposal can be obtained by sending an email to ef.fallsideandportland@northlan.gov.uk 2.9 All interested parties are invited to submit their comments on or before 19 January 2026 3. PROPOSAL 3.1 The proposal is that Fallside School and Portland School are relocated to the vacated Mavisbank School site to establish a new school. 3.2 This will enhance the current alignment of all vocational education activity within the purview of the We Aspire College, including access to the Skills Academy and 7 Day Centre. 3.3 The reasons for this proposal are: • The success of the various interventions and initiatives over the last couple of years have resulted in a fall in the school roll in both schools. School 2023/24 2024/25 2025/26 Fallside 15 10 9 Portland 14 14 12 • To improve the availability of shared resources, increase the sense of identity and community for staff and pupils and be more efficient in the use of the school estate. • To strengthen leadership, provide greater depth and breadth of staffing and improve the offering to secondary aged children with a range of complex Emotional Behaviour Needs within localities. • The historic ASN estate provision of North Lanarkshire has meant that Fallside and Portland Schools are smaller, more isolated ASN schools which can be more susceptible to challenges in recruiting appropriate staff and are less easy to naturally integrate with wider services, which can make them less sustainable. • The relocation of Fallside and Portland School to the existing Mavisbank school will provide an equitable service for children with SEBN needs across localities. 4. EDUCATION BENEFITS STATEMENT 4.1 Through the planned proposals it is expected that several educational benefits will be achieved on behalf of children and young people with the requirement for intensive services to meet their needs. These points were clearly established in the findings of the ASN Review and include: Item 7 Page 94 of 188
Page 95
• Empowerment of practitioners and local ownership of resources to meet needs • • Improved access to high quality facilities • Strengthened leadership, provide greater depth and breadth of staffing and management of learning for those with additional needs • Strengthened transition arrangements at all key points of transition, under the leadership of a single head teacher • Increased opportunities for professional learning and sharing good practice, through strengthened workforce arrangements • Strengthened practice in planning to meet the needs of learners • Strengthened practice in pedagogy and learning and teaching • Clearer pathways to mainstream for those who can access such provision • A broad range of opportunities for personal achievement and interdisciplinary learning • Strengthened integrated planning with partners 4.2 Experience in new joint campus demonstrates a flexible learning environment, inspires staff and pupils and has a positive impact on the general health and wellbeing of stakeholders. Further, it increases learners’ aspirations, attainment, achievement and positive destinations at a later stage in their education. This is evident through improving trends in attainment and achievement of our young people. 4.3 Spaces for learning will be designated in such a way as to allow a range of teaching styles and approaches, including active learning, interdisciplinary learning and outdoor learning. 4.4 The curriculum will provide the opportunity for learners to achieve across all curricular areas and to develop skills, attributes and capabilities through courses aligned with the design principles of Curriculum for Excellence: challenge and enjoyment, breadth, progression, depth, personalisation and choice, coherence and relevance. 4.5 Children and young people will be provided with a broad range of opportunities for personal achievement and interdisciplinary learning across all curricular areas by building on best practice in curriculum design in North Lanarkshire Schools. 4.6 The provision of high-quality technology for learning will provide the potential to transform ways of learning and teaching by giving young people and staff flexible and embedded access to a fully digital learning environment. 5. COMMUNITY IMPACT 5.1 Both Fallside and Portland Schools are beyond maintaining and repairing. Closure of these school buildings will provide the respective communities with the opportunities to embrace alternative options for these sites. Item 7 Page 95 of 188
Page 96
5.2 Work is being done to determine mitigation of any adverse impact on those using the facilities (wider access to school spaces may be possible in the evenings for example, or use of other facilities in the locality where available). 5.3 Work will now be done between Education and Families and Enterprise and Communities to: • Assess the impact on community use • Assess the budget implications i.e., any impact on NLC on income streams • Engage effectively/co-producing the approach with communities/users 6. IMPLICATIONS OF THE PROPOSALS 6.1 It is recognised that for existing Fallside and Portland pupils the change of location may be challenging, and consideration has been given to how best to support pupils to make the transition as seamless as possible. Staff will work collaboratively with parents/carers and pupils to support pupils in preparing for the transition. Each pupil will be offered individualised support to ensure they are completely comfortable to complete the transition. This may involve numerous visits during and after school. 6.2 Transport Pupils will continue to be transported from home to school. Transport contracts will be updated to reflect the different drop off and pick up point. As a result, there is no anticipated impact with regard to transport. 6.3 HR Implications Affected staff will be managed in accordance with the appropriate Workforce Change Policies of the Council, and in consultation with the signatory trades unions. Considerations would include Compulsory Transfer, Premature/Early Retirement, Redundancy/ Redeployment. 7. EQUALITY IMPACT ASSESSMENT 7.1 An Equality Impact Assessment has been completed and will underpin planning for these proposals, since a number of the young people involved are considered as being from a protected group, due to disability. 8. INACCURACIES OR OMISSIONS 8.1 There is a statutory requirement for the Council to consider any allegation of an inaccuracy or omission in the proposal paper and determine whether the allegation has foundation. Where inaccuracies or omissions are notified to, or discovered by, the Council within this proposal document, the Council will determine if relevant information has, in its opinion been omitted or whether there is in fact an inaccuracy. Notifiers of any omissions or inaccuracies will be informed of the Council’s decision and the reasons for that decision. Notifiers will also be informed of any action. The Council will invite the notifiers to make further representations to the Council should they disagree with the Council’s determination or its decision as to whether to take action. 8.2 If the Council has found, either itself or through a concern being raised, that there is an inaccuracy or omission in the proposal paper, it must decide whether this relates to a material consideration relevant to the proposal. Item 7 Page 96 of 188
Page 97
Where the confirmed inaccuracy or omission relates to a material consideration, there is a duty on the Council to correct it. 8.3 Appropriate action will then be taken by the Council depending on whether the inaccuracy or omission relates to a material consideration. Such action may include withdrawing the proposal and issuing a revised proposal paper for the whole consultation period, or issuing a corrected proposal paper with, if, an extension of the consultation period. In any of these eventualities, all relevant consultees (and, where applicable, the notifier(s) of any omissions or inaccuracies) and HMIE (Education Scotland) will be advised of the action. Where inaccuracies or omissions are discovered within the proposal document, the Council will determine whether relevant information has been omitted or if there has been an inaccuracy. action will then be taken by the Council, which may include issuing corrections, issuing a corrected proposal document, or an extension of the consultation period. In any of these eventualities, all relevant consultees (and where applicable, the notifiers(s) of any action) will be advised. 8.4 Notifiers of any omissions or inaccuracies will also be given the opportunity to make representations if they disagree with the Council’s determination of any action on the matter, which may result in the Council making a further determination/decision on the matter. 9. THE STATUTORY CONSULTATION PROCESS – ADDITIONAL INFORMATION 9.1 The current requirements for consulting are set out in the Schools (Consultation) (Scotland) Act 2010. This consultation will be carried out in accordance with the Act. 9.2 This consultation has been planned in order to meet the statutory requirements. 9.3 The consultation document sets out the details of the proposal. • The proposal paper details the educational benefits of the proposal and other relevant information. • The proposal paper will be published and widely advertised. • North Lanarkshire Council will seek to determine whether there are inaccuracies or omissions within the proposal paper and take such action as it considers necessary. • The consultation period will be a period of at least 6 weeks including at least 30 school days. 9.4 Prior to the commencement of the consultation period, the authority will give notice of the proposal to the relevant consultees. The relevant consultees are defined in the Schools (Consultation) (Scotland) Act 2010, and are as follows: (a) The parent council or combined parent council of any affected school (b) The parents of the pupils at any affected school (c) The parents of any children expected by the education authority to attend the affected school within two years of the date of publication of the proposed paper (d) The pupils at any affected school (in so far as the education authority considers them to be of suitable age and maturity) (e) The staff (teaching and other) at any of the affected school(s) (f) Any trade union which appears to the education authority to be representative of the persons mentioned above (g) The community council (if any) Item 7 Page 97 of 188
Page 98
(h) The community planning partnership (within the meaning of section 4(5) of the Community Empowerments (Scotland) Act 2015 for the area of the local authority in which any affected school is situated (i) Any other community planning partnership that the education authority considers relevant (j) Any other education authority that the education authority considers relevant (k) Any other users of any affected school that the education authority considers relevant. 9.5 During the consultation period, the authority will hold and be represented at public meetings on the relevant proposal. 9.6 The council will involve HMIe (Education Scotland) in the consultation process. This will culminate in HMIe (Education Scotland) preparing and submitting an independent report on the educational aspects of the proposal. 9.7 Following the consultation period, the council will prepare and publish a consultation report. The report will be published at least three weeks before a final decision is taken on the proposal. 9.8 The consultation timeline provides further information on the timescales for various staged in the statutory process. Please click on the link below to share your views on the proposal (Ctrl + Click to follow link) www.northlanarkshire.gov.uk/fallsideandportland-consultation Item 7 Page 98 of 188
Page 99
Appendix 1 Indicative Timeline Stages Timeline Date 1. Committee Date 18 November 2025 2. Consultation Starts Phase 1 Minimum of 6 weeks To include 30 calendar days 24 November 2025 3. Public Meeting Mid way through consultation 9 December 2025 4. Consultation Ends 30 Days 19 January 2026 5. Report to Education Scotland Phase2 3 weeks 22 January 2026 6. Education Scotland produce report 3 weeks Tues 12 February 2026 7. Consultation report published Phase 3 5 March 2026 8. Time for further consideration 3 weeks from publication date 26 March 2026 9. Final Committee Decision 26 May 2026 10. Council implements outcome of consultation 3 weeks Following council Approval Item 7 Page 99 of 188
Page 100
Appendix (ii) Education Scotland Report Schools (Consultation) (Scotland) Act 2010 Report by HMIE addressing educational aspects of the proposal by North Lanarkshire Council to relocate Fallside School and Portland School to the vacated Mavisbank School building. January 2026 Item 7 Page 100 of 188
Page 101
1. Introduction 1.1 This report from HMIE has been prepared by His Majesty’s Inspectors of Education (HM Inspectors) in accordance with the terms of the Schools (Consultation) (Scotland) Act 2010 (“the 2010 Act”). The purpose of the report is to provide an independent and impartial consideration of a proposal by North Lanarkshire Council to relocate Fallside School and Portland School to the vacated Mavisbank School building. Section 2 of the report sets out brief details of the consultation process. Section 3 of the report sets out HM Inspectors’ consideration of the educational aspects of the proposal, including significant views expressed by consultees. Sect ion 4 summarises HM Inspectors’ view. Upon receipt of this report, the Act requires the coun cil to consider it alongside any relevant considerations the council received and then prepare its consultation report. The council’s consultation report should include this report and must co ntain an explanation of how, in finalising the proposal, it has reviewed the initial proposal, including a summary of points raised during the consultation process and the council’s response to them. The council has to publish its consultation report at least three weeks before it takes its final decision. With all proposals the council needs to follow all statutory obligations set out in the 2010 Act. 1.2 HM Inspectors considered: • the likely effects of the proposal for young people of the schools; any other users; children likely to become pupils within two years of the date of publication of the proposal paper; and other children and young people in the council area; • any other likely effects of the proposal; • how the council intends to minimise or avoid any adverse effects that may arise from the proposal; and • the educational benefits the council believes will result from implementation of the proposal, and the council’s reasons for coming to these beliefs. 1.3 In preparing this report, HM Inspectors undertook the following activities: • attendance at the public meeting held on 9 December 2025 in connection with the council’s proposals; • consideration of all relevant documentation provided by the council in relation to the propos al, specifically the educational benefits statement and related consultation documents, written and oral submissions from parents and others; and • visits to the site of Portland, Fallside and Mavisbank Schools, including discussion with relevant consultees. 2. Consultation process Item 7 Page 101 of 188
Page 102
2.1 North Lanarkshire Council undertook the consultation on its proposal with reference to the Schools (Consultation) (Scotland) Act 2010. 2.2 The public consultation ran from 24 November 2025 to 19 January 2026. Copies of the proposal were made available to stakeholders and on the council website. The council held a public meeting on 9 December 2025. No stakeholders attended the public meeting. The council received one written query. Young people at both Fallside and Portland School were supported to complete forms on their views of the proposal. They were aware that both the current staff and their peers will move to the new site if the proposal is agreed. Partly due to this, most were in support of or unconcerned about the proposal. The council held a focus group with staff. Staff recognise the poor condition and limitations of the Portland site where both schools are currently based. They are in favour of moving to a site in better condition. They raised several practical questions around the proposed school site including the teaching facilities that will be available and parking. 3 Educational aspects of proposal 3.1 Fallside School has recently moved to a shared site with Portland School following a failure in the heating system. Both Fallside and Portland School sites are both in poor condition and the council consider them to be beyond repair. HM Inspectors agree the Mavisbank site is in better state of repair and could provide a suitable space for both schools. The Mavisbank site has the potential to be developed to provide enhanced learning facilities that better meet the needs of the young people in both schools. Partly as a result of interventions and projects, both Fallside and Portland Schools have seen a reduction in their rolls over that last three years. Fallside School currently has nine young people and Portland School has 12 young people. HM Inspectors agree that following refurbishment there should be sufficient space at the Mavisbank School site to accommodate both schools successfully. 3.2 HM Inspectors agree there are potential educational benefits in permanently moving the schools to a shared campus. Both schools operate within North Lanarkshire Council’s We Aspire College, which provides educational support to children and young people with significant social, emotional, and behavioural needs. They have a shared headteacher and staff use the same approaches to planning and delivery of the curriculum. Being part of a permanent, shared campus creates the potential to extend this shared approach further and increase opportunities for joint profession learning and support. 3.3 Young people who spoke to HM Inspectors recognise that the current building is in poor condition. They are positive about the potential for the Mavisbank site to provide improved outdoor opportunities, particularly for sports including football. The Portland site only has a hard surface area for play. The Mavisbank site has a mix of outdoor areas, including some covered and green outdoor spaces. Young people want to ensure, that if the proposal is agreed, that space for learning using technology is maintained and that there are cooking areas. The Item 7 Page 102 of 188
Page 103
council have confirmed that these are planned. Young people would like to visit the Mavisbank site and then be involved in the design of the space. HM Inspectors agree that such involvement would help them to feel ownership of their schools. 3.4 Parents and staff who spoke to HM Inspectors recognise the potential benefits of the proposal. However, they are aware that if the proposal is agreed this will involve moving young people for whom change can be difficult. This may be particularly the case for those young people attending Fallside School, for whom this will be a second move having recently moved to the Portland School site. HM Inspectors agree, that if the proposal is agreed, there will be a need to plan bespoke transitions for each young person to reduce the risk of any disruption to attendance and learning. HM Inspectors recommend that the council progress its plans to involve staff closely in the timeline for any move. This should support staff to involve young people and their families well in making the transition. It would also support them to meet each young person’s needs and reduce the risk of disengagement during this change in location. 4 Summary HM Inspectors agree there are potential education benefits to this proposal. The current Portland School site is in poor repair, the Fallside School site is currently unusable and the Mavisbank site has the space to be a more suitable venue for both schools. The staff teams of both schools are already working together. However, a permanent shared campus could enhance opportunities for professional learning and support. If the proposal is agreed, HM Inspectors recomm end the council work closely with the headteacher and the staff teams to plan the timeline for moving. This will help staff to deliver bespoke transitions for each young person to support continuity of learning. Item 7 Page 103 of 188
Page 104
Appendix (iii) – Public and Staff Consultations Notes and FAQs Public Consultation Meeting – Fallside and Portland Schools Relocation to Mavisbank Site Date: 9 December 2025 At: 6.00pm Venue: Chapelside Community Centre Notes/Frequently Asked Questions (FAQs) Present: A Henry (AH) Senior Education and Families Manager (Panel Chair) M Dolan (MD) Education and Families Manager (Consultation Lead) S Stevenson Inclusion Manager M McGorry Project Manager C McShane Cluster Integration and Improvement Lead H Mulholland HM Inspector of Education Y McBean Assistant Principal Officer (Inclusion) (notes) L Macpherson Project Coordinator – Learning Environment (notes) D Lees Project Coordinator – Learning Environment (notes) It should be noted that the public meeting was advertised to commence at 6pm, both in person and online via a Teams link. At 6:20pm, we had no public attendance at the meeting, either in person or via the Teams link. The team took the decision that given no one had registered their attendance in advance, that it was likely that no stakeholders were going to attend and therefore the meeting was concluded. It is the intention of the consultation team to consider other options to engage stakeholders, and this will be communicated in due course. Staff Consultation Meeting Fallside/Portland 9th December 2025 Chapelside Community Centre Notes/Frequently Asked Questions( FAQs) Start 16:04 End 16:54 Present: A Henry (AH) Senior Education and Families Manager Item 7 Page 104 of 188
Page 105
M Dolan (MD) Education and Families Manager S Stevenson Inclusion Manager M McGorry Project Manager C McShane Cluster Improvement and Integration Lead Y McBean Assistant Principal Officer (Inclusion) (minute taker) L Macpherson Project Coordinator (minute taker) D Lees Project Coordinator (minute taker) AH welcomed and introduced the panel, AH explained the reason for the proposal and outlined the statutory process AH presented the proposal to staff including Education benefits. MD presented the floorplan. Portland and Fallside buildings are currently suitability statement D and Mavisbank is currently a B. MD advised if approved, works would be age and stage appropriate. MD explained the current outdoor space at Mavisbank, in comparison to Portland and Fallside. MD passed back to AH who opened the floor for questions. Q Question A Answer S Statement Q Why is it a joint campus and not a merger? A That would involve two separate consultations, and the timelines would not fit for school moving. If schools merged there could be some detrimental impact on staffing, Staffing would remain unaffected keeping both schools with individual seed codes and funding. Q Will management structure remain the same? A Yes, It will be a copy and paste of present structure, the flexibility will not change as the model remains the same Q The virtual schools service will be next door, would they have pupils in there and do we anticipate any problems with this? A This will be risk assessed and managed by the HT and HT Virtual Schools Q Questions arose around staffing commutes and reliant on public transport Item 7 Page 105 of 188
Page 106
A If approved in May the HR process starts and conversations will be held with individual colleagues, there is mobility clause in your contract to go where the need is, however, each case will be considered on its own merit. Q The committee meets in May, what is the timeline for moving? A We can work at risk in terms of design process and will seek advice from Education Scotland colleagues and ascertain works to be include Summer programme (cosmetic works) the building is a good standard, and we would encourage you to put forward suggestions. Q We currently have 8 classrooms and Mavisbank only have 5, how will this work? A Occupancy is for 50 children, HT and inclusion will discuss HT there are lots of individual spaces which gives more options than currently have at Portland which gives scope to develop, nurture, sensory and bespoke rooms Q What are the cooking facilities? A we will engage and work with staff on the design S There are also ample parking spaces, drop off and secure external storage. The building is all on the one level and we have previously invested in the outdoors of Mavisbank and there is potential for more. Q Are all staff moving? A We anticipate everyone will move to the new site, but conversations will be held around personal circumstances Q What is the best use of the space A We will work with you on the best use of the space. The project manager will discuss requirements with inclusion, they all have a previous history of engagement on past projects Q When will the physical works start? A Cosmetic works would be included within the six-week summer programme. Due to capacity, we do not want to phase the works, we want it to be 99% of what you require, if the works are phased the building will not be ready to move into Q Would we have to move in August? A If approved we do allow transitions within reason, however, the building has been declared as surplus and is no longer fit for purpose. Q We had enhanced transitions with Pentland? A If it benefits the young people then its palatable and there will be a pupil consultation (pupil voice) in house. We encourage feedback and may have another meeting and will keep you up to date with further information in the new year A Why is Education Scotland involved. Item 7 Page 106 of 188
Page 107
Q They are a stakeholder and independent body, and it is a statutory requirement to have them involved. Q Do Education Scotland always agree? A No, not always, we have previously been asked for further information sessions Q What will the name of the campus be? A Both schools will retain their name and identity S Staff are encouraged to share their views and comments by contacting the mailbox No further questions, AH closed the meeting at 16:54 Item 7 Page 107 of 188
Page 108
Appendix (iv) Equality Impact Assessment Form Section 1. About the Policy 1. Name of the policy / strategy / function / procedure: Proposal to relocate Bothwellpark High School to the Edward Lawson Centre. Is this a: - A new policy /strategy / function / procedure / service Y Budget saving Review of policy /strategy / function / procedure Y Review of Service Y Other (please specify) Community Asset Transfer Is this a key strategic decision subject to the Fairer Scotland Duty Yes, in relation to the Fairer Scotland Duty requirement for public bodies “to actively consider how they could reduce inequalities of outcome in any major strategic decision they make.” Y Item 7 Page 108 of 188
Page 109
1.2 Person Responsible for the policy etc. Name: Job Title and Service / Team: Michael Dolan Education & Families Manager 1.3 What is the scope of the assessment? P Detail where appropriate Whole of the organisation Service specific Y Education specific reconfiguration of ASN services Discipline specific Y Other Y Proposal to merge Fallside School and Portland School and to relocate to the current Mavisbank School, Airdrie. 4. What is the policy/ strategy/ function/ saving trying to achieve / do? • The strategic reconfiguration of the intensive ASN systems and services to support children and young people with intensive additional EB needs, within Fallside and Portland Schools, to realise their full potential. • Empowerment of practitioners and local ownership of resources to meet needs • Improved access to high quality facilities • Strengthened leadership, provide greater depth and breadth of staffing and management of learning for those with additional needs • Strengthened transition arrangements at all key points of transition, under the leadership of a single head teacher. • Increased opportunities for professional learning and sharing good practice, through strengthened workforce arrangements. • Strengthened practice in planning to meet the needs of learners • Strengthened practice in pedagogy and learning and teaching • Clearer pathways to mainstream for those who can access such provision • a broad range of opportunities for personal achievement and interdisciplinary learning • Strengthened integrated planning with partners • Experience in new school buildings has demonstrated that a new and flexible learning environment inspires staff and pupils and has a positive impact on the general health and wellbeing of stakeholders. Further, it increases learners’ aspirations, Item 7 Page 109 of 188
Page 110
attainment, achievement and positive destinations at a later stage in their education. This is evident through improving trends in attainment and achievement of our young people. • Spaces for learning will be designated in such a way as to allow a range of teaching styles and approaches, including active learning, interdisciplinary learning and outdoor learning. • The curriculum will provide the opportunity for learners to achieve across all curricular areas and to develop skills, attributes and capabilities through courses aligned with the design principles of Curriculum for Excellence: challenge and enjoyment, breadth, progression, depth, personalisation and choice, coherence and relevance. • Young people will be provided with a broad range of opportunities for personal achievement and interdisciplinary learning across all curricular areas by building on best practice in curriculum design in North Lanarkshire Schools. • The provision of high-quality technology for learning will provide the potential to transform ways of learning and teaching by giving young people and staff flexible and embedded access to a fully digital learning environment. 1.5 If this is a budget saving, how will the saving be achieved? n/a Section 2. What do I know now? 2.1 Who are the stakeholders and beneficiaries? • Pupils who attend Fallside and Portland Schools. • Parents/Carers of pupils who attend Fallside and Portland Schools. • All pupils with an EB additional support need across NLC • Employees: Head Teachers, Cluster Support Teachers (CSTs), CIILs, teaching and non- teaching staff and the Inclusion team • Managers: The Operational Team that will project manage this strategy, Programme Board that will oversee it, and managers across the departments who will be asked to provide their views and input throughout the review process • Third sector partners who support pupils in Portland and Fallside Schools • Partner teams/departments at NLC: Social Work, Educational Psychology, Estates, and HR colleagues Item 7 Page 110 of 188
Page 111
• Owners: The Project Sponsor, James McParland, Chief Officer (South); Alan Henry, Senior Responsible Officer; Michael Dolan, Resource Officer. 2.2 What data, consultation, research and other evidence or information is available relevant to this assessment? (This is a desktop exercise) A council-wide review of the additional support needs sector has been undertaken. It is recognised that fundamental changes are required, including higher quality facilities and increased collaboration between schools and services to benefit pupils and their families, staff and the delivery of a full and robust learning experience. The new facilities will offer intensive support for children and young people who attend Portland and Fallside Schools. A consultation process will be carried out in accordance with the terms of the Schools (Consultation) (Scotland) Act 2010 and the amendments contained in the Children and Young People (Scotland) Act 2014. It is within this statutory framework that Education and Families, has engaged in a consultation exercise with all relevant consultees. Young people who attend both Fallside and Portland Schools and their families will be consulted throughout the process to hear views. Statutory Consultation is due to begin on 24 November 2025 and will end on 19 January 2026. A public Consultation Meeting will be held on Tuesday, 9 December 2025. 2.3 Considering the information in Section 1 and 2.1 and 2.2 2.3.1 If this policy is subject to the FSD what does it suggest about the impact or potential impact on socio-economic disadvantage? (please refer to FSD Interim Guidance) Low income n/a Low wealth n/a Material deprivation n/a Area deprivation n/a Item 7 Page 111 of 188
Page 112
2.3.2 Are any of the people communities listed below likely to be more affected by this policy than others? People who share one or more of the protected characteristics of the Equality Act 2010 Yes Details No Details Don’t Know Age (a particular age or range of ages) Y 12-18 years Disabled people and people with long term health conditions Y The relocation is aimed at improving the support given to pupils who attend Portland and Fallside Schools. For some pupils with EB additional support needs moving to an alternative school estate may be more affected than others when experiencing a change to their school environment. Women and men, girls and boys Y People defined by their race, colour and nationality, ethnic or national origins. N Married people and civil partners N Pregnant women and new mothers (including breastfeeding women) N Lesbian, gay and bisexual people N People transitioning from one gender to another N People of different religions or beliefs or non-beliefs N Other groups Item 7 Page 112 of 188
Page 113
Children and families Y The relocation is aimed at improving the support given to pupils who attend Portland and Fallside Schools. For some pupils with EB additional support needs moving to an alternative school estate may be more affected than others when experiencing a change to their school environment. Homeless people N People who are care experienced Y The relocation is aimed at improving the support given to pupils who attend Portland and Fallside Schools. For some pupils with EB additional support needs moving to an alternative school estate may be more affected than others when experiencing a change to their school environment. Care leavers Y The relocation is aimed at improving the support given to pupils who attend Fallside School and Portland School including those who are care experienced. Some pupils with severe and complex additional support needs moving to an alternative school estate may be more affected than others when experiencing a change to their school environment, including pupils who are care experienced. Carers – paid / unpaid, family members N Asylum seekers N Employees – full and part time. Including SES, MAs etc. Y Management roles will be reviewed under the council’s job sizing and other Human Resource policies. Teaching staff from Fallside School and Portland School may Item 7 Page 113 of 188
Page 114
experience a change to their location. Non- teaching staff from Bothwellpark High School may experience a change to their location. Others Y Mavisbank Primary School is not, and has not been, a community centre with community access. Environmental services staff may experience changes to existing transport arrangements Taxi and bus contractors may experience changes to existing contracts. 2.4 Do you have evidence or reason to believe that this policy will, or may potentially affect the Council’s duty to: (Please tick all that apply). Yes No Don’t Know 1. Eliminate unlawful discrimination, harassment and victimisation and any other conduct prohibited by the Equality Act 2010? Yes 2.Advance equality of opportunity between people who share a relevant protected characteristic and those who do not Yes 3. Foster good relations between people who share a protected characteristic and those who do not? Yes 4. Protect and promote human rights? Yes 5. Reduce socio-economic disadvantage Yes It is expected that pupils who attend Fallside School and Portland School will benefit from an improvement in the quality of individualised teaching and learning and future life opportunities. Supporting a focus on the future of the ASN estate and specialist provision around the campus model of the future. Item 7 Page 114 of 188
Page 115
Notably, long-term socioeconomic advantage is expected to be fostered across North Lanarkshire due to the investment in school estates. Section 3. What else do I need to know /find out? 3.1 Further consultation – Please use the table directly below to say who you will consult with (tick Yes or No). Consider those groups from section 2.3 where you ticked yes or don’t know. Once consultation has taken place provide the details below. People and communities Yes No Describe what you did, with whom and when. Please provide a brief summary of the responses gained and links to relevant documents, as well as any actions Age (a particular age or range of ages) Y Children under the age of 18 and families will be consulted throughout the ASN reconfiguration process to hear views across all of North Lanarkshire. Statutory Consultation commenced on 24 November 2025 and will end on 19 January 2026. Public Consultation Meeting will be held on 9 December 2025. Staff and Parents will be met with separately but will also be invited to the public meeting. The Consultation Final Outcome Report will be presented to Education & Families Committee week beginning for approval and decision published thereafter. Disabled people and people with long term health conditions Y Children under the age of 18 and families will be consulted throughout the ASN reconfiguration process to hear views across all of North Lanarkshire. Statutory Consultation commenced on 24 November 2025 and will end on 19 January 2026. Public Consultation Meeting was held on 9 December 2025. Women and men, girls and boys Y Teaching staff have and will continue to be consulted about proposed asset rationalisation changes that are due to be carried out. Statutory Consultation commenced on 24 November 2025 and will end on 19 January 2026. Public Consultation Meeting was held on 9 December 2025. There will be Trade Union and HR consultations where appropriate. Item 7 Page 115 of 188
Page 116
People defined by their race, colour and nationality, ethnic or national origins. N Married people and civil partners N Pregnant women and new mothers and breastfeeding women. N Lesbian, gay and bisexual people N People transitioning from one gender to another N People of different religions or beliefs or non-beliefs N Other groups N Children and families Y Pupils from Portland School and Fallside School and their parents/carers will be consulted throughout the ASN reconfiguration process to hear views across all of North Lanarkshire. Statutory Consultation commenced on 24 November 2025 and will end on 19 January 2026. Public Consultation Meeting was held on 9 December 2025. Homeless people n/a Care Experienced people Y Pupils from Portland School and Fallside School including those who are care-experienced. Parents/carers, who themselves may be care experienced, will be consulted throughout the ASN reconfiguration process to hear views across all of North Lanarkshire. Statutory Consultation commenced on 24 November 2025 and will end on 19 January 2026. Public Consultation Meeting was held on 9 December 2025. Item 7 Page 116 of 188
Page 117
Care leavers Y Pupils from Portland School and Fallside School including those who are care-experienced. Parents/carers, who themselves may be care experienced, will be consulted throughout the ASN reconfiguration process to hear views across all of North Lanarkshire. Statutory Consultation commenced on 24 November 2025 and will end on 19 January 2026. Public Consultation Meeting was held on 9 December 2025. Carers – paid / unpaid, family members Y Pupils from Fallside School and Portland School and their parents/carers will be consulted throughout the ASN reconfiguration process to hear views across all of North Lanarkshire. Statutory Consultation commenced on 24 November 2025 and will end on 19 January 2026. Public Consultation Meeting was held on 9 December 2025. Asylum Seekers N Trade Unions Y Teaching staff have and will continue to be consulted about proposed asset rationalisation changes that are due to be carried out. There will be Trade Union and HR consultations with affected staff members from Portland School and Fallside School. Statutory Consultation commenced on 24 November 2025 and will end on 19 January 2026. Public Consultation Meeting was held on 9 December 2025. Employee Equality Forum N Others N 3.2 What additional research or data is required? Item 7 Page 117 of 188
Page 118
Continuous consultation with all stakeholders to transition pupils Statutory Consultation commenced on 24 November 2025 and will end on 19 January 2026. Public Consultation Meeting was held on 9 December 2025. Information gained through the consultation process will be analysed and, where views align with 1.4 above, will be taken into account. Thorough monitoring and review of building works to ensure timelines can be met for placements allocated to pupils. 3.3 What does the additional research and data tell you about potential or known effects? FAQs based on feedback from Stakeholders along with questions raised at the public consultation meetings on 9 December 2025 will allow further analysis of the effects. This EQIA will continue to be reviewed throughout the process. Section 4. Assessing the impact and strengthening the policy Considering all the evidence you now have from section 1-3, how will the policy affect different people and communities in relation to equality, socio-economic disadvantage and human rights? 4.1 How does/will the policy and resulting activity affect those with the characteristics listed below (including employees)? Please use the table below to provide details. Detail any Positive impact Detail any adverse impact If adverse, how can we mitigate this? Where no mitigating action is planned, please say why not Age (a particular age or range of ages) Pupils Portland School and Fallside School will be placed in high quality facilities whereby pupils of all abilities are encouraged to reach their fullest potential. Pupils moving to the Mavisbank School site may have a negative experience due to the impact of change being more significant for some pupils. Extensive statutory consultation processes with pupils and families from Portland and Fallside Schools Enhanced transition planning to allow pupils to anticipate the changes. Transition arrangements begin May 2026. Please refer to Appendix A. Item 7 Page 118 of 188
Page 119
Disabled people and people with long term health conditions Pupils Portland School and Fallside School will be placed in high quality facilities whereby pupils of all abilities are encouraged to reach their fullest potential. As above, there may be adverse experiences for some pupils should their teaching environment change. As above. Women and men, girls and boys People defined by their race, colour and nationality, ethnic or national origins. n/a Married people and civil partners n/a Pregnant women and new mothers (including breastfeeding women) n/a Lesbian, gay and bisexual people n/a People transitioning from one gender to another n/a People of different religions or beliefs or non-beliefs n/a Other groups Children and families Pupils Portland School and Fallside School will be placed in high quality facilities whereby pupils of all abilities are encouraged to reach their fullest potential. Pupils moving to the Mavisbank School site may have a negative experience due to the impact of change being more significant for some pupils. Extensive statutory consultation processes with pupils and families from Fallside School and Portland School. Enhanced transition planning to allow pupils to anticipate the changes. Transition arrangements begin May 2026. Please refer to Appendix A. Item 7 Page 119 of 188
Page 120
Homeless people n/a Looked after and accommodated people Pupils, including care- experienced children, in Portland and Fallside Schools will receive robust needs- based support promptly when required. Support will end when the requirement ceases, thus encouraging the independence of pupils and supporting an inclusive pedagogy within schools whereby pupils of all abilities are encouraged to reach their fullest potential. As above, there may be adverse experiences for some pupils should their teaching environment change. Extensive statutory consultation processes with pupils and families from Portland School and Fallside School. Enhanced transition planning to allow pupils to anticipate the changes. Transition arrangements begin May 2026. Please refer to Appendix A. Care leavers Pupils, including care- experienced children, in Portland and Fallside Schools will receive robust needs- based support promptly when required. Support will end when the requirement ceases, thus encouraging the independence of pupils and supporting an inclusive pedagogy within schools whereby pupils of all abilities are encouraged to reach their fullest potential. As above, there may be adverse experiences for some pupils should their teaching environment change. Extensive statutory consultation processes with pupils and families from Portland School and Fallside School. Enhanced transition planning to allow pupils to anticipate the changes. Transition arrangements begin May 2026. Please refer to Appendix A. Carers – paid / unpaid, family members n/a Asylum Seekers n/a Employees – full and part time. Including SES, MAs etc. Access to quality teaching areas to improve teaching and learning. Better working environments for staff Staff may experience adverse experience by being asked to change work location Continue to work closely with Trade Unions and HR Business Partners to review the proposed upcoming changes. Item 7 Page 120 of 188
Page 121
resulting in improvements in Health and Wellbeing. Others 4.2 What measures could be taken to strengthen the policy / strategy to help advance equality of opportunity, foster good relations, promote human rights and reduce socio-economic disadvantage. Continued consultation with relevant stakeholders throughout the consultation process and beyond if the policy is adopted. Enhanced transition planning to allow pupils to anticipate the changes. Transition arrangements begin August 2022. Please refer to Appendix A. 4.3 Considering questions 4.1 and 4.2 what actions / measures will be put in place before introducing this policy please provide details. Action Timescales Responsible Officer Review details (include timescales) Statutory consultation process for relocation of staff and pupils from Portland School and Fallside School. September 2021- November 2021 Responsible Officer, Jennifer O’Hara; Project Manager, Yazmin Raven. Extensive statutory consultation processes with pupils and families from Portland School and Fallside School. Enhanced transition planning to allow pupils to anticipate the changes. Transition arrangements begin May 2026. Please refer to Appendix A. An ongoing thorough review of proposed building works. Present and ongoing Responsible Officer, Michael Dolan Project Manager, Maryann McGorry. Continued liaison with Asset & Procurement specialists on designs. Ensuring design meets the needs of pupils and staff. Section 5. Monitoring, evaluating and reviewing Item 7 Page 121 of 188
Page 122
5.1. How will you monitor the impact and effectiveness of the new policy? • Monitoring and evaluating the quality of the learning outcomes of Fallside School and Portland School pupils and the increased access to experiences and opportunities for pupils. • Measuring and evaluating the wider range of partnership working and their delivery of curricular and therapeutic services. • Evaluate and monitor the reduction on the current demands on the ASN complex needs sector when allocating ASN places. Section 6. Making a decision and sign-off Recommendation Tick Comment (where applicable, please give more information e.g. where to pilot, what modifications, etc.) Timescales Introduce the policy Completion date of May 2026. Implementation date August 2026 and onwards Adjust the policy then introduce Introduce the policy with justification regarding potential adverse impact Stop and withdraw the policy Item 7 Page 122 of 188
Page 123
Name of Policy Head of Service /Senior Manager sign-off: Name Job title and division/ team Date Signature Michael Dolan Education & Families Manager 10 October 2026 For further information please contact: Name: Maryann McGorry Job title: Project Manager – Education Service: Education and Families Contact details: mcgorrym@northlan.gov.uk Item 7 Page 123 of 188
Page 124
Appendix 2 – Slide pack showing the materials prepared for public meeting Item 7 Page 124 of 188
Page 125
Item 7 Page 125 of 188
Page 126
Item 7 Page 126 of 188
Page 127
Item 7 Page 127 of 188
Page 128
Item 7 Page 128 of 188
Page 129
Item 7 Page 129 of 188
Page 130
Item 7 Page 130 of 188
Page 131
Item 7 Page 131 of 188
Page 132
Item 7 Page 132 of 188
Page 133
Item 7 Page 133 of 188
Page 134
Item 7 Page 134 of 188
Page 135
Item 7 Page 135 of 188
Page 136
Item 7 Page 136 of 188
Page 137
Item 7 Page 137 of 188
Page 138
Item 7 Page 138 of 188
Page 139
Item 7 Page 139 of 188
Page 140
Item 7 Page 140 of 188
Page 141
Item 7 Page 141 of 188
Page 142
Item 7 Page 142 of 188
Page 143
Item 7 Page 143 of 188
Page 144
Item 7 Page 144 of 188
Page 145
Item 7 Page 145 of 188
Page 146
Item 7 Page 146 of 188
Page 147
North Lanarkshire Council Report Education, Children & Families Committee Does this report require to be approved? ☒ Yes ☐ No Ref AG/AG Date 26/05/26 Resilient People – Improving Family Support From Alison Gordon, Chief Social Work Officer (Education, Families, Justice, & Integrated Practice) E-mail GordonAl@northlan.gov.uk Executive Summary This report provides Members with a comprehensive update on the delivery, impact, and ongoing development of whole family support services in North Lanarkshire. It demonstrates how the Council and its partners are progressing a prevention-led, whole- system approach aligned with The Plan for North Lanarkshire, GIRFEC, and The Promise, with the aim of supporting children to grow up safely within their families and communities wherever possible. Overall, the report evidences strong preventative impact, effective partnership working, and clear alignment with national and local policy priorities. While funding sustainability remains a key risk, the current model is delivering improved outcomes for children and families, reducing demand on crisis and statutory services, and contributing to longer-term system change in line with The Promise Recommendations It is recommended that the Education, Children, and Families Committee: (1) Approve the approach to supporting children and young people and families as outlined in the report. The Plan for North Lanarkshire Priority Support all children and young people to realise their full potential Ambition statement (7) Enhance collaborative working to maximise support and ensure all our children and young people are included, supported, and safe Programme of Work Resilient People Item 8 Page 147 of 188
Page 148
1. Background 1.1 The Plan for North Lanarkshire has a clear focus on prevention. For families, this means providing the right support at the right time that helps to prevent families reaching crisis. Our local ambitions align with those The Promise which calls for help for families that is flexible, easy to access and available 7 days a week. To achieve this requires system transformation and shifting investment upstream. In North Lanarkshire, therefore, delivering family support is a core component of the Programme of Work and is overseen the Resilient People Board. 1.2 Through a combination of core and temporary funds, we have developed family support services at each level of our GIRFEC staged intervention pathway. A focus on prevention underpins all the services at whatever level of support families require in order for children to flourish in loving families, or to return to their families. Below we have provided an update on our outline of the suite of services: 1.3 Poverty is one of the most significant drivers of family stress and children entering care and addressing financial disadvantage is central to whole family support. We have made strong links between the Tackling Poverty Team and family support services, including a dedicated Fairer Futures funded welfare right officers linked to our neurodevelopmental family support service in recognition of the particular disadvantages for children with additional support needs. Our family support services are also now able to provide families with direct financial support through our cash first approach where there is immediate need and to avert problems escalating unduly. 1.4 Members will recall that in addition to the council’s core funding of family support, a number of family support services and teams are funded by temporary grants, and this represents a potential risk for long term service delivery. These grants are aligned to different government policy areas but are linked by the importance of flexible and holistic whole family support to deliver their objectives. These funding streams include the Whole Family Wellbeing Fund, the health and wellbeing elements of the Scottish Equity Fund, Fairer Futures, Best Start Bright Futures, and ADP funded projects. Item 8 Page 148 of 188
Page 149
1.5 Through the Resilient People Programme of Work and Children’s Services Planning Partnership we plan and coordinate the use of these funds to maximise impact, avoid duplication and ensure they deliver on the ambitions of the Plan for North Lanarkshire. In addition, the Resilient People Board has commenced a review of council provided and commissioned family support services to develop an options appraisal for a sustainable model of support underpinned by the principles of family support as outlined in The Promise. The review is cross council, and proposed options will align to the council’s one service approach. A baseline of current activity, costs and existing evaluation evidence has been undertaken, and we are now at the stage of engaging with staff and families who use our services. The outcome of this review will be presented to committee in 2027. 2. Report 2.1 This section provides an update on the work of some of our commissioned and council provided family support services, at each level of our staged intervention pathway. It is not exhaustive but provides information on some of our most significant areas of investment. Whole Family Support – Universal Level 2.2 At the universal level, the Families Here and Now Service (FHANS)—delivered by Barnardo’s and funded through the Whole Family Wellbeing Fund—continues to provide flexible, place-based whole-family support. Now approaching its third year, the value and impact of this early-help offer are increasingly clear. 2.3 Referral patterns generally reflect population size, with higher numbers in larger areas. In localities where referrals are lower, FHANS undertakes a targeted outreach, leading to increased engagement in subsequent periods. This supports locality-specific planning and ensures resources are directed where they will have the greatest impact. 2.4 FHANS adapts its delivery model to ensure timely, appropriate support. Families and practitioners often note the complexity of navigating services; FHANS therefore plays a Item 8 Page 149 of 188
Page 150
crucial role in listening to families about their needs, providing immediate and/or longer- term help, and, where appropriate connecting families seamlessly to the most suitable service. This reflects the principles of a “no wrong door” model, as envisaged within the Resilient People Programme of Work. 2.5 Referral activity continued to rise across Year 2 of the service being in operation, with 422 whole-family referrals received in the first three quarters—an average of 35 per month and a 75% increase on the previous year. FHANS is currently supporting 319 families, reflecting both increasing need and improved awareness of the service. This upward trend reflects increasing community trust and clearer understanding of how to access support. 2.6 Alongside formal referrals, there has been significant growth in families engaging with community-based support. Community-based support includes a wide variety of activities such as after school family sessions, activities over weekends and holidays and group art sessions. Between Q1 and Q3, uptake increased by 57%, demonstrating the need for low-barrier pathways and strengthened connections across local communities. 2.7 This insight continues to shape local service delivery, evidenced in creative intervention models, diverse activity-based programmes and improved understanding of local needs. 2.8 During the reporting period, FHANS closed 51 cases, bringing the year-to-date total to 143. Post-closure wellbeing checks at 3, 6, 9 and 12 months involved 42, 11, 28 and 19 families respectively. Most families reported they were managing well and continuing to apply the strategies developed during their engagement with the service. The findings show that progress is generally maintained after case closure and that the follow-up process plays an important role in sustaining positive outcomes. Item 8 Page 150 of 188
Page 151
2.9 FHANS delivers a key element of the Council’s cash-first model, ensuring families receive timely and appropriate support to address immediate need in a non- stigmatising way. To strengthen this offer and improve long-term sustainability, trained volunteers now provide peer-mentoring and practical assistance as part of the FHANS exit pathway. This additional layer of informal support builds community capacity and resilience. 2.10 Analysis of referral rates to social work there is emerging data that show this approach is having come impact on reducing demand on statutory services. We will monitor to see if this is an established trend. It is strengthening local support networks and helps families sustain progress after formal involvement ends. It also contributes to a more resilient community infrastructure, preventing escalation, and improving long-term outcomes for children and families. Family Support– Additional Level Support Neurodevelopmental Family Support Workers 2.11 The continued development of the Neurodevelopmental Family Support Service is delivering clear and tangible improvements for families of children with disabilities and additional support needs—one of the priority groups within the Tackling Poverty Delivery Plan. The service is now supported through aligned funding streams, including Whole Family Wellbeing Funding, Community Mental Health and Wellbeing funding, and the Fairer Future Partnership Fund. This combined investment has enabled a more coordinated and sustainable model, including the addition of a council-based Family Support Worker. 2.12 In the past year, the service received 250 referrals, reflecting a slight increase on the previous year. Of these, 39% came from NHS ND/CAMHS, 57% from education and 4% from early years services. Alongside formal referrals, the team has been working proactively within local communities with families of nursery- and school-aged children, extending support beyond formally allocated cases. An example of this is targeted workshops at Aitkenhead Primary, Item 8 Page 151 of 188
Page 152
which supported 18 families, none of whom required to be added to the waiting list, thereafter, demonstrating clear preventative impact. 2.13 The team is currently supporting 119 families, representing a 40% increase from last year. While a waiting list remains, it is reducing due to the targeted intervention. 2.14 There has also been a 25% increase in neurodiverse children receiving 1:1 intensive support, now totalling 47 children, making this the most requested offer. Support is often provided to multiple family members as part of a whole-family approach; for example, 113 siblings (61 with ASN and 52 without) have received support over 2025/26, and 100% of parents. This approach is essential in strengthening family functioning, improving relationships and communication, and supporting longer-term wellbeing. The range of needs that children come to the service with and the outcomes for parents are illustrated below: 2.15 Participation in the Fairer Futures Partnership has enabled the service to benefit from a dedicated Tackling Poverty link, ensuring families maximise the financial and practical support available. Carers Together also contributes to the Council’s cash-first approach, with 44 families receiving targeted assistance and 51 referrals to tackling poverty in 2025/26. 2.16 The flexibility of the service enables a forward-thinking and responsive approach to meeting need. To enhance reach within early years—and to strengthen efforts to address child poverty while supporting those on the waiting list—the team has been encouraging parents to participate in support sessions within Early Years and Education establishments. This work is coordinated alongside key partners, including Tackling Poverty services, ASN family support staff and NHS neurodevelopmental professionals to streamline pathways and enhance the no wrong door approach. Feedback from parents, children and case study can be found at Appendix A. Item 8 Page 152 of 188
Page 153
Family Engagement Support Assistants (FESAs) 2.17 Members will recall that FESAs have been used across the school clusters since December 2022 as a family support response to school attendance issues. There are currently 15 FESAs working across the clusters, with one in each Empowered Cluster. 2.18 The approach recognises that difficulties in the family will impact on school attendance and therefore the attainment and health and wellbeing of the children. FESA provide an important facilitative role in connecting families with other services and helping to build trusting communication with schools. The FESAs frequently see the following issues impact on families and school attendance: 2.18.1 Poverty – FESAs now have access to the cash first approach to alleviate immediate need for families alongside work with the Tackling Poverty Team to ensure families receive all the help for which they are eligible. More recently they have helped families access smoking cessation services which has a major impact on family finances. 2.18.2 Parental Mental Health – many family members known to FESAs have experienced mental health issues, and FESAs have assisted families to access mental health support through NHS Lanarkshire online supports and services through GPs and the voluntary sector. 2.19 Communication with schools – many families struggle to maintain communication with schools during periods of their children’s absence. FESAs provide a valuable link, and this communication channel can assist with matters such as claiming free meals and clothing grants and also tailoring support to increase access to learning. 2.20 Sleep – this appears to be an increasing issue where children have difficulties sleeping, impacting on their daily functioning. FESAs assist families in seeking advice from sources such as Sleep Scotland and NHS online self-help resources. FESAs also coach parents in using these approaches to promote long term positive effects. 2.21 Effectiveness of the FESA service is measured using school attendance. Figures are taken twice a year at the end of June and the end of December and the attendance of children where work has been completed in the reporting period. The figures for December 2025 are: Increased Attendance Decreased Attendance Maintained Attendance Total 126 24 18 168 75% 14% 11% 100% 2.22 The number where work was completed in the half year period up to December 2025 was 168. The figures indicate that 3 out of 4 children worked with by FESAs show increased attendance with the average increase being 29 percentage points. Where attendance stayed the same, the FESAs helped to break a declining pattern of attendance. Item 8 Page 153 of 188
Page 154
2.23 Impact across the age groups was also considered. Earlier indications were that impact on attendance in primary school was the greatest. When numbers with completed work and numbers with increased attendance are looked at across stages from P1-S6 the following can be seen: 2.24 This shows a clear level of improved attendance across the stages, however, the S3 group shows the lowest levels of success. All S5 and S6 young people receiving support achieved attendance at over 95% when support was completed. 2.25 The attendance figures show a positive picture; however, it does not reflect all the work that FESAs carry out with families, and a case study is provided at Appendix B for members to illustrate the breadth of work. Early Years Family Engagement Service 2.26 The Family Engagement Service (FES) delivers a preventative, early-intervention model for families with children under five experiencing complex challenges including poverty, parental mental health issues, substance use and domestic abuse. The service is firmly aligned with GIRFEC, prioritising early support, family voice, and preventing escalation to statutory intervention wherever possible. 2.27 As of April 2026, 301 Requests for Assistance have been received, with 223 families allocated support, indicating significant and sustained demand. Interventions are relationship-based and family-led, with outcomes planned and reviewed collaboratively. 2.28 Impact is measured using the Family Star, aligned to wellbeing indicators. In 61% of allocated families, 86% of parents reported improved outcomes. 0 5 10 15 20 25 30 P1 P2 P3 P4 P5 P6 P7 S1 S2 S3 S4 S5 S6 Raised Attendance by School Stage Total Raised Attendance Item 8 Page 154 of 188
Page 155
2.29 These outcomes exceed the service target of improving outcomes for 70% of families. 2.30 Preventative impact is strong. A review of 12 randomly selected cases found that 11 would have been likely to escalate to statutory social work involvement without FES support, demonstrating the service’s effectiveness in preventative help. 2.31 Feedback from families and referrers has been unanimously positive, highlighting the service as non-judgemental, supportive, and effective in improving family wellbeing and reducing pressure on statutory services. 2.32 Overall, the Family Engagement Service is delivering measurable improvements in outcomes, strong preventative impact, and clear alignment with national policy priorities. 2.33 Strong alignment with GIRFEC and The Promise is evident in both practice and outcomes. Social Work Intensive Services 2.34 Social Work Intensive Service provides a high level of family support to children and their families, working in partnership with locality social workers and the team around the child, to prevent children coming into care. The service comprises, Families First and Community Alternatives that support children and their families from pre-birth to older teenagers. The Family Group Decision Making and Lifelong Links team build on family strengths and maintain family relationships or reconnect children when relationships have been ruptured. At weekends, the service undertakes planned work and work with the Social Work Emergency Service to provide practical and emotional support to keep children at home and in the community. The services also provides intensive support to care experienced young people who have left care and to young people in conflict with the law. 2.35 Intensive Service is currently working with over 500 children and their families delivering planned interventions on an individual, family and groupwork basis. A review was undertaken of 198 families involving 258 children at the point intervention Item 8 Page 155 of 188
Page 156
concluded between April 2025 and March 2026. This identified 116 families with 167 children who were supported in relation to maintaining children at home, preventing family or placement breakdown and rehabilitation. The chart below highlights where children were living when the service commenced. 2.36 When intervention concluded, using measures linked to the child’s outcomes were fully achieved in 67% of cases and partially achieved in 21% of cases. Outcomes were not achieved for 20 children (12%). Where outcomes were not achieved the reasons identified were; 8 service not appropriate (FGDM), 11 parents/ carers were not ready or able to work with the service and address underlying issues and 1 child’s plan changed and the service was no longer required. 2.37 On reviewing the underlying reasons for intervention with younger children, it was apparent that families were experiencing multiple complex issues which were impacting on parenting, care and family relationships. The most prevalent issues were parent and child relationships and understanding children’s behaviour, child protection issues, parental alcohol and drug misuse, parental mental health, domestic abuse and children experiencing difficulties at school. 2.38 The service has consolidated parenting support using the Togetherness Solihull Approach, with delivery on an individual and groupwork basis. Two Understanding My Child groups were successfully concluded in 2025/26 with 13 parents participating in a nine-week programme, including an introductory session where parents from the previous group attended to provide peer learning and their reflections on the impact participation in the group had on their parenting and family life. At the start of the groupwork parents said they felt anxious, worried and lacking confidence in their parenting however, as the group progressed confidence and growth were evident for all. Some quotes from the feedback received from parents are below. Item 8 Page 156 of 188
Page 157
2.39 Over the school breaks Intensive Services provided day trips for families and activity breaks and camps for young people in recognition of the additional pressure families experience at these times. In addition to Understanding My Child groupwork, the team provided a range of groupwork over the year for parents and children, including Understanding My Teenager, Baby Massage, Duke of Edinburgh Sivler and Bronze Award, Aftercare Group Outings, Nurture and Natter Group, SOS Transitions, Girls Activity Group, Outdoor and Winter Activity Groups, and Yoga and a Self-Care Group. All feedback received from the day trips, groups and activities has been very positive, with all feedback scoring between 8 and 10 out of 10, with one score at a 7 with the feedback being that the person wished the camp lasted longer. 2.40 The FGDM and Lifelong Links team continue to support many individuals and families. This year the team have been working closely with children’s house staff to identify young people in their care who would benefit from FGDM support to reconnect with family and important people or improve relationships and family time. 2.41 The Lifelong Links team had the opportunity to create an animation about the service in collaboration with a young person who was adopted and her adoptive mum. Lifelong Links supported the young person gain insight and understanding about her birth family, her care journey and facilitated reconnection with her birth family. She now understands her life story and enjoys good relations with more than 20 members of her birth family. The young person and her adoptive mum wished to participate in the animation to promote the service, the importance of life story work and maintaining or reconnecting family relation in adoption. The link to the animation is below. Item 8 Page 157 of 188
Page 158
3. Measures of success 3.1 Improved health and wellbeing of children and their families. 3.2 Reduction in need for crisis services and requests of assistance to social work. 3.3 Progress in improving attendance is maintained. 3.4 Outcomes for children, young people and their families are improved through positive relationships with staff and with trauma-informed approaches. 3.5 Supports are easier to access and responsive to need – the ‘no wrong door approach’ – through integrated working within the new Operating Model, supported by the GIRFEC pathway. 3.6 Reduction in number of children being cared for outside of their family. 4. Supporting documentation 4.1 Appendix A – Carers Together Neurodevelopmental Family Support Service 4.2 Appendix B – FESA study Alison Gordon Chief Social Work Officer (Education, Families, Justice, & Integrated Practice) Item 8 Page 158 of 188
Page 159
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? From the Scottish Government’s Whole Family Wellbeing Fund, North Lanarkshire received a grant of £2.351 million for 22/23 and 23/24 to be overseen through the governance of the Children’s Services Partnership (CSP). A further £2.281 million was received for 24/25 and £2.687 million for 25/26 and 26/27. 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? The review of family support services is being supported by HR business partners representing services across the council and trade union colleagues have been kept fully informed. 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 ☐ Item 8 Page 159 of 188
Page 160
If Yes, has a Data Protection Impact Assessment (DPIA) been carried out and e- mailed to dataprotection@northlan.gov.uk Yes ☐ No ☐ 5.6 Technology / Digital impact Does the report contain information that has an impact on either technology, digital transformation, service redesign / business change processes, data management, or connectivity / broadband / Wi-Fi? Yes ☐ No ☒ If Yes, please provide a brief summary of the impact? Where the impact identifies a requirement for significant technology change, has an assessment been carried out (or is scheduled to be carried out) by the Enterprise Architecture Governance Group (EAGG)? Yes ☐ No ☐ 5.7 Environmental / Carbon impact Does the report / project / practice contain information that has an impact on any environmental or carbon matters? Yes ☐ No ☒ If Yes, please provide a brief summary of the impact? 5.8 Communications impact Does the report contain any information that has an impact on the council’s communications activities? Yes ☐ No ☒ If Yes, please provide a brief summary of the impact? 5.9 Risk impact Is there a risk impact? Yes ☒ No ☐ If Yes, please provide a brief summary of the key risks and potential impacts, highlighting where the risk(s) are assessed and recorded (e.g. Corporate or Service or Project Risk Registers), and how they are managed? There is a risk in maintaining some of the services and approaches discussed in the report. Some of the work being carried out is funded through temporary funding which raises a risk about long term sustainability. As noted in the report, these risks are mitigated by a review of all our family support offers across the council, monitored by the Resilient People Strategic Programme Board. 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? Item 8 Page 160 of 188
Page 161
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). Whole Family Support is important in upholding many articles of UNCRC but in particular: Article 6: Governments must do all they can to ensure that children survive and develop to their full potential Article 18 Governments must support parents by creating support services for children and giving parents the help they need to raise their children. Article 19: protection from violence, abuse and neglect If Yes, has a Children’s Rights and Wellbeing Impact Assessment (CRWIA) been carried out? Yes ☒ No ☐ Item 8 Page 161 of 188
Page 162
Appendix A – Carers Together Neurodevelopmental Family Support Service Item 8 Page 162 of 188
Page 163
Item 8 Page 163 of 188
Page 164
Appendix B FESA Case Study The family is a single parent with a boy starting secondary school. The parent was working part -time and receiving benefits to top up her wages. Attendance had been dropping in his later years of primary and had got to 44%, and the relationship between mum and the child was strained as he was demanding to stay at home and not go to school. The cost of living was impacting on the family and having enough school clothes was an issue. The FESA discussed applying for the school clothing grant. The parent didn't think they would be entitled to claim, but the FESA helped her to make the claim. She wasn’t confident when applying, but her application was successful which helped the family finances. The FESA assisted the parent to undertake online learning in the ‘Togetherness’ model to help develop a positive parenting relationship with her child. They also helped her to access and use sleep Scotland material to help with sleep issues. The FESA also worked with the child to build a positive relationship and motivation to attend school and other positive activities. The FESA agreed to contact the family at 7:45am to ensure they were awake and beginning their morning routine, followed by a home visit at approximately 8:15am to provide practical support. This direct support helped reduce barriers and increase the likelihood of consistent school attendance. The FESA coached mun to use her learning from the ‘Togetherness’ programme to build a morning routine with FESA support. This day to day support was reduced over time to move more responsibility to the parent. As communication with school was difficult for the parent, the FESA worked closely with the pupil support teacher to ensure consistent communication around the young person’s attendance, particularly recognising effort on more challenging mornings. Regular feedback was shared with the pupil support teacher so that achievements are recognised in school, creating a joined-up, supportive approach between school and family. Through this coordinated approach, the young person’s attendance has increased from 44% to 82%. The FESA now provides telephone support to the family who know they can call on her if the need to. Item 8 Page 164 of 188
Page 165
North Lanarkshire Council Report Education, Children and Families Committee Does this report require to be approved? ☐ Yes ☒ No Ref AG/SL Date 26/05/26 Strategic Performance Framework - latest performance results for Children’s Social Work and Protection From Alison Gordon, Chief Officer (Children, Families, Justice, and Integrated Practice) E-mail GordonAl@northlan.gov.uk Executive Summary For strategic overview and scrutiny purposes, this report provides Members of Education, Children and Families Committee with an update on the latest results for a suite of specific performance indicators for the Chief Social Work Officer (Children, Families, Justice and Integrated Practice) that can be compared nationally and are within the remit of this Committee. The information within this indicator set is only measured annually for benchmarking purposes through the Local Government Benchmarking Framework creating a significant lag in data, most notably for statistics relating to care experience (looked after children) however this data complements the information on social work performance and improvement activity provided annually to Committee through the Annual Report of the Chief Social Work Officer (CSWO) and through reporting on relevant strands of the Council’s Programme of Work. Children’s Social Work Services are delivered within a wider partnership context with oversight and strategic direction also provided through the Chief Officers Public Protection Group and the Children’s Services Partnership for which the CSWO is lead officer. The Promise remains a key driver of improvement and transformation for both children experiencing care and for children and young people in need and their families, including those for whom there is a risk of harm, with increasing emphasis also on early family support a central strand of the Resilient People Programme of Work. Recommendations It is recommended that the Education, Children and Families Committee: (1) Review the high-level performance overview presented in Appendix 1 and identify where further information is required to understand or investigate performance further. The Plan for North Lanarkshire Priority All priorities Ambition statement All ambition statements Programme of Work Statutory / corporate / service requirement Item 9 Page 165 of 188
Page 166
1. Background 1.1 There are six inter-related strategic frameworks which are key to evaluating the success of The Plan for North Lanarkshire and assessing delivery towards achieving the overall vision by ensuring each stage is appropriately aligned, planned, guided, implemented, monitored, and governed. 1.2 The six frameworks focus on ensuring a corporate one council approach in respect of Policy, Governance, Performance, Self-Evaluation, Project Management, and Demonstrating Improved Outcomes for Communities. 1.3 The Strategic Performance Framework comprises performance measurement at three levels. This aims to collectively provide an overview of performance to help understand the impact of council activities on improving services and outcomes for the people and communities of North Lanarkshire. The measures in this Framework allow for day-to- day activities, and progress towards achieving the long-term vision set out in The Plan for North Lanarkshire, to be regularly monitored, reported, assessed, and scrutinised. 1.4 The Strategic Performance Framework is aligned to the Accounts Commission’ Statutory Direction which places a requirement on councils to ensure clear, balanced, and effective reporting on how well services are performing that includes (i) comparisons of performance over time and between councils, and (ii) shows how well local outcomes are being improved. For information, the council’s comparative performance in Local Government Benchmarking Framework (LGBF) indicators can be viewed through the Improvement Service’s online dashboard: https://www.improvementservice.org.uk/benchmarking/explore-the-data 1.5 A Performance Reporting Schedule supports the timely submission of a range of performance information to ensure fully informed review, reporting, scrutiny, and decision-making processes by Elected Members and senior management. This Schedule, endorsed by the Audit and Scrutiny Panel each year, includes Chief Officer’s individual Performance Reviews at Service Committees in line with the Strategic Performance Framework. 1.6 This report therefore presents the Education, Children and Families Committee with the latest performance results for the Children’s Social Work and Protection areas within the Children, Families, Justice, and Integrated Practice service for Members’ further review and scrutiny. 2. Strategic Performance Framework Education, Children and Families Committee responsibilities 2.1 In line with the terms of reference outlined in the Scheme of Administration, the Education, Children and Families Committee is responsible for monitoring and reviewing performance information for the following Ambition Statements from The Plan for North Lanarkshire. 7. Enhance collaborative working to maximise support and ensure all our children and young people are included, supported, and safe. 9. Invest in early interventions, positive transitions, and preventative approaches to improve outcomes for children and young people. 14. Ensure the highest standards of public protection. Item 9 Page 166 of 188
Page 167
2.2 The high-level performance overview in Appendix 1 presents Members with a summary of the latest results for performance indicators relating to the services that sit within the remit of the Chief Officer (Children, Families, Justice, and Integrated Practice) in relation to Children’s Social Work and Protection. 2.3 The information in Appendix 1 comprises the undernoted. Appendix 2 provides additional context in respect of the council’s approach to the measurement of indicators and setting of targets. 2.3.1 An ideal direction arrow - this indicates whether a higher or lower figure is the preferred direction of travel. 2.3.2 Measurement unit - for example whether the result is a %, a number, a unit cost (in £), or a ratio. 2.3.3 Performance results for the most recent financial years (depending on availability of data) along with the latest year’s target and corresponding RAG status (for indicators where it is appropriate to set targets). 2.3.4 The most recent quarterly results, along with the corresponding target and RAG status. Note the inclusion of this information is dependent on the measurement frequency of the indicator and availability of data as at the time of reporting. 2.3.5 A trend graph - this captures the direction of travel achieved over the years and includes the most recent monthly or quarterly results where available. 2.3.6 Comments - narrative summarising the current position and providing an explanation for any significant variations in performance. Where applicable, this narrative also highlights any internal or external factors impacting on service delivery as well as any residual effects of the pandemic, e.g., any increase or decrease in the volume of transactions or enquiries processed. Current context 2.4 The performance information presented in Appendix 1 should be considered within the context of the following: 2.4.1 Whilst social work carries specific statutory responsibilities for children and young people at risk of harm, children and young people in need and children and young people experiencing care, or who have experienced care, these duties are exercised within a partnership context. The Chief Social Work Officer however carries key responsibilities for social work performance and standards, and this underpins annual reporting to Committee through the Annual Report of the Chief Social Work Officer. Regulated care services such as adoption and fostering services and children’s houses are also subject to external scrutiny though the Care Inspectorate with other areas of children and families social work also subject to scrutiny through periodic strategic partnership and thematic inspections. A Joint Inspection of Services for Children and Young People at Risk of Harm published in October 2023 evaluated the impact of services on children and young people as Very Good. Currently the partnership is A higher figure is better A lower figure is better Key to RAG status Green Performance is on target and/or within acceptable thresholds Red Performance does not meet target and is outwith acceptable thresholds Blue Performance surpasses the target and exceeds expectations Item 9 Page 167 of 188
Page 168
participating in additional scrutiny in this area as part of Phase 1 of the National Review of Group based Child Sexual Abuse and Exploitation reflecting an increased focus on extra-familial harm, an area where national data is less developed. 2.4.2 More than half of the indicators reported within Appendix 1 relate to children and young people who experience care, an area within which the key national driver for transformation and improvement remains the Promise a 10-year transformation programme. Both the previous, and current, multi-agency Children’s Services Plan for North Lanarkshire are built around the foundations of the Promise and the United Nations Convention on the Rights of the Child (UNCRC), with oversight by the Children’s Services Partnership Board which includes Elected Member representation. Annual reports on the progress against our statutory Children’s Services Plan are provided both to the Board and externally to Scottish Government. 2.4.3 National Guidance for Child Protection in Scotland published in 2021 and updated in 2023 also frames multi agency practice and the delivery of statutory children and families social work services. This guidance reflects the wider context of child protection services as part of a continuum encompassing whole family support and actions to tackle child poverty and extra familial harm. Children’s Social Work in working across all of these areas is uniquely placed to drive and connect the key strands of work required to support the ambitions of the Promise and the required transformation of systems, outcomes and experience for children and families. This is however taking place within an increasingly complex legislative framework with range of new duties on local authorities and social work services introduced since 2020 including through the Children (Scotland) Act 2020, Children (Care and Justice)(Scotland) Act 2024 and recently passed Children (Care. Care Experience and Service Planning) (Scotland) Bill. 2.4.4 Taken together the indicators reported within Appendix 1 reflect some reduction in the numbers of children and young people supported through key statutory measures, most notably with respect to children and young people subject to child protection registration. It is important however to understand that this provides only a partial picture of demand on children’s social work services with other areas of activity growing and reflecting new pattens of need as reported within the Annual Report of the Chief Social Work Officer 2024/25. Overall new referrals to children and families social work remained 20% above pre-pandemic levels in 2024/25, though falling marginally against 2023/24 figures. This alongside a sustained positive balance of care may reflect the impact of increased investment and focus on early family support and relational practice over this period. Given the challenges experienced by families within our communities it is too early to be confident that this trend will continue going forward. 2.4.5 Whilst the direct impact of our integrated, holistic and tiered approach to family support is not yet reflected in nationally benchmarked indicators it will continue to be reported to Education, Children and Families Committee through reports associated with the Resilient People programme of work. Recent performance highlights 2.5 Despite upwards inflationary pressures on placement costs, notably with respect to independent and external residential and fostering provision, costs in both areas compare very favourably to national and family group averages, a situation which is supported by a strong focus on community placement and in particular the high proportion of children and young people placed within kinship care arrangements, Despite this very positive picture there remain however challenges in foster care recruitment and whilst the recent introduction of the Scottish Recommended Allowance supporting kinship and fostering placements has been supportive continued attention Item 9 Page 168 of 188
Page 169
to wider supports for kinship and foster carers and to fostering fees will remain critical to sustaining the current position and positive outcomes for children and young people going forward. Similarly, an early and integrated response to children and young people with the most complex needs will be vital in managing the upward pressure for specialist external supports. 2.6 Linked to the above the Council ranked 1st in Scotland on the ‘balance of care’ measure supporting a significantly higher proportion of young people in community settings that both the national and family group average, with an increase from 94.5% the previous year to 94.9% against a slight fall in national performance in this area, Whilst it remains important that placement decisions are made with respect to the needs of individual children and young people, this reflects a strong commitment to supporting children and young people in family settings whenever possible and to maintaining local community connections through integrated and relational support. This has significant advantages in supporting positive outcomes for children and young people and in their transition into adulthood. It is also noteworthy that the majority of children and young people who require to be supported within residential settings are supported within in- house children’s house provision, a position we have been able to sustain despite demand pressures, including an increase in the number of unaccompanied asylum requiring support and the impact of our commitment to continuing care, the latter seeing an increasing number of young people remaining in placement beyond 18. 2.7 The need for a safe, stable place to live and ongoing secure relationships are central to a child’s plan. Figures for 2023/24 show that 11.2 % of our children had more than one placement move in the last year compared to a national average of 17.5% and family group average of 17.5 %. The council has consistently performed in the top quartile on this indicator and has been ranked 1st on this measure for 8 of the last 10 years. The proportion of children and young people (0-17) looked after by the local authority, at 1% of this population also sits below the national average of 1.2% a sustained position over a period of years despite wider population challenges with respect to poverty and inequalities and reinforcing the importance of our relentless focus on improving wider family supports. Areas of performance requiring improvement 2.8 2024/25 saw a significant decrease in the percentage of children (0-15) per thousand population placed on the Child Protection Register to 0.9 from 1.7 the previous year, against a national shift from 2.8 to 2.3. Whilst this reduction in registration numbers does not in itself mean poor performance and North Lanarkshire has for some time trended below national registration rates, the level of decrease in a single year merits close monitoring to ensure robust decision-making remains for individual children and families. Falling rates may reflect early and effective support in line with previous inspection findings however it will be important to continue to test this through ongoing audit arrangements, It is important to note also that this measure does not provide a full picture of public protection activity in particular excluding older young people who are benefiting from contextual safeguarding approaches to extra-familial harm. 2.9 A significant rise in the proportion of children and young people reregistered on the Child Protection Register to 22.4% over the period 2024/35, a rate substantially above the national average, is however an area for concern. Whilst the smaller overall registration cohort does increase vulnerability to rate fluctuations arising from changes in circumstances with respect to a relatively small number of large families, this is nonetheless disappointing, meaning that almost 1 in 4 children who ceased to be subject to child protection registration experienced concerns leading to re-registration within a period of 18 months. Whilst this may reflect complex circumstances it also Item 9 Page 169 of 188
Page 170
suggests that some children may be removed from the CPR too early and before positive change is sufficiently embedded. In view of this the position will continue to be closely monitored and explored through targeted audit activity to ensure any learning or improvement actions are identified. Next steps 2.10 As noted in paragraph 1.5, the Strategic Performance Framework is supported by a Performance Reporting Schedule. This sets out the arrangements for service, statutory, and Strategic Performance Framework reporting to committee. In this respect the relevant Committee can expect to receive the following reports relating to Children’s Social Work and Protection areas of work in 2026 to 2027. Report Description Committee Committee cycle for next report Annual Report of the Chief Social Work Officer The Chief Social Work Officer (CSWO) of each local authority is required to provide an annual report and a standard template for this purpose is issued by the office of the Chief Social Work Advisor to the Scottish Government. The North Lanarkshire CSWO report provides information on the delivery of statutory functions, and performance and improvement activity across the range of social work services over the last year. Latest report in October 2025: link (Adult Care and Social Work Committee + November 2025: link (Education, Children and Families Committee) Education, Children and Families Committee / Adult Care and Social Work Committee Cycle 4 each year 3. Measures of success 3.1 Measures of success include: • Regular oversight and monitoring of performance across the organisation to gain assurances in terms of governance and accountability. • Regular review and challenge processes to scrutinise the performance of the council to ensure effective use of resources and that resources are directed in accordance with agreed policy and according to priorities, while ensuring sound decision making and clear accountability for the use of resources in achieving improved outcomes for service users and the local community. • Performance monitoring, management, and reporting arrangements that support the demonstration of improved performance in local services and outcomes, and the delivery of Best Value. 4. Supporting documentation 4.1 Appendix 1 - High-level performance overview. 4.2 Appendix 2 - Note for information in respect of performance indicators and targets. Alison Gordon Chief Officer (Children, Families, Justice, and Integrated Practice) Item 9 Page 170 of 188
Page 171
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? 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 ☐ Item 9 Page 171 of 188
Page 172
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? Monitoring and managing service performance supports the ongoing oversight of the service’s risk register. 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 ☐ Item 9 Page 172 of 188
Page 173
Appendix 1 Children’s Social Work and Protection High-level performance overview - as at April 2026 For the majority of the benchmarking indicators, the most up to date data available nationally relates to 2023/24 https://www.improvementservice.org.uk/benchmarking/explore-the-data) Looked after children - gross cost of children looked after in residential based services per child per week CHN8a lower figure is better £ £3,214 £3,907 £5,134 £6,910 £3,609 £4,193 n/a Latest cost figures for NLC (£4,193) are higher than the previous year but lower than the two years before that. The latest costs show NL to be lower than the Scottish average (£5,282) and the family group of similar councils (£5,822). Previous analysis of these costs over recent years identified some data quality issues in terms of consistency in budget lines allocated and the routine count of placements; however the increase on the previous year appears is in line with both a slight increase in unit costs of internal residential provision as placement numbers have been more routinely been maintained in line with registration levels following a period of ecess demand, and increases in the cost of external provision. Looked after children - gross cost of children looked after in a community setting per child per week CHN8b lower figure is better £ £208.50 £243.56 £267.22 £319.15 £186.90 £230.30 n/a Latest cost figures for NL (£230.30) are slightly higher than the previous year, but lower than the years before that. The latest costs for NL are lower than the Scottish average (£474.68) and the family group of similar councils (£390.94). The council has consistently performed in the top quartile in Scotland in this indicator, and the latest costs are the second lowest across all 32 local authorities in Scotland. Whilst allowances paid are in respect to children in family placements are in line with the Scottish Recommended Allowance (SRA) and foster care fees were uplifted during this period, the council's postion on costs is supported by the proportion of children supported in kinship and in- house provision. Balance of care for looked after children - % of children being looked after who are cared for in the community CHN9 higher figure is better % 95.4 95.6 96.5 94.4 94.5 94.9 n/a Latest figures show that the council continues to remain a consistently high performer in this indicator with 94.9% of children who are looked after being looked after in the community. This compares to 88.8% nationally and a family group average of 88.9%. The council has consistently performed in the top quartile in Scotland in this indicator, and the latest results are the highest across all 32 local authorities in Scotland. This demonstrates the extent of the council's commitment that looked after children are looked after in their local communities (as opposed to residential care), despite some upwards pressure for specialist external residential placement for some children with additional support needs. Looked after children - number of looked after children as a % of the populated (aged 0 to 17) Pi136 lower figure is better % 1.2 1.2 1.1 1.0 1.1 1.0 n/a 1% of the NLs population (aged 0 to 17) are currently looked after by the local authority, latest figures as at July 2024 show 690 young people to be looked after, a reduced number from previous years. This indicator uses the current legal definition of Looked After Children as per the Children (Scotland) Act 1995 - broadly defined as those in the care of their local authority. National average figures over the same period show 1.2% of children (aged 0 to 17) are looked after. 2020/212019/20Indicator id ideal direction unit of measurem ent 2018/19 trend comments2021/22 2024/25 target2022/23 2023/24 2024/25 £0 £2,000 £4,000 £6,000 £8,000 18/19 19/20 20/21 21/22 22/23 23/24 £0 £100 £200 £300 £400 18/19 19/20 20/21 21/22 22/23 23/24 90.0 92.0 94.0 96.0 98.0 100.0 18/19 19/20 20/21 21/22 22/23 23/24 0.0 0.5 1.0 1.5 2.0 18/19 19/20 20/21 21/22 22/23 23/24 Item 9 Page 173 of 188
Page 174
Looked after children - % with more than one placement in the last year CHN23 lower figure is better % 8.1 7.0 4.4 6.9 7.8 11.2 n/a The need for a safe, stable place to live and ongoing secure relationships is central to a child’s plan. Latest figures show there are 11.2% of children in NL with more than one placement in the last year, compared to 17.5% nationally and a family group average of 17.7%. The council has consistently performed in the top quartile in Scotland in this indicator and is currently ranked at number 1. This demonstrates the extent of the council’s commitment to maintaining the need to secure and maintain attachments in care planning, while recognising that no two cases will be the same, and each child must be placed in a situation that is appropriate to them. Child protection - number of children on the child protection register per 1,000 population (aged 0 to 15) Pi081 lower figure is better number 2.6 1.9 1.9 1.4 1.5 1.7 0.9 n/a The number of children placed on the child protection register in NL has decreased from 2.6 per 1,000 population (age 0 to 15) in 2018/19 to 0.9 in 2024/25. The latest figures of 0.9 per 1,000 population (age 0 to 15) is a decrease from 1.7 in the previous year. This decreasing trend in NL has followed the national position, albeit to a greater extent - with the Scotland overall figure showing a decrease from 2.8 to 2.3 over the same period. Whilst North Lanarkshire's rate of registration has trended beneath the national average for a number of years, the level of decrease over this period is unusual and continued audit and monitoring will take place to better understand this and to ensure individual decision-making remains robust. Child protection - average number of areas of concern recorded for each child on the child protection register Pi082 lower figure is better number 2.0 2.7 3.1 2.6 3.0 3.0 2.6 n/a Latest figures show an average number of 2.6 concerns identified for each child at the planning meetings of children who are on the child protection register, a decrease from 3.0 in the previous year. This is slightly lower than the national average of 2.8. Child protection - % of child protection re-registrations within 18 months CHN22 lower figure is better % 10.6 7.8 11.6 11.2 5.8 6.3 22.4 n/a Latest figures show that 22.4% of children in NL on child protection registers (CPRs) come back onto a register within 18 months. Re- registration rates could suggest that the decision to initially remove them from the CPR was premature and that they are not actually safer; however no two cases will be the same, and against a smaller overall cohort on the CPR trends can be impacted by a small number of larger families and increased complexity of need within this cohort. National comparisons show that there are on average 6.8% of re- registrations within 18 months across Scotland and 6.9% in the family group. Given therefore that North Lanarkshire appears an outlier in this area further work is bein undertaken to analyse the circumstances of re- registrations and to consider any areas for improvement. 2020/212019/20Indicator id ideal direction unit of measurem ent 2018/19 trend comments2021/22 2024/25 target2022/23 2023/24 2024/25 0.0 10.0 20.0 30.0 18/19 19/20 20/21 21/22 22/23 23/24 24/25 0.0 5.0 10.0 15.0 20.0 18/19 19/20 20/21 21/22 22/23 23/24 0.0 0.5 1.0 1.5 2.0 2.5 3.0 18/19 19/20 20/21 21/22 22/23 23/24 24/25 0.0 0.5 1.0 1.5 2.0 2.5 3.0 3.5 4.0 18/19 19/20 20/21 21/22 22/23 23/24 24/25 Item 9 Page 174 of 188
Page 175
Appendix 2 Note for information in respect of performance indicators and targets It should be noted that the nature of particular areas of service being measured in order to assess and manage performance do not always lend themselves to a traditional approach to either measuring performance or setting targets, for example: • Some indicators (and targets) are required to monitor performance against a commitment or minimum standard the council has made in advance to achieve a stated level of performance when delivering a service. • Some indicators (and targets) are required to assess compliance with legislative requirements. • Some targets represent the level of performance that the council aims to achieve from a particular activity in either the short, medium, or long-term. • Some indicators are needed to help present a complete picture of performance in the round, as a single performance indicator used in isolation rarely tells the whole performance story and a range of indicators are required to reflect the economic, efficient, and effective aspects of demonstrating best value. • Some indicators and targets can help to support accountability to the public in terms of demonstrating best value and an efficient and effective approach to the delivery of services. • Some indicators are monitored to ensure the council complies with specific requirements, such as information governance or health and safety. • Some indicators are monitored to provide added context in order to help interpret performance results or supplement other existing measures. Information such as this can be critical to enhance knowledge and decision making in terms of demand to help determine priorities and allocate resources. • For some indicators it is not appropriate to set targets as it is the trend in the data (i.e. the direction of travel) that provides more meaningful information to allow for an assessment in relation to whether performance has improved. • Some indicators are national benchmarking indicators where their purpose is to allow for comparisons with other councils and the national average. These benchmarks are, in essence, can openers designed to focus questions on why variations in cost and performance are occurring between similar councils. • Some indicators are proxy measures, particularly in the case of measuring outcomes, as without directly measurable data for a desired outcome the only alternative is to use a proxy that is an indirect measure of the desired outcome, but which is itself strongly correlated to that outcome. Item 9 Page 175 of 188
Page 176
Item 9 Page 176 of 188
Page 177
North Lanarkshire Council Report Education, Children and Families Committee Does this report require to be approved? ☐ Yes ☒ No Ref BS/ SMcC Date 26/05/26 EF Revenue Budget Monitoring Report Period 12 From Barry Smedley (Chief Officer – Education North) E-mail SmedleyBar@northlan.gov.uk Executive Summary This report provides a summary of the financial performance of the Education and Families Service for the period 1 April 2025 to 27 February 2026 (Period 12). 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 £546.345m 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. £11.144m 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 12, the Service is currently forecasting a balanced budget position for the 2025/26 financial year. This position reflects a net underspend of £0.912m 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 10 Page 177 of 188
Page 178
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. £6.218m to £546.345m. 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, as well as in year pay award allocations. 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 12 (1 April 2025 to 27 February 2026), the Service is forecasting a balanced budget position for the 2025/26 financial year. This position reflects a net underspend of £0.912m 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. £423.559m and currently anticipates a projected net underspend of £0.844m. 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 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. Item 10 Page 178 of 188
Page 179
2.2.3 The Service is anticipating a net overspend of £0.049m within Property Costs linked to property modifications and increased FSS costs. 2.2.4 The Service is anticipating a net overspend of £0.116m within Supplies and Services primarily linked to activity within Education HQ, partially offset by compensatory variances in Children & Families and Employability. 2.2.5 The Service is anticipating a net overspend of £0.087m 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 £0.051m within Administration Costs which is driven by increased legal fees within the Service. 2.2.7 The Service is anticipating a net underspend of £0.237m 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 £0.208m within Transfer Payments resulting from increased care plan payment costs in year. 2.2.9 The Service is anticipating a net overspend of £0.030m within Other Expenditure, as a result of minor cumulative overspends across the Service. 2.2.10 The Service is anticipating a net under-recovery of Income of £0.541m 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. £11.144m of allocated earmarked reserves in the current financial year. This in-year projection reflects the planned phasing of resources to future years, and other assumptions, following the completion of strategic reviews in relation to the operational requirements and financial planning assumptions aligned to individual programmes and areas of service delivery. 2.3.3. Future monitoring reports will continue to provide updates on the planned use of reserves during 2025/26, and in future financial years, as outlined in Appendix 4. 2025/26 Budget Savings 2.4.1. Incorporating base budget adjustments and specific proposals, the Council previously approved total service savings of £2.343m to be achieved during financial year Item 10 Page 179 of 188
Page 180
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 12, 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) Item 10 Page 180 of 188
Page 181
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 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 ☒ Item 10 Page 181 of 188
Page 182
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 ☐ Item 10 Page 182 of 188
Page 183
Item 10 Page 183 of 188
Page 184
APPENDIX 2 [1] [2] [3] [5] [6] [7] EMPLOYEE COSTS 423,559,202 422,715,363 843,839 FAV 0.2% 377,054 Underspends generally within C&F linked to vacancy management and B&A redesign, partially offset by overspends within HQ Service delivery and CLD. PROPERTY COSTS 53,454,924 53,503,517 (48,593) ADV (0.1%) (48,593) Minor overspend SUPPLIES & SERVICES 16,753,384 16,868,945 (115,561) ADV (0.7%) 42,432 Overspends within Education HQ, partially offset by underpsnds within C&F and Employability. TRANSPORT & PLANT 1,148,787 1,235,479 (86,692) ADV (7.6%) (51,693) Overspends linked to DYW Apprenticeship travel, partially offset by underspend in C&F. ADMINISTRATION COSTS 3,639,336 3,689,880 (50,544) ADV (1.4%) 94,712 Overspend driven by increasing unbudgeted legal fees within C&F. PAYMENTS TO OTHER BODIES 48,314,621 48,077,775 236,846 FAV 0.5% 100,976 Underspend on family placements within C&F, partially offset by overspends within Gaelic, DYW, Early Years & HQ. TRANSFER PAYMENTS 3,746,533 3,954,834 (208,301) ADV (5.6%) 17,951 Overspend driven by care plan payments. CAPITAL FINANCING COSTS 41,699,733 41,699,733 0 0.0% 0 N/a REVENUE FINANCING COSTS 0 0 0 0.0% 0 N/a OTHER EXPENDITURE 17,394,360 17,424,228 (29,868) ADV (0.2%) (179,868) Minor overspend TOTAL EXPENDITURE 609,710,880 609,169,754 541,126 FAV 0.1% 352,971 0 INCOME (63,365,692) (62,824,566) (541,126) ADV 0.9% (352,971) Under-recovery of overhead recharges linked to reduced SAC grant, coupled with reduced income linked to Supported Employment activity. NET EXPENDITURE 546,345,188 546,345,188 0 0.0% 0 Balanced position [4] NORTH LANARKSHIRE COUNCIL Revenue Budget Monitoring Report - Subjective Analysis Period 12 (01 April 2025 - 27 February 2026) Education & Families CATEGORY ANNUAL BUDGET PROJECTED OUT-TURN PROJECTED OUT-TURN VARIANCE % PERIOD MOVEMENT ANALYSIS Item 10 Page 184 of 188
Page 185
APPENDIX 3 [1] [2] [3] [5] [6] [7] General PTOBs 8,516,884 9,353,793 (836,909) ADV (9.8%) (836,909) Resulting from Gaelic, DYW, Voc Ed and C&F activity. Additional Support Needs 9,056,674 8,531,593 525,081 FAV 5.8% 525,081 Underspend resulting from reduced costs in relation to external provisions Early Years 16,519,000 16,603,840 (84,840) ADV (0.5%) (84,840) Resulting from increased costs in pre-school commission placements and cross-boundary charges. Voluntary Organisations 1,260,918 1,395,484 (134,566) ADV (10.7%) (134,566) Cumulative overspends within C&F activity. Family Placements 12,718,579 12,031,240 687,339 FAV 5.4% 687,339 Underspend on family placements. Children's Services - General 242,566 161,826 80,740 FAV 33.3% 80,740 Underspends within C&F on amounts paid to respite carers. TOTAL EXPENDITURE 48,314,621 48,077,776 236,845 FAV 0.5% 236,845 [4] NORTH LANARKSHIRE COUNCIL Revenue Budget Monitoring Report - Payments to Other Bodies Period 12 (01 April 2025 - 27 February 2026) Education & Families CATEGORY ANNUAL BUDGET PROJECTED OUT-TURN PROJECTED OUT-TURN VARIANCE % PERIOD MOVEMENT ANALYSIS Item 10 Page 185 of 188
Page 186
Item 10 Page 186 of 188
Page 187
Item 10 Page 187 of 188
Page 188
Item 10 Page 188 of 188