Agenda pack
North Lanarkshire Council · 13 September 2022
Back to Education, Children and Families Committee — 13 September 2022 and its agenda
Text extracted from the council's PDF. Layout and reading order may differ from the original.
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Our Ref: Your Ref: Contact: Tel: Fax: E-Mail: Date: Clare Louise McDonald 01698302190 mcdonaldcl@northlan.gov.uk 2 Sep 2022 Members of the Education, Children and Families Committee Chief Executive’s Office Archie Aitken Head of Legal & Democratic Solutions Civic Centre, Windmillhill Street Motherwell ML1 1AB DX 571701, Motherwell 2 www.northlanarkshire.gov.uk Notice is given that a Hybrid Meeting of the EDUCATION, CHILDREN AND FAMILIES COMMITTEE is to be held within the Council Chamber, Civic Centre, Motherwell on Tuesday, 13 September 2022 at 2:00 pm which you are requested to attend. The agenda of business is attached. Head of Legal and Democratic Solutions Members : Councillors: D Ashraf, A Ballinger, C Barclay, B Baudo, A Beveridge, M Boyd, H Brannan-McVey, A Bustard, A Campbell, C Costello, G Currie, A Duffy-Lawson, H Dunbar, F Fotheringham, M Hughes, D Johnston, T Johnston, J Jones, P Kelly, J Keltie, A Khan, K Larson, G Lennon, J Linden, H Loughran, A Magowan, A Masterton, B McCluskey, B McCulloch, F McKay, R McKendrick, C McManus, M McPake, A McVey, L Mitchell, K Stevenson, L Stubbs, J Toner, N Wilson, G Woods. Page 1 of 331
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AGENDA (1) Declarations of Interest in terms of the Ethical Standards in Public Life Etc. (Scotland) Act 2000 OPERATIONAL (2) Building Capacity Through Social Capital/Revised Youth Engagement Infrastructure (page 5 - 16) Submit report by the Head of Children, Families and Justice Social Work Services providing an update on the development and implementation on the revised Youth Engagement and Participation Infrastructure (copy herewith) (3) Keeping the Promise: Care Experienced Children and Young People (page 17 - 26) Submit report by the Head of Children, Families and Justice Social Work Services/Chief Social Work Officer providing an update on the key developments to deliver the Promise: Care Foundation to support care experienced children and young people (copy herewith) (4) Keeping the Promise: Support for Families Children and Young People - Update (page 27 - 36) Submit report by the Head of Children, Families and Justice Social Work Services providing an update on specific strands of work to support the wider ambition in supporting all children and young people achieve their potential in line with the ambitions of the Plan for North Lanarkshire (copy herewith) (5) Getting it Right for Every Child (page 37 - 66) Submit report by the Head of Education providing an update on the progress of the implementation and development of the Getting it Right for Every Child (GIRFEC) process across the Education and Families Service (copy herewith) (6) Early Learning and Childcare Expansion Programme Update (page 67 - 98) Submit report by the Head of Education (North) providing an update on the 1140 hours Early Learning and Childcare expansion programme within North Lanarkshire (copy herewith) (7) Review of Additional Support Needs (page 99 - 118) Submit report by the Head of Education (North) providing an update on the ongoing programme of transitional change in reconfiguring intensive ASN systems and services (copy herewith) (8) Curriculum Offering and Career Pathways - Progress Update (page 119 - 194) Submit report by the Head of Education (South) highlighting progress and achievements made since reviewing the curriculum offering for children and young people (copy herewith) Page 3 of 331
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2 (9) Club 365 - Summer 2022 Update (page 195 - 216) Submit report by the Head of Education (North) providing an update on a the delivery of a range of established Summer Holiday provision and other successful programmes (copy herewith) (10) Review of the North Lanarkshire Council Scheme of Devolved School Management (DSM) (page 217 - 306) Submit report by the Deputy Chief Executive providing an update on the Review of the Council's Scheme of Devolved School Management (DSM) in accordance with national guidelines (copy herewith) FINANCIAL (11) Revenue Budget Monitoring Report (page 307 - 318) Submit report by the Deputy Chief Executive providing a summary of the financial performance of the Education, Children and Families Service for the period 1 April to 22 July 2022 (Period 4) (copy herewith) (12) Annual Bad Debt Write Off (page 319 - 324) Submit report by the Deputy Chief Executive providing a summary of outstanding debtor accounts relating to previous financial years, deemed uncollectable following all attempts at recovery or are not economically viable to continue pursuing (copy herewith) (13) Contracts Awarded Below Committee Approval Threshold (page 325 - 331) Submit report by the Head of Asset and Procurement Solutions advising of the contracts awarded between 1 January and 30 June 2022, with a value below the financial threshold requiring Committee approval (copy herewith) Page 4 of 331
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North Lanarkshire Council Report Education, Children and Families Committee Does this report require to be approved? ☒ Yes ☐ No Ref AG/AH Date 13/09/22 PO84.1 Building capacity through social capital/ Revised Youth Engagement Infrastructure. From : Alison Gordon, Head of Children, Families and Justice Social Work Services/Chief Social Work Officer E-mail gordonal@northlan.gov.uk Telephone 01698 332001 Executive Summary This report provides an update on the development and implementation of the revised Youth Engagement and Participation Infrastructure. The development of the new infrastructure, including proposals to expand local youth forums and to establish a ‘Transformation Board’ was approved at the Community Empowerment Committee on 23 August 2021. This report outlines key activities undertaken and milestones achieved over the past 12 months as well as setting out objectives for the year ahead. Recommendations It is recommended that the Education, Children and Families Committee: (1) note the changes that have been made to the youth participation structure, (2) endorse the next steps set out at 2.14 & 2.15 of this report (3) continue to support the development of improved youth engagement across the council committee structure. The Plan for North Lanarkshire Priority Support all children and young people to realise their full potential Ambition statement (20) Improve the involvement of communities in the decisions, and development of services and supports, that affect them AGENDA ITEM 2 Page 5 of 331
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1. Background 1.1 A new youth participation structure was agreed and implemented in North Lanarkshire in the summer of 2021. This change was introduced both to broaden participation and to ensure alignment with the nine community board model, by expanding from 6 to 9 locally based youth voice groups. The groups are supported and facilitated by CLD youth work staff members from each of the localities with membership recruited through existing provision, schools, and social media platforms. Members of the Scottish Youth Parliament whose constituency covers the locality also sit on these groups as well as on North Lanarkshire Youth Council (NLYC). An illustration of the Youth Engagement and Participation Infrastructure is attached as Appendix 1 to this report. 1.2 Each youth voice group nominates two representatives, additional to their MSYP, to attend North Lanarkshire Youth Council (NLYC). This has increased the number of members on NLYC from 21 to 27. 1.3 A key foundation of the revised infrastructure arrangements agreed at Community Empowerment Committee in August 2021 was the establishment of a ‘Young People’s Transformation Board’ composed of the nine NL MSYPs, nine representatives of the youth voice groups and a cross party representation of elected members. The aim of this initiative was to strengthen youth voice and engagement with key decision-makers with the Board providing a forum both to discuss and action issues raised by young people through the nine youth voice groups but also to address relevant issues arising in wider committee and community planning structures. 2. Report – Progress update: Scottish Youth Parliament 2.1 Between 8th and 21st of November 2021, young people aged 12-25 had the opportunity to vote on who represented them as Members of the Scottish Youth Parliament (MSYPs). North Lanarkshire was again commended as sector leading by achieving the largest total number of young voters in a single Local Authority, securing over 8500 votes. 2.2 In July 2022, North Lanarkshire hosted the Scottish Youth Parliament for its first in person sitting in over 2 and a half years. Over 200 MSYPs and their support workers gathered at Greenfaulds High School in Cumbernauld and enjoyed 3 days of activities. During the 77th national sitting of the parliament, debates and workshops took place on several issues including the future of education in Scotland, the cost of the school day, active travel, a ban on LGBT+ conversion therapy, substance misuse training, and mental health services for care experienced young people. In addition, young people from North Lanarkshire Youth Voice groups planned and prepared the evening activities for the MSYPs, with a beach party theme. 2.3 Members of the UK Youth Parliament from across the UK came together at the University of Hull from 22nd - 24th July to debate and vote on policy, as well as taking part in workshops, debates, and networking opportunities. Dean Collins, MSYP for Coatbridge and Chryston represented Central Scotland at this event. Page 6 of 331
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Youth Voice Groups 2.4 Our Youth Voice Groups were extended from six to nine in summer 2021, aligning with the wider community board structure. The aim remains that these groups are inclusive, fully reflecting the demographics of their area including seldom heard voices and those with protected characteristics. Each of the new youth voice groups have promoted the groups in a wide variety of venues and on social media to ensure all young people have the same opportunities to attend. 2.5 Training and accreditation opportunities have been offered to all youth forums with members completing training in First Steps to Youth Work, Mental Health Awareness and an SQA in Residential Experience. Members have also completed youth accredited awards in Dynamic Youth, Youth Achievement and Duke of Edinburgh. 2.6 Staff have taken part in training which will help them support and develop their local youth voice groups including UNCRC Awareness Training. Youth Summit/Future NL 2.7 To realise the ambition to establish a Young People’s Transformation Board a Youth Work Summit was held in in November 2021 in Airdrie Town Hall. This involved representative young people from all nine youth voice groups in North Lanarkshire, a cross party representation of elected members and council officers. During the summit discussions were held regarding local issues linked to key priorities and actions from the ‘North Lanarkshire Youth Work Interim Recovery and Renewal Plan 2020-2022’. (Appendix 2) 2.8 The Youth Summit concluded by asking the attendees to agree a name for this new Board reflective of its ambition. After several suggestions, a vote was held with the new group being named: Future NL, Young People’s Task Force. 2.9 The first official meeting of the new Future NL took place in February 2022. Issues discussed at this meeting included mental health and wellbeing, things to do and places to go, the environment, employability, jobs, and training and youth voice. 2.10 A decision was made to cancel the May 2022 meeting and move any agenda items to the next meeting due to the council elections and the SQA exams however it is planned that the new Future NL forum will meet quarterly going forward. Other key developments supporting voice and participation 2.11 A Voice Task Group linked to the multi-agency Improving Children’s Services Group has been established as a critical part of local children’s service planning structures and will support the delivery of North Lanarkshire Children’s Services Plan is constructed around the foundation of the Promise. Young people attend the Voice Task group on behalf of NLYC, Future NL and the Champions Board. 2.12 A Pupil conference was held in June 22 with over 200 young people representing S5 and S6 attending. Young people were given the opportunity to engage in conversation with peers from other schools around topics identified by the Educational Reference Group. 2.13 Staff have continued to work closely with key partner organisations and stakeholders within each of their localities including NHS Lanarkshire, the Scottish Fire Service, and several voluntary organisations, with a notable example of joint working supporting 12 Page 7 of 331
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young people to attend and complete the Fire Reach programme during the Spring holidays. Next Steps 2.14 A range of activity is planned over the next 12 months to continue to embed and enhance youth engagement and participation: During August and September, young people will have the opportunity to use their voice when contributing to the upcoming NLC Youth Work Development and Delivery Plan. This plan is being developed in line with local and national priorities and co-produced with young people. Young people from across the participation and engagement structure and beyond are consulted to ensure the plan is relevant and reflects their views. • In August and September CLD Youth Work staff will take part in further training on UNCRC Awareness training and will train to deliver the Participative Democracy Certificate (PDC) which acknowledges and develops communication, decision- making and negotiation skills in the context of democratic engagement. Young people will then complete the award which is worth two credits at SCQF Level 5 (equivalent to a National 5 or SVQ 2) • In September, MSYPs from North Lanarkshire will again take part in a SYP national sitting. This time this will be hosted in the Scottish Parliament Buildings in Edinburgh. • Young people will also be supported to work with their local town Community Board Coordinators and Chairs to promote and encourage young people’s opinions and views leading to meaningful participation and action for positive change. All young people will continue to have access to opportunities to engage in the decision- making process and impact change within their local area. • In response to young people’s own concerns further developments are planned in relation to, support to young people who identify difficulties with their mental health. CLD in schools and the community will continue to promote their Living Life to the Full (A course to support young people to build key core skills to support them to change their mindset and improve their mental health) offer and look at ways of expanding this. This is closely aligned to wider work being undertaken within the service’s Mental Health and Wellbeing and Resilience Delivery Plan and the wider Children’s Services Plan 2.15 In addition to the above a range of additional actions are proposed to further develop Future NL and maximise the impact and opportunities offered by this innovative model: • The next meeting has been scheduled for Friday 16th September 2022 at 1pm in Coatbridge Community Centre. At this meeting, members will be given the opportunity to elect their Convener and Vice Convener and will look at selecting key priority areas which the group should focus on. The role of convener will be taken up by one of the young people on the task force with vice convener being an elected member. • Future NL will also begin planning and preparing to host a 2nd Youth Work Summit in November to coincide with National Youth Work Week. Members of Future NL will Page 8 of 331
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discuss how they will deliver on key priority areas and will use the Summit as an opportunity to continue to engage young people in discussions. • Future NL meetings with also be scheduled in February, June, and September 2023 to update on any key priorities. • Through Future NL members have had already the opportunity to engage in discussions around the new community hubs and the Council’s ambitious plans in relation to digital transformation and it is anticipated that these will continue to be key areas of engagement. • Arising from discussions both at Future NL and the recent Pupil Conference, a need has also been identified to strengthen the link between those involved in voice groups and pupil councils. This is an area of work which will also be further developed within the planned meetings of Future NL. 3. Measures of success 3.1 Ongoing evaluation of training and work plans will be carried out by the youth voice groups. 3.2 Successful completion of key actions from the North Lanarkshire Youth Work Interim Recovery and Renewal Plan 2020-2022 and Children’s Services Plan. 3.3 The work relates and supports the priority areas from The Promise and A quality framework for children and young people in need of care and protection. 3.4 Contributing to CLD measurable targets 3.5 Young people’s active participation within the community boards 4. Supporting documentation 4.1 Appendix 1 – Draft Youth Engagement and Participation Infrastructure 4.2 Appendix 2 – North Lanarkshire Youth Work Interim Recovery and Renewal Plan 2020-2022 4.3 Appendix 3 - Summary of feedback from the Youth Work Summit Alison Gordon Head of Children Families & Justice Social Work Services / Chief Social Work Officer Page 9 of 331
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5. Impacts ( http://connect/report-template-guidance ) 5.1 Public Sector Equality Duty and Fairer Scotland Duty Does the report contain information that has an impact as a result of the Public Sector Equality Duty and/or Fairer Scotland Duty? Yes ☐ No ☒ If Yes, please provide a brief summary of the impact? If Yes, has an assessment been carried out and published on the council’s website? https://www.northlanarkshire.gov.uk/your-community/equalities/equality-and-fairer- scotland-duty-impact-assessments Yes ☐ No ☐ 5.2 Financial impact Does the report contain any financial impacts? Yes ☒ No ☐ If Yes, have all relevant financial impacts have been discussed and agreed with Financial Solutions? The costs of the youth engagement infrastructure is currently funded through the core CLD budget, Any expansion of the work will be subject to available funding going forward. 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 have been discussed and agreed with People and Organisational Development? 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 have been discussed and agreed with Legal and Democratic Solutions? Yes ☐ No ☐ If Yes, please provide a brief summary of the impact? 5.5 Data protection impact Does the report / project / practice contain or involve the processing of personal data? Yes ☒ No ☒ If Yes, is the processing of this personal data likely to result in a high risk to the data subject? Yes ☐ No ☐ If Yes, has a Data Protection Impact Assessment (DPIA) been carried out and e- mailed to dataprotection@northlan.gov.uk Yes ☐ No ☐ Page 10 of 331
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5.6 Technology / Digital impact Does the report contain information that has an impact on either technology, digital transformation, service redesign / business change processes, data management, or connectivity / broadband / Wi-Fi? Yes ☐ No ☒ If Yes, please provide a brief summary of the impact? Where the impact identifies a requirement for technology, has an assessment been carried out (or scheduled) 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? CLD will liaise with the Communication’s Team regarding the Communication’s strategy around the youth engagement infrastructure and the relevant developments. 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 identified in relation to communications, young people acting out with the agreed TOR for the group in relation to social media posts etc. RA will be completed for all the activity and young people receive a briefing on the Council’s Communication policy and the use of social media, the MSYP ‘S also sign a code of conduct issue by the Scottish Youth Parliament. Page 11 of 331
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Appendix 1 Page 12 of 331
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Appendix 2 Future NL Young People’s Task Force North Lanarkshire Youth Work Interim Recovery and Renewal Plan 2020-2022 Support young people to develop leadership skills by undertaking representation roles on the West Partnership, the North Lanarkshire Children’s Service Partnership and Committee structures amongst other functions. Page 13 of 331
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All members should act in the interest of Future NL, young people, and the local authority and operate in a manner consistent with the task forces purposes: • Listen and act on the views of young people in North Lanarkshire • Encourage young people to be active citizens and champion democracy • Recognise the value and potential of young people’s ideas and support them. • Support the Youth Voice structure across North Lanarkshire so that every young person can have their say All members of the task force would be responsible for taking any actions on the subjects raised to the relevant individuals or services. The task force would meet four times a year, with one of the four being a youth work summit for young people from the youth voice groups and other elected members to take part in wider discussions regarding youth issues. The role of convener will be taken up by one of the young people on the task force with vice convener being an elected member. The convener and vice convener will be nominated at the September meeting. The role of the convener (vice-convener in the convener’s absence) will be to oversee Future NL’s meetings, allowing for a good flow of discussion, making sure that decision making is inclusive for everyone. They will work with the vice convener and CLD development officer to support any Future NL business such as agendas/minutes of the meetings and support all the members to actively take part in meeting and events. Page 14 of 331
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Appendix 3 Below is a snapshot of some of main points from the Youth Work Summit in November 2021 and some of the suggested action points. Mental Health and Wellbeing Things to do and places to go The environment Employability, jobs and training Youth Voice Not discussed enough in schools More groups needed, including in the arts Not enough information in schools Not enough jobs out there Lack of pupil councils in schools Mental health is treated differently Transport costs are an issue Young people unsure of how to help Not enough support with budgeting No involvement in big decisions Covid19 was hard and impacted negatively mental health More weekend groups needed Vandalism is a big issue Need more help with writing CVs Sometimes feels like a box ticking exercise Not enough funding for mental health More advertising needed Not enough bins in schools, especially for recycling Schools favour further education rather than jobs Youth voices aren’t listened to as much as they should be Some people don’t understand LGBTI identities Issues with disposable masks Page 15 of 331
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Mental Health and Wellbeing Things to do and places to go The environment Employability, jobs and training Youth Voice Mental Health Ambassadors should be in all schools Young people need to know more about the new community hubs More climate change information in schools Life skills taught in PSE Advertise youth voice opportunities more Befriending Cafes Future Friday needs better social media presence Plant more Trees Workshops on CV development, Interview skills More representation of various ages on Youth Voice Teachers training in First Aid Mental Health Young Persons’ night at libraries Ensure water fountains are working in schools More Volunteering opportunities/work experience Rewards for Youth Voice Living Life to the full groups in areas More free events at sports centres/swimming Promote litter picks Work experience offered in all schools Feedback on things they get involved in Gather more opinions from Young People and listen Use more surveys/online methods Page 16 of 331
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North Lanarkshire Council Report Education, Children and Families Committee Does this report require to be approved? ☒ Yes ☐ No Ref AG/MF Date 13/09/22 PO44.1 Keeping the Promise: care experienced children and young people From Alison Gordon, Head of Children Families & Justice Social Work Services/Chief Social Work Officer E-mail gordonal@northlan.gov.uk Telephone 01698 332001 Executive Summary The purpose of this report is to provide an update on the key developments to deliver the Promise: Care Foundation to support care experienced children and young people. The council’s commitment to improving outcomes for our care experienced children and young people has been explicitly reflected in its endorsement of Keeping the Promise and is integral to the Plan for North Lanarkshire’s aspiration to support all children and young people to realise their full potential. A number of reports to the previous Education and Families Committee, most recently a report on developments in Aftercare Support presented in November 2021, have updated members on the range of work being progressed to improve the experience and outcomes for children and young people experiencing, or who have experienced care in North Lanarkshire. This report updates further on number of key areas including on how our Children’s Champions Board and Promise Development Team are ensuring lived experience is central to the change process. The critical role of support offered within our Children’s Houses is highlighted as is planned activity to further enhance our Children’s Carer Service and the wide-ranging work of the virtual school in improving educational opportunities, attainment, and wider outcomes. Recommendations It is recommended that the Education, Children and Families Committee: (1) Note the content of this report and the challenges and ambition of The Promise and the Promise Plan 21- 24 within the context of North Lanarkshire (2) Endorse the actions highlighted as next steps in section 2 of 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 AGENDA ITEM 3 Page 17 of 331
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1. Background 1.1 The Council has a longstanding commitment to improving outcomes for children and young people who are experiencing care or who are care experienced. This is reflected in the current Children’s Services Plan (2021-23) and the programme of work supporting the Plan for North Lanarkshire. The Council is also a signatory to the Scottish Care Leaver’s Covenant with sets out a range of commitments to improving support for care leavers. Since 2018, an elected member has been appointed as a Care Experience Champion. 1.2 Following the publication of the Promise in February 2020 which set out the findings of the Independent Care Review and a path for a 10-year transformation programme for the delivery of care and family support, full council also passed a motion in August 2020 confirming a commitment to Keeping the Promise to Scotland’s children, young people and their families. The Promise Plan 21-24, published on 31st March 2021 provides a national framework for the first phase of this transformation programme and a benchmark for local improvement activity. 1.3 Our Children’s Services Plan 2021-23 is built around the framework of the Promise and UNCRC and to support delivery the previous Corporate Parenting Task Group has been reconfigured to the NL Promise Partnership – Care. Whilst the delivery of the Promise in North Lanarkshire requires whole system change and a wider focus on holistic support for families, a commitment to support the best possible outcomes for the 668 children who currently experience care across a range of settings, including those supported at home, remains fundamental. 2. Report Improvement Activity 2.1 The Champions Board The North Lanarkshire Champions Board provides a platform for the most senior leaders across services and partner organisations to engage with, listen to and work alongside care experienced young people to develop policy and inform local service development. The Today not Tomorrow (TNT) Group is an established group of older care experienced young people who works with the Champions Board. The Promise Development Team provides support to TNT, assisting them to take forward developments and providing a link to the Council and its partners, as necessary. Two other more activity based groups for younger children and those aged 12-16 also support participation. The Life Changes Trust (LCT) provided funding to support the development of the Champions Board and TNT with this supporting the employment of a Development Worker in Who Cares Scotland to support the groups and work of the Board. This funding ended in December 2021 with a local partnership agreement made to continue core funding. A key development led by TNT over the past 12 months has been the production of an online resource to support managers and practitioners on how to improve record keeping with a focus on the impact of language. A number of young people were also involved in scoping and framing the key qualities required of mental health support for Care Experienced Young People, work they had the opportunity to showcase at a Page 18 of 331
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national event, Tending the Light, which formed part of the festival of care in February 2022. The Champions Board and TNT held a development session in May 2022. The session reviewed progress and agreed priorities moving forward which are reflected in ‘next steps’ below and provide a focus for further work. The session also provided the opportunity for members of the Champions Board to sign a pledge to reaffirm their commitment to our care experienced children and young people. Next Steps • Collaboration with all partner services to further improve record keeping, taking account of the impact of the use of language. This includes testing in one of our children’s houses, a more personalised framework for recording which meets the needs of the service, but also accessibility and the current and future needs of children and young people. This development includes the introduction of ‘memory boxes’ which children and young people will take with them when they move on. • Hearing children and young people’s voices regarding family time (previously referred to as contact) to inform practice. This is already leading to a move away from standardised arrangements and a greater focus on venue and arrangements which support individual and family needs and sustaining key relationships in particular where brother and sisters are unable to stay together. Both the auditing of care plans and direct feedback from children, young people and their families will be used to measure progress in this area. 2.2 Children’s Houses A successful programme of summer activities tailored to the needs of the children and young people in each house is being delivered in addition to other activities that the children have accessed, including, for example the summer hubs. The activities aim to enhance memories for those living in the houses, contribute to relationship-based practice and provides opportunity to introduce new experiences which enhance their wellbeing Our children’s houses are also involved in a pilot project funded via the CORRA Foundation’s Promise Partnership Fund. This project is being led by Aberlour and Kibble, two organisations who have successfully reduced their use of safe holds and is in line with the aspiration within the Promise Plan to become a nation who don’t restrain their children. A core group of 8 staff have been identified to take the work forward and to ensure a whole system approach in implementation locally there is also representation from education and police. 6 of these staff are participating in The Promise Design school training across July and August to ensure that any developments are taken forward in line with the Scottish Approach to Service Design The houses have continued to develop their outreach work to young people moving to more independent living. We have also been able to facilitate several young people returning to the houses as younger adults, because of trauma and crisis in their lives. This is in line with the aspirations of the Promise, children, and young people’s right to ‘Return to care’ if necessary. To date this has been successful in helping achieve stability for the young people, as well as providing a nurturing experience and keeping them safe. Page 19 of 331
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Over the past 12 months our Children’s Houses have also been critical to supporting the increase in the number of our unaccompanied asylum-seeking children and young people who have been placed through the National Transfer Scheme (NTS). The managers and practitioners have been responsive to the needs of the children and young people, who have experienced considerable trauma and disruption. An additional 8 young people under the age of 18 have been placed since the introduction of the new national rota linked to the NTS in October 2021. Whilst some of these young people have been able to move on relatively quickly to supported care or extended family arrangements, receiving young people into our children’s houses has ensured wrap around support is available whilst they settle in, and that their individual support needs are more fully assessed. Next Steps • Continuation of the collaborative work with Aberlour and Kibble to eradicate physical interventions/safe holds. This will include the involvement of children and young people and the Promise Development Team. • Continued development of best practice in supporting unaccompanied asylum-seeking children and young people, to assist them to reach their potential as young citizens in our communities. • Prioritisation of practice development to promote lifelong relationships, including increasing the capacity for and the consistency of ‘outreach’ work when young people move on including support to parents and children when children return to their families. This will also include consideration of the development of satellite accommodation linked to our houses as well as further supporting the ‘right to return’ wherever possible. 2.3 Review and Development of Children’s Carers Services A Carers Centre was established in North Lanarkshire 13 years ago. The Centre then housed the fostering and adoption team, whose focus was the completion assessments, pre-assessment, and post assessment support to foster carers and adoptive parents. The purpose was to ensure regulations were met and a high standard of care was provided for children and young people who could not live with their parents. In recent years the scope of the carer’s service has been expanded though reconfiguration and the addition of additional teams focussed on supported care and kinship support. The ambition of the Promise includes whole family wellbeing support which stresses that this applies to all families including fostering, adoptive, kinship as well as birth families. We are currently scoping work and engaging with families with a view to reviewing the support offered though the carer’s service recognising the importance of flexible and accessible support which is responsive to changing needs including for adoptive and other families who may experience challenges at particular life stages. The recruitment of sufficient local foster carers also remains a challenge and is reflected across Scotland. Our recruitment strategy has been reviewed and an annual programme of activity in this area is being developed and will include local information sessions across the authority to generate local interest and raise awareness of the range of care provided for children and young people who cannot live with their families, including supported care, short term care and foster care as well as strengthening our support offer. Page 20 of 331
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Next Steps • To explore how we can create better synergy across our current, fostering, adoption, kinship care, supported care and residential teams to work more effectively as a children’s carers service, to improve the experience of children and young people who cannot live with their parents. This will include consultation with carers on support needs. • Implementation of actions to support carer, particularly foster care recruitment and including targeted recruitment including for Unaccompanied Asylum-Seeking Children. • Review of carer allowances 2.4 Virtual School The Promise Plan 21-24 demands that schools know and cherish their care experienced children and that school improvement plans recognise the needs of care experienced children with robust tracking of progress so that support can be provided early. The Plan also targets an end to both formal and informal exclusions of care experienced children. The virtual school is central to the support being offered to care experienced children and young people, to ensure a collaborative approach to improving educational outcomes and overall improvements for care experienced children and young people’s wellbeing. Additional short-term resource of 70k has been agreed for the Virtual School from Covid recovery funds to bridge a reduction in funding allocation from the CECYP Grant due to a decrease in the number of children experiencing care, mainly care at home, during the pandemic period. Furthermore, current teacher staffing levels have been increased by 1.0 FTE for session 2022-23 bringing the total number of teachers to five (two primary and three secondary). These teachers are centrally funded and not from CECYP Grant. This enhancement will allow key activities to be sustained and the further provision of teaching support to children and young people who require additional input in order to access learning and achieve qualifications. This model has been successful, in particular for senior pupils identified as at risk of leaving school without formal qualifications. Over the past three sessions, teachers have been able to work with many of these young people individually, resulting in 75 young people achieving over 150 national qualifications. This increases employment and further educational opportunities for some of the most disadvantaged and trauma-impacted young people. The Virtual School has continued to develop vocational opportunities with a wide range of partners. Where possible, vocational learning is accredited, and young people achieve qualifications to support future career choices. A video has been produced outlining the children and young people’s experiences and the positive impact on their wellbeing. Forest School and Outdoor Learning has been a successful approach in engaging a number of children and young people in learning packages, tailored to meet individual needs. Engagement and attendance in these activities continues to be high. Young people enjoy the experience of being outdoors and all participants work towards a qualification. Feedback from young people, their families and schools indicate a positive impact on relationships, emotional regulation, and readiness for learning. Page 21 of 331
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A base has been created in the Carers Centre which provides space for Virtual School staff to work, meet with children, young people and their families and offer learning experiences. It also provides the opportunity to strengthen links with counselling services, providing a safe and nurturing environment to meet. The space available has been utilised well by Virtual School staff and young people visiting or learning who report that they enjoy their time there and feel welcomed by all staff. A successful summer activities programme has again been delivered, supporting young people and their families to enjoy experiences together including activity camps and family trips to the cinema, local leisure facilities, Glasgow Science Centre, World of Wings and Amazonia. This summer over 400 families have received direct or indirect support from Virtual School via the Intensive Summer Offer from Education and Families. Additional finances and practical support are provided to ensure families can participate. Ongoing work with schools towards fulfilling the ambition of The Promise to end school exclusions has resulted in significant reductions over the past three sessions. • 48% reduction in exclusions for care experienced learners • 59% reduction in days lost due to exclusion for care experienced learners • 39% reduction in number of care experienced learners excluded from school This will continue to be a focus for Virtual School. The Virtual School has initiated and implemented a Promise Champions model in schools across the authority, with schools being recognised for their promotion and work to deliver on the ambitions of the Promise. Currently two clusters have been involved in the Keeping the Promise pilot (over 200 school staff). The model, which has attracted national interest, was developed in collaboration with the Promise Development Team and will continue to be embedded across the authority. Next Steps • Build on what has worked to improve educational attainment, providing opportunities to sustain care experienced children within their communities. • Continued evaluation of the impact of the Virtual School in supporting the wellbeing of care experienced children and their families. • Continue to support the ambition of the Promise to end both formal and informal exclusions of care experienced children. A key role of the Virtual School going forward is to continue to support and track all North Lanarkshire’ schools to progress in this area. 2.5 The Promise Development Team Update The Promise Development Team was established within the Education and Families service to strengthen the infrastructure to support the delivery of the Promise. The establishment of Promise Development Worker and Assistant Support Worker posts targeted at those with lived experience of care has been successful in attracting talented and highly motivated individuals who are committed to improving care withing North Lanarkshire. Page 22 of 331
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Since its establishment in March 2021, the team has successfully driven a number of actions to support the delivery of the Promise. A team member is the co-lead for the corporate parenting group, the NL Promise Partnership: Care. Team members have significantly contributed to raise awareness of the Promise across the Council and its partners, as well as with care experienced children and young people. The team has taken lead roles in developments including recording practice, family time, enhancement of aftercare provision, support to the Today not Tomorrow group and the Champion Board, as well as contribution to national developments to support the delivery of the Promise, for example the children’s hearing improvement programme. The team have also committed to work alongside the national Promise Team and to participate in the Promise Design School. A team development session took place in May 2022 and provided the opportunity for some ‘blue sky’ thinking and identifying future priorities including, • Further engagement and more input from care experienced Young People and their involvement of strategy and development • Promote and deliver principles of trauma informed practice across services • Family support – all families including kinship, foster and adoptive, needs to link with adult services, parents – mental health, addictions – whole systems approach • Raising awareness strategic groups NL Partnership Board, community boards. Next Steps • Review the team’s workplan, identifying priorities moving forward, taking account of actions from the 2022 development session. • A short-life working group has been established with members of the team to plan for a conference in November 2022. The conference will focus on local achievements and future delivery of the Promise. 4. Measures of success A range of measures relation to specific strands of work described above have been detailed in previous reports to committee and are also reflected in the current Corporate Parenting Strategy and the strategies Improvement Plan the NL Promise Delivery Plan 21-24. These are aligned to the NL Children’s Services Plan, 21-23. 5. Supporting documentation The Promise Plan 21-24 https://thepromise.scot/plan-21-24/ Alison Gordon Head of Children, Families and Justice Social Work Services/ Chief Social Work Officer Education & Families Page 23 of 331
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5. Impacts ( http://connect/report-template-guidance ) 5.1 Public Sector Equality Duty and Fairer Scotland Duty Does the report contain information that has an impact as a result of the Public Sector Equality Duty and/or Fairer Scotland Duty? Yes ☐ No ☒ If Yes, please provide a brief summary of the impact? If Yes, has an assessment been carried out and published on the council’s website? https://www.northlanarkshire.gov.uk/your-community/equalities/equality-and-fairer- scotland-duty-impact-assessments Yes ☐ No ☐ 5.2 Financial impact Does the report contain any financial impacts? Yes ☒ No ☐ If Yes, have all relevant financial impacts have been discussed and agreed with Financial Solutions? Yes ☒ No ☐ If Yes, please provide a brief summary of the impact? The commitment to the Champions Board for the ongoing support to TNT is being delivered though reconfiguration of existing service budgets and contributions from partners. The enhanced after care provision is delivered as noted by national investment in community mental health and wellbeing. Virtual school funding is primarily though the Care Experience Children and Young People element of SAC funding but as noted above has been supplemented for 2022-23 from recovery funds. Allowances for children’s carers carer’s allowances require to be reviewed in the light of cost-of -living pressures as these were last uplifted in 2018 but will need to be considered within available resources. This is to ensure we are well placed to recruit carers and develop enough resilience to meet the demands of our “Closer to Home” policy which seeks to retain care for our children and young people within our own internal care provisions. Proposals will be subject of a further 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 have been discussed and agreed with People and Organisational Development? Yes ☒ No ☐ If Yes, please provide a brief summary of the impact? The developments described within this report support the Council to fulfil its corporate parenting duties as set out in the Children and Young People (Scotland) Act 2014. 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 have been discussed and agreed with Legal and Democratic Solutions? Yes ☒ No ☐ If Yes, please provide a brief summary of the impact? The Promise, published in 2020 and Promise Plan (21-24) remain the main national drivers for the activity outlined in this report. Specific legislative changes have been Page 24 of 331
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made through the Children (Scotland) Act 2020 strengthening duties with respect to brothers and sisters and it is anticipated further changes including to the Children’s Hearing system will follow. 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 technology, has an assessment been carried out (or scheduled) 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? Mirroring the national picture and work undertaken by the Independent Care Review there are significant human costs as well as financial costs on services locally should work to improve outcomes and support for care experienced young people to succeed and participate fully in community life fail. In the medium term however, there is uncertainty about any additional investment available to support and sustain some of the change required to deliver the Promise in North Lanarkshire. The continued support for our unaccompanied asylum-seeking children although funded through the Home Office as previously reported to Committee is also impacting on capacity in our children’s houses which can impact on ability to meet other demands, Page 25 of 331
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North Lanarkshire Council Report Education, Children and Families Committee Does this report require to be approved? ☒ Yes ☐ No Ref AG/AH Date 13/09/22 P080.1 Keeping the Promise: Support for Families, Children and Young People - Update From Alison Gordon, Head of Children, Families and Justice/CSWO Email gordonal@northlan.go.uk Telephone 01698 332001 Executive Summary High quality whole family support, which recognises and mitigates the impact of poverty and adversity, is fundamental to supporting all children and young people achieve their potential in line with the ambitions of the Plan for North Lanarkshire. It is also fundamental to the delivery of the Promise. The Council and its partners are ambitious in working together to create more flexible, wrap around, cohesive and integrated support for families to ensure that every family who needs support gets the right support at the right time and to fulfil children’s rights to be raised safely in their own families, wherever possible. This report provides an update to committee on four specific strands of this work supporting our wider ambition: 1. Family Group Decision Making 2. Community Mental Health and Wellbeing Support and Services Framework (CMHWB Framework) 3. Investment in family engagement workers 4. Whole Family Wellbeing Fund Family Group Decision Making and the services delivered through the CMHWB Framework are successfully improving outcomes for children by engaging with families in strengths-based and trauma-informed ways of working and this report provides an overview of the impacts of these services and how we are enhancing provision to prevent children requiring more formal interventions. Additionally, the report provides information on investment the service is making in family support and local planning with the respect to Whole Family Wellbeing Fund, a Scottish Government initiative to support the strengthening of family support nationally in line with their commitment to keep the Promise. AGENDA ITEM 4 Page 27 of 331
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1. Background 1.1 As highlighted in reports to the previous Education and Families Committee, The Promise is an ambitious call to recalibrate and transform whole systems and culture to ensure all children enjoy nurturing and loving relationships in which to thrive. The Promise therefore places prevention and family support at the heart of its vision of care and support in which as many children and young people as possible can achieve their potential within their own families. 1.2 The Promise Plan 21-24 published on 31st March 2021 sets out 5 key priorities for the first phase of this programme including a focus on ‘Whole Family Support’ with an expectation that the 10 key principles of family support outlined within the Promise are embedded into practice by 2024 and that there is a place in every community for families with children ‘to stay and play with their children and get support and advice’. This aligns closely with the aspirations of the Plan for North Lanarkshire and in particular plans to develop community hubs as a central vehicle to both delver support and to enhance community capacity and to support all of our children reach their potential. 1.3 In parallel to other developments to address the mental health and wellbeing needs of children and young people through additional investment in CAMHS services and school counselling, the Children and Young People’s Mental Health and Wellbeing Board, jointly chaired by COSLA and Scottish Government, has overseen the development of a Community Mental Health and Wellbeing Support and Services Framework. This Framework has a complementary focus on early support for children and young people within the context of their families and communities. This shares the aspirations of the Promise, focusing on co-production and support which is accessible where and when children, young people and their families need this most. 1.4 Previous reports to committee have provided information on the review of intensive family support service provided through social work and subsequent improvement activity including the expansion of out of hours support, as well as our use of small direct budgets for families to provide tailored, early and accessible support to address pressures associated with the pandemic. In May 2021 we also reported on our intention to expand Family Group Decision Making and the planned use of the CMHWB Framework monies to expand early support for mental health and wellbeing including through neuro-developmental family link workers and the development of cluster-based Recommendations It is recommended that the Education, Children and Families Committee: 1) Endorse the developments activity outlined in this report and the next steps as set out in section 2. 2) Endorse the plans outlined in paragraphs 2.16 – 2.21 to take forward planning for the use of the North Lanarkshire allocation of monies under The Whole Family Wellbeing Fund. 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 Page 28 of 331
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support in partnership with the community and voluntary sector. Progress and early evaluation of the impact of these developments is outlined below as are the opportunities created through the new national Whole Family Wellbeing Fund. 2. Report Family Group Decision Making 2.1 Family Group Decision Making (FGDM) is a strength-based way of working which takes a structured approach to involving wider family and support network in decision making and planning for children and families. It is rights-based and aligned with the principles of UNCRC. Research in Scotland has found very good outcomes associated with this approach in reducing the risk of accommodation (Mitchell et al, 2018). As such FGDM is a key component of North Lanarkshire’s commitment to keep The Promise by supporting and nurturing relationships within families and preventing the accommodation of children wherever possible. 2.2 Previously committee was advised of the intention to increase capacity for FGDM. From January 2022, the Family Group Decision Making team now comprises one permanent and four temporary social workers based within intensive services and funded both through realignment of resources and external funding from the Promise Partnership Fund. 2.3 Over the year July 2020 to end of June 2021, the FGDM service has begun to make considerable progress in successfully supporting children remain within, or return to, their families. Family meetings have achieved the following outcomes: • 18 children referred as at risk of coming into residential or foster care have successfully remained living with parents or family members; • 9 children in foster care have returned to live with parents or other family members; • 6 babies whose names were placed on the Child Protection Register pre-birth as at potential risk of significant harm have been supported to remain safely in the care of their parents post birth. 2.4 Most importantly family meetings have enabled children to benefit from loving and safe relationships within their families. The service also estimates that the FGDM approach may have avoided costs of circa £991,000 based on the number children above moving out of care or remaining with their families, over a 12-month period. Next Steps 2.5 Two of the posts are funded from a successful bid the service made to The Promise Partnership Fund to deliver Life Long Links; a specific use of family group decision making for care experienced young people to maintain relationships, or re-connect, with people in their kin and social networks. This approach addresses the critique of The Promise that too often the care system has failed to work effectively with families when children enter care, or when they leave care as young adults, leaving young people without positive informal support networks to fall back on economically and emotionally. Following successful completion of the required training, the two social workers have now started working with care experienced young people to find and (re)establish contact with significant people through the FGDM approach. A further application is being prepared to secure Promise funding to continue this service into 23/24. Page 29 of 331
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2.6 Given the benefits to children and young people and the additional cost/benefits to the council, further work will be undertaken on potential budget solutions within available resources to secure the ongoing funding of the FGDM service. This aligns with the council’s involvement in wider work with the Promise nationally on Human and Economic Cost Modelling (HECM), intended to support a rebalancing of spend towards effective early support. Community Mental Health and Wellbeing Support and Services Framework 2.7 Following the publication of the Community Mental Health and Wellbeing Support and Services framework (CMHWB Framework) noted in paragraph 1.3, North Lanarkshire was awarded £938K for 21/22 to deliver the aims of the framework. This money has been awarded again for 22/23. Supporting children’s mental health and wellbeing is inextricably linked to supporting families holistically and planning to use these new monies has been made with reference to priorities set out in the Children’s Services Plan and to advance the ambitions of early intervention and prevention to support children and their families. The Framework therefore complements and enhances supports to children made available through schools as part of their commitments to promote health and wellbeing and core family support provided by the social work service and CLD. 2.8 Between January and June 2022, 2,224 children and young people accessed support through the Framework to help meet their emotional wellbeing needs. Anxiety was the most frequently reported concern, affecting nearly half of the young people using the supports. This aligns with the findings of the large-scale Strengths and Difficulties (SDQ) questionnaire conducted across schools in 2021 and mirrors the most commonly reported reasons for young people accessing schools’ counselling. 2.9 A range of services have been developed and offered to children, young people and families, in line with the principles of the Framework. In summary the services include: • Let’s Introduce Anxiety Management (LIAM) – support for children and young people experiencing anxiety delivered by Educational Psychologists • Increased support to care experienced young people at evening and weekends delivered by social work intensive services. The number of care experienced young people aged between 16 and 26 in contact with and supported by services has increased by a third over the past year through the introduction of this enhancement to the service. • An enhancement to Living Life to the Full (LTTF) to enhance reach to care experienced young people; BAME young people, young people with disabilities and LGBT young people. This course is delivered by CLD to help young people work out why they feel the way they do and make helpful changes. The positive impacts of this are summarised on the attached link Sway (office.com). • Family link workers providing early support to families where children are affected by neurodevelopmental difficulties and one family support worker based in the Dalziel and Braidhurst clusters who is piloting an approach with local GPs to provide earlier intervention, preventing the need for a referral to CAMHS. 2.10 In addition to the supports noted above and building on the Community Solutions Model developed in Health and Social Care and the empowering cluster model, schools and community and voluntary (CVS) organisations facilitated through VANL (Voluntary Action North Lanarkshire) have worked together on tailored supports informed by local needs analysis. This approach has been developed and strengthened through a second phase with a stronger emphasis on (1) co-production with families; (2) practical Page 30 of 331
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and emotional family support and (3) the service priorities of addressing anxiety and related school attendance issues through holistic engagement with families. Over the period January to June 2022 1,811 children and 654 families have received support across 11 school clusters. The following illustrates the breadth and variety of projects: • One parent families – ‘Creating Connections’: To support single parent families to maintain and improve their family health and well-being, develop skills, awareness, and confidence, address the impact of living in poverty and gain equal access to local resources and services. • A-Jab Fitness & Emotional Support- ‘A-jabs boxing for better mental health’: To support young people experiencing attendance difficulties and in conflict with the law to explore emotions and how these can impact their actions. • HomeStart- ‘Practical Steps Towards Change’: to provide emotional support, friendship and practical help to parents and carers of children at the P1-P3 stage who are experiencing difficulties engaging or re-engaging with their primary school post- pandemic. • Lanarkshire Community Food & Health Partnership- ‘Big Chef Little Chef’ • VIP- ‘Creative Transitions Project’: to re-engage young people in education through creative activities such as music, dance, gardening and exercise. Next Steps 2.11 The approach to using the Framework to develop local supports through Empowering Clusters will be expanded across all 23 school clusters in North Lanarkshire in the school session 22/23. Local need, the evaluation of supports in the previous session and the service priority of whole family support will direct the shape of these supports. 2.12 A key component of the Framework is to provide support that is accessible to young people and which they can access without gatekeeping or referral systems. The partnership is therefore also in process of procuring an online support service for young people which will provide advice, support and assistance within a safe clinical and care governance framework. Further Developments 2.13 Supporting children and young people attend school and engage in their learning through positive relationships is a priority for the service. The issues that impact on school attendance, compounded by the pandemic, are multifaceted and require bespoke and targeted support. The service is therefore investing, through Scottish Attainment Challenge funding, in 18 family engagement workers to add capacity to the Empowering Clusters and ASN establishments to work with families to identify and address the barriers to school attendance. 2.14 Almost 1 in 3 adults in Scotland say they have been negatively affected by the drug or alcohol use of someone they know. In North Lanarkshire, the number of drug deaths has fallen overall in the previous two years, however, deaths per 100,000 population in both 15-24 (15 North Lanarkshire, 10.3 Scotland) and 25-34 (41.8 North Lanarkshire, 29.3 Scotland) age groups were higher than the national averages between 2017 and 2021. This is a particular concern as parents of young children feature highly in these age groups. Working alongside partners to support families holistically when impacted by drug use is therefore a further priority for the service and we have been successful in securing additional monies through National Drugs Mission Fund, matched by the Council, to create 6 family engagement Page 31 of 331
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workers within early years, to provide holistic and preventative support to families with young children impacted by drug use. 2.15 Recruitment of all these additional posts is in process and the committee will be updated on the impact of this investment in due course. These investments are part of our wider approach to family support using strengths-based working, in an integrated way with partners, to ensure a family support approach meets need flexibly 7 days a week in line with The Promise. Whole Family Support Fund 2.16 As a key part of its commitment to keep The Promise, The Scottish Government’s 2021- 22 Programme for Government committed to investing £500 million of Whole Family Wellbeing Funding (WFWF) over the lifetime of the Parliament to support the development of holistic whole family support services. It also sets out the ambition that by 2030, at least 5% of community-based health and social care spend should be going towards preventative whole family support measures. This commitment aligns well with the Plan for North Lanarkshire and the Council’s own pledge to keep The Promise made in August 2020. 2.17 In July 2022, the Scottish Government announced its allocation of ‘Tranche 1’ of the WFWF for Children’s Services Planning Partnerships. The aim of the fund is to transform the way family support is delivered by ensuring families can access seamless and holistic support that is wrapped around their individual needs, and crucially prevent needs escalating to the point that child may become looked after. North Lanarkshire has received a grant of £2.351 million for 22/23 to be overseen through the governance of the Children’s Services Partnership (CSP). 2.18 Within the CSP, and as reflected above work is already underway towards fulfilling the commitment to delivering family support in line with 10 Principles of Family Support set out in The Promise: Whole Family Support - The Promise. We plan to use this ‘Tranche 1’ investment to more radically transform the current system and to improve access to support. Through our strategic needs analysis, we know that families do not always access such support universally and early on before problems become more challenging. This is borne out by child protection referral rates to social work increasing while there has been a steady decline in the numbers of children whose names are placed on the child protection register. We also know that families still need to navigate different systems to get the holistic support they need. Our intention is to focus investment on addressing this gap so that at universal level families know who to reach out to for advice and support and at additional and intensive levels the right wrap around support is mobilised seamlessly. This will be done in alignment with our approach to refreshing GIRFEC in North Lanarkshire. 2.19 It is envisaged that Tranche 1 work will involve a focus on the following areas that seek to improve accessibility, integrated service delivery and person-centred approaches: • Universal offer of support 7 days a week provided in different ways • Greater flexibility about when and how support is delivered to maximise choice and control for families • A whole family approach by joining up and bringing to families support that addresses fundamental needs such financial advice and help and employability by harnessing and improving access to existing expertise within our services. Page 32 of 331
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2.20 The planned phased roll out of community hubs provides the ability to introduce a small number of ‘test of change HUBs’ in our communities that introduce a new approach to family support in the coming 12-24 months connecting services locally and co-locating existing services to improve access to family support. 2.21 As referenced in 2.6 above, North Lanarkshire is one of three local authorities/partnerships in Scotland chosen to work with the Promise Team at national level to work on the human and economic cost of modelling of care in order to achieve the strategic shift in investment to relationship-based and preventative support for children and families; a direction of travel which aligns well with the Plan for North Lanarkshire. The data and evidence from this work will inform how investments made with Tranche 1 monies can be sustained in the longer term as support and resources are moved upstream. We therefore see both these programmes as mutually beneficial in testing whole system change. 3. Measures of success 3.1 Reduction in the numbers of children becoming looked after and accommodated 3.2 Children and young people have strong and trusting relationships 3.3 Children and young people feel safe and supported in their own family and community 4. Supporting documentation 4.1 The Promise Plan, March 2021 https://thepromise.scot/plan-21-24/ 4.2 Community Mental health and Wellbeing Supports and Services Framework Community Mental Health and Wellbeing Supports and Services Framework (www.gov.scot) Alison Gordon Head of Children, Families and Justice Social Work /Chief Social Work Officer Page 33 of 331
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5. Impacts ( http://connect/report-template-guidance ) 5.1 Public Sector Equality Duty and Fairer Scotland Duty Does the report contain information that has an impact as a result of the Public Sector Equality Duty and/or Fairer Scotland Duty? Yes ☐ No ☒ If Yes, please provide a brief summary of the impact? If Yes, has an assessment been carried out and published on the council’s website? https://www.northlanarkshire.gov.uk/your-community/equalities/equality-and-fairer- scotland-duty-impact-assessments Yes ☐ No ☐ r Financial impact Does the report contain any financial impacts? Yes ☒ No ☐ If Yes, have all relevant financial impacts have been discussed and agreed with Financial Solutions? Yes ☒ No ☐ If Yes, please provide a brief summary of the impact? Family Group Decision Making: x1 post is permanently in the establishment; x2 posts are funded through realignment of existing resources temporarily; and x2 posts funded through a grant of £100,000 from The Promise Partnership for 22/23 As noted above funding for new Family Engagement Workers posts has been drawn from SAC funding whilst Family Link Work posts in Early Years are joint funded through National Drug Mission Monies and EY funding. Both of these initiatives are currently funded on a temporary basis and therefore continuation will be subject to both evaluation and the availability of funds. Community Mental Health and Wellbeing Framework (CMHWB Framework) initiatives are supported by a Scottish Government Grant to Children’s Services Planning Partnership via the local authority of £938,000 in 21/22 and again in 22/23. Whole Family Wellbeing Fund: Scottish of Government grant to the CSPP via the local authority of £2,351,000 for 22/23. It is anticipated that further recurring monies will be made available for the duration of this parliament and the service has asked the Government for clarity about levels of funding for parliamentary term to assist with planning, recruitment and retention of staff linked to family support. The governance for CMHWB Framework and WFWF sits within the Children’s Services Partnership Board. Responsibility to ensure funds are allocated in line with the aims of the partnership lies with the Board. While these grants represent a welcome and significant investment in family support, planning for this investment is in contrast to the wider resource pressures/savings requirements within core budgets. There is a risk, therefore, that changes and enhancements to service provision are not sustained, particularly in the context of increasing need as families face greater financial difficulties. 5.3 HR policy impact Does the report contain any HR policy or procedure impacts? Yes ☐ No ☒ Page 34 of 331
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If Yes, have all relevant HR impacts have been discussed and agreed with People and Organisational Development? 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 have been discussed and agreed with Legal and Democratic Solutions? 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 technology, has an assessment been carried out (or scheduled) 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. Risk impact Is there a risk impact? Yes ☒ No ☐ Page 35 of 331
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If Yes, please provide a brief summary of the key risks and potential impacts, highlighting where the risk(s) are assessed and recorded (e.g. Corporate or Service or Project Risk Registers), and how they are managed? There are risks to outcomes for children and young people and to the reputation of the council if action is not taken to strengthen family support. There are also financial risks associated with a growth in the number of children experiencing formal care, should there be an insufficient focus on providing high quality and flexible intensive support and effective early intervention. Most initiatives described in this report are funded through temporary funding streams and there remains therefore challenges re sustainability should underlying need within the community grow or they be unsuccessful in shifting the balance of care towards early intervention, Page 36 of 331
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North Lanarkshire Council Report Education, Children and Families Committee Does this report require to be approved? ☒ Yes ☐ No Ref GMcL Date 13/09/22 P031.1 Getting it Right for Every Child From Gerard McLaughlin, Head of Education E-mail mclaughling@northlan.gov.uk Telephone 01236 812221 Executive Summary This report is intended to update committee on the progress of the implementation and development of the Getting it Right for Every Child (GIRFEC) process, across the Education and Families Service. The report will first update members on the development of the Roadmap to Recovery, mental health and wellbeing plan for children in North Lanarkshire. As wellbeing sits at the heart of the GIRFEC approach, some further developments around wellbeing and GIRFEC will also be discussed with reference to the wellbeing quality framework. Two further resources currently being developed will be introduced as key parts of a Quality Wellbeing and GIRFEC model. These are a refreshed GIRFEC pathway, linked to national developments and an online tool which is being developed to allow front line practitioners easy access to information on processes and resources. The development of new approaches to family support will also be discussed. Recommendations It is recommended that the Corporate Management Team: (1) endorse the content of this 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 AGENDA ITEM 5 Page 37 of 331
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1. Background 1.1 Getting it Right for Every Child (GIRFEC) is the national policy framework for supporting children and their families in Scotland. GIRFEC processes have existed in North Lanarkshire for over 10 years, but the formation and development of the Education, Children and Families Service required the redevelopment of existing GIRFEC pathways to fit with revised operating arrangements. As a result, a new GIRFEC pathway was approved in May 2020. Since then, there have been significant developments in the Education Children and Families Service. 1.2 In 2021 the Scottish Government began a consultation process to assist the refresh of the national GIRFEC policy. Officers of this authority took part in the consultation and refreshed materials are expected this summer. 1.3 Legislation identifies the key partners in GIREFEC as the local authority and NHS Board. In practice many other partners work to deliver services to children and families as reflected in the Children’s Services Partnership. The multi-agency nature of work to improve the wellbeing of children requires developments in services to fit with, and where possible develop with the involvement of key partners within the Partnership. 1.4 The Promise arose from the Independent Care Review and sets out a range of measures and approaches to improve the experience of children experiencing care or close to requiring a care experience. One of the main elements of the promise is the provision of family support and principles of family support are set out as an integral part of the Promise. 1.5 Previous reports approved by the Education and Families Committee, introduced and updated the Wellbeing quality framework, set around the questions of: • Why we are doing it ? - Governance and Policy Drivers • How we are doing it ? – Key Systems and Processes • What we are doing? – Our Outputs and Outcome 2. Report GIRFEC – Current Position 2.1 Getting it right for every child (GIRFEC) supports families by making sure children and young people can receive the right help, at the right time, from the right people. The aim is to help them to grow up feeling loved, safe and respected so that they can realise their full potential. 2.2 Most children and young people get all the help and support they need from their parents, wider family and community, but sometimes, they may need a bit of extra help. GIRFEC is a way for families to work in partnership with people who can support them, 2.3 This approach is based on children’s rights and its principles reflect the United Nations Convention on the Rights of the Child (UNCRC).It is an approach for all children and young people, that allows support to increase when it might be needed and reduce when not required. GIRFEC is: • Child-focused - it ensures the child and their family is at the centre of support and decision making. Page 38 of 331
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• Based on an understanding of the wellbeing of a child in their situation - taking into consideration the wider influences on a child and their developmental needs so that the right support can be offered • Based on meeting needs early - aims to ensure needs are identified as early as possible to avoid problems developing • Joined-up - is about children, young people, parents, and the services they need working together in a coordinated way to meet needs and improve wellbeing 2.4 In North Lanarkshire approaches to GIRFEC have been developing since the policy was introduced over 10 years ago. The formation and development of education, Children and Families as a service in North Lanarkshire has prompted further development of GIRFEC approaches both within the service and through children’s services partnership arrangements, 2.5 Each child is unique and there is no set level of wellbeing that children should achieve. Wellbeing is influenced by children’s individual experiences and changing needs as they grow. A range of traumatic experiences can have negative effects on young people. This might be one of the 10 recognised Adverse Childhood Experiences (ACEs) or other adversities such as bereavement or bullying, or where a family is affected by illness, disability or poverty. Each child should be helped to reach their full potential as an individual. Previous reports regarding the development of GIRFEC approaches have indicated how the cluster model of working has been used during the pandemic period to identify vulnerable children and families to target appropriate support. In moving from the pandemic period to a business-as-usual model, this approach has been developed in each cluster to appropriately identify families requiring additional or intensive support. 2.6 The Wellbeing Quality Framework has been used in reports to the previous education and families committee to illustrate how quality well-being processes can lead to improved outcomes through connecting high level policy, focused processes and procedures and positive outcomes for children and young people. This report builds on this, showing three key elements currently being developed as linked to three elements of the framework: • Why we do it – Policy and Governance – The Roadmap to Recovery • How we do it- Process and Procedure – The GIRFEC Pathway • What we do – Interventions Outputs and outcomes – The online GIRFEC tool Our Plan for Wellbeing - Roadmap to Recovery 2.7 As previously reported to the former Education and Families Committee, the mental health well-being and resilience delivery plan operated up until 2021. Following this a further one-year plan was approved by committee to allow the development of a new plan to provide direction in this complex and diffuse landscape. The three questions above give a picture of how a high-quality approach to children’s wellbeing is being developed with the Plan drawing on national and local policy messages with GIRFEC at the centre. In addition, it draws on The North Lanarkshire Children’s Services Plan and the Promise and develops all of these into a plan that can be translated into actions for schools, centres and services. 2.8 The plan was developed through a process of consultation that started with an audit of school improvement plans, was further developed with consultations with key groups of staff and partners. The plan, which became the Roadmap to Recovery, was considered at a staff conference that involved senior leaders from all schools and centres and representatives from services across the children’s services partnership. Page 39 of 331
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A draft report was prepared for the conference and feedback was very positive from all services. The final development off the plan – The Roadmap to Recovery, is attached to this paper for approval (Appendix 1). 2.9 The Roadmap to Recovery plan sets out a way forward in developing the health and wellbeing of our learners over the next three years recognising the current context in North Lanarkshire, particularly following the impact of COVID19. The plan recognises the importance of developments in North Lanarkshire in relation to health and wellbeing including the Empowering Clusters model and the GIRFEC pathway. It looks at high level outcomes that can be improved, linking into the Integrated Children Services Plan and the Plan for North Lanarkshire. It also looks at improvements in day-to-day operations and presents a format intended to assist schools, centres and teams to improve health and wellbeing in line with quality indicators currently used in improvement plans. 2.10 The Roadmap to Recovery uses the three-level intervention model of the GIRFEC pathway. This pathway has developed in its use since it was last updated in May 2020. As previously stated, the overarching GIRFEC policy is being developed nationally by Scottish Government, with new materials expected this summer. An updated GIRFEC pathway is in development and this will link to the quality framework question of ‘how do we do it’, developing the process to be used to deliver on the policy objectives set out in the plan. 2.11 Consultation with staff at the conference identified the desire to develop an online tool which will allow staff to easily access information about the resources required to deliver on the outcomes set out in the plan. This tool will focus on the ‘what do we do’ question of the Wellbeing Quality Framework, setting out approaches to achieve the outputs and outcomes required to improve the wellbeing of our children and families. GIRFEC - Supporting Children’s Wellbeing 2.12 Central to the Roadmap to Recovery is the GIRFEC process which sets out three levels of intervention universal, intensive and additional. These three levels of intervention allow the needs of children to be met at the earliest possible stage with interventions and approaches that are proportionate in response to the level of assessed need. Since it’s introduction in 2020, the practice around the current GIRFEC pathway has required to change with the development of the Empowering Clusters model and methods of practice which have become centred on keeping the child and family at the core of decision making. 2.13 The Roadmap to Recovery strengthens some existing approaches , particularly around universal level approaches in schools and centres. This includes: • The Health and Wellbeing Curriculum • Pupil Support • Outdoor Learning • Staff Support • Rights based approaches • Staff Development and CLPL 2.14 In addition some new developments are set out, mainly based on earlier intervention and refocusing approaches to meet emerging needs. This includes: Page 40 of 331
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• Approaches to trauma across the levels of intervention starting from a position of building nurture and resilience • An approach to safeguarding that starts from early intervention at additional support level and moves to intensive level child protection as need requires • Development of family engagement and support approaches to target issues of attendance and inclusion and additional support level. GIRFEC Pathway 2.15 The GIRFEC pathway approved by education and families committee in 2020 sits at the core of approaches to health and wellbeing within North Lanarkshire. This pathway is now being reviewed in light of experience through the period of the pandemic, and the work undertaken with vulnerable families. In addition, it has been necessary to update elements of the pathway to make them compliant with UNCRC (United Nations Convention on the Rights of the Child) and developments in information processing. Briefings for staff have already been undertaken but the pathway needs to be revised to reflect the shifts in practice.2.16 . 2.16 It is expected that this pathway will be finalised in late summer in order to amalgamate national developments around GIRFEC which are expected this summer. National Developments 2.17 A National Review of the GIRFEC process has been carried out by Scottish Government over 2021/ 22 with a finalised national policy framework expected this summer. The review involved consultation with a range of partners including local authorities. So far no conclusions to this review have yet been published however once published developments in national policy will form a key part of the newly developed North Lanarkshire GIRFEC framework. 2.18 The revised GIRFEC pathway and the online GIRFEC tool are both being developed with the intention of incorporating messages and materials from the revised national Policy development when they are available. This will provide a degree of futureproofing developments in this authority. Staff Wellbeing Conference - Online Guide and Early Intervention 2.19 A Health and Wellbeing Conference took place on Wed 15 July in the Motherwell Concert Hall with over 240 delegates in attendance. This included all our Head Teachers and Heads of Establishments, along with our key partners, and colleagues from Social Work, the NHS and other children’s services partners. The aim of the conference was to Strengthen integrative practice and chart the roadmap to recovery for our children 2.20 In order to measure impact, feedback from the conference was sought with the majority of respondents all strongly agreeing that the following aspirations were met: • This conference has given a clearer understanding of the direction of travel for strengthening our integrative practice. • This conference has given an opportunity to discuss with colleagues across Children’s Services ways in which we can improve collaborative working. • This conference has provided information on the processes that are being put into place across our partnerships to support health and wellbeing. Page 41 of 331
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• It has been helpful to learn about Education and Families Health and Wellbeing Roadmap to Recovery at the launch today. • This conference has given an opportunity to reflect on the priorities in my own context which would dovetail with the services health and wellbeing delivery plan. 2.21 One decision taken at the conference was to produce an online GIRFEC tool which could provide a resource directory for frontline staff to help navigate through the complexities that exist in health and wellbeing services and approaches. This tool is under development and will provide the ‘what we do’ element of the Wellbeing Quality Framework alongside the links to policy and process referred to previously. 2.22 A key focus of the road map to recovery is the development of earlier intervention approaches to allow children's needs to be met add an early stage without escalating to higher levels of intervention. This particularly focuses on the additional level of the GIRFEC pathway, where the needs of children and families require greater input then can be delivered by the universal services. At this additional level approaches are being developed to focus on family support, in order to meet needs as close as possible to the point where they are first identified. 2.23 A further area of early intervention that the service is involved in is developments around breastfeeding. Breastfeeding is a key public health priority, which has the potential to positively impact upon health inequalities and outcomes. The Breastfeeding Friendly Scotland Early Learning scheme has been successfully piloted in North Lanarkshire in Spring 2022 with the majority of Early Years settings nominating a champion and supporting staff to complete the training to help create a supportive, nurturing environment for normalising breastfeeding within their setting. This is of key importance as part of an ongoing programme to provide effective education around the topic for both learners and staff. Similar to the BFSEL scheme, the schools scheme promotes, supports and protects breastfeeding and aims to allow parents to feel comfortable in our schools, this includes supporting breastfeeding families and is due to begin in academic year 2022/23. Family Support and Engagement 2.24 A key theme in the road map to recovery is the availability and development of family support approaches particularly aimed at improving school attendance and inclusion. Eighteen posts have been created through the use of Scottish Attainment Challenge funding to work around the school clusters with a view to supporting families to maximise school attendance of their children and minimise exclusion. these posts are currently in the recruitment process. 2.25 The use of family support is acknowledged within the Promise as an important approach to tackle many of the difficulties that families and their children face. School attendance is a multi-faceted issue with a range of family problems impacting upon it. Although parents have a legal duty to ensure that their children are educated, family support, following the principles within the promise, will be able to engage with families and help them identify any barriers that exist to their children achieving high levels of attendance and help them to identify the solutions that may be possible. Using family support models as a tool to reduce difficulties with school attendance is an approach that will require development but has the potential create new evidence as to the most promising approaches to maximising attendance. 2.26 The eighteen posts will be deployed across school clusters and with ASN establishments. This allows approaches that will target service to the families that need it across clusters. It also recognises the particular needs of the ASN sector. Further Page 42 of 331
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development is ongoing within the Early Years sector to develop models linked to Early Years provision. This will provide a family support approach that will be available to families that require it throughout the Education, Children and Families Services from Early Years to Secondary School. Place Based Approaches 2.27 The information above discusses a number of developments in GIRFEC process within North Lanarkshire, some of which are being developed further. These include: • The development of the Roadmap to Recovery • The development of approaches to meeting children’s wellbeing and early intervention • The development of family support approaches linked to school clusters and early years services 2.28 These developments will bring together various parts of the Education, Children and Families service to deliver children’s wellbeing through integrated practice. The use of town hubs to base delivery of service, particularly around family support, is being considered with an emerging view of carrying out tests of change in two locations. This will fit with the principles of family support in the Promise, which requires the use of non-stigmatised locations. It will also fit with the aims of the service to provide integrative practice, across different parts of the service, in community locations. All of this indicates the strength of the North Lanarkshire Education, Children and Families Model in developing and delivering wellbeing based approaches to children and their families. 3. Measures of success 3.1 Measures of success in developing the wellbeing of children and families are set out on the Roadmap to Recovery. These link to the high-level measures in the Plan for North Lanarkshire. 4. Supporting documentation 4.1 Appendix 1 – Roadmap to Recovery Gerard McLaughlin Head of Education (North) Page 43 of 331
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5. Impacts ( http://connect/report-template-guidance ) 5.1 Public Sector Equality Duty and Fairer Scotland Duty Does the report contain information that has an impact as a result of the Public Sector Equality Duty and/or Fairer Scotland Duty? Yes ☐ No ☒ If Yes, please provide a brief summary of the impact? If Yes, has an assessment been carried out and published on the council’s website? https://www.northlanarkshire.gov.uk/your-community/equalities/equality-and-fairer- scotland-duty-impact-assessments Yes ☐ No ☐ 5.2 Financial impact Does the report contain any financial impacts? Yes ☒ No ☐ If Yes, have all relevant financial impacts have been discussed and agreed with Financial Solutions? Yes ☒ No ☐ If Yes, please provide a brief summary of the impact? The Family Engagement Support Assistant Posts have been funded, initially for one year through the Scottish Attainment Challenge. This has been approved through the Workforce Steering Group. 5.3 HR policy impact Does the report contain any HR policy or procedure impacts? Yes ☐ No ☒ If Yes, have all relevant HR impacts have been discussed and agreed with People and Organisational Development? 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 have been discussed and agreed with Legal and Democratic Solutions? Yes ☐ No ☐ If Yes, please provide a brief summary of the impact? 5.5 Data protection impact Does the report / project / practice contain or involve the processing of personal data? Yes ☐ No ☒ If Yes, is the processing of this personal data likely to result in a high risk to the data subject? Yes ☐ No ☐ If Yes, has a Data Protection Impact Assessment (DPIA) been carried out and e- mailed to dataprotection@northlan.gov.uk Yes ☐ No ☐ 5.6 Technology / Digital impact Page 44 of 331
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Does the report contain information that has an impact on either technology, digital transformation, service redesign / business change processes, data management, or connectivity / broadband / Wi-Fi? Yes ☐ No ☒ If Yes, please provide a brief summary of the impact? Where the impact identifies a requirement for technology, has an assessment been carried out (or scheduled) 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 Roadmap to Recovery, the GIRFEC Pathway and the GIRFEC online tool will all require to be communicated to staff. Work has already taken place on the Roadmap to Recovery with Corporate Communications and this will continue with the with the other resources as they become available. 5.9 Risk impact Is there a risk impact? Yes ☐ No ☒ If Yes, please provide a brief summary of the key risks and potential impacts, highlighting where the risk(s) are assessed and recorded (e.g. Corporate or Service or Project Risk Registers), and how they are managed? Page 45 of 331
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HEALTH AND WELLBEING ROADMAP TO RECOVERY Appendix 1 Page 46 of 331
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2 Health and Wellbeing Roadmap to Recovery Health and wellbeing roadmap to recovery North Lanarkshire has 6,000 children in early years placements and 48,000 children in primary and secondary education. 25% of our young people living in SIMD groups 1-2 and 11,000 have clothing grants. Arrangements for learning are the responsibility of the Education and Families Directorate. During the Covid pandemic, there were over 29,100 occasions on which a child had to self-isolate and over 2,000 occasions in which a member of staff had to. This was either to do with having Covid, or being a close contact of someone who did. In the Covid period, there were also two lockdown periods in which children did not have access to the structure of day-to-day school life. And on returning to school during initial recovery periods, they were subject to various restrictions to arrangements. The table below shows the breakdown: In 2017 11,000 children were involved in a population survey of health and wellbeing, which gave important data about lifestyle, diet, health and mental health activity. In 2021, the service undertook a similar survey, based on the Strengths and Difficulties Questionnaire, which involved gathering results from 41,000 children. These results are held at school level for planning purposes and aggregated at North Lanarkshire levels to inform wider strategic planning purposes. There have been numerous reports to the Education and Families Committee of the council as regards the best way to address the health and wellbeing issues facing our children and families, acknowledging the undoubted impact of the pandemic on their lives. The roadmap to recovery has been constructed to do a number of things, which are listed here for information: y Strengthen compliance with policy relating to statutory expectations of practitioners in how they meet the needs of young people, and vulnerable adults, such as child and adult protection y Strengthen the GIRFE (Getting it Right for Everyone) staged intervention model (including GIRFEC) in North Lanarkshire, which is based on the Universal, Additional and Intensive construct y Ensure that our cluster practice model enables effective local planning across the partnership, incorporating the activities of all teams and services y Enable our Health and Wellbeing Quality Framework to support progress and ensure we make measurable gains in this area, ensuring that data is used effectively to support local planning y Ensure that high quality professional learning supports this activity and informs more effective interventions for young people Staff Pupil August 2020 - Aug 2021 1016 14,709 August 2021 - May 2022 997 14,471 Total 2013 29,180 Page 47 of 331
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3 Health and Wellbeing Roadmap to Recovery Health and Wellbeing is a complex area and takes in: y The rationale, values and policy direction relevant to promoting health and wellbeing y The processes and we put into place across our partnerships to support health and wellbeing y The outcomes we achieve and the measures that tell us that the health and wellbeing of our children is improving The why we do it, how we do it and what we do set out above, is drawn directly from the Wellbeing Quality Framework, adopted by this service. it can be depicted as: The roadmap to recovery is planned to run over three years and is designed to ensure that the needs of our children and families are met on a consistent and high-quality basis through effective staged intervention procedures that govern partnership working and underpin all training, development and delivery. Wellbeing underpins achievement and attainment. Therefore, it is important to make the link between these elements specifically in our planning. It is also important that we commit to specific targeted improvements which we intend to judge ourselves by in North Lanarkshire, whether that be at individual school level, or at the wider local authority level. This is especially true in relation to the national drive to close the poverty related attainment gap and to align resource for the Attainment Scotland Challenge (SAC and PEF) towards specific activity. In light of this, North Lanarkshire Council has established Closing the Poverty Related Attainment Gap as a corporate risk. Vision Values and Rationale Our rationale is to improve the wellbeing of all children and young people, ensuring they are loved, nurtured and empowered to thrive in all aspects of their lives. We will work collaboratively with children, their families and our partners to ensure our children have the best start in life and are supported to fulfil their potential. We will do this by making sure we have the right supports available, at the right time and delivered in the right places to ensure equity for all. All the work of partners and key stakeholders in the delivery of supports and services to children and young people is supported by our key values (taken from the Integrated Children’s Services Plan): 1. Children, young people, and families are stakeholders and partners in the planning and delivery of children’s services. 2. All children and young people are included, irrespective of health, sex, gender, ethnic origin, age, sexual orientation, economic circumstances, religion, or belief. 3. We promote and safeguard the rights of children and young people and make sure everybody is aware of these rights and understand what they are, as expressed in the United Nations Convention of the Rights of the Child. 4. Getting it Right for Every Child is our approach to working with children, young people and families comprising the following: – We are child centred - children are viewed as individuals and their wider world is recognised. – Shift to prevention - we seek to identify difficulties and solutions as early as possible to prevent more or bigger problems in the future. – Partnership - we work together to ensure children, young people and families get the support they need when they need it. – We take an asset-based approach that recognises and builds on the strengths that already exist within children, young people, their families, and communities. 5. Our approach has nurture at its heart with a focus on developing strong, positive relationships between and amongst all those who are part of the children’s services partnership community. 6. We promote resilience in those experiencing adversity. 7. We work together to reduce inequalities and the impact of poverty on children and families. 8. Our actions are informed by evidence or contribute to an evidence base and new ideas are tested and evaluated. 9. We work in partnership with families to gather information and identify the needs of children, young people, and families in North Lanarkshire, determine what is important, decide where we target our resources, and identify how we can improve. Page 48 of 331
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4 Health and Wellbeing Roadmap to Recovery What we are trying to achieve Removing the barriers to achievement and ensuring excellence and equity for all is a key priority for North Lanarkshire Council. Through our work with young people and their families and with our communities and partner organisations, we are committed to making North Lanarkshire a thriving community where everyone is able to live, learn, work, invest and visit. The key priorities for our service are those currently outlined in the National Improvement Framework: y Improvement in attainment, particularly in literacy and numeracy y Closing the attainment gap between the most and least disadvantaged children y Improvement in children and young people’s health and wellbeing y Improvement in employability skills and sustained, positive school-leaver destinations for all young people These broad priorities need to be achieved through a range of intervention involving teaching and learning and health and wellbeing approaches. The plan will look at health and wellbeing developments that will contribute to meeting the above priorities. First it is important to take stock of our current position. Where are we now Scottish Government has established a series of nationally applied stretch aims that local authorities will have to account for. These are seen as a minimum and should include (core) stretch aims for both overall progress and for reducing the poverty-related gaps in: y achievement of Curriculum for Excellence Levels (literacy combined and numeracy combined); y the proportion of school leavers attaining 1 or more pass at SCQF level 5 based on the “Summary Statistics for Attainment and Initial Leaver Destinations” publication y the proportion of school leavers attaining 1 or more pass at SCQF level 6 based on the “Summary Statistics for Attainment and Initial Leaver Destinations” publication; y the proportion of 16-19 olds participating in education, employment or training based on the Annual Participation Measure produced by Skills Development Scotland; and y a locally identified aim for health and wellbeing, to be measured using local datasets. In addition, it is expected that local authorities and partnerships identify other bespoke stretch aims to judge their progress by. It is expected that in North Lanarkshire, these will include the following: y improving attendance y Reducing exclusion from school y Increasing positive destinations What activity are we currently engaged in The current picture shows a variety of achievements and challenges. Further information can be accessed in the Standards and Quality Report for 2020/21 att97281.pdf (northlanarkshire.gov.uk) Following the pandemic and now moving into the recovery the following factors show where we are and shape how we go forward: y The Covid Pandemic impacted on 2020-21 attendance rates. The service implemented a range of strategies to minimise impact on learners and to build resilience in the system. Establishments tracked attendance in a variety of ways including physical attendance rates and digital engagement figures. Due to the impact of the COVID-19 pandemic, it is not reasonable to make comparisons from the last full year 2020-21. However, a survey of attendance shows that this remains an issue with anxiety among pupils featuring highly. y The attainment gap, as measured by the Scottish Attainment Challenge has grown over 2021, having previously been reducing since 2018. This is associated with the pandemic and period of remote learning approaches y An audit of the HGIOS 3.1 indicators showed that GIRFEC related improvements and trauma, nurture and resilience feature highly y School based Counselling supported 961 children and young people between January-June 2021. July-Dec 2021 this increased to 1466. Page 49 of 331
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5 y In relation to universal, whole establishment approaches, a total of 79 establishments have now been trained on nurturing approaches. The majority are from the primary sector (n=63). y In session 20/21over 50 staff from 14 establishments opted into and were trained in using the Resilience Planning Toolkit to support GIRFEC assessment and planning y Staff from all establishments have attended initial training sessions on Lifelines and Critical Incidents y The GIRFEC pathway, launched in 2020 is in use across the 23 clusters and staff awareness sessions have been held to update staff on developments. y The LIAM, anxiety management model is now in use and has been delivered to 43 children y Over the period January to June 2021, 872 children and young people accessed new or enhanced services provide through the Community Mental Health fund. The majority of referrals (673) came from school staff with 108 children and young people coming through self-referrals directly for support How we Move Forward The following is a draft paper that is intended to form the basis for consultation on a Mental Health, Wellbeing and Resilience plan for 2022-2025. The paper considers a variety of processes and intervention around mental health, wellbeing and associated issues such as GIRFEC and approaches to tackle poverty, attendance and other issues associated with wellbeing difficulties in children. The paper is presented covering interventions at the universal , additional and intensive levels of intervention. No workstreams are identified at this stage but may be added at a later stage. The plan is arranged also by outcomes which relate to the quality indicators in HGIOS 4. How good is our school? - HGIOS 4 | Self-evaluation | National Improvement Hub (education.gov.scot) The HGIOS 4 Indicators covered are: y 2.1 Safeguarding y 2.2 Curriculum y 2.4 Personalised Support y 2.5 Family Learning y 2.7 Partnerships y 3.1 Wellbeing, Equality and Inclusion This plan is intended to create a framework that can be used in planning and self-evaluation to ensure that every school and early years establishment (and therefore every cluster) will have available a number of approaches at all three support levels of the GIRFEC pathway. These will be aimed to achieve the following: y Support good attendance rates y Improved engagement with learning at school y Improved inclusion reduced exclusions y Develop relationship based approaches to trauma in all settings, building on previous work done on nurture and resilience y Enhanced support to families y Reductions in the impact of poverty on children and families It is envisaged that this plan should be a tool for schools and settings to evaluate current positions and develop where necessary a suite of interventions that meet the needs of children and families in their area and cluster. This will involve work with partners in Education and Families and beyond to enable delivery of interventions involving joint planning up to the level of intensive intervention as set out in the GIRFEC pathway. All of this will allow development of consistency of offers across schools and clusters but will also allow for a focus, based on local need, to develop elements of health and wellbeing intervention such as: y Curricular elements related to wellbeing y Pupil support y Tackling poverty y Trauma informed and trauma skilled practice based on existing practice around nurture and resilience, prevention of self-harm and suicide and effective Mental Health interventions where needed Page 50 of 331
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6 Health and Wellbeing Roadmap to Recovery FIG 1 - Trauma Informed and Skilled approaches are a core element of our approach and can be depicted as follows: Trauma & Adversity Conflict Change Poverty Life Events Loss Adverse Child Experiences AttachmentFoundations of growth, development & wellbeing Early experiences Whole Establishment Approaches systems policies HGI054 SHANARRI GIRFEC planning staff capacity Staff CLPL Staff Health & Wellbeing Empowerment Collaboration Choice Trustworthiness Safety Learning Solihull Seasons for growth Emotional Literacy Nurture Curriculum Mentors for Violence Prevention Resilience & Recovery Restorative Approaches Multi-Agency Supports Learning Environments Safeguarding/Child Protection Equality Specialist Services LIAM EMDR CBT Lifelines Toolkit Resilience ASIST Mental Health Supports Connecting Trauma Informed Practice in North Lanarkshire Family Support/ Engagement Page 51 of 331
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7 Profiling Local Need In all schools and settings good health and wellbeing is based on a strong universal foundation, however in order to support children with higher levels of wellbeing need, a profile of local need will be useful. Schools establishments clusters and partners will require to consider available data around the needs of children in their area. This will allow a profile to be built up which will indicate which particular elements of the plan require consultation in order to develop the correct suite of interventions that is right for children in that school and cluster area. One of the sources of data that can be drawn on is the SDQ results from the survey carried out across North Lanarkshire in 2021. This showed an overall encouraging picture with most children showing close to average total difficulty scores. However, certain groups showed a greater need and this requires consideration when developing health and wellbeing intervention within schools, clusters and across partnerships. Data gathered through the survey has shown that certain groups of children and young people are likely to require more assistance to maintain positive health and wellbeing. Between 5% and 17% of those surveyed showed very high total difficulty scores and this varied across settings. It is therefore important that establishments coordinate individual assessment and plans for all children where wellbeing needs may be at additional or intensive levels. Some of the messages from the survey on specific groups may also be helpful, these indicate higher levels of difficulty in certain groups: y Children on the Child Protection Register y Children looked after at home y Children with previous care experience. y Secondary school age girls reported higher difficulty scores y In primary schools boys were reported by teachers to have higher difficulty scores Schools should also look at their own SDQ data in order to be clear as to their own children who may require target intervention. Data previously gathered regarding vulnerable children, which is now being looked at as GIRFEC planning data is another useful source of information as to directing health and wellbeing resources. For this reason, it is vital that this data is maintained. Another source of data that can be drawn on is data collected from the provision of school-based counselling. Data is collated for each cluster on a 6 monthly basis. The data gathered in both June and December 2021 has shown the most common reason for referral is consistently anxiety. There is also a higher rate of girls than boys seeking support. S2-S4 sees the highest rates of referral. This data is useful to triangulate with the broader data collected from the SDQ results and GIRFEC planning data. Page 52 of 331
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8 Health and Wellbeing Roadmap to Recovery FIG 2- The SDQ data can be represented as follows based on the first and second analysis of the data: Page 53 of 331
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9 GIRFEC and The Health and Wellbeing Plan GIREFEC is the delivery mechanism for all health and wellbeing interventions and in North Lanarkshire is delivered through the GIRFEC pathway. The approach is based on the recognition that universal services are the foundation of all wellbeing intervention and the greatest number of pupils will require nothing beyond this level. At additional level supports will be delivered based on a plan involving some level of multi-agency intervention. At Intensive level significant multi-agency planning and intervention is required with a joint plan coordinated by a lead professional. Getting it right for every child (GIRFEC) - gov.scot (www.gov.scot) The plan sets out approaches available at the three levels of GIRFEC intervention which are depicted below: GIRFE Staged Intervention Model The GIRFE staged intervention model is designed to align all activity across the partnership and to ensure that resources are effectively deployed to address the health and well being needs of the North Lanarkshire population. The organisers for the staged intervention model are Universal, Additional and Intensive: effectively showing what everyone benefits from; what those with additional barriers to achievement can access; and, the intensive component the model which is concerned with addressing significant and complex needs. An important component of health and wellbeing planning is that all children and young people benefit from universal supports and curricular experiences which promote health lives, choices and wellbeing generally. The staged intervention model maps these in detail, so that practitioners can understand their importance and to best deploy them. For those children and young people requiring additional support (where they may experiences specific short or long term barriers to success) these issues are addressed through the additional element of our staged intervention model. Where young people have significant and complex needs or barriers to achievement, there are a number of aligned intensive supports and interventions which can be deployed through the staged intervention model to enable them. Fundamentally, these models should operate with a view to improving outcomes for children and families, strengthening family ties and enabling more effective local support for them, as part of their communities. Hence, the focus on individual children and cluster based interventions to know then and support them. Lastly, the model presupposes that the rights of children are respected, especially to have their views listened to, understood and incorporated into decision making about the support they receive. Page 54 of 331
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10 Health and Wellbeing Roadmap to Recovery y Bespoke approaches to promotiong positive relationships, informed by individualised approaches to; nurture, resilience and, trauma informed practice. y Partnership level strategic decision making y Needs based pathway review activity y Complex needs assessment y Specialist interventions y Area level oversight of system improvement y Cluster based planning and resource allocation for children’s wellbeing y Bespoke packages/flexible support implemented y Provision to support those on the edges of care y In-reach/outreach between mainstream and specialist sector y Self-directed support provision to enable vulnerable people y Focused approaches to promoting positive relationships, informed by tailored approaches to; nurture, resilience and, trauma informed approaches y High quality learning and needs met effective in learning environments y Effective GIRFEC pathway planning with children and families y Flexible curricular pathways - bespoke adjustments made y Clear and coherent progression routes from 2-18 y Whole establishment approaches to promoting positive relationships, informed by; nurture, resilience and, trauma informed approaches Intensive Additional Universal GIRFEC Staged Intervention Model Page 55 of 331
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11 Improving Outcomes - Data and Measurement As the Roadmap to recovery this plan draws in part on data that is previously heal and also draws on data collected to evidence progress with the Integrated Children’s Services Plan and the Plan for North Lanarkshire. However, for some areas of the plan it will be necessary to develop the data as we move forward. For this reason, some of the high-level impact measures will be based on a baseline set previous to the COVID 19 pandemic, measuring improvements from there. For the measures linked to the outcomes below, review dates are all set within the first year of the plan so that a post COVID picture can be established in the first year of the plan. Measures How Will We See Change Quantitate Measures Measures of the poverty related attainment gap Maintain from the post-COVID level in 22/23 and close gap beyond that Attendance figures Maintain at post COVID pandemic level in 22/23 and increase from there Exclusion Figures ( Children excluded per 1000) Decrease from 35 figure from 18/19 (from Strategic Performance Framework) Percentage of pupils entering positive destinations Increase from 92.2% figure from year 19/20 (from Strategic Performance Framework) Qualitative measures Analysis of School Improvement Plans Aggregated data from school improvement plans to show areas of improvement in Health and Wellbeing Analysis of GIRFEC planning Information GIRFEC Planning data gathered by CIILs in clusters Improving Outcomes - Overarching Data Set Many of the indicators of children and young people’s progress considered across the service, are tied into health and wellbeing. It is therefore to use some of those indicators along with the data from the interventions and approaches in the plan below to build a data set for Health and Wellbeing. A set of high level quantitative and qualitative indicators can together give a strong picture of the wellbeing of children and young people in the authority. These can be summed up in the following priorities and measures: Day to day Operations - Expectations and Options This is a three-year plan set up with the intention of assisting schools and establishments to develop their approaches to the health and wellbeing of their learners. It is envisaged that each establishment will concentrate on one or more of the areas for development in their improvement plan each year and in this way develop the approaches used across the authority. The plan sets out the activity and expected outcomes as regards health and Wellbeing across all settings. The activities are expressed as expectations (where establishments will carry out an activity) or options to achieve the necessary outcomes. Page 56 of 331
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12 Health and Wellbeing Roadmap to Recovery Universal Level This level of intervention links closely to school and establishment ethos and the supportive culture and ethos described earlier and in the North Lanarkshire Children’s Services Plan. At universal level, whole school approaches will be embedded to support the mental health and wellbeing of all. These approaches will be guided by nurture, resilience and trauma informed practice and will be relationship and strengths based. The principles and implementation of Getting it Right for Every Child underpin all work. By the end of 2025 establishments will have embedded nurture, resilience and trauma informed practices. In order to develop robust universal wellbeing systems establishments will engage in staff development for a range of key areas reflected below. It is also expected that by 2025 all settings will be offering approaches at universal level to mitigate against the impact of poverty in families such as links to Financial Inclusion services in line with the Council’s anti-poverty strategy. Towards a Fairer North Lanarkshire. Tackling Poverty Strategy 2020 - 2023 The work of this plan will support engagement, attainment and participation The purpose of universal approaches is to avoid escalation to higher levels of the pathway. Outcome (HGIOS Indicators) Proposed Intervention Outcome and Impact Measure Review Timescale Staff and partners have created an environment where all children feel secure, respected and listened to (3.1 and 2.7) Expectation- Establishments will have reviewed their universal offer to embed nurture, resilience, and trauma informed approaches in their processes. The following options may be used to further develop this offer: • Nurture self-evaluation toolkit, • The 6 nurture principles • Secondary Strengthening Nurture approaches • Solihull Approach • Other approaches based on nurture, resilience, and trauma • School based counselling in every cluster Outcome required – nurture and resilience-based approaches used in all settings to meet trauma-based needs. Impact measure- clusters to maintain availability of school- based counselling to offer children a further opportunity to be listened to in confidence. Impact Measure – Increase the number of establishments trained in the following, from the current baselines in areas such as: • resilience based approaches • Resilience Planning tool kit • LIAM • Maintain school based counselling offers in all clusters • Aggregated data from school improvement plans showing % of schools improving trauma based approaches Review March 2023 All settings may access approaches that support trauma informed practice and promote emotional literacy and positive relationships by providing CLPL in approaches such as: • Restorative Approaches (relationship and conflict resolution approaches) • Solution orientated approaches • Emotional literacy programmes such as Emotion Works, PATHS, Circles, Caring and Compassionate Classrooms and bespoke PSE programmes Outcome – Increases in number of staff trained in identified approaches . Measured through: • Numbers undertaking CLPL • % evaluating the CLPL as improving their skills Review March 2023 Critical incidents used as opportunity for support and learning across relevant partners (3.1, 2.7 and 2.4) Expectation- Critical Incidents Procedures and Protocols in use in all settings. Information from critical incidents, including suicide attempts, to be sent to: namedpersonservice@northlan.gov.uk Information from critical incidents collated centrally to inform learning and development Outcome – Greater understanding of factors related to critical incidents. Outcome Measure - Information concerning critical incidents collated and themes explored to inform future approaches. Reported to SLT Review May 2023 Page 57 of 331
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13 Outcome (HGIOS Indicators) Proposed Intervention Outcome and Impact Measure Review Timescale GIRFEC Wellbeing indicators and processes understood and used by all staff, partners, children and families (3.1 2.5 and 2.7) Expectation - Introduction of new Getting it Right for Every Child national material with support to embed GIRFEC principles and practices. This will be used in all settings. Outcome – Use of GIRFEC pathway, Outcome Measure - Through Children’s Services Planning, Survey sample of children and families about their satisfaction with the planning process Review May 2023 Rights are respected across all setting Expectation - UNICEF Rights Respecting Schools or other rights-based approaches in use across all schools Outcome – Children’s Rights Respected in all settings Outcome Measure - Through Children’s Services Planning, survey to assess if there is increased awareness of children’s rights and UNCRC Review May 2023 Pupil Support approaches promote a climate where children and young people feel safe and secure (3.1) Expectation - All schools must deliver a high-quality health and wellbeing curriculum, implemented consistently across schools. This will be facilitated through the following being made available: • Healthy Schools’ resource • School-based peer mentoring models e.g. Mental Health Ambassadors • Use of a consistent approach to developing the mental health curriculum • Rights Respecting Schools • Mentors in Violence Prevention • Implementation of emotional literacy approaches Outcome – Health and Wellbeing Curriculum available across the authority. Outcome Measure – Increased number of settings offering identified approaches. Measured through HWB Champions Survey Review May 2023 Children and young people have outdoor learning opportunities available to them Expectation - Pupil Support Approaches must show consistency across the service. Pupil Support networks (including HWB Champions) participate in identified training and facilitate roll out of relevant training Outcome – Consistent approaches to pupil support. Impact Measure -Evaluation through pupil support network survey, baseline to be set in year 22/23 Staff see their Wellbeing supported as a means to enable the support of children and young people (3.1 and 2,4) Expectation - Schools must participate in further developed outdoor learning opportunities through Active Schools Outdoor Education and other partners in use in targeted schools and with targeted groups Outcome – Pupils offered outdoor learning opportunities Measured through Active Schools data % of schools participating in outdoor learning Expectation - The service must develop a trauma informed approach to staff support and integrate staff wellbeing training into relevant approaches e.g. Critical Incidents nurture, resilience planning and Trauma Informed Practice. This will include: • Maintaining mechanisms for signposting of resources, courses and support services for staff where requested. • Lanarkshire Mind Matters courses and wellbeing planning tools made available to staff to enhance existing wellbeing and resilience skills and a culture of self-care. • Stigma-free Lanarkshire materials circulated through HWB Champions Outcome – Trauma Informed staff support available Outcome Measure – % of staff showing satisfaction with use of the ESO Staff Wellbeing Service Page 58 of 331
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14 Health and Wellbeing Roadmap to Recovery Additional Level At additional level targeted supports start to be used to meet assessed need. Joint planning between services is also used to meet needs with children and families requiring a level of coordination. At this level joint approaches with other services becomes more common and safeguarding approaches start to be used in targeted cases. HWB approaches used at this level will compliment those offered at universal level to offer additionality. Outcome (HGIOS Indicators) Proposed Intervention Impact Measure Review Timescale Staff and partners have created an environment where all children feel secure, respected and listened to (3.1 and 2.7) Expectation - All establishments must access Trauma training (NES or equivalent) for key identified staff so that trauma can be addressed through trauma skilled practice in developed in relevant sectors of the service Schools will embed a suite of additional offers for children and groups of children based on need. Examples include: • Targeted Health and Wellbeing Groups e.g., Seasons for growth • Nurture spaces • In school Pastoral approaches • VIG and VERP Outcome – Increased numbers of staff trained in trauma skilled practice Outcome Measure: • numbers of trained staff • Aggregated data from school improvement plans showing % of schools improving trauma based approaches Review March 2023 Review June 2023 Children are safeguarding at an early stage when a risk of harm that is not yet significant is identified (3.1, 2.1 and 2.7) Expectation - All settings will develop early intervention safeguarding approaches that support good mental health linked to GIRFEC planning. Including use of some of the following partners and services as appropriate: • School Based Counselling • Educational Psychology • Community and Voluntary Sector mental health and family-based interventions • Family learning and Youth Work approaches provided by CLD • EEI approaches used for children getting into conflict with the law in partnership with Social Work • Attendance issues followed up through attendance policy and where appropriate GIRFEC pathway • Joint Planning and/or delivery with NHS partners where required (SLT ,Sexual Health and school nurses) Outcome – Children offered early intervention safeguarding approaches Outcome Measure: • % worked with through Early Intervention approaches • % showing improvement on wellbeing through tools such as Outcomes Star • School Based Counselling measured by high % utilisation of funding and provider data gathered reporting on numbers supported and HWB outcome data. Review June 2023 GIRFEC Wellbeing indicators understood and used by all staff, partners, children and families (3.1 2.5 and 2.7) Expectation - Additional support level of GIRFEC Planning developed in all settings through: • SEEMiS Wellbeing App used to record chronologies, assessments and plans • GIRFEC training for all staff undertaking named person role • Joint planning to meet wellbeing needs where appropriate • Gathering of GIRFEC planning data at cluster level Outcome – Increase in numbers of children and families offered additional level supports. Outcome Measure could include: • Individual school targets on attendance are overtaken • numbers of additional level plans on SEEMiS application gathered through clusters (CIILs) Review March 2023 Page 59 of 331
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15 Outcome (HGIOS Indicators) Proposed Intervention Impact Measure Review Timescale A range of resources will be available to support children and families worked with through GIRFEC plans including some of the following: • Resilience planning toolkit resource to help staff and children better understand children’s needs and thus put in place more meaningful plans to build their resilience. • Approaches in school that support good mental health • Mental Health Developments (Involving partners where available) • Lifelines Lanarkshire (recognise signs of suicide or self-harm risk and respond appropriately) • ASIST or suicide ALERT training • CLD Living Life to the Full programme • Partnership Poverty Interventions (SAC, CLD, Financial Inclusion) • Development of a Family Support and Engagement Approach Outcome – Use of GIRFEC pathway, Outcome Measure - Through Children’s Services Planning, Survey sample of children and families about their satisfaction with the planning process Review March 2023 Expectation - De-escalation approaches in use in all relevant settings (PPB or other agreed approach in use) Outcome - De-escalation processes in use across settings. Outcome Measure - review of incident reports Page 60 of 331
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16 Health and Wellbeing Roadmap to Recovery Intensive Level At intensive level plans are used for all children and young people and multi-agency working is the norm in all cases. This level may take in children in the Looked After Children’s process and the Child Protection process. Many children at this level will have some care experience and the corporate parenting duty of all services will apply in these cases Those looked after at home or with previous care experience should be seen as a particularly high needs group given the SDQ data. Partnerships will be of particular importance and plans will usually be coordinated by a lead professional. As the additional level all supports from the previous level of support are still available. Outcome (HGIOS Indicators) Proposed Intervention Impact Measure Lead and Timescale Children are safeguarded when significant risks of harm are identified through partnership arrangements (3.1, 2.1 and 2.7) Expectation - The service and partners will: • Produce and launch updated Child Protection procedures • Support the development of contextual safeguarding • Introduce Problematic Sexual Behaviour guidance for primary schools Outcome - Updated Child Protection Procedures available across settings Outcome Measure: • Numbers trained in new guidance • Numbers trained in Contextual Safeguarding • Numbers training in PSB guidance Review September 2023 GIRFEC Wellbeing indicators and planning process understood and used by all staff, partners, children and families (3.1 2.5 and 2.7) Staff and partners have created an environment where all children feel secure, respected and listened to (3.1 and 2.7) Expectation - Establishments must work with partners to have enhanced trauma informed GIRFEC Planning at intensive level available across all settings supported by: • GIRFEC training covering new national guidance provided • Support to embed GIRFEC principles and practices with individual children and young people across schools and clusters. • Partnership approaches that support all work with children and families at this level to be trauma informed and trauma skilled. • Use of the SEEMiS Wellbeing Application for storing shared plans Outcome -Updated GIRFEC pathway available across all settings Outcome Measure – • Numbers offered intensive level family support interventions • Outputs and Outcomes measures through outcomes star and other measures gathered at cluster level • % showing improved scored with those measures • Baseline to be set in 22/23 Review March 2023 A range of approaches and links available to support multi-agency planning and support to families at intensive level, including: • Multi-agency intensive family support approaches used to meet family needs • Resilience planning toolkit resource available to help staff and children better understand children’s needs and thus put in place more meaningful plans to build their resilience. • Lifelines Lanarkshire in use in all schools(recognise signs of suicide risk and respond appropriately) • ASIST or suicide ALERT trained staff available in identified settings • Specialist Trauma and mental health service links available to all settings through CAMHS and other appropriate services. • Clear Social Work contact person available to all settings • Use of the Needs Based Pathway Review process where appropriate Page 61 of 331
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17 • • • and the policy and governance related to the work. Evaluation and the Wellbeing Quality Framework The Quality Framework for Health and Wellbeing was agreed by Education and Families Committee in September 2021 and is designed to ensure that all aspects of the strategic approach to improving health and wellbeing of children and young people in North Lanarkshire is effectively described for all stakeholders, with a clear focus on: y Why are we doing it? - Governance and Policy Drivers capturing Vision and Values y How are we doing it? - Key Systems and Processes y What are we doing? - Our Outputs and Outcomes The quality framework needs to capture existing Education and Families and related partnership activity which is of relevance to the journey of continuous improvement that all services, schools and establishments are undertaking. It needs to be coherent with other strategic plans, tools and approaches that are in use to measure wellbeing. The cluster model currently being implemented around schools and establishments in North Lanarkshire, allows an opportunity for partners from across education and families, the community and voluntary sector, and the NHS to work together in local areas supporting children. This model offers a useful opportunity for a quality framework to be put in place gathering data from around the cluster, and the above plan uses measures that can be captured as part of the Quality Framework. As part of this plan the framework will be further developed on a partnership basis based on a ground up approach. This would start with output outcome indicators from children and young people being worked with and work back through the framework to capture systems and processes and the policy and governance related to the work. Outcomes y Key Measures of Improvement Governance y Children’s Services Partnership y E&F Committee y Integrated Joint Board y Project Boards (ASN, 1140 Hours, Champions Board) Policy Drivers y CS Plan y GIRFEC y The Promise y ASN Plan y MHWB Delivery Plan y Children and Young y People’s Health Plan Outputs y Numbers trained in key areas (Nurture, Solihull, De-escalation and PPB, etc.) y Stakeholder Engagements Key Processes y Survey of pupil health and well being y Self evaluation by schools of 3.1 y Child Protection Key Systems y Cluster Planning for Children’s Wellbeing y GIRFEC Pathway y CLPL y Interventions and Programmes Page 62 of 331
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18 Health and Wellbeing Roadmap to Recovery Relevant Interventions The interventions described above are intended to impact in two of the broad areas of the quality framework: y Systems and Processes y Outputs and Outcomes The Vision and Values are set out earlier in this paper. System and Process Based approaches in the paper The following approaches are based around systems and processes and although they may impact on outcomes and outputs this is indirect: y Review of Universal Offer y Critical Incidents Procedure and Protocol y GIRFEC processes y Child Protection Processes Output and Outcome Based approaches in the Paper The following approaches are based around achieving direct outcomes and outputs with children and families: y Trauma informed approaches - This approach builds on and develops previous work on nurture, resilience and other approaches based of forming strong relationships with children and families. y Emotional literacy-based approaches - These approaches are based on modelling and empathy to help children become more aware of their feelings and the feelings of others y Rights respecting schools - An approach that teaches children about their rights and how to respect the rights of others. Provided through UNICEF although equivalent approaches are becoming available y VIG - A method of working with relationships, mainly in families using video recordings of the interactions that take place y VERP - Video Enhanced Reflective Practice describes an approach that promotes critical analysis, attuned communication and relationships, problem solving and creative thinking in groups of staff. y Family Support Approaches - Work that is delivered to families through individual or a small number of workers to assist them with needs they identify. Will usually follow the 10 principles of intensive family support y EEI - an approach provided in partnership with social work to provide early and effective intervention where children and young people start to come into to conflict with the law Page 63 of 331
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This document can be made available in a range of languages and formats, including large print, braille, audio, electronic and accessible formats. To make a request, please contact Corporate Communications at: corporatecommunications@northlan.gov.uk ’S urrainn dhuinn an sgrìobhaidh seo a chur ann an diofar chànanan agus chruthan, a’ gabhail a-steach clò mòr, braille, cruth claisneachd agus cruthan dealanach agus ruigsinneach. Gus iarrtas a dhèanamh, cuir fios gu Conaltradh Corporra aig: corporatecommunications@northlan.gov.uk Niniejszy dokument można otrzymać w wielu różnych językach i formatach, w tym również dużym drukiem, alfabetem Braille’a, w wersji dźwiękowej, elektronicznej i w innych dostępnych formatach. Prośby należy składać na ręce zespołu ds. komunikacji drogą elektroniczną na adres: corporatecommunications@northlan.gov.uk 此文件可以多种不同语言和格式提供，包括大字体、点字、音频、电子和易读格式。 如想提出请求，请联系企业传讯部：corporatecommunications@northlan.gov.uk ۔ ہے سکتا جا ایکیا ہمافر یمیں ںتورصو ئیسار بلقا روا نکار ٹ یلیکٹرا ،وی�ڈآ ، ی�بر ،فوحر ےبڑ لبشمو ںتورصو روا ںنوباز مختلف کو ر�ی�وستاد سا corporatecommunications@northlan.gov.uk : ی ئیں �مافر بطہار پر سا سے ر����ش�ی�کی���و یکمیو ٹ ی�رپورکا یلیے کے ستاخورد مکر ہابر CC_2022_00098 Produced by NORTH LANARKSHIRE COUNCIL Gerard McLaughlin Head of Education and Families (North) North Lanarkshire Council NORTHLANARKSHIRE.GOV.UK Page 65 of 331
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North Lanarkshire Council Report Education, Children and Families Committee Does this report require to be approved? ☐ Yes ☒ No Ref GM/JOH Date 13/09/22 PO30.1 - 1140 Early Learning & Childcare Expansion Programme Update From Gerard McLaughlin, Head of Education (North), Education and Families E-mail mclaughling@northlan.gov.uk Telephone 01236 812269 Executive Summary The 1140 Hours Expansion programme for Early Learning and Childcare (ELC) is a national programme being developed in a unique way, in response to specific local circumstances. This report provides Committee with an updated position on the 1140 hours Early Learning and Childcare (ELC) expansion programme within North Lanarkshire. It reinforces previous reports which have already been approved by Committee and is based on significant consultation with stakeholders. In addition, it supports The Plan for North Lanarkshire. The report focuses on the capital programme, workforce and progress in relation to quality. In addition, it provides a financial update as of period 4. Recommendations It is recommended that the Education, Children and Families Committee: (1) Endorse the 1140 project update; (2) Endorse the progress of Heathery Park Family Learning Centre (3) Endorse the ELC core function update The Plan for North Lanarkshire Priority All priorities Ambition statement (7) Enhance collaborative working to maximise support and ensure all our children and young people are included, supported, and safe AGENDA ITEM 6 Page 67 of 331
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1. Background 1.1 North Lanarkshire Council (NLC) achieved full delivery of 1140 hours by 30 September 2020, prior to it being legislative from August 2021. 1.2 The ELC team continues to progress with plans to ensure children and families fully access the benefits of 1140 hours. 2. Report 2.1 Infrastructure projects: 2.1.1 The table below provides an update regarding the outstanding infrastructure projects. Table 1 Site Start Date Completion Date Extensions / Adaptations Craigneuk FLC Estimated September 22 November 2022 Heathery Park FLC Estimated April 22 October 2022 2.1.2 The repurposed space within Craigneuk FLC will increase capacity by 16 FTE and provides direct access to outdoors for 3-5yr old, including ASN children. A building warrant application has been submitted. The estimated costs for the adaptations are £0.050m and funding from capital spend has been identified. 2.1.3 Heatherypark FLC is now in contract and work has started on site. The contractor is making good progress. Esitmated completion date is October 2022. Committee are asked to note the cost for the repurposing is £0.850m. 2.1.4 Work is continuing to progress outdoor registrations of the following 6 settings. This will increase capacity across ELC by 59 FTE. Table 2 provides an overview of the details. Table 2 Setting Current Capacity Increased Capacity Additional Capacity Estimated Completion Balmalloch NC 40 FTE 48 FTE 8 August 2023 Stane NC 48 FTE 56 FTE 8 October 2022 St Gerard’s NC 64 FTE 76 FTE 12 Sept 2022 Eastfield NC 54 FTE 64 FTE 10 March 2023 Jigsaw FLC 64 FTE 76 FTE 12 March 2023 Glencairn NC 48 FTE 57 FTE 9 August 2023 8 FLC completed 7 ELC adaptations completed 92 settings benefitting from minor works Page 68 of 331
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2.1.5 Staff within each setting have attended Forest Kindergarten training and have identified an outdoor champion within their team to support the quality of the experience for young children. 2.1.6 All ELC children spend a great deal of time outdoors, which we know is beneficial, however, Committee are advised of some challenges. The main challenges being lighting of the play space and heating of the outdoor shelters. Some additional outdoor lighting has been installed but we recognise that there is possibly a more sustainable way of doing this. Contact has been made with the NLC energy coordinator to progress our ideas. Committee will be kept updated on the progress. 2.2 Workforce 2.2.1 Committee will recall the final workforce change element of the 1140 Program was to stabilise the staffing structures of all early year’s establishments to ensure continuity for the children, families, and staff, and to recruit & retain current talent in NLC support and keyworker posts. This change will allow managers to build strong ELC Teams and reduce reliance on casual cover. The permanent recruitment campaign was delayed due to admissions for 2022/2023, however it is intended that recruitment will commence early in the new session. 2.2.2 This will be an internal recruitment campaign on Myjobscotland, and NLC staff will be contacted and encouraged to apply for these posts. There are no additional associated costs, as these posts are already filled by casual staff within each establishment. 2.2.3 The ELC workforce will be subject to further change during this recruitment drive, for example casual staff may be displaced by the permanent recruitment, this workforce change will be carefully managed by the service. 2.2.4 These changes were discussed with Trades Unions prior to and during the 1140 programme joint meetings, and the Trades Unions will be provided with a further update prior to commencement of the Support and keyworker recruitment campaigns. Modern Apprentices 2.2.5 The modern apprentice programme for Early Learning and Childcare offers young people the opportunity to gain experience and develop skills and knowledge of working with children in their early years. In the academic year 2021/2022, 8 students successfully completed the programme and have now all had a positive interview resulting in their names added to the ELC Keyworker supply list. The 8 candidates have now been allocated an establishment to work in and will commence their role as temporary Keyworker from the 15th of August 2022. 2.2.6 For the academic year 2022/2023 we have 6 new students who will join the ELC modern apprentice programme. The students have an identified placement within either a family learning centre or a nursery class and will commence this placement on the 29th of August 2022. The quality team and establishment teams are committed to supporting this programme and recognise the many benefits to having a student placed within their setting. Feedback from the interviews of the cohort of students who will now take up temporary keyworker posts was very positive, highlighting the commitment and positive input of the students when in placement. 2.2.7 Committee is asked to note that to date NLC has employed 536 additional employees to support the implementation of 1140 hours ELC. This is a significant achievement and recognises the excellent collaborative work of ELC, HR and ESC officers and services. Page 69 of 331
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2.2.8 In 2018 the workforce analysis highlighted that 95% (665 staff / 487 FTE) of the staffing structure were ELC practitioners (NLC 9), a decision was taken to phase these posts out through natural wastage, and it is notable that due to the success of the internal recruitment campaign, which focussed on promoting from within, this figure has now reduced to 31.76% (392 staff / 288 FTE). 2.2.9 Please see table 3, which provides an overview of the age profile of the Early Learning Practitioners (NLC 9s). Committee should note as an NLC 9 post becomes vacant this potentially will be replaced by keyworker (NLC 7). This process requires to be kept under constant review and any future variants to the cost of the target operating will be reported. Table 3 Age No's 22-30 46 31-40 100 41-50 114 51-60 117 Over 60 15 TOTAL 392 2.2.10 Further recruitment campaigns took place for casual supply Support Workers and Keyworkers. Table 4 shows the number of posts required. The service has received over 150 application forms and interviews are took place in June 2022 Table 4 External Recruitment Require ELC Support Workers (NLC 4) 30 posts ELC Keyworkers (NLC 7) 30 posts 2.2.11 Committee will recall the Career Pathway and the Qualification Framework currently in place and is advised of the progress of Workforce Development. The qualification framework was established to grow a structured, coordinated and future-focused model, which could deliver a high-quality service to children and families in North Lanarkshire. 2.2.12 To date the career pathway has provided 202 ELC staff, from across North Lanarkshire, with the opportunity to work towards and achieve the qualifications detailed in the chart below. 2018 698 staff 1140 Expansion 536 2022 1234 staff Page 70 of 331
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2.2.13 All documentation has been completed and forwarded to the Procurement Team for the 22-23 academic intake, funded courses detailed at Table 5. Table 5 Qualification Funded Places Investment BA Childhood Practice (4 Years) 45 £180,000 SVQ 3 Childcare (1 year) 30 £50,000 PDA (10 months) 30 28,000 2.3 Quality Supporting Continuous Improvement within Local Authority and Partner Provider Settings 2.3.1 Following a review of last years training calendar, further training has been identified and developed to support settings to meet the National Standards for the next academic session. A range of training opportunities has been planned to respond to need, which can be accessed via the Innovation and Improvement Hub. 2.3.2 Staff wellbeing continues to be a key priority and to support this area, a programme of training will be provided by Do-Be-Mindful. This includes a section for staff to teach our very young children strategies to practice mindfulness in the nursery. 2.3.3 There continues to be a focus on support and training for newly appointed managers to address the need to support and develop leadership capacity. This will provide managers with the leadership skills to develop their own service and improve quality. 2.3.4 Committee is asked to note the significant amount of work the team have undertaken to support continuous improvement in key areas. Funding for a total of £0.139m will be aligned to the ELC training budget to support progress over the next three years. Please refer to table 6 and the relevant appendix for an overview of the progress and next steps in each area. 23% 24%50% 3% Workforce Qualifications Data 2018 - 2022 PDA HNC BA Masters Page 71 of 331
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Table 6 Curriculum Appendix 01 Leadership Appendix 02 Family Engagement Appendix 03 Health & Wellbeing Appendix 04 • Expressive Arts • Froebel Train • Outdoor Learning • Transitions • Stem • Assessment & Moderation • Leadership Programme • Education Scotland Sessions • Equity & Excellence Leads • Peep programme • Breast feeding Campaign • Do Be Mindful • Infant Mental Health Programme 2.3.5 To assist in supporting professional development all 42 partner nurseries will continue to have access to Glow and Microsoft Teams. All settings are using this as a resource to access training materials and quality information. 2.3.6 Committee will recall that quality assurance support is being funded by NLC via Scottish Childminders Association (SCMA). This will continue to be provided to those childminders that are part of the ELC framework for the next academic session 2022/2023, to aid providers to meet the requirements of the National Standards. 2.3.7 In addition, during the last academic session all nurseries – local authority and partner providers, were provided with membership to Early Years Scotland and in addition, childminders were given membership to the SCMA. The overall annual costs for all memberships totalled £47,918 2.3.8 More recently providers were asked to complete an evaluation regarding the professional benefits of the membership. The findings from this are outlined in table 7 Table 7 Membership Responses Professionally Beneficial Wish to Renew Early Years Scotland (295 members) 278 81 81 SCMA (149 members) 133 50 50 2.3.9 In response the service has agreed to purchase memberships for only those settings who have evaluated the resource as being professional beneficial to the setting in terms of quality improvement. The total cost for the next academic session is £12,695. ELC Service Improvement Plan 2.3.10 The service has Identified the following priorities as part of a 3-year programme of work to fully support the delivery of high-quality early learning and childcare services which best support children, families, and communities across North Lanarkshire. Please refer to the following appendicies/briefing papers, which outline the improvement plans for key ELC priorities: Page 72 of 331
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0 500 1000 1500 2000 2500 3000 3500 1st Choice 2nd Choice 3rd Choice 4th Choice 2021/2022 3132 179 48 21 2022/2023 3329 162 61 20 Comparison of 1st, 2nd, 3rd & 4th Choice 2021/2022 2022/2023 • Family Engagement - ELC Intervention Service – Appendix 05 • Play Pedagogy Across the Early Level – Appendix 06 2.4 ELC Core Functions Admissions 2.4.1 Committee is advised that the application process for 3 to 5-year-olds admissions, for session 2022/2023, closed on Friday, 11 February 2022. All applications received by the closing date and any late applications up to end of June 2022 have been processed. Any further late applications will continue to be processed. 2.4.2 A total of 3222 have been received and processed to date. This figure highlights a 5% increase from last year’s academic session. The table 8 below outlines the breakdown of applications received over both years – 2021/2022 and 2022/2023. Table 8 Provider 2021/2022 Returners New Applications Cross Boundary Local Authority 2550 1923 131 Partner Nursery 912 866 115 Childminders 18 44 0 Total 3480 2833 246 Total Admissions:6,805 Provider 2022/2023 Returners New Applications Cross Boundary Local Authority 2516 2186 12 Partner Nursery 1012 863 54 Childminders 103 105 2 Total 3631 3154 68 Total Admissions: 6,853 2.4.3 Table 9 below provide an overview of numbers of children and families in receipt of either their first, second, third or fourth choice and the comparison between 2021/2022 and 2022/2023 Table 9 Page 73 of 331
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2.4.4 Following the allocation of placements for all on time applications, a review of late applications will take place. To date 421 late applications have been received across sectors up to the 3rd June and have been allocated a place, A further 36 late applications have been received after this date by partner providers table 10 shows the breakdown of applications received. Table 10 Provision Late Applications Received Partner Nursery 34 Childminder 2 Cross Boundary 2.4.5 Committee will note, from the admissions information provided, that to date 68 cross boundary applications have been received. Applications made to local authority establishments were progressed in line with the admissions policy, applications to partner providers (private/voluntary nurseries and childminders) were considered the West Partnership Cross Boundary meeting in May 2022 to approve and progress applications. Table 11 provides an overview of the total number of cross boundary children (returning and new applications). Table 11 NLC Children Attending Other Authority Private Providers Other Authority Children Attending NLC Private Providers 192 107 Deferred Entry 2.4.6 Committee will recall that an application/expression of interest, to take part in the phase 2 deferral programme pilot was unsuccessful. Committee were advised that where possible applications would be supported in line with previously agreed budget and staffing levels and steps were taken to ensure a straightforward and supportive process for parents/carers 2.4.7 Committee is advised that following a review of applications the panel successfully approved 100% of all discretionary applications (those children with birthdays from the first day of term until 31 December). 2.4.8 A small number of applications (12) out with the discretionary period were also received from children whose birthday falls between March and mid-August. In accordance with Scottish Government guidance, approval of applications out with the discretionary period should only be in exceptional circumstances. To that end, five of the twelve applications received were approved. The five approvals were based on the fact the parents appealed the decision, at which point they provided additional information regarding their child’s specific needs and experience gap in the main due to COVID- 19. These cases were recognised as exceptional circumstances and therefore approved. This update was shared with representatives of the Give Them Time Campaign who were delighted with this outcome. Table 12 provides a breakdown of applications and highlights the comparison with last years’ figures. Page 74 of 331
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Table 12 Deferred Entry Applications 2021/2022 Approved Declined Automatic 215 0 Discretionary 71 10 Out with Discretionary Period 5 5 Total 291 15 Total Applications: 306 Deferred Entry Applications 2022/2023 Approved Declined Automatic 232 0 Discretionary 117 0 Out with Discretionary Period 5 7 Total 354 7 Total Applications: 361 2.4.9 A full analysis has been carried out to ascertain the population trends and the possible additional places required to meet the Scottish Governments target of eligible deferred entry children by 2023. 2.4.10 It should be noted that the figures used are the most up to date CHI (community health index) data provided by NHS and the potential figures are based on 50% uptake of eligible deferrals. Although the CHI data presented was under school catchment areas this has been translated into the 20 nursery admission panel areas. 2.4.11 The number of families requesting term time places is high and the number of places required in some areas will not be affected by the decrease in the population figures. 2.4.12 Looking at the existing nursery estate and the capacity within our partner providers, we have identified where we need to further expand services to meet the anticipated needs. 2.4.13 Possible implications of deferred entry • 11 of the panels can accommodate the anticipated additional applications within existing registrations. • 6 of the panels require to increase their Care Inspectorate registrations. • of the panels require to increase the number of places available and as part of the action plan work will be progressed to find solutions. 2.4.14 To future proof the service and to gain additional flexibility where space allows, applications will be made to the Care Inspectorate to increase registrations across 6 settings. Minimal minor adaptations will be required. 2.4.15 The ELC team are aware of plans in place to review the culture and leisure estate over the coming months and ask Committee to note that due our organisational needs there may be the opportunity to reprovision some of these buildings for nursery use. Please refer to 2.1.4 to 2.1.6 of this paper for additional information. Page 75 of 331
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The Early Learning and Childcare (ELC) Framework 2.4.16 The 2020/2023 ELC Framework is now entering its last year/final entry point and will come to an end on 31 July 2023. The flexible framework has worked well, allowing new providers the opportunity to join at specific points (annually) during the lifetime of the framework, should they meet the necessary criteria. 2.4.17 Meetings have taken place with colleagues from procurement to look at the lessons learned from the current framework, and preparations are underway to review and implement the new framework, which is required from 1 August 2023. 2.4.18 Committee should note a further costing exercise was carried out by Ipsos Mori in April 2022. The results of the survey were shared in May 2022, however only 12 of the 42 NLC partner nurseries participated in the survey. Due to the absence of local data from 30 of settings the service requires to rely on the information provided for the West Partnership. 2.4.19 The service is now engaging with colleagues across the West Partnership in an attempt to streamline our approach so that for those with settings in a number of local authorities, you do not have to engage with significantly different methodologies in understanding how each local rate has been reached. Although methodology will be looked at collectively as a Regional Improvement Council (RIC) area, each local authority still has its own geography, demographics and political oversight. 2.4.20 There will be a focus on keeping meeting the expectations of providing a rate which is sufficient to support payment of the Scottish Living Wage and the likely increase in November, which also allows an element of funding for reinvestment. Committee will recall the reviewed rate for NLC requires to be in place for August 2023. Parent/Carer Statutory Consultation 2.4.21 Committee will recall that Education authorities are under a duty to carry out a consultation on the delivery of early learning and childcare at least once every two years. Due the pandemic there has been a delay in a new and updated survey being undertaken. To this end a survey has been prepared, considering flexibility, accessibility, affordability, and the quality of ELC provision within NLC. The intention is the survey will be circulated to parents/carers early in the new term. Please see the link below. https://forms.office.com/Pages/ResponsePage.aspx?id=O5WPqRjWQ0uKZQOCaBv Sg2UjYkPeGpZMh1dB_cSqDoVUOEZXUVQxQ1dHSVREQUlCM1FGQUdHRENPNi 4u 2.4.22 A full analysis and action plan based on the outcomes of the survey will be shared at a future Committee. External Partner Provider Commission Payments 2.4.23 During the service range of 1 April 2022 to 31 July 2022 a total of £5.201m has been paid to partner providers. Please refer to table 13 for a breakdown. Page 76 of 331
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Table 13 External Commissions 1st April 22 to 31st July 22 3-5 Payments 1140 hours £4.557m Eligible 2-year-old 1140 hours £0.328m Meal payments 2-5year olds 1140 hours £0.316m Total £5.201m 2.4.24 During the service range of 1 August 2021 to 31 March 2022 a total of £0.377m was paid to partner providers for milk and healthy snacks. Based on the current number of applications received (68: 25 out of 42 partner nurseries and 42 out of 138 childminders) the cost from August 2022 to 31 March 2023 is £0.190m. Further updates will be proved to future Committees Contract Management of Framework 2.4.25 The criteria within the National Standard focuses on what children and their families should expect from their Early Learning and Childcare experience, regardless of where they access their funded entitlement. 2.4.26 A flexible framework currently exists for 1140 hours for 2–5-year-olds for the period 1 August 2020 to 31 July 2023. It was procured as a Schedule 3 Social and Other Specific Services under the Public Contracts (Scotland) Regulations 2015 and was established initially with 185 providers. The framework encompassed the private and third sector providers, including childminders. 2.4.27 Based on the current resource and infrastructure of the Council, there is insufficient internal capacity to provide all the early learning and childcare placements needed, hence external providers are required. The benefits of a ‘Flexible Framework’ allowed the Council to establish an initial group of providers on the framework for 2020 and allowed further entrants in 2021 and 2022. This helped secure capacity while offering opportunity for additional providers to apply to join the framework later. 2.4.28 Based on historic usage the estimated annual cost of external providers is approximately £12m. 2.4.29 Under the Scottish Government’s initiative “Funding Follows the Child”, local authorities are responsible for ensuring that there is a funded place available for all eligible children in their area, including using services from private and third sector providers, including childminders. 2.4.30 It is estimated that with all applications, considering both new and returning children, the cost from 1 April 2022 to 31 March 2023 will be £12.229m This exceeds the current framework agreement of £11.8 million. 2.4.31 In the 2021/22 session Early Learning & Childcare received 282 late applications during the year. To date 36 late applications have been received for the 2022/23 term, and this number is expected to increase to similar levels as in previous years. Corporate Procurement have advised that due to the original value of the framework agreement, the £300k in overspend should not present challenge at this juncture, however, should the £12.3m be exceeded further then an Page 77 of 331
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appropriate procurement modification, in line with appropriate governance arrangements, will require to be undertaken for a new agreement to be reached. Based on previous year metrics, the assumption is that this will be the case, and so for further late applications to be approved a modification to the framework will be necessary. 2.4.32 The following excerpt from General Contract Standing Order 38 has been highlighted by Asset & Procurement Solutions regarding the matter: 38.1 Application (a) A contract or Framework Agreement may be modified during its term without a new procurement exercise being carried out provided the requirements of Regulation 72 of the European Procurement Regulations are met; (b) This Standing Order will apply to all contracts or Framework Agreements. No contract shall be modified in terms of Standing Order 38 (Contract Modifications) where the estimated value exceeds £50,000 for supplies and services and for works exceeds £500,000 and includes all EU Regulated Procurements without the appropriate Chief Officer first taking advice from the Head of Asset and Procurement Solutions and the Head of Legal and Democratic Solutions. 2.4.33 The above advice relates to a possible variance up to a maximum of +10% of the original contract framework (in this case £3.6 million in total over the 3-year period). The total overspend for the 2022/23 session, based on average numbers of late applications from previous years, is estimated to be no more than circa £1 million maximum if all future late applications are approved. 2.4.34 Importantly, the Service has previously intimated an expected 27% of total provision would be with partner placements. This percentage now sits at 31%, which based at a £5.55 hourly rate represents a small saving to the Council. Table 14 Year 1 Framework Aug 2020 - July -2021 Year 2 Framework Aug 2021 - July 2022 Year 3 Framework Aug 2022 - July 2023 3-5 Funding £11.083m £12.004m Estimated £12.336m Framework Value per Year £11.800m £11.800m £11.800m Under/Overspend £0.717 £0.204m £0.536m Contract Variance -6.1% +1.7% +4.5% Late Applications Received 146 282 To date 36 Page 78 of 331
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2.4.35 Committee are asked to note following an 1140 Board meeting in August agreement was approved to fund all late applications subject to breaching the 10% accumulative threshold. Further updates will be provided to committee if required. 2.5 Communications 2.5.1 The service continues to meet regularly with both Care Inspectorate and Trade Unions regarding delivery of ELC provision. Relations continue to be collaborative and positive. 2.5.2 Regular meetings continue to take place with both partner nurseries and childminders. A calendar of meetings has been updated and circulated for the next session. 2.5.3 The next edition of the ELC 1140 newsletter was recently circulated. This includes examples of excellent practice across local authority nurseries and all funded providers including childminders. A copy can be viewed at Early Years Newsletter April 2022.pdf 2.5.4 Throughout the admissions process contact via social media was very positive. The 20 bus adverts (street liners) that went live on 20 December 2021, will have contributed to the number of web page visits. Approximately • 70,000 visits to the main page (northlanarkshire.gov.uk/ELC). • 15,000 unique views of the application page (15,000 different people). • 1800 click from organic Facebook posts • 1000 click from organic twitter posts • 1800 click from google advertising • 400 click from Facebook adverts 2.6 Financial Update Capital Update 2.6.1 Committee will recall that, since inception, the ELC Expansion (1140 Hours) Capital Programme has spanned several financial years cumulating in new Family Learning Centres and renovations of existing establishments across the authority. The Enterprise & Communities 2022/23 capital programme of £157.168m was approved at Policy & Strategy Committee on 17 March 2022. The 2022/23 programme has since been increase by £21.479m relating to carry forwards from 2021/22 (£5.796m) and additional external funding (£15.683m). Included in the approved 2022/23 capital programme, for Enterprise & Communities, is £2.192m regarding ELC Expansion (1140 Hours). As at Period 04, the Service is projecting a break-even position in relation to the associated ELC Expansion (1140 Hours) capital workstreams. Revenue Update 2.6.2 The budget for ELC in 2022/23 is £61, which includes the ELC Expansion Grant of £35m.. The projected outturn for 2022/23 as of 29 July 2023 (Period 4) is a balanced budget. It should be noted that a reserve of £14.249m has been created, and this is phased over 3 years. For 2022/23 the amount to be utilised is £7.490m to meet service needs. Page 79 of 331
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3. Measures of Success 3.1 Children have access to funded entitlement of 1140 hours of ELC. 4. Supporting Documents 4.1 Appendix 01: Curriculum 4.2 Appendix 02: Leadership 4.3 Appendix 03: Family Engagement 4.4 Appendix 04: Health & Wellbeing 4.5 Appendix 05: Family Engagement - ELC Intervention Service 4.6 Appendix 06: Play Pedagogy Across the Early Level Gerard McLaughlin Head of Education (North) Page 80 of 331
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5. Impacts ( http://connect/report-template-guidance ) 5.1 Public Sector Equality Duty and Fairer Scotland Duty Does the report contain information that has an impact as a result of the Public Sector Equality Duty and/or Fairer Scotland Duty? Yes ☐ No ☒ If Yes, please provide a brief summary of the impact? If Yes, has an assessment been carried out and published on the council’s website? https://www.northlanarkshire.gov.uk/your-community/equalities/equality-and-fairer- scotland-duty-impact-assessments Yes ☐ No ☐ 5.2 Financial impact Does the report contain any financial impacts? Yes ☒ No ☐ If Yes, have all relevant financial impacts have been discussed and agreed with Financial Solutions? Yes ☒ No ☐ If Yes, please provide a brief summary of the impact? The current financial position of the overall capital programme and current year revenue position are outlined within Section 2.7 of this report. As highlighted in paragraph 2.7.1, the position within the capital programme will be continually monitored and updated. 5.3 HR policy impact Does the report contain any HR policy or procedure impacts? Yes ☒ No ☐ If Yes, have all relevant HR impacts have been discussed and agreed with People and Organisational Development? Yes ☒ No ☐ If Yes, please provide a brief summary of the impact? The expansion is driven by legislation and Scottish Government guidance in ensuring the provision of 1140 hours ELC as a statutory requirement for all 3 to 5 year olds and eligible 2 year olds. 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 have been discussed and agreed with Legal and Democratic Solutions? Yes ☐ No ☐ If Yes, please provide a brief summary of the impact? 5.5 Data protection impact Does the report / project / practice contain or involve the processing of personal data? Yes ☐ No ☒ If Yes, is the processing of this personal data likely to result in a high risk to the data subject? Yes ☐ No ☐ If Yes, has a Data Protection Impact Assessment (DPIA) been carried out and e- mailed to dataprotection@northlan.gov.uk Yes ☐ No ☐ Page 81 of 331
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5.6 Technology / Digital impact Does the report contain information that has an impact on either technology, digital transformation, service redesign / business change processes, data management, or connectivity / broadband / Wi-Fi? Yes ☐ No ☒ If Yes, please provide a brief summary of the impact? Where the impact identifies a requirement for technology, has an assessment been carried out (or scheduled) by the Enterprise Architecture Governance Group (EAGG)? Yes ☐ No ☐ 5.7 Environmental / Carbon impact Does the report / project / practice contain information that has an impact on any environmental or carbon matters? Yes ☐ No ☒ If Yes, please provide a brief summary of the impact? 5.8 Communications impact Does the report contain any information that has an impact on the council’s communications activities? Yes ☐ No ☒ If Yes, please provide a brief summary of the impact? 5.9 Risk impact Is there a risk impact? Yes ☐ No ☒ If Yes, please provide a brief summary of the key risks and potential impacts, highlighting where the risk(s) are assessed and recorded (e.g. Corporate or Service or Project Risk Registers), and how they are managed? Page 82 of 331
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Appendix 01: Curriculum Expressive Arts - Imagination Station _________________________________________________ Background The Curriculum for Excellence is the national curriculum for children aged 3-18 years. As a quality team, we have responsibility in ensuring quality delivery of learning across all curricular areas, in all early year’s settings. This is supported by the quality team offering very good training for staff at all levels. Each Quality Officer has an area of Curriculum responsibility, ensuring that staff have access to pertinent development opportunities and learning opportunities/experiences for young children meet quality standards. In considering Expressive Arts within our Early Learning and Childcare provision, the necessity to develop training opportunities and resources for staff was identified. Further evidence was gathered through a staff survey asking key questions about opportunities for learning and staff confidence within this curricular area. ‘Through the expressive arts, children and young people can have rich opportunities to be creative and imaginative and to experience inspiration and enjoyment. They can come to understand the important roles of the arts in describing and changing society. The arts have a growing significance in the life and prosperity of Scotland. Through their experience of the expressive arts, children and young people can appreciate the contributions of the arts in the lives of individuals and communities.’ ‘The expressive arts include experiences and outcomes in the contexts of art and design, drama, dance and music.’ The Curriculum for Excellence, 2010. Current situation A team of professionals from Early Learning and Childcare and North Lanarkshire Arts is established and have a focus on developing a training programme and associated resources for staff. Representatives within this group include an ELC Quality Officer, ELC Equity & Excellence lead, ELC Lead Practitioner, Early Learning & Childcare Practitioner and 2 Arts Development officers. The programme that will be offered provides an opportunity for staff to participate in training across all areas of expressive arts, art & design, drama, dance, and music. Initially the training is planned in 2 phases. The first phase will be delivered in the final term of academic session 2021/2022 and the core of this is a drama and a music toolkit, an independent music consultant will support the delivery of the music session. Participants from phase one will also receive a ‘bag of inspiration’, giving them a starter pack of tools that they can use when delivering music and drama with children. Phase 2 of the training will be delivered in the new academic session 2022/2023 and planning for this is underway. The team will continue to work and plan collectively to further develop training opportunities and on-site experiences for children and families. A recent survey provided the following information: Drama • 22.8% have no drama experiences per week • 21.4% have 1 drama experience per week • 20% have 2 drama experiences per week • 24.3% have 3 drama experiences per week • 5.7% have 4 drama experiences per week • 5.7% have 5 drama experiences per week Page 83 of 331
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Music • 12.5% have no music experiences per week • 20.8 % have 1 music experience per week • 18% have 2 music experiences per week • 18% have 3 music experiences per week • 8.3% have 4 music experiences per week • 22.2 % have 5 music experiences per week • 50% very likely to access music training • 26.3% somewhat likely to access music training Phase 1-Resources/ Phase 2: Training and resources As a result of National curriculum requirements and the identified need to develop a training programme which is supported by resources, this request is for investment, in the Imagination Station programme over the next 18 months. The quotation detailed below outlines the cost of sourcing specialists in the arts to sustain training delivery and purchase resources to support approaches to learning. The overall aim for programme will be: - “55% of staff within Early Learning and Childcare settings will provide daily opportunities for children to participate in drama and music experiences, resulting in improved learning outcomes by May 2023” Measurement of Impact The programme to measure outcome, will be provided by the ELC & Arts professionals who have responsibility. The measures will include: • Number of settings represented on the training • Numbers of participants who undertake the training • Participant’s engagement in sessions • Participant’s use of resources • Numbers of participants/settings who increase opportunities for drama and music • Tracking and monitoring of children’s progress in expressive arts Summary of Funding Breakdown of Co Phase 1 training: Costs met by NL Arts grant funding Phase 1 resources: £4386.98- Drama bag £6334.75- Music bag Phase 2 training: £1989.98- NL Arts Music £1989.98- NL Arts Drama £3000- Eco Drama Training (Outdoors) - (£35.00 x 100 participants) Phase 2 resources: £4386.98- Drama bag £6334.75- Music bag TOTAL COST FOR THE 18 MONTH PROGRAMME: - £28,423.42 Page 84 of 331
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STEM _________________________________________________ Three CLPL sessions were developed through extensive professional reading, practitioner enquiry and observation of current practice across North Lanarkshire Council. The focus of the three sessions were as follows: • STEM: Pedagogy, Policy, and Practice • The Role of the Adult in STEM • Planning for Learning and Effective Learning Environments • Each session has a clear focus on improving gender balance, equality, and equity. Local and national statistics and data were used to highlight the gender gap in STEM learning experiences, secondary subjects and careers and the importance of tackling these issues as early as possible, through the set-up of the learning environment, use of language and positive role-models. The importance of building STEM capital was also discussed in detail using the ‘backpack’ analogy to highlight the gap in parents’ and children’s STEM knowledge and skills due socioeconomic factors, gender, race and/or disability. The importance of the ‘role of the adult’ in learning establishments, in addressing these issues was discussed at length, highlighting the need for practitioners themselves to have the opportunity to develop their own STEM capital. In addition to this the main aim of this project was to address the lack of STEM professional learning aimed at early years and ASN practitioners, ensuring all staff have access to high quality STEM CLPL relevant to their setting. This in turn ensures that pupils across all settings have an equitable experience of STEM learning. Baseline Data: Prior to starting the project, it was important to gather baseline data of STEM practice across North Lanarkshire early years establishments. This survey was completed by 62 early years practitioners from 50 establishments and clearly indicated that there was a need for CLPL to support STEM in early years: • 80% of respondents indicated that STEM was an improvement priority in their establishment • over a third of respondents indicated that the quality of pedagogy in science and technology was either satisfactory or weak on a five-point scale • Only a quarter of respondents described themselves as knowledgeable or very knowledgeable in STEM. • When asked about what would support STEM pedagogy, participants indicated knowledge, progression, assessment and planning as equal priorities. Evaluative Data: • The data gathered from the final project evaluation has been very positive with confidence in STEM pedagogy seeing an increase of almost 52%. In addition to this, participants stated that they are highly likely to use the new knowledge gained through the programme in practice: Page 85 of 331
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Assessment and Moderation __________________________________________________ To address the identified gap in ELC practitioners’ knowledge and skill in implementing the Moderation Cycle and in partnership with the Pedagogy Team and Education Managers, an 8-week training programme on the Assessment and Moderation Cycle is being delivered. We are currently halfway through delivery of this programme which has been delivered by the Quality Team. To date, feedback has been very positive, and a full evaluation will be carried out at the end of the programme in June. Froebel in Childhood Practice _________________________________________________________________________ Impact to date Froebel firmly believed that every child should be treated as an individual and their unique abilities should be encouraged to grow. In doing so, Froebel believed that practitioners could create a learning environment that was harmonious. Children could be happy, allowing them to seek growth in their own unique way. Froebel’s focus on the importance of play, learning through nature, practical hands-on learning and nurturing a child’s connection to their community is more relevant now than ever. Froebel’s focus on the importance of play, learning through nature, practical hands-on learning and nurturing a child’s connection to their community is more relevant now than ever. Several staff have accessed Froebel training and feedback from has been extremely positive and Care Inspectorate have also recognised and commented on positive Froebelian practice within settings during inspections: Page 86 of 331
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Empowering leadership in an outdoor environment “I believe the sustainability of empowering staff to lead outdoor learning is collective and achievable.” (Frances Campbell, EEL, Hilltop NC) Sharing the Froebelian principles with an Early Years workforce “This knowledge has strengthened our commitment to further explore and embed Froebel’s principles into our daily practice. Adopting Froebel’s principles will allow us to take a holistic approach to working with the children and families.” (Mairi McGowan, PL, Glencairn NC) Care Inspectorate Reports from establishments with staff who have been trained in ‘Froebel in childhood practice’ “Children accessed outdoors every day for fresh air, exercise, and play. Equipment in the garden encouraged children to take positive risks which improved their quality of experience. For example, accessing a fire pit and climbing a grass hill to reach a tunnel. Children also regularly visited the local forest to experience a natural environment. Children's resilience was growing because of such experiences.” Devonview FLC, March 2019 “Children who were playing outside were observed to be busy and having fun. The equipment outdoors stimulated curiosity and encouraged children to practice lots of different skills, for example counting, balancing and problem solving.” Holy Cross, March 2018 Forest Kindergarten parent quote from Care Inspectorate "I am very happy with the education my child receives at Steppingstones; I especially like the Forest Kindergarten programme.". Steppingstones, February 2020 The Quality team are in the process of conducting a full audit of staff within NLC who have completed the training and the impact on children and families within settings. Aiming to establish location of qualified staff and facilitate opportunities to apply for research grants. The service has established a Froebel Network on Teams to share knowledge and enable trained staff to connect regularly to share and build on their expertise. This forum will be monitored to ensure maximum engagement between more experienced practitioners who can mentor new colleagues. The Froebel and Childhood Practice course involves the practical implementation, of core Froebelian experiences, articulated through Froebelian principles, and critically linked to current research, policy, and theory in Childhood Practice. The central aim is to develop critical understanding of Froebelian principles. This involves analysing the complex relationship between ideas that underpin work with children and families, everyday practices and contemporary ideas concerning pedagogy, curriculum, and assessment. The course requires staff to take leadership roles, to work in integrated ways, consider issues of social justice/well-being and analyse the contexts of children’s learning. Future Investment Costs The course costs £850/participant. (Minimum participants – 33). Propose 33@ £850 = £28,050 Page 87 of 331
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Appendix 02: Leadership Leadership programme __________________________________________________ The 3 ELC Leadership Programmes are well attended with very positive feedback following each session. These sessions have been facilitated by the Quality Team, some of our ELC Heads of Centre, ELC practitioners and some of the Education and Families Managers. A full evaluation of the impact will be carried out at the end of each programme. Scottish Government Sessions __________________________________________________ During visits to each setting as part of the recovery period, the Quality Team identified key aspects of quality improvement that several settings required support with. These are in relation to Learning, Teaching and Assessment – specifically planning, tracking, and monitoring of children’s progress and self-evaluation for continuous improvement. To address this, Ryan Miller, Attainment Advisor, has been supporting ELC Heads of Centre and Managers of Funded providers with a detailed training programme entitled “Self-Evaluation for Continuous Improvement”. This 4-session programme has been well attended and has provided participants with an understanding of the need for robust self- evaluation to inform and identify targets for improvement. Further supports will be provided by the Quality Team which will impact on the quality of improvement planning and outcomes for children and families. Page 88 of 331
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Appendix 03: Family Engagement Breastfeeding Friendly Scotland – Early Learning Scheme Award __________________________________________________ Breastfeeding Friendly Scotland is a national award scheme that recognises businesses, organisations, and public premises where staff are aware of their obligations under the Breastfeeding etc. (Scotland) Act 2005 and Equality Act 2010. The award enables new mums and families to recognise places that they can be supported, and their babies protected when breastfeeding whilst out and about. The aim is to normalise breastfeeding in all communities across Scotland and this means addressing four key issues: • Increasing maternal confidence in breastfeeding in public places (Breastfeeding Friendly Scotland Scheme) • Work across communities to change attitudes and create positive culture around breastfeeding (Breastfeeding Friendly Scotland – Local Authority) • Introducing breastfeeding before any negative attitudes are formed (Breastfeeding Friendly Scotland - Early Learning) • Increasing knowledge of breastfeeding as our young people progress through their school career (Breastfeeding Friendly Scotland - Schools) Within ELC we have committed to normalising breastfeeding through the removal of baby bottles and dummies from play areas within ELC establishments to prevent implication that this is the normal way to feed babies and prevent cross infection. We are aiming for 100% of our Local Authority ELC establishments to sign up to Breastfeeding Friendly Scotland Early Learning and Childcare scheme. This requires all settings to identify a Breastfeeding Champion who will be responsible for driving forward their establishment’s goal to become a breastfeeding friendly setting. To date 64% of our Local Authority settings, have a Breastfeeding Champion nominated and are progressing through the award criteria. The first award was achieved on 29 March 2022. Birth to 3 Years – Improving Collaborative Practice _________________________________________________________ There are currently 2 key pieces of work being undertaken in partnership with health and social work colleagues. 1. Review of the 0-3 Admissions policy and the Birth -3 Process to support children with additional needs. This is an extensive piece of work and a full consultation with services has been completed. A revised policy is being produced with a clear communication strategy to share the revised policy with relevant services. 2. Test of change – Allocating a named link health visitor for each ELC setting. This test is still in the early stages however early indications show that when a named link health visitor is allocated to ELC settings, there is an increase in communication, identification of need for families and subsequent interventions provided. Page 89 of 331
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Peep Learning Together Programme in North Lanarkshire ________________________________________________________ Our Peep Journey so far: In August 2020, the Scottish Government commissioned 40 places to enable all NLC Equity and Excellence Lead Practitioners to become trained in the Peep Learning Together Programme (Peep LTP). The training aims were • To develop practitioners’ knowledge and skills to use the Peep LTP as a flexible tool, to support their children's early learning and development. • To work towards a City and Guilds Unit: "Engage parents in their children's early learning" A further 30 places were funded through Scottish Attainment Challenge to train practitioners in 30 full time ELC settings. Those practitioners consisted of principal leads, lead practitioners, early learning practitioners and depute heads of centre. Therefore, as of July 2021, NLC Early Learning and Childcare had 70 fully trained Peep Facilitators, across 61 settings within the North Lanarkshire estate. Microsoft Teams To support our newly trained Peep facilitators we established an NL Peep Team to provide a platform for collaboration and support. All members were added and encouraged to share high quality practice and comment, ask questions, and support each other with this new approach to family engagement. In addition to the Team, we also accessed regular support from Peeple as they hosted online sessions to support and motivate our facilitators as they delivered the programme to our children and families. Online Training/SupportSessions In April 21 the Quality team hosted a gifting session to support our Peep facilitators with their delivery of the programme, and to share information regarding resource bags that were designed to accompany the delivery of the programme. The Quality team shared their aspirations for the resource bags and encouraged all facilitators to gift these to the children and families who would be taking part in the Learning Together Programme introduction. Each setting received 12 resource bags to gift to each family taking an active part in the programme. These were designed to reflect and support the delivery of 2 sessions within the Learning Together Programme, maths in songs and rhyme and lots to read and write about. Our aspirations for the Learning Together Programme and the gifting bags were: To improve children’s language, communication, and early maths skills because of families engaging in everyday opportunities using the Peep Gifting bag. As a team we were aware that practitioners may need some support in measuring the impact of this new programme and were eager to support them on their measuring impact journey. We therefore designed and delivered a measuring impact session to support effective evaluations of the Learning Together Programme. Challenges Covid compliance placed a wealth of challenges for all early learning and childcare settings. Ensuring the wellbeing of our children and families was a priority. This meant only 28% of our Peep facilitators had been able to begin their journey. Page 90 of 331
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We were eager to continue to support our Peep facilitators and continue to motivate them in their delivery and invited those settings who had begun their journey to share their stories with the NL Peep facilitators as a team. We hoped this would acknowledge the challenges that had to be overcame as well as highlighting the support that was available for each setting to ensure they began their Peep journey. We were very aware we had to re-evaluate our aims and aspirations for this programme to ensure we supported our Peep facilitators and the current delivery of our high-quality settings. We identified a Peep champion in the hope that they could be the link person for all Peep facilitators to engage with throughout the delivery of their programmes, however it was becoming very apparent that our facilitators were becoming less engaged within the team as they continued to support our children and families through the pandemic. We were very aware that delivering this programme during this time was going to be challenging and aware that the longer our Peep facilitators left between their initial training and the delivery of the programme, they would become less confident in its delivery. To support this our Peep champion reached out to Peeple and enquired into accessing training to support the peep facilitators in their delivery of their sessions. This led to a training support agreement being set up and our Peep champion is currently observing trainers delivering the Peep Learning Together Programme. Additionally, our peep champion has fortnightly meetings and 6-week block sessions to support them in their delivery of their sessions. Hopes for Future We are eager to highlight the link that exists between this programme and the existence of family engagement on the improvement plan of many settings. Our intentions for the new academic term are to reach out to every Head of Centre who has a Peep facilitator to ensure they are aware of the benefits of this programme and how it could be an invaluable strategy to implement within their settings. Contact has been made with several Community Learning and Development Officers in a bid to get their support to widen the offer to all ELC settings. We are eager to go into settings to help them in their delivery. The intention is I am to establish more peep champions who can access training and support agreements in the future which will enable them to train future practitioners. We are eager for this Programme to be available not only in every early years setting but also to the wider community. Page 91 of 331
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Appendix 04: Health & Wellbeing Do-BeMindful __________________________________________________ Background Do-BeMindful offers a suite of programmes that are deeply interconnected. Their philosophy is that education professionals cannot teach Mindfulness-based practices to others unless they have meaningful experience gained from personal practice and learning. They believe that Educators need to put on their own oxygen masks and practice self-care so that they can cope with ever increasing adversity and stress and really be there for learners. The Do-BeMindful Resilience-based Recovery Programme provides staff with the knowledge and understanding needed to begin a pathway to recovery through the practice of Trauma-sensitive Mindfulness in a way that is safe, transformative, and healing for the whole nursery community. All programmes are underpinned by a growing body of scientific and clinical research evidence that demonstrates regular Mindfulness practice can benefit at every age individual’s emotional and mental wellbeing. The programme is endorsed by Education Scotland and is now accredited by GTCS. Research into mindful practice has shown to promote the following in individuals: • A feeling of being useful • Feeling optimistic • Feeling relaxed • Having energy to spare • More awareness of emotions Current situation North Lanarkshire ELC have invested in the programme over the past year, securing 100 licences over 3 Cohorts for practitioners to engage in the Resilience-based Recovery: Trauma-sensitive Mindfulness Programme. This is a 7-module programme; the first 5 modules support practitioners to develop mindful practice and the final 2 modules offer guidance to develop mindful practice with the children. Due to the significant commitment required, prospective participants were asked to attend a launch session if interested and if they agree to the commitment they could then apply for a place. Cohort 1 launched in June 2021 with a total of 25 participants. Cohort 2 launched in October 2021 with 22 participants and Cohort 3 is due to launch in April 2022 with 43 participants. The participants on the programme come from both local authority and partner providers. In addition, each of the Quality Team have been provided with a licence each. A new addition to the programme has been created ‘Early Years Nature-based mindful practice;’ this is focused on mindful practice in the outdoor environment. The model for Quality Improvement has supported the delivery of this programme to date and Catherine Campbell, Staff Welfare Officer has provided ongoing practice support until her recent retirement. This support proved crucial and was key to the success for the first 2 cohorts. This role can now be carried out by one of the newly appointed Equity and Excellence Leads on the Quality Team who has extensive experience of using Do Be-Mindful in practice. There has been significant learning on how to develop this programme and Louise Smith, Co-Founder/Director of Do Be-Mindful is working closely alongside us to refine the programme delivery and support process. She is planning to cascade the ‘North Lanarkshire’ model to other local authorities due to the success rate of the engagement of participants. Page 92 of 331
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Impact to date A recent evaluation of the programme to date provided the following results. • 78% of participants feel that the programme is manageable in the timeframe set • 85% of participants practice mindfulness every day/every other day • 50% receive protected time to access the modules online • 51% have introduced mindful practice with the children Request for funding for 3-year plan As a result of the impact that the programme has had on practice to date, and with the introduction of the new ‘nature-based’ (outdoor) element to the Do Be-Mindful Programme, this request is to further invest in staff wellbeing over the next 3 years and further develop mindful practice with children in settings. As detailed in the quotation below, this supported programme would incur a cost of £18,600 per year, a total of £55,800 for the full 3-year programme. This includes online licences, resources for use with the children and training support. This would result in a further 180 staff being trained in the Resilience-based Recovery programme and 150 staff being trained to deliver the Nature-based Mindfulness. The overall aim for this 3-year programme will be: - “70% of ELC settings in North Lanarkshire will engage in daily Mindful practice with the children, resulting in improved children’s wellbeing by February 2025” Measurement of Impact Support for the measurement of impact has been sought from Research Development Officers. The measures will include: • Numbers of participants who complete the programme • Participant’s engagement in regular mindful practice • Numbers of participants/settings who introduce mindful practice with the children • Use of Leuven Scale to assess and monitor children’s wellbeing and engagement • Consultation with parents of children who engage in mindfulness sessions • Tracking and monitoring of children’s progress in health and wellbeing MINDFUL PROGRAMME COST PER YEAR (as above) 18,600 SUMMARY OF REQUEST TOTAL COST FOR 3-YEAR PROGRAMME 55,800 TRAINING SUPPORT FOR YEAR 1- SHADOWED BY EEL 700 (This will subsequently be delivered solely by EEL) 56,500 Page 93 of 331
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Appendix 05: Family Engagement Introduction Parental engagement focuses on ways in which parents, carers and families support and encourage their children’s learning in nursery/school and in everyday life. Schools, nurseries, and partners can play a vital role in supporting families to do this effectively and with confidence (2018 National Improvement Framework, 2017, p14). Family learning is a universal provision but can also be used as an early intervention and prevention strategy. Practitioners work with families to reduce potential barriers to engaging parents and are responsive to family circumstances e.g., families affected by adversities. When poverty is combined with other issues such as mental health problems, domestic abuse or substance use, the challenges of parenting can be magnified. The Promise 2020 makes this point; “Where children are safe in their families and feel loved they must stay – and families must be given support together to nurture that love and overcome the difficulties which get in the way.” Families struggling to cope with poverty, poor housing, substance use, and health difficulties are at greater risk of not recognising and being able to respond to the needs of their children; they also can have little capacity to engage with services to make changes (Cleaver, Unell and Aldgate, 2011). Education Scotland and the Scottish Government’s Review of Family Learning (2016) states that family learning, as an early intervention and prevention approach, works in reaching disadvantaged families and communities to improve their life chances. The model below is based on the findings of the review. The findings of the Independent Care Review, ‘The Promise (Scotland)’ places prevention and family support at the heart of its vision to achieve the goals of early intervention and prevention The Promise draws attention to the complex interaction that exists between poverty, drug use, mental health, and domestic abuse and how these impact on the wellbeing of children, calling for better ‘relational’ approaches to help address this. The Scottish Government has now established a Family Support Delivery Group to take forward the ambitions for family support outlined in The Promise Plan 21-24 which is setting out clear expectations around the principles and standards required to keep the promise. This has a strong focus on transformational change with a person-centred approach to ensure diverse needs are recognised. Getting it Right for Every Child (GIRFEC) aims to provide support by making sure children and young people receive the right help at the right time and from the right people. Access to support through universal services should be non-stigmatising for families and is critical to building relationships with trusted professionals which can reduce the impact of poverty. In addition, the Children’s Services Plan for North Lanarkshire (21-23) sets out the priorities for delivering relational family support. Page 94 of 331
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A key feature of North Lanarkshire Family Learning Centres is the strong relational approach that is embedded within their services coupled with the high-quality support offered to parents in the context of their own local area. Background A recent consultation in North Lanarkshire identified a gap between the existing preventative family support services and those at an intensive level. This gap can be addressed by the introduction of an early intervention family engagement service that will respond to the needs of children who are on the edge of the care system, with the aim of preventing them progressing to more intensive services. The existing support provided by the family learning centres will provide a solid foundation to further develop an early intervention service to bridge this gap. As identified in Scottish Governments Review of Family Learning, ensuring that the workforce is developed and equipped to work with parents and families is an ongoing challenge. It states that it should not be assumed that practitioners ‘feel comfortable or confident in working with parents’ (Dyson, 2007, p3). It is therefore crucial that a training programme is delivered to support the recently expanded ELC workforce to provide them with the skill and knowledge to facilitate a flexible, early intervention service that will tackle the poverty- related experience gap for our youngest children. ‘Our Approach’ outlines North Lanarkshire Children’s Services Partnership principles and values and is the vehicle for delivering shared priorities to improve outcomes for all in North Lanarkshire. There is a strong on developing a trauma-informed workforce that fosters a relational approach. Evidence-based programmes should form the basis for early intervention, North Lanarkshire has previously invested heavily in a range of approaches including Solihull Approach, VIG/VERP.. Further workforce training and the development of these programmes and approaches will address workforce training needs and provide a robust range of relevant interventions. Early Intervention Service - Aims This intervention service will enhance the existing universal and additional support provided by family learning centres by creating and developing an early intervention service within Education and Families that will deliver flexible and responsive family support in line with the family support principles set out by The Promise which is a national requirement by 2024. This 3-year initiative will work in partnership with Health, Alcohol and Drug Partnership and 3rd sector colleagues to provide locally accessible services either within local family learning centres, families own homes or as close to their home as possible. Priority will be given to situations where there is concern about parental drug or alcohol use and interventions will be delivered as early as possible Access Route to Service: • An initial needs analysis will be carried out by relevant services, involving the named person and consulting with family members. • Access to the service will be via Request for Assistance. • An initial team around the child meeting, including the family, will outline the plan of the supports to be offered. • Clear timescales and measures of impact will be identified prior to engagement. • Regular reviews will monitor progress and identify where changes to the plan are required A key principle of this service will be to upskill and increase the capacity of the ELC workforce to ensure that support is sustainable and delivered by skilled, trauma-informed practitioners. A training programme will be Page 95 of 331
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provided to ensure that practitioners have the necessary skills to deliver evidence-based interventions and enable them to measure impact. The following evidence-based approaches will provide a framework for targeted interventions. These should be delivered by a skilled trauma-informed workforce. • Nurture Principles • Solihull Approach • Outcome Star • VIG/VERP North Lanarkshire has previously invested in these programmes and the positive evaluations of impact collated support further investment. Workforce training will build on the existing skilled workforce and allow for further expansion that will not only result in the programmes becoming embedded in practice but will also support newly appointed practitioners as part of the expansion within ELC The Early Intervention Service will be linked to ELC and a multi-agency steering group will provide the necessary governance to monitor progress. The steering group will consist of the Quality Officers with responsibility for Family Engagement and Health and Wellbeing along with a nominated social worker, health visitor, Head of Centre, and Head Teacher. A robust measurement plan will collate both qualitative and quantitative data to identify improved outcomes for children and families. The steering group will report into the Board and into the Integrated Children’s Services Group as part of the wider improvement activity in relation to family support in keeping The Promise and delivering The Plan for NL. A comprehensive mapping exercise will be undertaken to identify need which will result in the identification of localities that will be a priority to receive support from this service. A comprehensive measurement and evaluation plan will be created to monitor each aspect of the early intervention service. This will include: • Regular scheduled steering group meetings. • Individual evaluations for each child and family to ensure that targeted interventions are meeting their needs. • A robust training evaluation process to ensure that practitioners are embedding their training in practice and that it is having an impact on outcomes for children and families. • Monitoring the source, number, and nature of requests for assistance. Recommendation • To Provide a local, flexible, and accessible early intervention service that will improve outcomes for 70% of identified families affected by drug and alcohol, by 2025” Page 96 of 331
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Appendix 06: Play Pedagogy Across the early Level Introduction The updated National Improvement Framework reaffirms the commitment to achieving excellence and equity for children and young people, whilst recognising the challenges for school leaders to recover education. The vision, priorities, and drivers better articulate children at the heart of learning, as well as recognising United Nations Convention on the Rights of the Child coming into law, with an additional priority added to reflect this. Recognising the continuous and progressive nature of Curriculum for Excellence, from 3-18 years, drivers now include early learning and childcare, and with curriculum and assessment now together in one driver it emphasises how these aspects are intertwined. Background With the expansion in Early Learning and Child Care, the ELC Quality Team have provided professional learning opportunities for new ELC practitioners who have come into the workforce. This is ongoing and there has been collaborative working across networks to ensure key messages linked to quality learning, teaching and assessment approaches are consistent across the sector. With early level continuing into Primary 1, schools have begun to seek wider professional learning to build on pedagogical approaches within ELC experiences to meet the needs of our youngest learners, especially considering the Covid-19 recovery. Research about the impact of the pandemic on our learners, as well as attainment data has shown that our youngest children have been most impacted. The ELC Quality Team and Lead Officers with responsibility for curriculum, attainment and improvement have been working collaboratively to develop North Lanarkshire Council’s strategic plan for the curriculum. Part of this is supporting transition across early level, as children move from ELC into primary 1. An emphasis on child-centred pedagogical approaches underpins plans and work has begun with officers and the West Partnership to re-fresh key messages and principles to drive forward Play Pedagogy to support all learners in active, play based experiences. Realising the Ambition provides a national framework to drive this forward, however we need to create a strong framework and Career Long Professional Learning opportunities for staff in ELC and primary with consistent messaging across workstreams responsible for learning, teaching and assessment. A focus on developing a shared, clear vision of what quality learning experiences look like across early level, by having skilled and knowledgeable practitioners and staff as well as advice and guidance on creating environments to suit this is needed. Initially core areas in literacy, numeracy and health and wellbeing will be involved in the plan. This work will support the implementation of our approaches to literacy and numeracy, developed by the Learning Hub in collaboration with the ELC Quality team and the establishment of focus groups across primary to ensure quality professional knowledge and understanding is built around this. Currently within NLC, we have a strong programme for literacy and numeracy and interventions to support learners in these core areas. This further work will support staff to make links with national policies by developing NLC approaches. Teacher and practitioner professionalism and learning is crucial to drive forward standards and raise attainment. This initiative will continue to be supported by the Quality team and Lead Officers with responsibility for curriculum, attainment, and improvement. In addition, we are planning on recruiting 6 x NLC 9 Play Pedagogy Practitioners who will support quality play-based experiences across the early level. The programme will be supported by a steering group which will provide the necessary governance to monitor progress. The steering group will consist of a Quality Officer along with the SAC Pedagogy Lead Officer, a nominated Head of Centre, Head Teacher and Cluster Integrated and Improvement Lead. A robust measurement plan will collate both qualitative and quantitative data to identify improved outcomes on attainment. Page 97 of 331
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A mapping exercise will be undertaken to identify need which will result in the identification of localities that will be a priority to receive support from this resource. Consideration will be given to the differentiation for children with additional support needs, including the recommendation of the needs-based pathway reviews. Recommendation • To create a resource that will further develop a robust play pedagogy approach across the early level. Page 98 of 331
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North Lanarkshire Council Report Education, Children and Families Committee Does this report require to be approved? ☐ Yes ☒ No Ref GMcL/JOH Date 13/09/22 PO35.1 Review of Additional Support Needs From Gerard McLaughlin, Head of Education (North) E-mail mclaughling@northlan.gov.uk Telephone 01236 812221 Executive Summary This report provides an update on the progress which continues to be made in implementing the twelve recommendations arising from the Additional Support Needs (ASN) review, agreed by the Education and Families Committee in September 2019. As noted in previous reports to Committee and Corporate Management Team (CMT), the wide-ranging ASN Review, led by a Member Officer Working Group for Additional Support Needs (ASN) Provision, established twelve key recommendations and an implementation plan to improve systems and policy for this area under three key headings: • Improving Practice in Managing Additional Support Needs • Empowering Staff to Meet Needs Effectively • Management of Resources in Future This report provides updates on the ongoing programme of transformational change in reconfiguring intensive ASN systems and services. Transformation of ASN provision is a key programme of work within the Plan for North Lanarkshire (March 2020). It emphasises the importance of ensuring that all children achieve their full potential and are catered for within high quality facilities. Recommendations It is recommended that the Education, Children and Families Committee: (1) Endorse the contents of the report (2) Endorse the progress in relation to implementing the outcomes of the Review of ASN provision in North Lanarkshire (September 2019). 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 AGENDA ITEM 7 Page 99 of 331
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1. Background 1.1 In 2019, a review of ASN provision in North Lanarkshire was conducted. Findings reported to the Education and Families Committee in September 2019 took account of relevant legislation relating to meeting the support needs of pupils, including the Standards in Schools (2000) Act, the Additional Support for Learning (Scotland) Act 2004 (as amended 2009) and the Children and Young People’s Act (2014). 1.2 The 2019 review established twelve key recommendations which reflect and are underpinned by key national drivers. These include the national Empowering Schools agenda, the Developing Scotland’s Young Workforce strategy (December 2014), and the National Improvement Framework. The 2019 ASN Review highlighted the need to strengthen the presumption of mainstream and to create a more fluid interplay between mainstream and ASN provisions. These recommendations were formulated into an ASN Implementation Plan which committed the service to a range of specific improvements over the three-year period from 2019 – 2022. 1.3 During 2020 updates on progress for all twelve priorities within the implementation plan provided to Committee included the development of a new Learning Assistant allocations model, a new Pupil Support Service and the establishment of Integrated Cluster Well Being teams and bases. Education and Families Committee approved the Reconfiguring Intensive ASN Systems and Services Report and through this report approved a proposal to engage in five statutory consultations to create a We Aspire College, and to relocate primary aged pupils from Mavisbank School to the Drumpark/Greenhill campus and to relocate pupils from Clydeview School to the Firpark/Cathedral Primary School campus. In June 2021, all five statutory consultations were approved by Education and Families Committee. 1.4 During 2021 updates on progress for all twelve recommendations within the implementation plan provided to Committee included the adoption of a formal project management governance structure through the Inclusion Board to lead and monitor the delivery of the overarching ASN strategy. As a result, the Inclusion Board now formally oversees the planning and delivery of ASN and incorporates a wider range of council services in its make-up. Education and Families Committee gave approval to conduct a statutory consultation on the proposal to relocate Bothwellpark High School, create a P4-P7 Language and Communication Support Centre (LCSC) as part of St Aidan’s PS and develop a zero to five ELC service within the Edward Lawson Centre as a second phase of reconfiguring intensive ASN systems and services. 1.5 In February 2022 Education and Families Committee reflected upon the formal feedback report from Education Scotland, reviewed the Statutory Consultation Outcome Report and approved the relocation and repurposing of the Edward Lawson Centre, Wishaw. 1.6 In line with previous reports, the actions outlined in this update report reflect progress in relation to decisions taken in North Lanarkshire Council’s budget setting process for 2020 – 2023. 1.7 Importantly, members are reminded to be aware of the growth in numbers of young people in North Lanarkshire who have additional needs identified and the correlation of this to the national picture where North Lanarkshire remains one of the local authorities with the lowest numbers of pupils with recorded additional support needs. Page 100 of 331
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Needs in North Lanarkshire Council from 2016-21, with a comparator highlighting the national figures. 1.8 Regardless of this, the quantum of available funding for ASN is being stretched to accommodate growth in need and the service improvements which are described in this paper are providing a cost-effective set of solutions to the growing challenge of meeting needs within a context of contracting resource. 1.9 This means that when the service experiences pressure on funding (such as increased supplier costs associated with ASN transportation), it has less scope to flex budgets than in the past. As a result, within the current year, the service is projecting an overspend associated with transportation, and is taking action to address these issues. 2. Report Overview of ASN Review Implementation Plan 2.1 An overview of the implementation plan which governs the progress being made in relation to each of the twelve recommendations of the ASN Review is provided in Appendix 01. It should be understood that the timescale established for the implementation of these new policies, practices and arrangements which are covered in the scope of the plan was between 2019 – 2022. 2.1.1 The overview shows that eight out of the twelve recommendations have been achieved and four remain on-track to be achieved within the timescale. It should be further understood that some of the issues that have affected implementation have been either directly or indirectly related to Covid and current economic and supply conditions. 2.1.2 Where these systems and processes have been deemed to be fully implemented, it should be understood that there continues to be work done to refine systems and secure important improvements in processes. Therefore, there have been innovations beyond the initial scope of the ASN Review Implementation Plan. 2.1.3 Where these have occurred, they have been actioned as consequence of our own self- evaluation, including feedback from stakeholders, as part of the natural cycle of review and planning. These improvements have featured in updates to committee over time, some of which are being progressed under the banner of Health and Wellbeing, or the integrative practice being driven forward through Social Work services. Page 101 of 331
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2.2 Improving Practice in Managing Additional Support Needs Needs Based Pathway Planning 2.2.1 Committee will be aware the presumption of mainstream established the right of all children and young people to be educated alongside their peers in mainstream schools unless there are good reasons for not doing so. When the inclusion of pupils with Additional Support Needs with their peers is properly planned, well supported, and takes place in mainstream schools with a positive ethos, there are benefits to all children. The presumption of mainstreaming also helps meet the wishes of many parents that their children should be educated alongside their friends in a school as close to their home community as possible. 2.2.2 Work was undertaken to review the previous allocations process for specialist provision placement. A new ‘Needs Based Pathway Review’ (NBPR) process was developed, which is in line with the GIRFEC Pathway being developed through the Empowering Cluster Model. As part of this process improved monitoring and tracking systems were developed to gather appropriate data, which includes a profile on needs of children by age and stage. 2.2.3 This is the first year of the NBPR and we are moving between systems. Traditionally the process has enabled parents to follow dual processes (placing requests and allocations). There are several reasons why this does not avail the person with a full range of supports that they require, for example placing requests don’t have entitlement to transport. These are anomalies that the Service wishes to address over time. However, Committee is asked to note that in year 1 of the NBPR, we have had to utilise some places to deal with this process. 2.2.4 NBPR meetings, chaired by senior officers, took place during December 2021 (primary and secondary sectors) and January 22 (ELC sector). A total of 544 cases were heard by the panels. A range of Head Teachers, Heads of Centres, Deputy Head Teachers, CIOs and Educational Psychologists were invited to take part in the panels, to provide a breadth of knowledge, skills and experience. Administrative staff from the inclusion team supported each panel. 2.2.5 The rigor of the panels was strengthened by the development of a Terms of Reference document and a set of guidance notes for panel members and chairs. Diagram 1 below provides an overview of the key principles, and the level-based criteria, which guide the process. Diagram 1: Key principles Page 102 of 331
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2.2.6 After careful consideration, each child / young person had their level of need prioritised and, where appropriate, the type of provision best suited to meet their needs was identified. Continuous Improvement Officers (CIOs) then worked collaboratively to ‘place’ the children and young people with the highest levels of need, taking into account the ‘closer to home’ agenda. Table 1 provides and overview of the number of applications received, and the number of children placed in ASN and LCSC settings. Table 1 Needs Based Pathway Review No. of applications received 544 No. of children placed in ASN/LCSC settings 433 2.2.7 Revised communication processes were developed, with a focus on the role of the Head of Establishment as the named person. This was to ensure that families received accurate and timely information and appropriate support when the outcomes were shared on 31 January 2022. 2.2.8 The service received 33 parental enquiries following the Needs Based Pathway Review this was significantly less than last year’s 89 enquiries. At the request of parents and / or schools, a small number of cases received and additional level of moderation through Core Group. This exercise highlighted the robustness of the initial NBPR decisions. 2.2.9 The working group that designed the NBPR process reconvened in April 2022 to undertake a review. The feedback was very favourable and some potential efficiencies in terms of processes and timescales have been identified and are being incorporated into the next cycle of the NBPR process. This includes enhancing administrative processes in order to stream-line timelines, thus providing more effective transitional support for children during session 2022-2023. 2.3 Empowering Staff to Meet Needs Effectively Workforce 2.3.1 Consultations are ongoing with the Trade Unions in relation to agreeing the Learning Assistant job description. In April 2022, 15 information events were held (online and in person) with current ASNA and Classroom Assistants. Discussions took place regarding the introduction of the post of Learning Assistant, the plans in place for training and development to support post holders and the career pathway, which has been established through this process. 2.3.2 Whilst the process of consultation is taking significantly longer than originally anticipated (due to the intricacies of the change programme) we have issued a Frequently asked Question (FAQ) document to all pupil support staff, which has been completed in conjunction with HR. The Service plans to engage further with Trade Unions around the implementation of the learning assistant remit including timeline, contractual positions and associated considerations. The service is aware that on- going engagement with Trade Unions and pupil support staff may delay the implementation of the Learning assistant, however plans are in places to implement the cluster formula model from August 2022 and if required to do so build the model around the current cohort of pupil support staff. Page 103 of 331
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Professional Learning and Development 2.3.3 There has been significant work done to upskill staff and to ensure that there is more effective planning and delivery in schools and establishments. The root of this is the school-based self-evaluation programme which was conducted in 2020. This gave a school specific view of what needed to be done to improve the culture and practice in schools and centres. 2.3.4 The Inclusion Team and TOD team ran a series of online workshops on February in- service day, and which were open to all ASNAs and Classroom Assistants. Staff will be shown how to access training on Learn NL and were encouraged to complete a training needs analysis during the workshops using QR codes. Attendance was excellent with approximately 650 attendees from a workforce of around 1000. There was a high level of completion for the training needs analysis, with 395 responses provided, equating to around a 60% response rate from attendees. The responses highlighted the following key themes: 1. More time provided for learning & development. 2. More frequent communication and training on updated policies/procedures. 3. Training on Makaton and Boardmaker 2.3.5 As a result of this information, we have linked in with New College Lanarkshire who has provided a free course to all our ASNA and Classroom Assistant colleagues. The first two sessions took place in May and August and the final session is being offered on the November in-service day. In addition, there will be 3 further self-directed courses provided which can be completed on in-service days and will be available until November. 2.3.6 There is now a more clearly aligned suite of training and development resources available to schools and centres to access which has been developed in relation to the ASN Review aspirations. Please refer to table 2 below. Table 2 Moving and Handling (M&H): 2.3.7 Training continues to be offered to all schools. Following a robust review of the operational delivery of M&H in conjunction with Occupational Therapy, between February 2021 to February 2022, a substantial number of staff have completed the initial M&H training, and annual refresher training. The training sessions were delivered onsite in schools, and Centaur re-accreditation assessments were also undertaken by current NLC trainers. Education & Families •GIRFEC Pathway •Inclusion Processes •Child Protection • Safeguarding •Moving and Handling NHS • Autism Friendly Environments • Accommodating Sensory Processing Difficulties TOD •Modern Apprentice Induction Programme •Pupil Support staff Training Needs Analysis Partner Providers •Mediation Training Page 104 of 331
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2.3.8 Going forward, M&H training will be managed at cluster level and each cluster will have an allocated M&H trainer who will work with HTs and Heads of Establishment to provide training and complete Risk Assessments. A database has been shaped to track, monitor, and forward plan for any further support. Further to this, a review is being undertaken in relation to the storage and handling of M&H equipment to improve the current systems in place. Modern Apprentice Programme 2.3.9 In academic year 2021-2022, there were 19 Modern Apprentices (MAs) recruited to work in ASNA and mainstream schools. 17 candidates have been successful in securing positive destinations following completion of the programme. Please refer to table 3 for further details. Table 3 Modern Apprentices Scottish Vocational Qualification - 2 Scottish Vocational Qualification -3 14 Modern Apprentices 86% positive destinations 54% successfully completed the qualification of which 50% of progressing to SVQ 3. 3 candidates (not completing) offered opportunities to join ASNA supply list 2 candidates commencing other training or employment opportunities. 5 Modern Apprentices 100% positive destinations 80% working as ASNAs within NLC (temporary posts) 1 candidate has been successful in applying to university 2.3.10 Feedback from Heads Teachers has been positive. The quality of the MAs, enthusiasm and great attitude toward the role has been reported, and the energy they bring to the school is considered as very valuable for the service. 2.3.11 Evaluations of the programme highlighted Modern Apprentices have been heavily impacted by the remote learning offer from their college provision. All learning was completed online, and candidates have found the lack of weekly face to face time challenging. This may account for the lower completion rate within the SVQ2 programme. The college provision for the next academic session 2022/2023 will take place in person on a weekly basis and will be delivered by New College Lanarkshire. 2.3.12 For academic year 2022-2023, we have recruited 14 MA SVQ3 candidates. Unfortunately there was insufficient interest and qualified applicants to offer an SVQ2 level MA programme. The service will give further consideration to the any future recruitment strategies. Page 105 of 331
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Learning Support Assisatnt (NLC02) Modern Apprentice Learning Assistant (NLC04) Enhanced Support Assistant (NLC07) 2.3.13 In response to feedback the MAs will all be placed within ASN schools or LCSC. This is to enhance the MAs experience of working with a wider range of children. This will provide opportunities to develop their skill set. Where possible, MAs will be placed in pairs to provide an informal buddy system in schools that are yet to be determined. 2.3.14 As part of the career pathway training opportunities are provided for Modern Apprentices (MA) workings with our mainstream schools and ASN establishments. This training is in addition to the structured programme provided via College Providers. Table 4 provides details. Table 4 2.3.15 Other bespoke training opportunities continue to be identified within schools following visits and engagement with HTs and CIILs and plans to deliver these implemented accordingly. Broadening Access to Employment 2.3.16 A key tenet of the Empowering Clusters programme of works was to place inclusion and ASN at the heart of planning. With regards to the MA programme and the associated career development strategy, from MAs to Learning Assistants (LAs) to Enhanced Support Assistants (ESA) posts. Entry level qualifications were kept to a minimum, or none, to the MA programmes to ensure that access to this career development strategy was widened for diverse groups of candidates who may have struggled to access employment through other means. 2.3.17 HT consultations following the launch of the MA programme in its first year highlighted that for learners with ASN, access to the MA programme could still pose barriers to education. To demonstrate, a HT raised queries of Pupil N who had attended a NLC ASN school and wished to work as an ASNA. Pupil N has considerable life experience in this area, has attended an ASN school themselves, and was very passionate about their role in the school. 2.3.18 Using the case of Pupil N as a case study, the Inclusion team focused on building a role profile that would synchronise to the existing career development pathway, providing an access point to employment opportunities within NLC for learners with ASN, who have much to contribute. Job evaluation results placed this at a NLC02 level. This new NLC02 post has been titled Learning Support Assistant. The role has been mapped at a point between the role of MAs, which focuses largely on building a good understanding of the ASN and inclusion sector, and the LA post. This new post works in line with a previously agreed career pathway, as demonstrated below in diagram 2: Diagram 2: Career Pathway Supporting Early Reading Supporting Care Experienced Young People De-escalation strategies The Promise Partnership Working Number Box Understanding Number Progression Modern Apprentice Training Supporting older readers College Provision MA Qualification Moving and Handling Training Reflection and Dialogue Easter ASN Hub experiences Child Protection Page 106 of 331
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2.3.19 Committee should note the Inclusion Board agreed to progress a pilot to introduce seven permanent NLC2 Learning Support Assistant roles to widen access to employment in the inclusion and ASN sector. It is proposed that HT recommendations are utilised for the purpose of sign-posting pupils to the post from ASN schools specifically under the terms of Positive Action in the Equality Act 2010. Positive action refers to a range of measures allowed under the Equality Act 2010 that can be lawfully taken to encourage and train people from under-represented groups to help them overcome disadvantages in competing with other applicants. In this instance, it would allow a route to employment for candidates with additional support needs who have not been able to access a career development. Further updates will be provided to future Committees Promoting Positive Behaviour (PPB) 2.3.20 In 2019, approval was given by the Education Committee to approve PPB thereby ensuring that one consistent method of de-escalation and physical intervention would be the practice across all sectors of Education and Families. PPB has been used for some time within our Children’s Houses and a decision to implement in Education was because of a wish to standardise methodologies and approaches across the service. 2.3.21 Whilst we recognise the key role PPB has played in reducing violent incidents within Children’s House, a wholesale adoption of this programme into schools does not recognise the specific needs of the most vulnerable children and young people within our ASN schools and establishments. Committee are asked to note CMT approved the recommend to permanently cease the implementation of PPB. A working group of those within this field is has been established to review physical intervention and PPB in North Lanarkshire. 2.3.22 On 21st June, Included, Engaged and Involved Part 3 was published by the Scottish Government. This non-statutory guidance takes a relationship and rights-based approach to physical intervention. It forms the third part of the Included, Engaged and Involved guidance series and replaces the existing guidance on physical intervention and seclusion within Part 2: Preventing and Managing School Exclusions. The Scottish Government has now opened a public consultation for this publication, which closes on 25th October. The North Lanarkshire Physical Intervention working group will provide feedback to the consultation exercise. Key discussion points will be presented to SLT before submitting to North Lanarkshire legal who are co-ordinating our consultation response. Further updates will be provided to future Committees in this area. 2.4 Management of Resources in Future Capital Works 2.4.1 There has been major transformational work done following on from the ASN Review to establish effective ways to ensure that in the short term all young people benefit from high quality facilities and that those who are being educated in less suitable or lower condition arrangements can benefit from the resources that North Lanarkshire has available. 2.4.2 Committee are asked to note the progress of the capital infrastructure programme. Table 5 provides an overview of the progress of the projects. Page 107 of 331
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Table 5 Infrastructure Projects Progress Completion Date Occupancy Date Drumpark Primary School. Transition planning in progress. Complete August 2022 Daisy Park Centre Contractor on site working to August 2022 August 2022 September 2022 Fallside School to Coltness High School Design stage 3 – at Tender stage September 2022 September 2022 Townhead Community Centre Design stage 3 – moving to contract award. September 2022 September 2022 Portland School (to Skills Academy) Minor adaptations TBC TBC Glenburn Minor adaptations June 2022 August 2022 Seven Day Centre/ Community Alternatives On-going August 2022 August 2022 Bothwellpark Architect assigned & Design stage commenced July 2023 TBC 2.4.3 The service anticipated the completion of all the above capital projects beginning of the academic year 2022/2023. Due to the national shortage of resources and tendering issues, occupancy dates have been delayed as reflected in the table above. 2.4.4 Committee will note there is a plan to ensure that there are appropriate facilities to support the presumption of mainstream in each cluster. This is in the form of Integrated Cluster Wellbeing bases which will be staffed by partnership teams. This will allow young people to benefit from a range of in-reach and out-reach provisions. Table 2 provides a summary of the progress and Appendix 02 provides details of the locations. 2.4.5 To date work has started on 25 wellbeing areas to meet the requirements of the empowering clusters full operating model of the four functional areas of partnership room, teaching space, family support area and conference area. Work is currently being progressed to identify areas to be developed to meet the full operating model. Furthermore 10 areas have now been identified to provide the 35 wellbeing bases previously approved. The project scopes and works to fully complete the wellbeing bases identified are timetabled to begin September 2022. Table 6 Locality Functional Proposed Total North 4 5 9 Central 11 2 13 South 10 3 13 Page 108 of 331
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2.4.6 It should also be understood that these developments will also help with the Closer to Home agenda, which intends to repatriate children and young people in out of authority provision where possible. Members should note that in the Covid period supplier costs for such provision have increased and it has been more difficult to progress some of the discussions required with families affected by this. The improved campus offerings will make North Lanarkshire Close to Home planning a more attractive option. Empowering Cluster Formula (ECF) 2.4.7 Committee will recall recommendation 10 of the ASN review related to the management of resources using a formula-driven approach. This stated that: “There will be a transparent, formula-driven allocations process, which provides a cache of resource to be deployed locally. Implementation of the new GIRFEC wellbeing pathway will ensure that the allocation of resources and placements are directed towards the most vulnerable children and young people.” 2.4.8 In response, the Service has undertaken an intensive analysis of the ECF. This will inform staffing distribution levels in schools across the Council and take a revised approach to reach a sustainable model while aiming to reduce a historical and significant overspend. 2.4.9 In the current academic session, a number of consultations took place with ASN and mainstream school Head Teachers (HTs) with regards to pupil/staff ratios for Enhanced Support Assistants (ESA, NLC7) and for Additional Support Needs Assistants (ASNAs, NLC4 – role to be amended to Learning Assistants at NLC4). The ASN component of the model was fully implemented in August 2021. These posts are permanent to the individual schools. 2.4.10 From August 2022 staff/pupil ratios of 1:6 is being applied for LCSC schools with a bespoke workforce support being allocated to specifically to meet the needs of the cohort of learners on a permanent basis. 2.4.11 The ECF-driven model for the mainstream allocations was initially calculated utilising the pupil roll at cluster level and the percentage of Free School Meals associated with 23 geographical areas, with the latter being weighted to ensure focus remained on providing higher staff resources for clusters in areas of high-deprivation. This strategy was revisited following a close review of the formula-driven allocation of staff which, following discussion and internal stakeholder engagement (including educational leaders). This led to a revision of the ECF which will now place a stronger focus on pupil rolls, taking cognisance of Scottish Attainment Challenge (SAC) and the Pupil Equity Fund (PEF) strategies already in place, both of which are focused on high deprivation. This allows the formula to focus on staff resource allocation in terms of the number of pupils in a school and cluster and additional support needs (ASN) specifically at LCSC and ASN school level, and to mitigate for unexpected mid-year support needs via applications to the contingency budget where applicable. 2.4.12 Applying pupil rolls to the formula indicates the required staff resources per cluster. This delivers a more accurate and transparent formula-driven approach to the distribution of staff across clusters. The ECF recognises that there are high-deprivation areas across all clusters, and where additionality is required in terms of resources to support the most vulnerable children and young people, schools have access to PEF. The Corporate Management Team (CMT) endorsed the adjusted formula driver specifically in terms of pupil roll. Committee should note that whilst the revised ECF is recognised as a more equitable formula-driven approach, as part of the process to reduce historical and significant overspend it is detrimental to a number of clusters. Page 109 of 331
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2.4.13 NLC secured further funding from Scottish Government for pupil support staff. The additional Scottish Government funding will be used to support the transition from the existing model to the new formula and to support planning for possible future savings 2023/24. 2.4.14 The total amount of SG funding received was £0.583m of which £0.121m was re- aligned to support additionality within ASN schools and the remaining £0.462m is to be utilised to support additional flexibility within the model for an interim period. Additional budget via Early Learning and Childcare (ELC) has also been aligned to support children with additional needs in ELC due to the increase in hours from 600 to 1140. Table 7 provides a summary of additional funding to support the implementation of the cluster formula (Year 1) Table 7 Funding Stream Budget Hours FTE SG FTE £0.462m 695 hrs 28 ELC £0.800m 828 hrs 33 Total £1.012m 1524hrs 61 2.4.15 Options were considered to best support the phased implementation of the model. CMT approved a “no detriment” option would result in an increase in hours in 9 clusters and no net decrease in any cluster. The “no detriment” model, is whereby those clusters who would lose hours under the formula model (plus % variance), would return to their current allocation, therefore not placed at detriment to their existing hours. For those clusters who would gain under the formula model a transition to the proposed model hours would be implemented in a graduated basis thereby resulting in an overall enhancement from their existing hours. In this way, there hours gained/lost are offset to ensure compliance with costs and maximise benefit throughout the service. 2.4.16 The approved options require 53.6 FTE /1,340 hours is built into the model. The remaining FTE (61-53.6=7.4) will be used to support the services contingency planning. Out of Authority (OOA) 2.4.17 Committee are asked to note an initial 5-year cost reduction potential was submitted to the Inclusion Board in February 2022, however further analysis requires to be undertaken alongside the Educational Psychology (EP) and the Social Work (SW) teams to ensure the accuracy of the data provided. This forms part of the recommendations from the ASN Review 2019 which highlighted a planned priority for the Council to address NLC school provisions as part of the Closer to Home strategy. 2.4.18 A We Aspire and ASN governance group are being developed to support this programme. These strategies will allow the service to work toward a review process with a view of repatriating young people back to NLC provisions wherever applicable. Further progress will be provided to future Committees 2.5 Next Steps and Other Issues 2.5.1 As the overview on Appendix 01 makes clear, the service is on track to achieve all of the recommendations established in the ASN review by August 2022. This means that all actions planned to be progressed will have been achieved. However, it is anticipated that there will continue to be requirements to refine and upgrade key systems and Page 110 of 331
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processes and to monitor improvements in outputs and outcomes as we progress. This is especially true given the increasing quantity of children and young people requiring access to our ASN provisions both from within North Lanarkshire and in relation to pupils we wish to repatriate from out of authority. 2.5.2 There is a separate report to this committee on Health and Wellbeing which references the establishment of the Health and Wellbeing Quality Framework. This framework will bring shape to future planning for children with additional needs, bringing a greater degree of coherence to the overall picture of where we are and what we need to do to improve. 2.5.3 It is anticipated that in future programmes of work, ASN will continue to feature as a priority, but increasingly as part of the over-arching approach being taken within the North Lanarkshire partnership to wellbeing. 3. Measures of success 3.1 Success will be measured across 5 broad areas; • Improved quality of service and provision to effectively meet the needs of pupils and parents. • Increased numbers of children and young people remaining within their local community. • Improved staff satisfaction rates due to improved training and fairer allocation of staffing resource. • Improvement in the current ASN budget overspend. • Effective implementation of the Learning Assistant allocations model. 4. Supporting documents 4.1 Appendix 01: Overview of Progress Implementation Plan 4.2 Appendix 02: Wellbeing Bases - Locations Gerard McLaughlin Head of Education (North) Page 111 of 331
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5. Impacts ( http://connect/report-template-guidance ) 5.1 Public Sector Equality Duty and Fairer Scotland Duty Does the report contain information that has an impact as a result of the Public Sector Equality Duty and/or Fairer Scotland Duty? Yes ☒ No ☐ If Yes, please provide a brief summary of the impact? Progressing the ASN recommendations are in line with Fairer Scotland duty guidelines. The actions from the recommendations are about addressing disadvantage and barriers to success and ensuring that structures, systems and processes align effectively to improve outcomes for children and young people facing such barriers 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 have been discussed and agreed with Financial Solutions? Yes ☒ No ☐ If Yes, please provide a brief summary of the impact? This report highlights operational progress in implementing the ASN Member Officer Working Group recommendations. There are no new funding requests linked to the content of this report. Financial Solutions will continue to engage with and provide support to the Service taking cognises of current and anticipated future resources. 5.3 HR policy impact Does the report contain any HR policy or procedure impacts? Yes ☒ No ☐ If Yes, have all relevant HR impacts have been discussed and agreed with People and Organisational Development? Yes ☒ No ☐ If Yes, please provide a brief summary of the impact? Key workforce changes will be undertaken in line with Council policies and procedures including the Council’s Workforce Change Policy and supporting Framework Guidance and the relevant local and national agreements for Teachers. Consultation with Trade Unions has been key to the implementation of this large scale workforce change programme to date and will continue, in line with best practice, throughout this programme of change. 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 have been discussed and agreed with Legal and Democratic Solutions? 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 ☒ Page 112 of 331
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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 technology, has an assessment been carried out (or scheduled) by the Enterprise Architecture Governance Group (EAGG)? Yes ☐ No ☐ 5.7 Environmental / Carbon impact Does the report / project / practice contain information that has an impact on any environmental or carbon matters? Yes ☐ No ☒ If Yes, please provide a brief summary of the impact? 5.8 Communications impact Does the report contain any information that has an impact on the council’s communications activities? Yes ☐ No ☒ If Yes, please provide a brief summary of the impact? 5.9 Risk impact Is there a risk impact? Yes ☐ No ☒ If Yes, please provide a brief summary of the key risks and potential impacts, highlighting where the risk(s) are assessed and recorded (e.g. Corporate or Service or Project Risk Registers), and how they are managed? Page 113 of 331
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ASN Review Implementation Priority (2019 – 2022) RAG Narrative By Exception Improving Practice in Managing Additional Support Needs 1. Key policies should be updated to reflect current legislation and national guidance, as well as to enable more effective practice and to provide a context for training and development activities. Achieved 2. A coordinated Communications Plan for ASN will reflect the importance of building the status of the sector and recruiting high-quality staff to meet the needs of pupils. Achieved 3. ASN Head Teachers, teachers and support staff should be systematically included in the programme of Head Teacher engagement, school improvement and cluster planning. Achieved 4. The practice in how children’s additional support needs are assessed, planned for and met should be strengthened, with a revised and simplified GIRFEC Pathway established for use by all practitioners. Achieved Empowering Staff to Meet Needs Effectively 5. The Health and Wellbeing Map of Integrated Policy and Practice will be implemented across North Lanarkshire Education and Families and used as a basis of engagement with wider partners. Achieved 6. A self-evaluation toolkit will be implemented from January 2020 to ensure that staff at all levels engage in reflection regarding priorities relating to meeting the additional support needs of pupils. This will extend to ensuring the wellbeing of young people is attended to, as well as to provide an appropriate curriculum. Achieved 7. A programme of training and development will be established and delivered throughout the course of January 2020 – August 2021 and beyond with formal evaluation and linked redevelopment. Achieved 8. Partnership working will be strengthened in a revised cluster-based model, which will enable greater empowerment of staff to meet the needs of young people and enable a greater connection between needs and the partnership response to them. A more holistic approach to supporting families will underpin this. Achieved Management of Resources 9. Cluster based ASN hubs will be created under the control of Head Teachers with staffing and financial resources aligned to them as part of a managed process that sits alongside future budget setting. This will ensure that there is appropriate resource deployed to meet needs. Achieved 10. There will be a transparent, formula-driven allocations process, which provides a cache of resource to be deployed locally. Implementation of the new GIRFEC wellbeing pathway will ensure that the allocation of resources and placements are directed towards the most vulnerable children and young people. On-Track The model is implemented in the ASN schools, but not fully across the whole estate. This is due to on-going work to agree revised terms and conditions and to model the formula for mainstream schools. The timescale for implementation remains August 2022. 11. A clear plan for the future of the ASN estate, which creates Cluster ASN Hubs and specialist provision around the envisaged campus model of the future will be established as part of the Community Investment Fund and developed as part of the ongoing work to prioritise community hub investment proposals. Achieved Appendix 01: Overview of Progress in Implementing ASN Review Recommendations Page 114 of 331
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12. A stakeholder sounding board of pupils and parents/carers be convened biannually to allow officers and practitioners to test ideas and receive; feedback on potential developments. Achieved Page 115 of 331
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Appendix 02: Wellbeing Bases North Central Cluster Complete Identified For Potential Development Chryston High School Chryston HS Cumbernauld Academy Greenfaulds HS Cumbernauld Academy Abronhill PS Greenfaulds High School Baird Memorial PS Eastfield PS Kilsyth Academy Kilsyth Academy Our Lady’s High School St Mary’s PS St. Maurice’s High School St Maurice’s HS Cluster Complete Identified For Development Airdrie Academy Airdrie Academy Chapelside PS Bellshill Academy Bellshill Academy Caldervale High School Caldervale HS Plains PS Cardinal Newman High School Cardinal Newman HS John Paul II PS Coatbridge High School Townhead PS St. Ambrose High School No capacity within cluster. Utilise nearest cluster base St. Andrew’s High School St Andrew’s Community Wing St Monica’s PS Page 116 of 331
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South St. Margaret’s High School St Margarets HS St Serf’s PS Taylor High School and Brannock High School Brannock HS (Shared between the two clusters) Cluster Complete Identified For Development Braidhurst High School Braidhurst HS Clyde Valley High School Clydevalley HS Berryhill PS Newmains PS Coltness High School Coltness HS Calderhead High School Alexander Peden PS Kirk O Shotts PS Stane PS Dalziel High School Knowetop PS Our Lady’s High School OLHS St. Aidan’s High School St Aidans HS St Patricks PS St Thomas PS Page 117 of 331
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PO79 A Progress Update on Curriculum Offering and Career Pathways North Lanarkshire Council Report Does this report require to be approved? ☒ Yes ☐ No Ref JON Date 13/09/22 From Janie O’Neill, Head of Education (South) E-mail oneillja@northlan.gov.uk Telephone 01698 812336 Executive Summary Significant progress has been made in reviewing the curriculum offering for children and young people since the initial Review of Curriculum Arrangements (RoCA) was published in May 2020, aligned to the Plan for North Lanarkshire (PoW79). The work which has been undertaken has led to improved outcomes for children and young people and in particular, those with the greatest barriers to learning and employment. The overarching theme remains Pathways, Packages and Partnerships and this report highlights progress and achievements made in this area since the previous reports of May and November 2020. It focuses particularly on progress in the following key areas of work: • A refreshed North Lanarkshire Council Curriculum Rationale and Toolkit for schools • Progressive Curriculum Pathways in the Broad General Education (Literacy and Numeracy) • Career and Employability Pathways • Health and Wellbeing Recovery Map • Improved outcomes for children and young people As well as providing updates on progress along with supporting data, this report also provides two case studies illustrating the impact this work is having on individual children, young people and families. Recommendations It is recommended that the Education, Children and Families Committee: 1. Endorse the contents of this review report 2. Approve next steps as outlined in the report Education, Children and Families Committee AGENDA ITEM 8 Page 119 of 331
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The Plan for North Lanarkshire Priority Support all children and young people to realise their full potential Ambition statement (6) Raise attainment and skills for learning, life, and work to enhance opportunities and choices Ambition statement (7) Enhance collaborative working to maximise support and ensure all our children and young people are included, supported, and safe Ambition statement (10) Engage with children, young people, parents, carers, and families to help all children and young people reach their full potential 1. Background 1.1 In May 2020, following on from and, as a result of the council’s Employability Review, a review of curricular arrangements was conducted by Education and Families staff, and which also included staff from across council services. This would ensure all children and young people would benefit from coherent curriculum planning and high quality learning and teaching across all educational establishments, ensuring the key entitlements of Curriculum for Excellence are delivered for all. An important focus of the review was to strengthen and create progressive, bespoke career pathways to ensure positive and sustained post- school destinations for all young people, to allow them to flourish and enjoy the many benefits of employment, whilst making valuable contributions to the local, national and global economies. A report was published and presented to Education and Families Committee in May 2020. 1.2 In November 2020 a Progress Report was published and presented to Education and Families Committee highlighting progress made in progressing this area of work and specifically highlighted: • Realignment and additional opportunities provided through the Scottish Attainment Challenge and how this contributed to revised curricular practice • The collaborative work led by senior officers and head teachers in improving curricular pathways in clusters and localities • Creative approaches being taken to provide career and employability pathways for young people • Significant development work undertaken in implementing a digital strategy • Impact on curriculum and learning and teaching of new operating model eg empowering clusters and establishing wellbeing teams and bases • Plans for a reconfigured secondary school week incorporating a four and a half day model with an enrichment afternoon focusing on wellbeing and career pathways on the fifth day. This report outlined the challenges faced and creative ways of overcoming these to deliver a relevant curriculum during the COVID-19 pandemic and importantly cited lessons learned from the work done across schools. 1.3 The review of the curriculum is ongoing. Recent council attainment reviews of school data have established the central importance of curriculum in tackling issues around attendance, inclusion, engagement and attainment as we emerge from the pandemic, and recommendations and reflections from the Organisation for Economic Cooperation and Development (OECD) report, Scotland’s Curriculum for Excellence: Page 120 of 331
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Key Drivers for Curriculum DRAFT Into the Future (June 2021) and the Sir Ken Muir report Putting Learners at the Centre: Towards a Future Vision for Scottish Education (March 2022), demand that school staff and local authority teams provide a ‘strong, fresh narrative’ when looking at the curriculum offer at all levels; a single framework that is clear to follow, succinct and in plain English with practitioners as its principal audience. 1.4 The Curriculum Implementation Strategic Leads Group has been established and is chaired by the Head of Education (South locality). The group has focused on refreshing our curriculum rationale and vision and supports the work and curriculum developments highlighted in this report. 2. Report 2.1 Curriculum Rationale & ‘Curriculum Content Creation’ Toolkit 2.1.1 A sub-group of the Curriculum Implementation Strategic Leads Group was established and tasked with putting together an overarching curriculum rationale for all education establishments in North Lanarkshire (appendix 1). 2.1.2 An additional objective was agreed, namely, to compile a toolkit for establishments to flesh out their bespoke, universal curriculum offer from the rationale (appendix 2). Consultation was undertaken with a group of heads of establishment, and key drivers were agreed for the process (below). The Curriculum Content Creation Toolkit was developed and will be launched at Heads of Establishment meetings in August 2022 and supported at authority level via CLPL through session 22/23 (below). Vision & Values • Tackling poverty & Inequality • Person centred approaches • Promoting inclusion & Involvement • Promoting positive well- being • Raising attainment • Rights Respecting • Trauma informed • Strengthening cultural capital • Creating pathways to employment • Environmental concerns National Policy • UNCRC • The Promise Scotland • GIRFEC • Curriculum for Excellence • Developing the Young Workforce • Scottish Attainment Challenge • OECD Report • Sir Ken Muir Report • HGIOS4? • Learning for Sustainability • Digital Learning & Teaching Strategy • A Blueprint for ELC • NIF Local Policy • The Plan for North Lanarkshire • Education and Families Improvement Plan o SAC plan o West Partnership Regional Improvement plan o Mental Health, Wellbeing and Resilience Delivery plan • Gaelic Language Plan 2021 -26 • Workforce for the Future Strategy • Developing the Young Workforce plan Page 121 of 331
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Curriculum Pathfinder Training • Opportunity for schools to nominate a ‘Curriculum Pathfinder’. • This could be a head of centre, a depute head or principal teacher with responsibility for curriculum building in the establishment • Bi-Monthly meetings will follow the calendar of curricular activities and will focus on suggested activities from the calendar • There will be input from the council curriculum and implementation leads and tasks related to curriculum building • There will also be an opportunity to share good practice and to ask questions about what other establishments are finding. 2.1.3 Refreshed curriculum narratives should be considered by establishments throughout session 22/23 with the process concluded through school improvement planning frameworks in session 23/24. DRAFT 2.1.4 Measures and outcomes for attainment, attendance and positive post-school destinations will then be used to inform evaluation and future planning of the process to revise the curriculum offer going forward. 2.2 Progressive Curriculum Pathways - Broad General Education (Literacy and Numeracy 2.2.1 Progression pathway resources have been developed and designed to be flexible, to build on effective practice, highlight knowledge and skills and exemplify pace and progression through a level. Whilst aspects are sequential, learning is not linear, and learners can move within and between pathways. Each pathway is split across three levels to highlight progress through a level. 2.2.2 The pathways will be available to establishments on a web-based platform, as well as a downloadable version. Each pathway has the same layout and format, ensuring consistency in planning. The pathways highlight higher order thinking skills to be taught and built upon and are not linked to a resource. This allows staff to have autonomy in selecting the most appropriate resource and contexts to suit learners needs and interests. 2.2.3 In session 2022-23, further work will be progressed into other curricular areas to create pathways in social studies, expressive arts etc. This will be a collaborative process with working groups of staff established to take this forward. 2.2.4 Digital Literacy Skills and Computing Science progression pathways, launched in August 2022, are designed to be flexible and build on effective practice, highlighting knowledge and skills and exemplifying possible pace and progression. The current Optional ‘Curriculum Pathfinder’ training Page 122 of 331
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pathways provide progression from Early to Second Level with Third Level added by January 2023. 2.2.5 The progression pathways will provide establishments with a consistent approach to how these areas can be embedded into the curriculum. This will ensure we have a strong, digitally skilled workforce with a particular focus applied to supporting girls into computing science career pathways. 2.3 Career and Employability Pathways – Developing the Young Workforce 2.3.1 Developing the Young Workforce continues to be a whole-council, cross party priority which extends beyond the council to include key partners. All of this work is informed by and feeds directly into the council’s Workforce for the Future Strategy. We have a strong track record in offering a curriculum which provides meaningful and relevant work-related learning opportunities which equip children and young people with the skills, qualifications, and experiences they require to flourish in life beyond school into the world of work. This aspiration towards a first-class education and a skills-based curriculum, enables young people to maximise their talent and realise their full potential and contribute to the local and national economy. 2.3.2 Work has been undertaken across council services to ensure our structures are now better aligned to support this area of work with Employability, Supported Employment, the award-winning ROOTS programme, Active and Creative Communities, Community Learning and Development and the Social Inclusion and Wealth Team all sitting within the Education and Families Service and feeding into this important area of work. 2.3.3 Developing the Young Workforce, Pathways Programme, Future Fridays/Enrichment Afternoon and Vocational Education now sit within one team overseen by one Education Manager and one Head of Education (South). This realignment is strengthening links and creating synergies which are already leading to improved outcomes for children, young people, and families as the range of opportunities from this improved connectivity are built upon. 2.3.4 In session 2020/2021 we saw our highest percentage of young people leave school and enter a positive post-school destination. However, we will continue to set ambitious targets to ensure all our young people enter a positive post-school destination and this goal underpins all of the work in progress, as highlighted within this report. 2.3.5 The revised DYW Delivery Plan 2022-2025 (Appendix 3) will be published and formally launched in September to coincide with a planned DYW/Employer Engagement Conference. The Plan, aligned to The Plan for North Lanarkshire will be shared with the Education and Families Committee at a future date. 2.4 Pathways Programme 2.4.1 Pathways Programme – in 2019/2020, to support those winter leaving young people most at risk of entering a negative post-school destination and subsequently at risk of experiencing the negative impact of long-term unemployment, a temporary team was appointed to pilot delivering a full-time, employability focused curriculum to a targeted group of 90 young people. For the young people who attended and engaged there was the guaranteed offer of a relevant post-school destination of employment or an intervention that would lead to employment. These young people would also receive a minimum of six months follow-up support. This programme has attracted national interest and in the three years since its inception has gone from strength to strength. Page 123 of 331
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To date, there has been 331 young people registered on the full-time programme – all identified as having multiple barriers to learning and employment. Of this number, 251 young people from S4-6 across all schools have entered a positive post-school destination including modern apprenticeships, employment, further education on their leaving date or within six months. Of the remaining 80, a small number chose to return to school with the rest of the young people receiving continued support until such times as they are ready to enter a positive destination, or an appropriate job or college place comes up. 2.4.2 Due to its success and the support received, we now have a full-time and permanent Pathways Team who continue to work with schools, New College Lanarkshire, Skills Development Scotland, Routes to Work, employers and training providers to ensure young people with the greatest barriers to learning and employment are supported to leave school and enter a positive, sustainable, and progressive post school destination. Two case studies, ‘Abbie’s Story’ (Appendix 4) and ‘Kayleigh’s Story’ (Appendix 5), highlight the successful career pathways of two Pathways young people with multiple barriers to learning and employment. 2.4.3 The Pathways Team now work with around 150 young people in the senior phase of learning on a full-time employability focused curriculum. In addition, a further 230 young people from across all secondary schools are supported on a five-week programme delivered during the Future Fridays enrichment afternoon. As an additional part of its intensive offer, the team is currently working on a proposal to deliver a construction/employability and life-skills curriculum to targeted groups of P7 children at risk of disengaging from learning. This innovative pilot will be delivered during academic session 2022/2023, across three clusters, as part of the Empowering Clusters model and will then be evaluated to measure impact. 2.5 Vocational Education 2.5.1 Senior phase curriculum pathways have changed considerably over the last four years with the implementation of Skills Development Scotland led Foundation Apprenticeships and Pre-Foundation Apprenticeships being introduced alongside other National Qualifications. The ‘hands-on’ practical work-based nature of these courses allows young people to gain practical experience and at the same time gain an SCQF level 6 qualification. 2.5.2 Since 2017 to date, the Vocational Education team has worked with schools to support more than 1,500 young people to achieve a Foundation Apprenticeship across 12 frameworks. In the pre-covid period between 2017 and 2019, the total pass rate of young people completing the full award was 68% compared with a national pass rate of 59%. Vocational learning programmes are offered to young people in all 23 secondary schools and 9 Additional Support Needs schools. The impact of COVID-19 and the restrictions which prevented practical delivery has required a renewed and refreshed focus to be placed on the importance of vocational training in schools. The ambition and hard work of the team has resulted in a sharp increase in the total requests for Foundation Apprenticeships in schools. 2.5.3 In partnership with New College Lanarkshire and University of the West of Scotland (UWS), session 21/22 saw the introduction of an HNC pilot programme, whereby young people would embark on year 1 of the course during S6. This HNC leads to year 2 of the HND with New College Lanarkshire and then on to year 3 of a degree within UWS, effectively allowing young people to achieve a degree one year earlier. The pilot was offered in cyber security, computer assisted design and construction management. 32 young people completed the HNC, and results have still to be confirmed by New Page 124 of 331
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College Lanarkshire. 38 young people have been recruited for the HNC starting in August 2022. There are plans to extend this offer to include an HNC in Healthcare and Social Services, linking to the Workforce for the Future Strategy. 2.6 Future Fridays 2.6.1 In line with guidance set out in the national publication, 15-24 Learner Journey, we delivered on our commitment to create better opportunities and pathways to success for young people through the introduction of a new curriculum model. In August 2021, against the backdrop of a global pandemic Education and Families began an ambitious programme with the goal of providing additional opportunities for Secondary School young people outwith the classroom setting on a Friday afternoon. 2.6.2 The aims of the programme are: • Improve opportunities and outcomes for young people post-COVID 19 • Support all children and young people to realise their full potential • Raise attainment and develop skills for learning, life, and work to enhance opportunities and choices • Improve the health and wellbeing of children and young people through a range of social, cultural and leisure activities • Improve North Lanarkshire’s resource base 2.6.3 The Future Fridays programme is co-ordinated by a Curriculum Manager who supports Principal Teachers with responsibility for the programme. Considerable progress has been made in the first academic year and ambitious targets have been set and plans put in place for session 2022 23. 2.6.4 Attendance levels have risen to almost 20%, with a number of schools seeing more than 25% of the school roll attending on a voluntary basis on a Friday afternoon which reflects the success of the programme thus far. During April to June a greater emphasis was placed on advancing equalities and targeting specific groups of young people. 25% of young people in attendance are from SIMDs 1-3, 30% are care experienced, 45% are girls and 15% have additional support needs across the small sample of schools. This targeted approach is a key aim for session 2022-23. 2.6.5 Wider achievement opportunities have led to accreditation and the development of new skills through saltire, Duke of Edinburgh, and Dynamic Youth Awards. Work-related learning opportunities are enhancing employability skills and enabling young people to gain industry recognised qualifications such as CSCS cards, coaching certificates and REHISS qualifications. 2.6.6 Future Fridays is supported by a number of council services and partner organisations. 2.6.7 An evaluation has been undertaken with young people, principal teachers, and parents with very positive feedback on year 1. However, there is a recognition that there is significant scope to enhance the programme to include universal, additional and intensive offers to best meet the needs of young people. Ambitious plans for next session are underway and progress will be reported to a future meeting of Education and Families Committee. 2.6.8 As part of the Future Fridays programme the NL Digital School has provided young people with weekly virtual learning experiences in computing science. In session 2022/23 staff will continue to deliver practical computing science lessons, focusing on Scratch coding and building to the Python programming language. The priority for the Page 125 of 331
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NL Digital School is to keep the content fresh and relevant to current practice in industry and will provide an in-school digital leadership offer as part of the Future Fridays programme. 2.7 Digital School 2.7.1 The NL Digital School will continue to enhance our STEM careers focus, building on the success of the Virtual STEM Careers Fair with a spotlight on women in STEM. Plans for this year include further workshops with Tech She Can, Smart STEMs as well as input from former NL students in the world of ethical hacking and coding. 2.7.2 Over 4000 pupils took part in our live code-along last year, promoting computing science across all 23 clusters in the primary sector. This will increase in size in session 2022/23 with ASN and secondary sectors including in the sessions. 2.7.3 This year will see a pilot with 8 Secondaries working in collaboration with New College Lanarkshire at the Smart HUB based in NCL Motherwell. This project will focus on introducing S2/S3 pupils on Industry 4 level CoBot robotics and their potential uses. The introductory 4-week block will give young people a taster on how these machines can be programmed and used across all industries and will introduce pupils to the variety of FE opportunities available in the sector. The other 15 secondaries will have access to this resource in future sessions following the pilot 2.7.4 In working with business partners, young people will continue to be offered experiences in digital environments and workplaces. 2.8 Virtual School 2.8.1 The Virtual School also provides bespoke curricular pathways for care experienced children and young people across Primary and Secondary Schools. These are tailored to meet the needs of this group of young people and includes programmes and interventions including vocational education, wellbeing programmes, outdoor learning, literacy and numeracy programmes, transition support, volunteering and mentoring opportunities as well as direct support with National Qualifications. The curriculum is delivered on a one-to-one or a groupwork basis at a venue preferred by the children and young people. 2.8.2 The Virtual School provides opportunities for formal and informal learning including the development of workplace skills and works in partnership with the Pathways Team to provide an employability-focused curriculum to care experienced young people. Through joint planning and regular review meetings, higher levels of support are provided to support these young people into positive post-school destinations. 2.9 Health and Wellbeing Recovery Map 2.9.1 Health and Wellbeing (HWB) underpins all other priorities. In keeping with this and, being mindful of the impact of the global pandemic on our services, a planning document, ‘The Roadmap to Recovery,’ has been prepared for all schools and early years settings. It is anticipated that establishments will use this document to evaluate their current position and to plan their next steps to recovery. 2.9.2 The Roadmap to Recovery sets out a way forward in developing the health and wellbeing of our learners over the next three years. It recognises the importance of developments in relation to health and wellbeing, including the Empowering Clusters model and the GIRFEC pathway. It looks at high level outcomes that can be improved, Page 126 of 331
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linking into the Integrated Children Services Plan and The Plan for North Lanarkshire. It also looks at improvements in day-to-day operations and presents a format intended to assist schools and establishments to improve health and wellbeing in line with quality indicators currently used in improvement plans. 2.9.3 The roadmap sets out areas for development and associated targets to evidence improvement. It also categorises actions in the levels of GIRFEC intervention, setting out areas for development at each level, underlining the fact that GIRFEC is underpinned by health and wellbeing. It also recognises the importance of developing integrated approaches based on family support models. Given that partnerships are central to much of its success, a HWB conference took place in June 2022, to launch this roadmap and to highlight our integrative service approaches. 2.10 Improved Outcomes for Children and Young People 2.10.1 The programmes and developments outlined above have been central to the education recovery process in North Lanarkshire schools and have given schools a refreshed focus on closing the attainment gap and in striving for excellence across all BGE measures. 2.10.2 Education Managers have supported Head Teachers in planning improvement through session 21/22 in ACEL data through focused attainment review discussion. 2.10.3 The following data tables provide information on successes and strides forward in improving attainment outcomes and post school destination in the senior phase. 2.10.4 It is worthy of note that the exam results data in the tables below are subject to change at the end of October 2022 at the completion of the 2022 SQA appeals process. North Lanarkshire schools are reporting a large number of candidates at all levels who are eligible for this process and anticipate that this may and perhaps will result in a shift upwards in their attainment data. S4 - % of Pupils with 5 or more awards at Nat 3 100.0% 90.0% 80.0% 70.0% 60.0% 50.0% 40.0% 30.0% 20.0% 10.0% 0.0% 2015 2016 2017 2018 2019 2020 2021 2022 Total 88.1% 88.0% 85.0% 75.3% 72.3% 84.1% 81.5% 78.3% Page 127 of 331
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S4 - % of Pupils with 5 or more awards at Nat 4 90.0% 80.0% 70.0% 60.0% 50.0% 40.0% 30.0% 20.0% 10.0% 0.0% S4 - % of Pupils with 5 or more awards at Nat 5 60.0% 50.0% 40.0% 30.0% 20.0% 10.0% 0.0% S5 - % of Pupils with 1 or more awards at Higher 62.0% 60.0% 58.0% 56.0% 54.0% 52.0% 50.0% 48.0% 2015 2016 2017 2018 2019 2020 2021 2022 Total 81.7% 83.1% 79.7% 70.3% 67.9% 79.6% 77.8% 74.2% 2015 2016 2017 2018 2019 2020 2021 2022 Total 38.0% 41.5% 41.8% 41.4% 39.4% 48.9% 47.8% 42.4% 2015 2016 2017 2018 2019 2020 2021 2022 Total 52.6% 53.5% 53.9% 54.5% 57.0% 60.8% 61.0% 57.1% Page 128 of 331
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S5 - % of Pupils with 3 or more awards at Higher 45.0% 40.0% 35.0% 30.0% 25.0% 20.0% 15.0% 10.0% 5.0% 0.0% S5 - % of pupils with 5 or more awards at Higher 18.0% 16.0% 14.0% 12.0% 10.0% 8.0% 6.0% 4.0% 2.0% 0.0% S6 - % of Pupils with 1 or more awards at Higher 80.0% 70.0% 60.0% 50.0% 40.0% 30.0% 20.0% 10.0% 0.0% 2015 2016 2017 2018 2019 2020 2021 2022 Total 30.7% 32.2% 32.9% 32.3% 32.9% 38.1% 41.9% 36.3% 2015 2016 2017 2018 2019 2020 2021 2022 Total 11.7% 11.7% 12.5% 12.3% 11.9% 16.1% 16.8% 15.3% 2015 2016 2017 2018 2019 2020 2021 2022 Total 56.5% 58.0% 58.1% 58.7% 67.4% 72.7% 67.1% 65.3% Page 129 of 331
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S6 - % of pupils with 3 or more awards at Higher 50.0% 45.0% 40.0% 35.0% 30.0% 25.0% 20.0% 15.0% 10.0% 5.0% 0.0% S6 - % of Pupils with 5 or more awards at Higher 40.0% 35.0% 30.0% 25.0% 20.0% 15.0% 10.0% 5.0% 0.0% 2015 2016 2017 2018 2019 2020 2021 2022 Total 39.8% 41.0% 41.9% 42.0% 41.3% 44.7% 47.6% 47.5% 2015 2016 2017 2018 2019 2020 2021 2022 Total 26.0% 26.7% 27.1% 27.5% 27.3% 29.6% 33.8% 30.6% 2016/17 2017/18 2018/19 2019/20 2020/21 Negative Destination 8.2% 6.6% 5.7% 7.8% 5.5% Unemployed Not Seeking 1.5% 1.4% 1.6% 1.6% 1.8% Unemployed Seeking 5.7% 4.6% 3.6% 5.4% 2.8% Unknown 0.9% 0.5% 0.4% 0.8% 0.9% Positive Destination 91.8% 93.4% 94.3% 92.2% 94.5% Activity Agreement 0.6% 0.6% 0.0% 0.0% 0.0% Employed 20.8% 22.7% 24.9% 17.0% 24.4% Further Education 25.4% 26.6% 25.7% 24.8% 20.9% Higher Education 42.5% 41.1% 39.9% 46.0% 45.6% Personal Skills Development 0.0% 0.0% 0.0% 0.0% 0.0% Page 130 of 331
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Personal/ Skills Development 0.0% 0.0% 0.0% 0.4% 0.1% Training 2.2% 2.0% 3.5% 3.6% 3.3% Voluntary Work 0.4% 0.3% 0.2% 0.4% 0.2% 2.11 Next Steps • Launch Curriculum Content Creation toolkit and support delivery through session 22/23 • Progress BGE curriculum pathways and extend to include other curricular areas. • Publish and launch the Developing the Young Workforce Delivery Plan 2022-25 at September 2022 DYW Employer Engagement Conference • Extend the Pathways Programme to deliver a pilot curriculum for upper primary children. • Increase the number of young people accessing, and achieving, Foundation Apprenticeships. • Extend the vocational education programme to include young people in S3 and S4 • Increase the percentage of young people engaging in Friday enrichment afternoon with a focus on targeting those young people most at risk. • Deliver priorities set out in the Road to Recovery plan. • Deliver the Smart HUB pilot in collaboration with New College Lanarkshire 3. Measures of success 3.1 Improvement in attainment across BGE and Senior Phase 3.2 Increased attendance figures 3.3 Improved and sustained positive destinations 4. Supporting documentation 4.1 Appendix 1 - Curriculum Rationale for All Education Establishments 4.2 Appendix 2 – Toolkit for Establishments 4.3 Appendix 3 - DYW Delivery Plan 2022-2025 4.4 Appendix 4 – Case Study ‘Abbie’s Story’ plus additional case studies 4.5 Appendix 5 – Case Study ‘ Kayleigh’s Story Janie O’Neill Head of Education (South) Page 131 of 331
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5. Impacts ( http://connect/report-template-guidance ) 5.1 Public Sector Equality Duty and Fairer Scotland Duty Does the report contain information that has an impact as a result of the Public Sector Equality Duty and/or Fairer Scotland Duty? Yes ☒ No ☐ If Yes, please provide a brief summary of the impact? The work highlighted in this committee report focuses on advancing equalities and closing the poverty related attainment gap. This work supports all children and young people with an emphasis on removing barriers to learning and employment. An equality impact assessment has been initiated and will be updated as this work progresses. 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 have been discussed and agreed with Financial Solutions? Yes ☒ No ☐ If Yes, please provide a brief summary of the impact? Financial impact information will be ratified through the curriculum board. 5.3 HR policy impact Does the report contain any HR policy or procedure impacts? Yes ☒ No ☒ If Yes, have all relevant HR impacts have been discussed and agreed with People and Organisational Development? Yes ☒ No ☐ If Yes, please provide a brief summary of the impact? This work pertains to the national and local priority Developing Scotland’s Young Workforce and its links to the Plan for North Lanarkshire. 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 have been discussed and agreed with Legal and Democratic Solutions? Yes ☐ No ☐ If Yes, please provide a brief summary of the impact? 5.5 Data protection impact Does the report / project / practice contain or involve the processing of personal data? Yes ☐ No ☒ If Yes, is the processing of this personal data likely to result in a high risk to the data subject? Yes ☐ No ☒ If Yes, has a Data Protection Impact Assessment (DPIA) been carried out and e- mailed to dataprotection@northlan.gov.uk Yes ☐ No ☒ Page 132 of 331
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5.6 Technology / Digital impact Does the report contain information that has an impact on either technology, digital transformation, service redesign / business change processes, data management, or connectivity / broadband / Wi-Fi? Yes ☒ No ☐ If Yes, please provide a brief summary of the impact? The report contains an update on advances in digital pathways and the curriculum. Where the impact identifies a requirement for technology, has an assessment been carried out (or scheduled) 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? Greater awareness of environmental issues will be built into curriculum planning for all young people, keeping in mind UNCRC articles. 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 work outlined in the report is promoted through various corporate communication channels. 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? A risk register has been produced for specific aspects of this work and is reviewed through the Curriculum Board. Closing the attainment gap is a corporate risk further reports on this will be brought. Page 133 of 331
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Curriculum Rationale – Template “The curriculum is the totality of experiences which are planned for children and young people through their education, wherever they are being educated. It includes the ethos and life of the school as a community; curriculum areas and subjects; interdisciplinary learning; and opportunities for personal achievement.” Building the curriculum 3: A framework for Learning and Teaching NLC Curriculum Vision – We Aspire to support all children and young people to realise their full potential by giving them the tools to make their way in life through quality, exciting, and challenging learning opportunities resulting in improving attainment and closing the poverty-related attainment gap. School/Cluster – space for school/cluster vision Values CfE wisdom justice compassion integrity NLC fairness respect equality excellence School/cluster NLC Aims - All learners will have access to quality learning and teaching and we will ensure that our schools are inclusive, energetic places which take into account the needs of all our young people, giving them experiences which last a lifetime and a voice in their own learning. Learners of all ages will be given the skills to take advantage of the employment opportunities our growing economy brings, creating a flexible, resilient and skilled workforce for the future. The Big Ideas- All NLC establishments use the seven principles of curriculum design to build around the curricular areas, including literacy numeracy, HWB and digital skills, to develop the four capacities. School/Cluster - please include information under the headings below. What are your ‘drivers’? 1. school/cluster context, including employment opportunities 2. school/cluster data, including consultation with staff teams 2. robust community data & employment profiles to inform curriculum design Understanding the Learners and Learning Partners: (give evidence and/or explanation on below) 1. Learner contribution to curriculum design? 2. Collaboration with parents, carers and the community? 3. Colleges, employers, universities and the third sector collaboration? 4. Cluster, local authority and regional improvement collaborative connections? 5. Opportunities for outdoor and heritage learning links? Appendix 1 Page 134 of 331
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Practical Approaches (give evidence and/or explanation on below) 1. clear progression pathways from 3-18 2. clear strategies for delivering equity and excellence 3. consistently applied, high quality pedagogical strategies for learning and assessment 4. links to the world of work 5. embedding creativity and learning for sustainability 6. building a nurturing rights-based learning environment 7. links to future skills. Eg. Meta-skills 8. opportunities and approach to interdisciplinary learning 9. wider achievement and its place in the curriculum Curriculum Diagram: “a content-rich curriculum which is knowledge based, skills-orientated and experiences infused.” – Bruce Robertson, The Teaching Delusion 2 This can be a mind map, a table or prose. Please explain the broad mechanics of your curriculum and courses for the stages your establishment serves. It may be that you also incorporate the info from the practical approaches section to this mind map. For secondary schools, you should ask faculty teams to create one of these for their courses and subjects, giving detail on the knowledge for the courses offered and progression pathways. Primary and Early Years may also add detail for stages. This should be displayed on the appropriate page of the school website and does not need to be included here. Planning of Curriculum Self-Evaluation, Review & Refresh NLC staff teams are committed to: • career-long professional learning based around high quality, rigorous professional standards • meaningful professional review and development • Belonging to communities of practice and enquiry • Developing collaborative practice locally, nationally and globally • Self-evaluation of the work of the school with reference to HGIOS4? Quality indicators • Annual review of the curriculum offer ‘Our curriculum is regularly reviewed and refreshed by an informed awareness of current education thinking and evolves through ongoing debate within the school community. We work well with partners to ensure creative and innovative approaches to curriculum development are encouraged and support positive outcomes for learners. The development of our curriculum is underpinned by a coherent whole school approach to learning for sustainability.’ How Good is Our School 4, Education Scotland, 2019 How Good is Our Early Learning Centre, 2016 Page 135 of 331
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. LITERACY WHAT INFORMS OUR CURRICULUM Scotland’s curriculum – Curriculum for Excellence – helps our children and young people gain the knowledge, skills and attributes needed for life in the 21st century. EDUCATION SCOTLAND, 2019 HEALTH AND WELLBEING Curriculum for Excellence has an important role to play in promoting the health and wellbeing of children and young people and of all of those in the educational communities to which they belong. NUMERACY Using meaningful learning networks • Planning, enquiring and reflecting with othe practitioners to optimise impact • Collaborating with parents, carers, families community • Developing and maximising the opportuniti from partnerships across clusters, local authorities and Regional Impro Collaboratives TRANSITIONS / • Building partnerships with colleges, employe SELF PATHWAYS A learning pathway is your journey through education and learning. You can choose courses, qualifications and learning experiences at any age or stage of your life Being numerate helps us to function responsibly in everyday life and contribute effectively to society. It increases our opportunities within the world of work and establishes foundations which can be built upon through lifelong learning. Numeracy is not only a subset of mathematics; it is also a life skill which permeates and supports all areas of learning, allowing young people access to the wider curriculum. DIGITAL Digital learning aims to ensure all learners and educators are able to benefit from digital technology in education. It is structured around universities, the third sector and others to co-design the curriculum • Using the outdoors and our built and cultura to support learning • Sharing, celebrating and reflecting on succ LEADERSHIP Young people four essential and interrelated objectives: Develop the skills and confidence of educators in Literacy is fundamental to all To improve what you do, you need the right the appropriate and effective use of digital areas of learning, as it unlocks SOCIAL information - information which tells you to what extent an activity is having a positive impact. technology to support learning and teaching. Improve access to digital technology for all learners. Ensure that digital technology is a central consideration in all areas of curriculum and assessment delivery. Empower leaders of change to drive innovation access to the wider curriculum. Being literate increases opportunities for the individual in all aspects of life, lays the foundations for lifelong learning and JUSTIC “close the gap in educa achievements between most disadvantaged and investment in digital technology for teaching work, and contributes strongly children…and the avera PARTNERSHIPS Empowerment and collaboration for improvement happen at all levels in an empowered system. Partnerships are therefore a key cornerstone of this approach. It is essential that partners play a full role in an empowered system to improve outcomes for children, young people, families and communities and learning. to the development of all four capacities of Curriculum for Excellence. CASE STUDY do. We share our ambitions with them. We have big ideas and the vision to achieve them NL council’s values: fairness, respect, equality, and excellence. to promote equality, inclusion and diversity” INTERDISCIPLINARY LEARNING Interdisciplinary Learning (IDL) is a vital component to achieve all 4 capacities, and needs a concerted effort from everyone in the profession to understand what it is, and how to engage with the planning, pedagogy and mindset that will open up greater opportunities for learners. The rationale is further amplified by the increasing complexity and interdisciplinary nature of the way the world works ss and in public affairs EMPLOYABLITY There is a particular focus on supporting skills development and helping young people aged 3-18 prepare for the world of work as expressed within 'Building the Curriculum 4: Skills for learning, skills for life and skills for work’. However it also acknowledges more recent research and developments such as the development of ‘Skills 4.0., a skills model to drive Scotland’s future’ or the Career Review. ‘Our curriculum is regularly reviewed and refreshed by an informed awareness of current education thinking through ongoing debate within the school community. We work well with partners to ensure creative a approaches to curriculum development are encouraged and support positive outcomes for learners. The devel curriculum is underpinned by a coherent whole school approach to learning for sustainability.’ How Good is Our School 4, Education Scotland, 2019 communities in what we we in people and this, achieve involve NLC VISION and VALUES A shared ambition for inclusive growth and prosperity for all - where North Lanarkshire is the place to Live, Learn, Work, Invest, and Visit. This is our vision, and our shared ambition. It’s what We Aspire to achieve. We work in partnership to NORTH LANARKSHIRE CURRICULUM AIMS ‘ EVALUATION Page 136 of 331
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The School Year – Nursery Toolkit for Planning Curriculum Content Creation Activities August September October November Nursery head analyses attainment/attendance data. Nursery Head prepare the WHY of the Curriculum rationale in a describe/Reflect/Speculate activity Staff meeting to present timeline of events and responsibilities along the journey. Nursery staff audit curriculum offer against NLC Infographic Establishment prepare employment data analysis for local area and nationally. Professional reading group/Short Life Working Group tasked with collecting curriculum rationale research from suggested sites on the NLC toolkit to prepare presentation for November INSET Questionnaires distributed to all pupils/staff/parents on content of curriculum the proposed WHY of the new rationale, wish list etc. Professional reading group rep takes standing item on curriculum research at all staff meetings this session. Nursery head collates the following information: • Nursery data analysis • Employment data • Professional reading group research • Pupil/staff/parent questionnaire info Nursery head presents curriculum planning information to NLC rep INSET Day: Presentation to all staff on data collated for curriculum. Launch of the WHY and exploration of the HOW and the WHAT Professional reading group rep presents to nursery team Staff partners engage in activity to build meso/micro curriculum skeleton content taking account of OECD recommendations. Eg. Adopt, Adapt, Abandon activities/ Dotmocracy NLC toolkit used to design INSET day activities from suggested Ed Scotland links. Action and development plan written that will run through spring and summer term. Appendix 2 Page 137 of 331
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The School Year – Nursery Toolkit for Planning Curriculum Content Creation Activities December Staff begin work on the curriculum action plan. January Critical Friend/ cluster group to present curriculum planning documentation using self- evaluation HGIOELC? challenge questions with EFM Nursery head presents curriculum info to focus group/self- evaluation group of parents and children. Parent newsletters to include communication on progress for curriculum planning. Digital comment box open for children and parents. February Adjustments made to planning where necessary to take into account mid-session consultation comments. Continued development work by staff to update or to develop course content as required. Timetabling work running in parallel to curriculum planning work and course content development. March Continued development work to prepare content for launch of curriculum in August. Page 138 of 331
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The School Year – Nursery Toolkit for Planning Curriculum Content Creation Activities April Finalised curriculum plans to be audited against the NLC Infographic for a second time by nursery staff and presented to nursery head. Nursery Head to agree on finalised content of whole school curriculum offer. Documentation issued to all staff. May SMT/Professional reading group launch the finalised curriculum at the May INSET day and present ongoing curriculum self- evaluation plans for annual refresh. Curriculum launched on nursery website. June Updated and refreshed curriculum will be launched at timetable change. July Page 139 of 331
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The School Year – Primary Toolkit for Planning Curriculum Content Creation Activities August September October November SMT analyse ACEL/attendance/exclusion data. SLT prepare the WHY of the Curriculum rationale in Describe/Reflect/ Speculate activity Staff meeting to present timeline of events and responsibilities along the journey. Stage partners audit dept curriculum offer against NLC Infographic PT/working group prepare employment data analysis for local area and nationally. Professional reading group/Short Life Working Group tasked with collecting curriculum rationale research from suggested sites on the NLC toolkit to prepare presentation for November INSET HT to bring curriculum WHY to HoE Mtg Questionnaires distributed to all pupils/staff/parents on content of curriculum the proposed WHY of the new rationale, wish list etc. Professional reading group rep takes standing item on curriculum research at all staff meetings this session. Curriculum added as standing item on cluster group meetings. SMT collate the following information: • School data analysis • Employment data • Professional reading group research • Pupil/staff/parent questionnaire info Critical Friend/ Cluster group to present curriculum planning documentation using self-evaluation HGIOS4? 2.2 and 2.3 challenge questions at cluster meeting with EFM INSET Day: Presentation to all staff on data collated for curriculum. Launch of the WHY and exploration of the HOW and the WHAT Professional reading group rep presents to faculty team Stage partners engage in activity to build meso/micro curriculum skeleton content taking account of OECD recommendations for BGE. Eg. Adopt, Adapt, Abandon activities/ Dotmocracy NLC toolkit used to design INSET day activities from suggested Ed Scotland links. Action and development plan written that will run through spring and summer term. Appendix 2 Page 140 of 331
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The School Year – Primary Toolkit for Planning Curriculum Content Creation Activities December Staff begin work on the curriculum action plan. January Critical Friend/ Cluster group to present curriculum planning documentation using self-evaluation HGIOS4? 2.2 and 2.3 challenge questions at cluster meeting with EFM SMT present curriculum info to pupil focus group/self-evaluation group and to parent council for comment Pupil assemblies/ parent newsletters to include communication on progress for curriculum planning. Digital comment box open for pupils and parents. February Adjustments made to planning where necessary to take into account mid-session consultation comments. Continued development work by staff to update or to develop course content as required. Timetabling work running in parallel to curriculum planning work and course content development. March Continued development work to prepare content for launch of curriculum in August. Curriculum rationale brought to HoE mtgs Page 141 of 331
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The School Year – Primary Toolkit for Planning Curriculum Content Creation Activities April Finalised curriculum plans to be audited against the NLC Infographic for a second time and discussed with SMT/staff team. SMT/staff team to agree on finalised content of whole school curriculum offer. Documentation issued to all staff. May SMT/Professional reading group launch the finalised curriculum at the May INSET day and present ongoing curriculum self- evaluation plans for annual refresh. Curriculum launched on school website and at pupil assemblies. Critical Friend/ Cluster group to present curriculum planning documentation using self-evaluation HGIOS4? 2.2 and 2.3 challenge questions at cluster meeting with EFM June Updated and refreshed curriculum will be launched at timetable change. July Page 142 of 331
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The School Year – Secondary Toolkit for Planning Curriculum Content Creation Activities August September October November Faculty teams and SLT analyse SQA performance data at attainment review meetings. SLT prepare the WHY of the Curriculum rationale in a Describe/Reflect/Speculate activity ELT meetings to present timeline of events and responsibilities along the journey. Faculty Teams audit dept curriculum offer against NLC Infographic DYW PT/working group prepare employment data analysis for local area and nationally. Professional reading group/Short Life Working Group tasked with collecting curriculum rationale research from suggested sites on the NLC toolkit to prepare faculty presentations for November INSET HT to bring curriculum WHY to HoE Mtg Questionnaires distributed to all pupils/staff/parents on content of current curriculum, the proposed WHY of the new rationale, wish list etc. Professional reading group rep takes standing item on curriculum research at all DMs this session. Curriculum is a standing item at cluster group meetings. SLT collating the following information: • SQA data analysis • Employment data • Professional reading group research • Pupil/staff/parent questionnaire info SLT present curriculum planning information at NLC Attainment Review with HoS INSET Day: Presentation to all staff on data collated for curriculum by SLT. Launch of the WHY and exploration of the HOW and the WHAT Professional reading group rep presents to faculty team Faculty Head guides faculty teams to engage in activity to build meso/micro curriculum skeleton content taking account of OECD recommendations for BGE/Senior phase. Eg. Adopt, Adapt, Abandon activities/ Dotmocracy NLC toolkit used to design INSET day activities from suggested Ed Scotland links. Action and development plan written by all faculty teams completed that will run through spring and summer term. Action plans brought to HoE mtgs 20th June version Appendix 2 Page 143 of 331
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The School Year – Secondary Toolkit for Planning Curriculum Content Creation Activities December Staff teams begin work on the curriculum action plan. Faculty Head liaises with SQA link and advises DHT curriculum/timetable of any new courses for session 23/24 January Critical Friend/ Curriculum trios with family group SLT & EFM to present curriculum planning documentation using self- evaluation HGIOS4? challenge questions 2.2 and 2.3 SLT present curriculum info to pupil focus group/self-evaluation group and to parent council for comment Pupil assemblies/ parent newsletters to include communication on progress for curriculum planning. Digital comment box open for pupils and parents. Faculty Head liaises with SQA link and advises DHT curriculum/timetable of any new courses for session 23/24 February Adjustments made to planning where necessary to take into account mid-session consultation comments. Continued development work in Faculties to update or to develop course content as required. Timetabling work running in parallel to curriculum planning work and course content development. March Continued development work in faculties to prepare content for launch of curriculum in June. Curriculum rationale brought to HoE mtgs 20th June version Page 144 of 331
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The School Year – Secondary Toolkit for Planning Curriculum Content Creation Activities April Finalised faculty curriculum plans to be audited against the NLC Infographic for a second time and discussed with link depute. SLT to agree on finalised content of whole school curriculum offer. Documentation issued to all staff. May SLT/Professional reading group launch the finalised curriculum at the May INSET day and present ongoing curriculum self- evaluation plans for annual refresh. Curriculum launched on school website and at pupil assemblies. Critical Friend/ Curriculum trios with family group SLT & EFM to present curriculum planning documentation using self- evaluation HGIOS4? challenge questions 2.2 and 2.3 June Updated and refreshed curriculum is launched at timetable change. July 20th June version Page 145 of 331
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Appendix 2 Curriculum Content Creation Page 146 of 331
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Why now? • COVID impact on pupils, staff and families. (HWB) • New start/beginning- good time for all to be engaged in conversations about Curriculum Rationale across NLC establishments. (Early Years, Primary Secondary, ASN, Cluster and beyond) • Time to refresh and update in light of COVID- new approaches, new initiatives- Cluster Attainment Teachers, Pedagogy Practitioners, Digital Pathfinders, Transition Teachers, Empowering Cluster Model • Digital Impact- how this has shaped the curriculum • National Landscape changing – OECD/Ken Muir etc Page 147 of 331
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Using meaningful learning networks • Planning, enquiring and reflecting with other practitioners to optimise impact • Collaborating with parents, carers, families and the community • Developing and maximising the opportunities derived from partnerships across clusters, local authorities and Regional Improvement Collaboratives • Building partnerships with colleges, employers, universities, the third sector and others to co-design the curriculum • Using the outdoors and our built and cultural heritage to support learning • Sharing, celebrating and reflecting on successes Curriculum Design Toolkit (education.gov.scot) Maximising opportunities that develop the four capacities for learners, making clear links to future skills, for example meta-skills • Understanding and sharing the pleasure and benefits that come from learning • Being clear on the knowledge and skills that underpin individual curriculum areas • Being informed by shared vision, values and aims, locally and nationally • Understanding drivers for improvement and how they align at national and local levels • Being responsible for the development of literacy, numeracy and health and wellbeing across the whole curriculum for all learners. This includes digital literacy skills https://www.gtcs.org.uk/professional-standards/standards-for- registration.aspx https://www.sssc.uk.com/knowledgebase/article/KA-01548/en-us https://www.cdn.ac.uk/professional-standards/ http://cldstandardscouncil.org.uk/resources/standards-and- benchmarks/ Having clear strategies for delivering excellence and equity for learners • Agreeing the pedagogies that are best for purpose and the development needs of learners • Reviewing and refining the curriculum against the seven design principles. • Ensuring learners have clear progression pathways • Making clear links between learning and the world of work • Embedding Creativity and Learning for Sustainability in curriculum design • Using knowledge of the local community and robust data to inform the curriculum offer • Articulating and sharing curriculum rationale and narrative Page 148 of 331
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Local & National Guidance “The curriculum is the totality of experiences which are planned for children and young people through their education, wherever they are being educated. It includes the ethos and life of the school as a community; curriculum areas and subjects; interdisciplinary learning; and opportunities for personal achievement.” - Building the curriculum 3: A framework for Learning and Teaching Page 149 of 331
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Seven design principles • Challenge and enjoyment • Breadth • Progression • Depth • Coherence • Relevance • Personalisation and choice Page 150 of 331
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Curriculum areas The eight curricular areas: • Expressive arts • Health and wellbeing • Languages (including English, Gàidhlig, Gaelic learners, modern languages and classical languages) • Mathematics • Religious and moral education (including Religious and moral education and Religious education in Roman Catholic schools) • Sciences • Social studies • Technologies. Literacy, numeracy and health and wellbeing are recognised as being particularly important – these areas are seen as being the ‘responsibility of all’ staff. Page 151 of 331
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CfE Values • Wisdom • Justice • Compassion • Integrity Page 152 of 331
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NLC VISION and VALUES A shared ambition for inclusive growth and prosperity for all - where North Lanarkshire is the place to Live, Learn, Work, Invest, and Visit. This is our vision, and our shared ambition. It’s what We Aspire to achieve. We work in partnership to achieve this, and we involve people in SELF WHAT INFORMS OUR CURRICULUM Scotland’s curriculum – Curriculum for Excellence – helps our children and young people gain the knowledge, skills and attributes needed for life in the 21st century. EDUCATION SCOTLAND, 2019 TRANSITIONS / PATHWAYS A learning pathway is your journey through education and learning. You can choose courses, qualifications and learning experiences at any age or stage of your life HEALTH AND WELLBEING Curriculum for Excellence has an important role to play in promoting the health and wellbeing of children and young people and of all of those in the educational communities to which they belong. NUMERACY Being numerate helps us to function responsibly in everyday life and contribute effectively to society. It increases our opportunities within the world of work and establishes foundations which can be built upon through lifelong learning. Numeracy is not only a subset of mathematics; it is also a life skill which permeates and supports all areas of learning, allowing young people access to the wider curriculum. DIGITAL Digital learning aims to ensure all learners and educators are able to benefit from digital technology in education. It is structured around Using meaningful learning networks • Planning, enquiring and reflecting with other practitioners to optimise impact • Collaborating with parents, carers, families and the community • Developing and maximising the opportunities derived from partnerships across clusters, local authorities and Regional Improvement Collaboratives • Building partnerships with colleges, employers, universities, the third sector and others to co-design the curriculum • Using the outdoors and our built and cultural heritage to support learning • Sharing, celebrating and reflecting on successes LEADERSHIP Young people EVALUATION To improve what you do, you need the right information - information which tells you to what extent an activity is having a positive impact. PARTNERSHIPS Empowerment and collaboration for improvement happen at all levels in an empowered system. Partnerships are therefore a key cornerstone of this approach. It is essential that partners play a full role in an empowered system to improve outcomes for children, young people, families and communities four essential and interrelated objectives: Develop the skills and confidence of educators in the appropriate and effective use of digital technology to support learning and teaching. Improve access to digital technology for all learners. Ensure that digital technology is a central consideration in all areas of curriculum and assessment delivery. Empower leaders of change to drive innovation and investment in digital technology for teaching and learning. LITERACY Literacy is fundamental to all areas of learning, as it unlocks access to the wider curriculum. Being literate increases opportunities for the individual in all aspects of life, lays the foundations for lifelong learning and work, and contributes strongly to the development of all four capacities of Curriculum for Excellence. CASE STUDY communities in what we do. We share our ambitions with them. We have big ideas and the vision to achieve them NL council’s values: fairness, respect, equality, and SOCIAL JUSTICE “close the gap in educational achievements between the most disadvantaged children…and the average, to promote equality, inclusion and diversity” INTERDISCIPLINARY LEARNING Interdisciplinary Learning (IDL) is a vital component to achieve all 4 capacities, and needs a concerted effort from everyone in the profession to understand what it is, and how to engage with the planning, pedagogy and mindset that will open up greater opportunities for learners. The rationale is further amplified by the increasing complexity and interdisciplinary nature of the way the world works: in life, in business and in public affairs excellence. ABLITY There is a particular focus on supporting skills development and helping young people aged 3-18 prepare for the world of work as expressed within 'Building the Curriculum 4: Skills for learning, skills for life and skills for work’. However it also acknowledges more recent research and developments such as the development of ‘Skills 4.0., a skills model to drive Scotland’s future’ or the Career Review. ‘Our curriculum is regularly reviewed and refreshed by an informed awareness of current education thinking and evolves through ongoing debate within the school community. We work well with partners to ensure creative and innovative approaches to curriculum development are encouraged and support positive outcomes for learners. The development of our curriculum is underpinned by a coherent whole school approach to learning for sustainability.’ How Good is Our School 4, Education Scotland, 2019 NORTH LANARKSHIRE CURRICULUM AIMS ‘ Page 153 of 331
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·o, c NORTH LAN RKSMIRE COUNCIL urriculum IRa,tionale -Template e curricul m is ltie 0-tality o experiences which are pie ned children and young people ltirough heir educstioo, wherever they are being educated. II includes the eltios and e of the school as a oomm · , currioolum areas an subjects;· terdisciplinary lea ·ng; andopportunities personal achievemen• Build.' g the curriculum 3: A framevlOlk kx Leaming and Teaching Practical Approaches (give evidence and/or explanation on below) 1. clear progression patlnnys from 3- 8 2. c .ear mate·g es fur delivering equjfy· and excellence 3. consistently applied, hipiquality pedagogical sha.tegia fur ea.ming and asses:sment links to e world of work 5. embedding creativity and learning for rustamab• · : 6. buildling a llllltmmg rights-ba!e_d learning ,.:ironmmt links fo future sblls. M.erta--ilills NlC Curricu'lum Vision-we Aspire to support a I ·1dren and y ng peep to realise their 8. opportunities and approach to inta-cliscipfuwy emring full pot tial giving t e the to • t a e - ir way i life through q ity, exciting, an hollengi learni resulting in im oving atta· mc,nt an cl ·ngthe poverty-relate att;;.inment ga . School/ uster-space for school/duster visio wisdom justice compassion integrity NlC fairness respect equality excellence School/duster - cesstoquar le;;m·ngandtea ingandWewillensurethat our scho or .ces •hi take into he needs of ;;II our y ng people, giving :!=:': !== a life,time and th· , a ing. Lea ners of a I ;;,g,;;s will be ntage o the e o ies o r growing ceoncr. y brin t an s led v. r The Big ldea<S-40 LC esta ishmen.s use the s.: en ri iploof design o b ild aroun the curri ler areas, includ·ng lh;racy numeracy, HWB an digitals ills, to develop - four capaci school/duster• P'@ase include information under the head· below. What are your 'd ivers'? 9. wid'eir .achie.-ement and iu p a-ce in cuniculum curriculum Diagram: Na content-rid, curricvfum w h·, is knowledge bi,sed, skifls-odentated and expll·e ces infused.• - Broce RobeftSan, The Teaching Delusion 2 1his can be a mind ma , a ta le °'prose. Please expf·a the broad mechanics of your amiculum and courses: for the stages your establistiment serves. tt may be that you also ino:irpOl'ate the i o fro the pr..ctic approaches section to is mind map. FOi' secondary schools, you should ask faalty teams to ere.rte one of these for their coi.nes - d subjects, giving detail on the knowledge for the coc.ses offered and progression pathways. Primary and Early Years may also add detail for stages. This should be displayed on the appropriate page of the school website and does not need to be· eluded here. Planning of Qmioulum Self Evaluation, Review & Refresh NLC staff teams are committed to: • care -I "' professi nal l..arning sed aroun high rofess' n;.I st.m ards • me;;ningful pr ·-· · - d nt • f!e nging to c ·.c uiry • oe11elop·ngcol I Delh.an balliy 1. schoo c er oontext, incl ding enploymem opportunities 2. schoo·c er data.. inclu.dine conmltttion with staff te.ams 2. rob st community data &loymi!lrtprofiles to infotm curriculmn design Understanding the learners and lea ming Partners:(give evidence and/or explanation on below) earner comnl> tion to cwric design? Collaboratio \· pa.ren 5 and the oom:muruty? 3. Colleges, emp oyers, uruvenrties and the third sector co aboration. 4. Cl ster, local •0un: and regional improvement collaborative co:imectiom? 5. Opporhmitie3 for ontdoor and heritage earning links? • self-eval tic sc reference to GIOS4? Q.uar;tyind· ators r:glfiar,y eview!:d and re ed awareness of c 'rt?nt go evo/1/e:. n" escho co . We wotK. rrne.rs, er.s e ooc es ro cum'c devei encoc.xc:ged o es f, Jeame.rs. medeve pment of is nderpin ed e I appn en re ir;g fot How Good is our scnooJ 4,. EC1ucotion scottonct. Page 154 of 331
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Activity 1- Developing a Sketchnote In groups discuss and share (Tabletop) 1. What is the vision for the establishment? How do we share this and would all staff, pupils and parents know them? 2. What are our values? Would all stakeholders know them? 3. What additional aspects do we offer pupils and families. 4. How innovative are we in our curriculum design? 5. How does our locality/ surroundings support our curriculum design? 6. Does our curriculum meet the needs of all? How do we know? Where is the evidence? Page 155 of 331
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What do we want to achieve? • Develop a content-rich curriculum which is knowledge based, skills- orientated and experiences infused. - The Teaching Delusion 2, Bruce Robertson Page 158 of 331
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Curriculum Rationale Template • NLC’s Vision, values & aims • School vision, values & aims • What do we want to achieve? What are our ‘drivers’? • Purposes & Principles of CfE oSeven principles oLocal & national guidance • Stakeholder views & involvement • Flexibility: Regular review through self-evaluation (HGIOS4 challenge questions) and research Page 159 of 331
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NLC’s Vision, values & aims • A shared ambition for inclusive growth and prosperity for all - where North Lanarkshire is the place to Live, Learn, Work, Invest, and Visit. • This is our vision, and our shared ambition. It’s what We Aspire to achieve. • We work in partnership to achieve this and we involve people in communities in what we do. We share our ambitions with them. We have big ideas and the vision to achieve them • NL council’s values: fairness, respect, equality and excellence. Page 160 of 331
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NLC Learn - Support all children and young people to realise their full potential • All young people in North Lanarkshire can achieve their full potential. They have the tools to make their way in life through quality, exciting, and challenging learning. That means improving attainment and closing the poverty-related attainment gap. • Learners of all ages have the skills to take advantage of the employment opportunities our growing economy brings. We have a flexible, resilient and skilled workforce for the future. • Everyone has access to quality learning and teaching. We make sure our schools are inclusive, energetic places which take into account the needs of all our young people. Young people have experiences which last a lifetime and a voice in their own learning. Page 161 of 331
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How is your school unique? ‘Drivers’ • Seven principles/ curricular areas • Knowledge of the community • Main sources of employment • Knowledge of your data • SIMD • CfE • Staff team • Partners Page 162 of 331
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• Time: approx 10 mins • Who: staff team working in groups • Resources: One blank sheet of A3 or A4 paper per group • What: Divide the sheet of paper up as follows. Ask groups to record as many responses as possible. • Share, discuss and follow-up as appropriate. • Page 163 of 331
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Understanding the Learner & Learning Partners What is the........ ? 1. Learner contribution to curriculum design? 2. Collaboration with parents, carers and the community? 3. Colleges, employers, universities and the third sector collaboration? 4. Cluster, local authority and regional improvement collaborative connections? 5. Opportunities for outdoor and heritage learning links? Can you evidence this? Page 164 of 331
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Activity 2- Developing your Curriculum Rationale 1. Who would you include in the design of the curriculum? 2. Why would you include each of the highlighted groups? 3. How often would you engage each of these groups in the consultation? (Calendar of events?) 4. How and who would evaluate the new curriculum design? 5. Do you think you would consider a cluster curriculum design- what would be the benefits? Page 165 of 331
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What do we want to achieve? What are our ‘drivers’? Resources • scotlands-curriculum-future-implementation-framework- oecds-2021-review-curriculum-excellence.pdf • our-best-future-1-briefing-sheet.pdf • At A Glance – Creativity Toolbox Activities (education.gov.scot) • Curriculum Design Toolkit (education.gov.scot) • cferefresh_a5booklet.pdf (education.gov.scot) • Curriculum Design Toolkit (education.gov.scot) • four-capacities.pdf (education.gov.scot) • four-capacities-templates.pptx (live.com) • IDL: Ambitious learning for an increasingly complex world (education.gov.scot) • West Lothian Design Thinking Session 21/01/22 – YouTube • CFE Scottish Curriculum Framework (education.gov.scot) • Meta Skills Toolkit | Skills Development Scotland • A framework for thinking skills | Practice exemplars | National Improvement Hub (education.gov.scot) • dyw37-personas.pdf Page 166 of 331
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Practical Approaches/Curriculum Diagram Page 167 of 331
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◄ ◊ Curriculufl\for El\Cellence (Cfl:) ? t - - Include:! : Act.Ve@ us , (I, .. 0000 l'! paao f !Y, Depth 0 • , Olallenge& Enjoyment Progression R evance Scotland's Cu rricu lum C..rria.lu"' Is defl•ed os the folof;ly of oU fhof Is plGMed for chikl,.. ood>"""9 pe"f'le ti-<>"' early l<on,101o,,.jchlldcore, +h school ood beyond. ihof f<>fotily coo be ploooedfor cod e,cper.. oced by learners acrossfaur c<>irl<xtsc the e-11,os ood life cf #iesd,ool osocofYll'\un;fy;oPPoriun>ffesfor personal odileve"'e,yt; Thevalueof outdoors & . c.un,cu\ufC\ tl(,(J PenonaUsation & Choke Jtderdlsclpllnory learn! oMI rurrlculum areas ond subjecls IndrvlduoJ se-Hlng.sand procfltl<>oers ore•"'powered t<> .-.ake fhedeclsl<>•s needed t<> provide a coherent, ,.. ,. -Oex,bi. and enricl,ed currlculu"' -11,of Is odop+abJe and responslYO fo th•diverse I naturat world needs of l.dMduol leorners ood wl,kh re-Oec+s fhe '41\l •••s of their <""'~•ltles. . ".,..,o OECD Independent Review Of Curriculum For Excellence er•t-11' 2020-2021Initial Evidence Pack w•"-c,\J\\.• Pothwoys le l"S& prodi+ionerS Po,e,rl-s& Co,-e,-s L,ode,-s l'..pPori %,ff . local A..jl,o,.;J;es L oi-Mr-S Parll\t8r-s !:.-.bedding t=:;::::::;;- 2'Si""ol I.-f,,,,e...mColloboca!i,.. ""'Pl r G,o,e,..,,.m a_od en90.9e"'en¾in educali<>• aod creaf.111n9ew woelc based ,og-• Jeorf'II cffer& // attributes for 1/ learning. lifeand work Page 168 of 331
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Essential Reading • Putting Learners at the Centre: Towards a Future Vision for Scottish Education (www.gov.scot) • Outdoor Learning (education.gov.scot) • whatarecreativityskills.pdf (education.gov.scot) • A summary of learning for sustainability resources | Learning resources | National Improvement Hub (education.gov.scot) • Curriculum, Learning, Teaching & Assessment – The West Partnership • Children's rights | What is my child entitled to? | My child | Parent Zone (education.gov.scot) • Engaging parents and families - A toolkit for practitioners | Learning resources | National Improvement Hub (education.gov.scot) • Career Education Standard (3-18) September 2015 Page 169 of 331
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Essential Reading • Positive mental wellbeing - resources to support children and young people | Learning resources | National Improvement Hub (education.gov.scot) • Assessment - what is working well? | Resources for practitioners | Scotland Learns | National Improvement Hub (education.gov.scot) • Learner Pathways: A key to successful curriculum design (education.gov.scot) • Scotland Learns | National Improvement Hub (education.gov.scot) • Early learning and childcare (ELC) | Scottish education system | Education Scotland • Senior phase | Senior phase and beyond | Scottish education system | Education Scotland • Broad general education | Scottish education system | Education Scotland Page 170 of 331
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Using meaningful learning networks • Planning, enquiring and reflecting with other practitioners to optimise impact • Collaborating with parents, carers, families and the community • Developing and maximising the opportunities derived from partnerships across clusters, local authorities and Regional Improvement Collaboratives • Building partnerships with colleges, employers, universities, the third sector and others to co-design the curriculum • Using the outdoors and our built and cultural heritage to support learning • Sharing, celebrating and reflecting on successes Curriculum Design Toolkit (education.gov.scot) Maximising opportunities that develop the four capacities for learners, making clear links to future skills, for example meta-skills • Understanding and sharing the pleasure and benefits that come from learning • Being clear on the knowledge and skills that underpin individual curriculum areas • Being informed by shared vision, values and aims, locally and nationally • Understanding drivers for improvement and how they align at national and local levels • Being responsible for the development of literacy, numeracy and health and wellbeing across the whole curriculum for all learners. This includes digital literacy skills https://www.gtcs.org.uk/professional-standards/standards-for- registration.aspx https://www.sssc.uk.com/knowledgebase/article/KA-01548/en-us https://www.cdn.ac.uk/professional-standards/ http://cldstandardscouncil.org.uk/resources/standards-and- benchmarks/ Having clear strategies for delivering excellence and equity for learners • Agreeing the pedagogies that are best for purpose and the development needs of learners • Reviewing and refining the curriculum against the seven design principles. • Ensuring learners have clear progression pathways • Making clear links between learning and the world of work • Embedding Creativity and Learning for Sustainability in curriculum design • Using knowledge of the local community and robust data to inform the curriculum offer • Articulating and sharing curriculum rationale and narrative Page 171 of 331
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NLC VISION and VALUES A shared ambition for inclusive growth and prosperity for all - where North Lanarkshire is the place to Live, Learn, Work, Invest, and Visit. This is our vision, and our shared ambition. It’s what We Aspire to achieve. We work in partnership to achieve this, and we involve people in SELF WHAT INFORMS OUR CURRICULUM Scotland’s curriculum – Curriculum for Excellence – helps our children and young people gain the knowledge, skills and attributes needed for life in the 21st century. EDUCATION SCOTLAND, 2019 TRANSITIONS / PATHWAYS A learning pathway is your journey through education and learning. You can choose courses, qualifications and learning experiences at any age or stage of your life HEALTH AND WELLBEING Curriculum for Excellence has an important role to play in promoting the health and wellbeing of children and young people and of all of those in the educational communities to which they belong. NUMERACY Being numerate helps us to function responsibly in everyday life and contribute effectively to society. It increases our opportunities within the world of work and establishes foundations which can be built upon through lifelong learning. Numeracy is not only a subset of mathematics; it is also a life skill which permeates and supports all areas of learning, allowing young people access to the wider curriculum. DIGITAL Digital learning aims to ensure all learners and educators are able to benefit from digital technology in education. It is structured around Using meaningful learning networks • Planning, enquiring and reflecting with other practitioners to optimise impact • Collaborating with parents, carers, families and the community • Developing and maximising the opportunities derived from partnerships across clusters, local authorities and Regional Improvement Collaboratives • Building partnerships with colleges, employers, universities, the third sector and others to co-design the curriculum • Using the outdoors and our built and cultural heritage to support learning • Sharing, celebrating and reflecting on successes LEADERSHIP Young people EVALUATION To improve what you do, you need the right information - information which tells you to what extent an activity is having a positive impact. PARTNERSHIPS Empowerment and collaboration for improvement happen at all levels in an empowered system. Partnerships are therefore a key cornerstone of this approach. It is essential that partners play a full role in an empowered system to improve outcomes for children, young people, families and communities four essential and interrelated objectives: Develop the skills and confidence of educators in the appropriate and effective use of digital technology to support learning and teaching. Improve access to digital technology for all learners. Ensure that digital technology is a central consideration in all areas of curriculum and assessment delivery. Empower leaders of change to drive innovation and investment in digital technology for teaching and learning. LITERACY Literacy is fundamental to all areas of learning, as it unlocks access to the wider curriculum. Being literate increases opportunities for the individual in all aspects of life, lays the foundations for lifelong learning and work, and contributes strongly to the development of all four capacities of Curriculum for Excellence. CASE STUDY communities in what we do. We share our ambitions with them. We have big ideas and the vision to achieve them NL council’s values: fairness, respect, equality, and SOCIAL JUSTICE “close the gap in educational achievements between the most disadvantaged children…and the average, to promote equality, inclusion and diversity” INTERDISCIPLINARY LEARNING Interdisciplinary Learning (IDL) is a vital component to achieve all 4 capacities, and needs a concerted effort from everyone in the profession to understand what it is, and how to engage with the planning, pedagogy and mindset that will open up greater opportunities for learners. The rationale is further amplified by the increasing complexity and interdisciplinary nature of the way the world works: in life, in business and in public affairs excellence. ABLITY There is a particular focus on supporting skills development and helping young people aged 3-18 prepare for the world of work as expressed within 'Building the Curriculum 4: Skills for learning, skills for life and skills for work’. However it also acknowledges more recent research and developments such as the development of ‘Skills 4.0., a skills model to drive Scotland’s future’ or the Career Review. ‘Our curriculum is regularly reviewed and refreshed by an informed awareness of current education thinking and evolves through ongoing debate within the school community. We work well with partners to ensure creative and innovative approaches to curriculum development are encouraged and support positive outcomes for learners. The development of our curriculum is underpinned by a coherent whole school approach to learning for sustainability.’ How Good is Our School 4, Education Scotland, 2019 NORTH LANARKSHIRE CURRICULUM AIMS ‘ Page 172 of 331
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Background Reading • Curriculum: concepts and approaches – Professor Mark Priestley (wordpress.com) • Curriculum Development – Professor Mark Priestley (wordpress.com) • How clear is your school curriculum? | Tes Magazine • What Should We Include In Our Curriculum? – The Teaching Delusion • A 5-Minute Guide to: Curriculum Planning – Macro, Meso & Micro – The Teaching Delusion • consultation-analysis.pdf Page 173 of 331
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Appendix 3 Developing the Young Workforce Delivery Plan 2022-2025 Partner Logos SDS DYW LED New College Lanarkshire Routes to Work UWS Foreword Convener of Education and Families Developing the Young Workforce is a whole-council, cross party priority which extends beyond the council to include key partners. We are extremely proud of our strong track record in providing a curriculum which offers meaningful and relevant work-related learning opportunities which equip children and young people with the skills, qualifications and experiences they need to flourish in life beyond school in the world of work. This first class education and skills based curriculum enables young people to maximise their talent and realise their full potential and contribute to the local and national economy. Derek Brown, Deputy Chief Executive, North Lanarkshire Council This delivery plan builds on the previous edition and highlights the great gains made in this area of work in recent years and including during the covid-19 pandemic. • We are proud that in 2020-2021 we saw our highest percentage of young people leave school and enter a positive post-school destination. • Our Pathways Team are now permanent and have expanded and increased their reach to support 380 young people with multiple barriers to learning and employment and are seeing positive post-school outcomes as a result of their work. • Our Future Friday’s/Enrichment Afternoon has been running successfully for a full academic session with numbers increasing and more targeted interventions being provided for young people most at risk of entering a negative post-school destination. • Our vocational education offering is increasing both in terms of the number of young people participating and the range of qualifications and subjects being offered. • Active and Creative Communities, Employability, Supported Employment, Community Learning and Development and Financial Inclusion now sit within the Education, Children and Families Service and continue to support this work. This ambitious plan sets out how as a council, along with schools and partners we will continue to work together to improve employability experiences and increase the number of young people entering positive and sustained post-school destinations. Developing the Young Workforce and employer engagement remain a council priority with our Workforce for the Future Strategy setting out ambitious aims aligned to the Plan for North Lanarkshire. Page 174 of 331
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National/Local Policy Context Name and Quotes (spread throughout the plan) No One Left Behind “We want to ensure we have the right support in place for people making their first steps into the labour market; for disabled people and other equality groups experiencing disadvantage. We believe this is vital to ensure a more diverse and inclusive workforce.” Education Working for All! Developing Scotland’s Young Workforce “A focus on preparing young people for employment should form a core element of the implementation of Curriculum for Excellence with appropriate resource dedicated to achieve this.” “Support for young people at risk of disengaging from education and for those who have already done so should focus on early intervention and wide ranging sustained support. This should relate to labour market demand and should be focused on helping young people engage in labour market relevant pathways.” 15-24 Learner Journey Review “We want a school curriculum that works for all young people. We want to see a better aligned system which provides genuine choice and enables smooth progression for learners.” National Improvement Framework “..making sure our young people are better prepared for the world of work… striving for excellence and equity… improvement in employability skills and sustained positive school leaver destinations for all.” Career Review Skills Development Scotland “A key part of the Young Perso’s Guarantee, the Career Review aims to ensure that career services are fit for purpose and future proofed to meet the demands of a changing world of work.” Workforce for the Future Strategy “It is essential that our education, employability and skills provision is underpinned by a clear, co-ordinated and informed understanding of current and future business needs… We need to gain a clear picture of the types of roles, pathways and skills that are anticipated to meet future business requirements. This will in turn enable us to align, develop and deliver our curriculum. to meet the demand…” “Our in-school employability has made great strides over the last 3 years as part of the Plan for North Lanarkshire. The provision is underpinned by a number of well established initiatives… improving employability outcomes for children and young people…” Page 175 of 331
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The Plan for North Lanarkshire “All young people in North Lanarkshire can achieve their full potential… Learners of all ages have the skills to take advantage of the employment opportunities our growing economy brings. We have a flexible, resilient and skilled workforce for the future. Young people have experiences that last a lifetime and a voice in their own learning.” Governance Developing the Young Workforce is a national and North Lanarkshire priority. Alongside Getting it Right for Every Child and Curriculum for Excellence, it is one of just three pillars which drive improvement across all parts of the curriculum and Scottish education system. As such it requires strong governance structures to bolster effectiveness and ensure accountability. Work in the area is reported to the following council teams and groups: • Education and Families Senior Leadership Team • Corporate Management Team • Workforce for the Future Steering Group • Curriculum Design Board • Education and Families Committee Developing the Young Workforce Delivery Plan 2022-2025 Our Developing the young Workforce Delivery Plan is organised within three discrete but linked sections: the universal guarantee, the additional offer, and the intensive offer to improve outcomes for all children and young people and ensure no one is left behind. To assist in the successful delivery of the plan, in addition to strong and effective partnership planning and delivery across council services and with key partners, every school will have: • A designated DYW Champion with responsibility to lead on the development of DYW related activity across the school • A principal teacher responsible for the development of the Future Fridays offer (Secondary schools only) • Increased links with other council services, employers, training providers, third sector organisations and other key partners who will provide curriculum support to develop skills for life and work • Increased access to a range of ongoing career long professional learning opportunities around DYW and STEM hosted on the innovation and improvement hub • Access to robust and up to date labour market intelligence. This offer is for teaching and non-teaching staff and will extend to include staff from across council services, as well as to partners. • Increased access to data through the launch of 16+data hub pivot table to help target appropriate opportunities to individual young people. Where appropriate this data will be shared with Higher and Further Education establishments and employers to ensure smooth and relevant curriculum and career pathwaysl. Page 176 of 331
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The overarching aim of this work is to transform the curriculum to improve outcomes for all children and young people and to equip them with the skills, knowledge, qualifications and experiences to allow them to flourish, thrive and achieve their full potential in life beyond school, making effective contributions to the local, national and global economies. The Universal Guarantee For all children and young people focusing principally on the entitlements set out in the Career Education Standard, Work Placement Standard and School/Employer Partnership Guidance as well as the 2021 Skills Development Scotland Career Review: All children and young people from Early Level through to the Senior Phase of Learning are entitled to: • a new and simplified career development model • experience a curriculum through which they learn about the world of work, job possibilities, and the strengths and skills needed to take advantage of these opportunities • access to a curriculum which is aligned to the needs of our key growth sectors and meets the skills required by employers • develop skills and habits for learning, life and work as an integral part of their education and be able to articulate how their achievements relate to these • opportunities to engage in profiling that supports learning and development of skills for work and future career choices • a learning environment that recognises and promotes diversity and supports them to understand their responsibility to challenge discrimination • develop an understanding of the responsibilities and duties placed on employers and employees • develop an understanding of enterprise, entrepreneurship and self-employment as a career opportunity • know where to find information and access online resources such as My World of Work • develop Career Management Skills as an integral part of their curriculum • further develop Career Management Skills through groupwork and individual sessions with SDS careers advisers • have access to a broad range of pathways throughout the Senior Phase of learning including learning leading to work related qualifications • benefit from meaningful school/ employer partnerships which will enhance the curriculum offer by improving learning and teaching and bringing real-life contexts into the classroom. This could include learning on STEM, labour market intelligence, more creative careers information, advice and guidance sessions, providing references and recommendations of employment, offering internships and holiday employment • dedicated curriculum time for meaningful, flexible work placement(s) and work- related learning experiences in the senior phase of learning. This should lead to an understanding of what fair work is. • curriculum opportunities and experiences which will encourage and develop an interest in, and enthusiasm for STEM that is reinforced throughout their lives. Page 177 of 331
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Enhanced digital services will be developed that present information in an inspiring and accurate way • be involved in identifying what they need in terms of career support. This entitlement will be supported by: • the identification of early years and primary school DYW Champions in addition to those already in place in schools to create a cluster based approach to DYW • Increased career long professional learning opportunities for staff to increase knowledge of DYW across our schools and educational establishments • Digital Education Support Officer, Digital Pedagogy Teachers and Digital Champions, supporting all clusters. Their primary focus will be to contribute to the universal offer of the Digital School, Virtual Classroom, Progression Pathways and Curriculum Resources. They will support the Empowered Cluster system by offering CLPL, in class digital pedagogy support and advising on how to access local and national e- learning offers. Upskilling and empowering staff to deliver high quality digital pedagogy will provide our young people with progressive and relevant digital experiences that help prepare them for FE, HE or employment. • Access to the NLC Virtual Classroom with resources, activities and events that focus on improving digital skills, an increased range of digital and tech workshops and STEM and DYW careers focus events. • Digital Literacy Skills and Computing Science progression pathways launched in August 2022 that are designed to be flexible and will build on effective practice, highlighting knowledge and skills and exemplifying possible pace and progression. The current pathways provide progression from Early to Second Level with Third Level added by January 2023. The progression pathways will provide establishments with a consistent approach to how these areas can be embedded into the curriculum. This will ensure we have a strong, digitally skilled workforce with a particular focus applied to supporting girls into computing science career pathways. The Additional Offer Allowing targeted groups of young people to experience a wide range of opportunities and work-related learning experiences and qualifications to best meet their needs and prepare them to succeed in life beyond school. In addition to the entitlements set out in the universal guarantee the additional offer includes: Future Fridays Aligned to local and national policies referenced throughout this delivery plan, we delivered on our commitment to create better opportunities and pathways to success for our pupils through the introduction of a new curriculum model in 2022 creating space on Friday afternoons for secondary pupils to participate in a range of additional curricular opportunities and designed to develop skills for learning, life and work, health and wellbeing, leadership, personal and social development, which will give targeted groups of young people the best possible chance of success in life beyond school. This work will continue to expand both in terms of uptake and opportunities provided as part of this delivery plan and to address inequalities and advance equalities for targeted groups of young people. Page 178 of 331
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Vocational Education and Work-Based Learning Young people will have access to a wide range of vocational learning opportunities, experiences and qualifications linked to growth employment sectors and sectors with predicted skills shortages including Early Education and Childcare, Health and Social Care, Construction, and Hospitality. These will be delivered through consortium arrangements on school campuses by Higher and Further Education Establishments, Training Providers and school staff themselves. This will be supported by a digital learning approach that will offer a higher range of opportunities in the senior phase. Collaborative digital learning in this format will also help further prepare learners looking to continue their studies in college or University environments. The Apprenticeship Family Young people will have access to opportunities available at every level within ‘The Apprenticeship Family.’ This includes a proposal to offer Pre-Apprenticeships in key sectors – hospitality, automotive engineering, construction crafts and early education and childcare young people in S3/4, as well as the delivery of Foundation Apprenticeships in S5/6 covering all 12 frameworks available in Scotland, and Modern Apprenticeships and Graduate Apprenticeships as post-school programmes combining work and study Widening Access and Participation to Higher Education As part of our ongoing commitment to closing the poverty-related attainment gap, developing our young workforce and widening access and participation Education & Families is developing a range of innovative new employability pathways, packages and partnerships such as the recently launched HNC pathways with New College Lanarkshire and the University of the West of Scotland. Creating an opportunity for S6 pupils to undertake the first year of a recognised degree while still in the senior phase. This innovative curriculum development will expand during the period 2022-2025. Academy NL Under a single Academy NL concept, branded under our “Work Here” theme our academy programmes will focus on mapping current and future labour market demand in each sector, as well as building strategies to stimulate further job growth and opportunities for apprenticeships and other work placements that are aligned to our priority employment growth sectors; Health & Social Care; Construction and Digital Skills. Each programme is being taken forward by a separate integrated working group, with the engagement of relevant external partners, including key employers, our schools and young people and other stakeholders who are focused on developing a range of sustainable and relevant employability programmes and qualification pathways which will enable employers to fulfill their most critical workforce needs within North Lanarkshire Wider Achievement In addition to working on national qualifications and awards, children and young people will have access to a wide range of nationally and internationally recognised qualifications and awards linked to the world of work and endorsed by the Confederation of British Industry. These will include Prince’s Trust Achieve, Duke of Edinburgh, Introduction to Workplace Page 179 of 331
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Skills, Certificate of Work Readiness, Sports Leadership, Employability, Hi5, Dynamic Youth Awards, Youth Achievement Awards. Wider Achievement will be tracked and monitored alongside national qualifications and we will increase the range of wider achievement opportunities available to young people as part of the curriculum Leadership Academy To enhance the existing leadership opportunities available in school a new leadership academy programme will be introduced that will allow young people in the senior phase to achieve additional qualifications while developing skills for life and work. Delivered by a range of council services this programme will provide training and support to allow young people to become leaders in areas such as sport, dance, drama, enterprise, digital and STEM. Leaders will then put their learning into practice by delivering activities for younger pupils within their school or cluster primaries further enhancing opportunities in our schools and providing positive role models for younger pupils. Employability Mentoring Targeted young people will be matched with a mentor from within the council or a local employer who has been recruited and trained by council staff to act as an employability mentor building a one to-one supportive relationship that encourages personal growth, nurtures talent and helps build networks that will help lead to a relevant positive and sustained post-school destination. Digital School In addition to the universal offer the digital school will provide a range of targeted opportunities including: • The introduction of a progressive coding programme, giving high school pupils experiences of a variety of programming languages that are related to current areas of job growth. • The launch of SmartHUB CoBot pilot project in collaboration with New College Lanarkshire. This project will focus on introducing S2/S3 pupils to Industry 4 level CoBot robotics and their potential uses across all industries and will introduce pupils to the variety of Further Education opportunities available in this growth sector. • Working collaboratively with the NHS to create immersive content that will help to highlight key roles and career opportunities available to young people within the healthcare centre. The content created will also be available on the Virtual Classroom and will have detailed support materials on each pathway into each career. Science Technology Engineering and Maths (STEM) More young people will access high quality STEM opportunities and experiences as part of their 15-24 learner journey including via The Apprenticeship Family. As part of DigitalNL, digital literacy and its application to the world of work will be a DYW focus area across all educational establishments. Gender imbalance and other inequalities within STEM will be addressed through the implementation of a Programme of Positive Action. Page 180 of 331
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Widening to access to DYW Information and Support To ensure all the key influencers involved in supporting a young person on their journey through education into employment have access to information that will help them make informed decisions relating to option choices and post school pathways there will be • Introduction of a series of digital event and in person events to target key influencers highlighting opportunities within NLC schools relating to Pathways, Packages and Partnerships, vocational education and career choices • The launch of an NLC Workforce for the future website to allow quick and easy access for parents, young people and school staff to information relating to their future choices within education and employment • Increased content hosted on NL Digital School providing information and resources on STEM careers, the apprenticeship family and other DYW related resources for use in school Creativity, Enterprise and Employability Our successful Dragons’ Lair initiative is open to S3 young people from all Secondary Schools. This allows young people, supported by Lanarkshire Business Gateway to work in groups to identify a product/ service they want to promote and sell, create a business plan, and pitch their idea to a team of dragons – local entrepreneurs. Increasingly, with support from partners, young people have taken this process to the next level and developed their products to sell/use locally. The Intensive Offer Ensuring all young people have access to a rich curriculum where there is excellence and equity leading to positive outcomes for every child and young person, leaving no-one behind. The reasons why children and young people may require additional support and interventions to enjoy a meaningful and relevant curriculum which best meets their needs are many and varied. To support young people at greatest risk of disengaging from education and entering a negative post-school destination, earlier and more intensive support and interventions are required. These include: Pathways Programme Following the success of the 2019 pilot phase of the Winter Leavers programme, Education and Families committee approved the continuation and development of what is now the Pathways Programme. Pathways provides a curriculum offer for young people at risk of labour market marginalisation, including statutory winter leavers (who are three time more likely to enter a negative post school destination than their summer leaving peers) care experienced young people and those with Additional Support Needs in the final six months of school The Pathways Programme curriculum is delivered outwith the school campus and is designed to develop key employability and life skills, focus on personal development and growth, and provide work-based learning in a range of sectors aligned to labour market Page 181 of 331
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intelligence with the ambition of supporting each young person into employment or other relevant post-school pathways leading to long term sustainable employment. This programme is a whole council intervention and includes delivery from key partners, Skills Development Scotland, DYW LED, New College Lanarkshire and Routes to Work. Since its inception the programme has grown to support more at-rik young people S4-6, and plans are in place to extend this work into upper Primary Schools in a pilot proposed to begin in September 2022. This is in recognition of the value of earlier intervention for those most at risk of disengaging from education and potentially entering long-term unemployment. The Virtual School The Virtual School is an intensive service working across primary and secondary, highlighting and supporting the educational needs of care experienced children. The Virtual School provides tailored packages of support through a wide range of activities including well-being programmes, literacy and numeracy programmes, outdoor learning, transition supports, volunteering/mentoring opportunities, vocational learning opportunities and direct support for SQA qualifications. The Virtual School has continued to develop vocational opportunities with a wide range of partners that allow for formal and informal learning including the development of the workplace skills. Where possible, vocational learning is accredited, and young people achieve qualifications to support future career choices. The Virtual School works in partnership with the Pathways Team and provides budget to support a coordinator post which has a specific focus on care experienced participants. Through joint planning and regular review meetings, a significantly higher level of individualised support is provided ensuring the needs of this vulnerable group of learners are recognised and appropriate supports around transition are in place. Routes to Work in Schools Routes to Work, one of the council’s ALEOs will engage with targeted groups of young people through a digital creativity and employability project, the winter leavers’ pathways programme and by working directly with targeted groups six months prior to their school leaving date Supported Employment The council’s Supported Enterprise Team work in partnership with young people from Additional Support Needs Establishments and mainstream schools to engage young people in employability programmes, supported work placements and supported post-school employment. This work has expanded to include care experienced young people with programmes offered including: Sunnyside Training Café @ Volvo: This innovative programme provides a 6-week placement (2 days per week) in Volvo Construction’s staff restaurant where young people will gain valuable work experience in all aspects of catering. Young people will be supported Page 182 of 331
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by job coaches from North Lanarkshire Council and staff from New College Lanarkshire to build skills and confidence in a real work setting and gather qualifications in catering/hospitality. ROOTS: Opportunities for Growth: Winner of COSLA’s Chairperson’s Award for 2022 our ROOTS: Opportunities for Growth programme supports care experienced young people to gain and sustain a positive post school destination. This 12 month flexible paid placement programme creates a bespoke learning and development package that ensures looked after young people and care leavers are ready for the world of work and reach their full potential. No Limits: The No Limits programme will provide paid work experience placements for senior pupils leaving ASN schools to give them the support they need to start their journey into the world of work. Project Ability: is a one year paid training programme to support young people with disabilities to enhance their skills prior to moving into employment. Placements are offered with council services and local employers and are matched to their skills and aspirations of each young person. Digital School/NLC SmartHUB Targeted Offer The SmartHUB CoBot pilot project in collaboration with New College Lanarkshire will target S4/S5 pupils at risk of leaving school into a negative post school destination. This project will introduce pupils to Industry 4 level CoBot robotics and their potential uses across all industries and will introduce pupils to the variety of Further Education opportunities and employment opportunities available in this growth sector. Case Studies Case studies will be hosted online at NL Workforce For The Future (glowscotland.org.uk) https://blogs.glowscotland.org.uk/nl/workforceforthefuture/ Get Involved All young people in North Lanarkshire can achieve their full potential. They have the tools to make their way in life through quality, exciting, and challenging learning. That means improving attainment and closing the poverty-related attainment gap. Learners of all ages have the skills to take advantage of the employment opportunities our growing economy brings. We have a flexible, resilient and skilled workforce for the future. Everyone has access to quality learning and teaching. We make sure our schools are inclusive, energetic places which take into account the needs of all our young people. Young people have experiences which last a lifetime and a voice in their own learning. Page 183 of 331
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If you are an employer in North Lanarkshire and you would like to work in partnership with the council to Develop our Young Workforce, please click here (Add link to contact us form) or email INSERT CONTACTS for more information Page 184 of 331
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Appendix 4 Abbie’s Pathways Journey North Lanarkshire Council’s Pathways Programme is a programme for young people in S4-6 supporting them into positive post school destinations through a focused curriculum based on a practical employability-based approach focusing on: • Personal and Social Development • Work Based Learning • Industry Recognised Qualifications • On the job training • Continued Support from a range of organisations. Abbie participated on the Pathways Programme in 2020 as part of the Winter Leavers cohort referred onto the programme through her school. As part of Abbie’s Pathways Plan she attended the Catering School in Motherwell, learning catering and life skills. From the very start she showed a natural flair for catering/hospitality. After completing the Pathways Programme Abbie had a few jobs but was not happy with the jobs she was doing so she reached out to the Pathways team to support her once again. Through partnership working with Routes to Work Abbie secured an apprenticeship in Hospitality and Catering in Mondo’s hotel/restaurant Coatbridge and is working through her City and Guilds qualifications with the Catering School in Motherwell. Below is an interview with Abbie on her journey which was conducted at Mondo’s and includes feedback from the Head Chef and Abbie’s boss Jimmy. “The Pathways Programme was amazing. I didn’t like school but couldn’t leave because I wasn’t 16 so I really didn’t know what my future would look like. Pathways was the best thing I had ever done. It helped me with my confidence, I learned to have patience and handle situations in a better way and helped me become calmer when situations arise. The Pathways team opened my mind up to different possibilities and helped me see my potential. I had always thought about joining the army and nothing else, then I was introduced to the Catering School. I loved it. I was treated as an equal and an adult, which I was really not used to. When I finished the Pathways Programme I had a few jobs, working in retail, cafes, and a couple of others but I really wasn’t happy with any of them, so I contacted the Pathways team and they set up an interview with the Catering School manager for me. I could not believe it when I was offered an apprenticeship at Mondo’s and even better, I am back doing my qualifications at the Catering School. I never ever thought I would be standing here today, working in a professional kitchen in Mondo’s. My boss and Head Chef Jimmy is amazing, he’s a great guy who has so much patience when teaching me. The whole team are amazing. I know I would not be here today if it wasn’t for the Pathways Programme and all the people who work on it. I cannot thank them enough for the support and belief they had in me”. Jimmy Head Chef feedback: “Abbie is an amazing young girl. She has fitted into the team quickly and works hard. She wants to learn every day and is a quick learner. She handles the pressure in the kitchen really well and is very respectful. She is a joy to have as part of my team” Page 185 of 331
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Appendix 4 - Case Studies Young Person Information CG – Looked After at Home C had not engaged in school-based learning nor online provision during either lockdown periods. Her home situation was chaotic and despite efforts of school staff and Social Work, there was very little likelihood that she would complete the required amount of work or assessments for the subjects she was undertaking in S4. C had decided she was not going back to school but was worried about her future. Since linking with the Virtual School in March 2021, C’s attendance at support sessions has been excellent as was her level of engagement. C has been working with Virtual School teaching staff to achieve three subjects at N4 level. She was also supported to apply for a college course for which three N4’s are the entry requirements - this gave her a target to aim for. C has applied and been successful in gaining a place at New College Lanarkshire on a Beauty course commencing August 2021. She continues to link in with Virtual School staff for support around student entitlements and recently commented on how proud she was of her achievements and for gaining a place at college. AP – Residential Placement A has been working with Virtual School teaching staff to achieve N4 English (she previously achieved N3 English and Maths). A did not attend school from the start of S3 and had very little idea of what she wanted to achieve or what she would do upon leaving school. Working in partnership with residential staff supporting A, Virtual School provided a number of learning opportunities to help A consider her future (including a possible return to school). Ultimately A decided she was interested in working with younger children. Utilising professional contacts, opportunities were sought to provide some experience in this area and A was linked into a work programme where a mentor was able to guide A. Her work experience/work trial went well – A has demonstrated a natural ability within the area of early years childcare and has been offered a modern apprentice training post. C McD – Looked After at Home C lives at home with his parents and had been granted a day placement at an out of authority specialist school as it had been felt that his specific needs could not be met within North Lanarkshire. He had been on the roll of the school for two years but had not engaged and had barely ever attended. As a S4 pupil he was worried about his future but felt that for a variety of reasons, he could not go to school. Virtual School staff met with C and his parents to find out his interests and any career areas he would be keen to explore. He struggled to engage in these early meetings however, a package of support was created around his interests and with a focus on building his confidence and self-esteem. Initially he was highly supported with Virtual School staff transporting and accompanying him to activities. Within a short period of time C was able to speak about what he would like to do in the future and his wish to achieve some qualifications before leaving school. He has subsequently managed to achieve N3 English and Maths and as a Christmas 2021 leaver, will be part of the Positive Leavers Pathways Programme commencing August 2021. Virtual School will continue to support him and whilst the Page 188 of 331
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programme will provide opportunities for work experience and employability qualifications, he is hoping to achieve N4 level in Maths and English. LL - Foster Placement L suffers from severe anxiety and has not attended school in over two years. He has however engaged regularly (one afternoon per week) with one of the VS teachers. His foster parents have struggled during lockdown periods to motivate him to engage on any online learning and as a S4 pupil he was at significant risk of complete disengagement and leaving school with no qualifications. The VS teacher has continued his link with L even in the most difficult periods of the pandemic. Upon the phased removal of restrictions L was able to meet with the teacher within a SW building (would not go into school) ultimately completing the work he was doing to achieve N4 English and N4 Applications of Maths. L has also received significant input from Positive Leavers Pathways and although he felt unable to attend the larger group, a bespoke package and individual work has hugely increased his confidence and belief in having a positive future. L was supported with SDS meetings and he has decided he would like to attend college. Again, support was provided for applications and interviews and L is now in the position where he has been offered a place on two courses in different colleges and has a choice to make. Support is currently in place around managing his anxiety and working out travel arrangements etc and links have been made with student services to support his transition to college. He is pleased with himself in what he has already achieved and looking forward to what his future career will be. He is a far happier and confident young man. RB – Residential Placement R currently resides in a children’s house. He was having great difficulty settling to full time education in his school, which is a SEBN placement. As a result, the school expressed their concerns for this young person’s health & wellbeing as he was having regular outburst at school which often resulted in him being extremely aggressive and threatening towards staff. He was at significant risk of exclusion. Working in partnership with the school and residential staff, Virtual School created a bespoke timetable, based on his interests, to engage R in alternative learning experiences which also reduced time his physical time in school. A two-day weekly construction placement was offered which aligns with R’s future aspirations of working in this sector. VS also provided access to a personal fitness coach which supports his mental and physical wellbeing two afternoons per week. R has reported that he is enjoying all aspects of the courses. His engagement and attendance are reported to be excellent. He aspires to become a scaffolder when he leaves school. School have advised that he has developed a renewed vigour for learning, and he is enthusiastic to complete his national qualifications this session. His time in school is focused on learning as he can see how this links to a positive future. Page 189 of 331
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Appendix 4 - Case Studies Young Person Information L – Looked After at Home Support was requested from Virtual School due concerns about L’s behaviour both in school and in his local community. He was struggling to cope within his mainstream school placement. He had been excluded a number of times which resulted in his involvement in incidents involving the Police. School staff had significant concerns about L’s behaviour escalating to the point where he was becoming criminalised and increasingly at risk in the community. L had expressed an interest in practical activities and chose to link in with a Bike Maintenance group offered by Virtual School. L quickly developed a positive relationship with the tutor. He demonstrated an interest and aptitude for bike mechanics work and offered to take on additional responsibility which allowed him to mentor other young people. L has moved schools to a placement at an SEBN establishment where he has now settled well. L has now re-engaged with school and learning. This has had a positive impact on his health and well-being. Over the summer holiday L has been involved in a community project organised by Virtual School. He has demonstrated excellent leadership skills and has really grown in confidence. As he enters S4, he is in a position to achieve a number of qualifications which would have seemed impossible a year ago. B – Looked After at Home B has been disengaged from school since S1 following transition to secondary. Out of school, distressed and at risk of exploitation, B was placed on a Restriction of Movement Order following a Children’s Hearing. A request for support was made to Virtual School and B began to engage with a VS support worker. Initially input was provided around well-being. After a period of time B expressed an interest in vocational learning opportunities offered by Virtual School - Hair and Beauty. B has been attending and engaging in this course which has had a positive effect on her engagement in learning and social skills. Virtual School facilitated introductions with Barnardo’s staff and she is currently engaging with the support offered by this partner organisation. Life is more settled for B. S - Kinship Placement S is 16 and initially worked with Virtual School whilst in S2. At that point S was disengaging from mainstream school – only sporadically attending due to difficulties around family relationships. Attendance was less than 20%. Working in partnership with the team around S, the VS support worker developed a trusting relationship with S. Eventually S was able to be supported to re-establish links with school, in particular with the Home School Partnership Officer. Through this, S began to make links with the CLD youthwork team and started to volunteer at a local community project. S successfully completed a Saltire Award for volunteering – a real achievement and confidence boost! S started to think about re-engaging with in- school learning and was supported by both Virtual School and school staff to make a plan which work allow a phased, supported return for S4. S still links with Virtual School and has completed a work experience with the team over the summer holiday. Direct input is no longer required. S has now achieved six N4 qualifications, is moving into S5 and has great plans for her future. Page 190 of 331
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Appendix 4 Pathways Programme Construction Case Study John is a care experienced young person who joined the Pathways Cohort 1 (S5 Winter Leavers) in 2021. John was struggling with his mental health, with school having a negative impact on this. John made it very clear to his school that he no longer wanted to attend and wanted to leave at the earliest opportunity. With no clear pathway post school John was at an increased risk of leaving school and entering a negative post-school destination. John joined the Pathways programme with the hope of progressing into an apprenticeship within engineering, but due to the challenges he faced at school John did not achieve the qualifications required to progress directly into employment in this sector. John made it clear to the Pathways team that college was not a viable option due to his experience of formal education and the impacts it had on his mental health. At the beginning of the programme John was quiet and lacked confidence when asked to engage with others and found activities and group sessions challenging, which sometimes resulted in him becoming frustrated and angry. As the programme progressed John started to engage in work-based learning at construction training providers. Through these opportunities John’s career aspirations developed and his willingness to consider alternative pathways increased. By engaging in an alternative curriculum with the Pathways team, Routes to Work and New College Lanarkshire, Johns interpersonal skills and self- confidence increased and by the middle of the programme John was able to engage more confidently with staff and other young people. John continued to enhance his CV through work based learning and other activities to enhance his skills for life and work and was successful in gaining additional vocational and industry qualifications. Working with Routes to work and Skills Development Scotland John realised that moving into employment straight after the programme was not the correct step for him. By participating in college modules within the Pathways programme John’s attitudes towards attending college changed. With the support from the Pathways team to apply and gain interview experience John was successful in gaining a place in New College Lanarkshire’s six-month kitchen fitting course starting in January 2022. Whilst attending college the Pathways team continued to stay in contact regularly with John to provide any additional support required. In the middle of April John made the team aware that he was confident and ready to gain employment. The Pathways team re-engaged John with Routes to Work to source and apply for job opportunities. John successfully completed his college course in June and continued to apply for Jobs and in August 2022 was offered an apprenticeship with Mears. The Pathways team and Routes to work will continue to engage with John as he takes the next step on his journey providing any support, he requires to sustain employment. Page 191 of 331
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Kayleigh’s Pathways Journey to Catering and Hospitality Summer Leaver 2022 North Lanarkshire Council’s Pathways Programme is a programme for post school leavers to gain a positive destination through a focused curriculum based on a hands-on practical industry-based approach focusing on: • Personal and Social Development • Work Based Learning • Industry Recognised Qualifications • On the job training • Continued Support from a range of organisations. Kayleigh participated on the Pathways Programme in 2022 as part of the Summer Leavers cohort, being referred onto the programme through her school. As part of Kayleigh’s Pathways Plan Kayleigh attended the Catering School in Motherwell, learning Catering and Life Skills. At the beginning Kayleigh would not make eye contact with anyone and was extremely quiet. After a couple of weeks Kayleigh started to engage more with others in the kitchen and showed a passion and natural ability for catering. As the weeks went on a visit to the Hilton Hotel in Glasgow was arranged by the Catering school, in order to meet the Executive chef and have a tour of the kitchens and other areas of the hotel. This visit was integral to Kayleigh’s decision in wanting to work within the catering and hospitality industry. After the visit, standing outside the Hilton hotel, Kayleigh had the brightest, widest smile. Kayleigh had made her mind up on what she wanted to do. Below is an interview conducted with Kayleigh over a lunch meeting on the 26th of July 2022 at Mondo’s Coatbridge. “Before I came onto the Pathways Programme I was not in a good place. School just wasn’t doing it for me anymore. I don’t know why but my confidence was really low, and I just couldn’t concentrate or see a future for me.” “I thought that if I ever made it to 16 then I would have to go to college or something I just couldn’t bear to think about that. To be honest I really didn’t think I would make it to 16, my anxiety and mental health was really bad.” “The best part of the Pathways Programme was going to the Catering School at the Bentley Hotel in Motherwell. I had this idea of working within the prison service as my aunt and uncle both work in prisons, so I thought that’s what I would do. Once I settled into the catering school, I started to feel more confident. I never once thought about hospitality and catering but here I was, learning to cook in a professional kitchen and I was actually really good at.” Appendix 5 Page 192 of 331
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“The visit to Hilton Hotel in Glasgow and meeting the Executive Chef made my mind up, I decided there and then that that was what I wanted to do, not just in the catering side, I want to know everything about hospitality.” “The belief in me that I got from the Catering school and the Pathways team has been amazing, the support from both has given me so much strength.” “I know I will succeed and be successful and that is down to the Pathways Programme.” “Even my family are amazed. My mum said, “I never thought I would see the day where you have an apprenticeship in a hotel, have a relationship and are always smiling and happy.” “The best part? “Earning a wage and being able to buy new clothes. Being independent and being able to give money to my mum, it feels good to be able to do that” “I am glad I made it to 16. I can see a future for myself now.” “Words will never be enough to thank everyone for the help, belief and support that I have received.” Page 193 of 331
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North Lanarkshire Council Report Education, Children and Families Committee Does this report require to be approved? ☒ Yes ☐ No Ref GMcL/MD Date 13/09/22 Club 365 - Summer (2022) Update From Gerard McLaughlin, Head of Education (North) Email mclaughling@northlan.gov.uk Telephone 01236 812269 Recommendations It is recommended that the Education, Children and Families Committee: 1. Endorse the content of this report. 2. Endorse the updates of Club365 summer programme The Plan for North Lanarkshire Priority All priorities Ambition statement (10) Engage with children, young people, parents, carers, and families to help all children and young people reach their full potential Executive Summary North Lanarkshire Council has a range of established Summer Holiday provision and other successful programmes including Club 365 (for primary aged children in receipt of free school meals), Community Learning and Development’s (CLD) Summer Programme and Active and Creative Communities Summer interventions. Over the last 4 years, the national funding picture in relation to tackling holiday hunger has evolved with several funding packages being made accessible to local authorities to support vulnerable and low-income families throughout the pandemic. Moving out of the pandemic, the Scottish Government has confirmed its intent to continue support in this area with two recent funding announcements: 1. A £21.752m funding package for the continuation of free school meal summer 2022 holiday support payments across Scotland. North Lanarkshire will receive £1.555m. 2. A £10.000m funding package for summer 2022 holiday initiatives, which will provide coordinated access to food, childcare, and activities for low-income families. NLC have been allocated circa £0.765m (Appendix 1). The Service recognises the key objectives of Club 365 are now being reflected through national policy initiatives. The Service continues to develop the Club 365 offer to support those most in need through the enhanced additional and intensive offers during Summer 2022. AGENDA ITEM 9 Page 195 of 331
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1. Background 1.1 Of the national £10.000m targeted holiday package, North Lanarkshire Council has been apportioned £0.765m. The investment aims to build on and enhance existing local provision, with the purpose of addressing the negative impacts associated with extended periods of isolation and lack of participation in normal activities during the pandemic. 1.2 This funding forms part of the Scottish Government’s social renewal agenda following the pandemic and is focused on getting it right for every child by promoting the wellbeing of children and young people as Scotland recovers from Covid-19. 1.3 The funding is aimed at children and young people most likely to be experiencing continued disadvantage and who will therefore have been particularly adversely affected by the pandemic. 1.4 The funding guidance recognises several groups of children and young people may have particular wellbeing needs which require targeted support. These include children from low-income households (Free Meal Entitled), with a disability or additional support need, who are care experienced and those supported by a child’s plan. A full list as advised by Scottish Government can be found Appendix 2. 1.5 Pre-lockdown statistics indicate that 21% of children and young people in North Lanarkshire are affected by low income and material deprivation (Local Child Poverty Action Report 2019). This translates into 31,888 pupils in SIMD 1-4 (the highest in Scotland) and more than 19,000 pupils entitled to Free School Meals (FSM), 15,032 (inclusive universal entitled) of which are in primary education. 1.6 The diagram included at Annex B illustrates the core components from Scottish Government guidance and indicates the possible options that a Summer Programme offer could include. Education, Children and Families focus has been directed across the following four themes: • Opportunities to reconnect – with friends, peers, face to face social activity, outdoor activities and trusted adults. • Opportunities to play, be active and enjoy – such activities can provide key learning opportunities, promote wellbeing and confidence and support the return to School in autumn. • Equity – the offer should be inclusive and accessible for all, barriers to participation such as transport should be mitigated as far as possible. • Engagement – build on existing trusted relationships and communications methods so that children and families have awareness of the offer and feel encouraged to engage. 1.7 In addition to the themes outlined in 1.6, Education, Children and Families will focus on three overarching principals from guidance to underpin and deliver the programme: • Co-creation with children, young people, and families – as far as possible within the implementation timeframe the voice of children and young people will shape our offer. • Building on existing services, assets and knowledge of what works – funding should be used to enhance any existing work already underway in relation to summer programmes, building on and expanding models of good practice. It is anticipated that funding will also provide the opportunity to fill gaps and create new provision led by local knowledge and experience. • Partnership working and coordination – it is expected that existing and new local partnerships will play a key role in building the offer. Partnerships will contribute to ensuring a joined up whole system approach is achieved and that a broad range of interests can be supported. 1.8 The authority has extensive experience in delivering and supporting various Summer Programmes and initiatives, albeit through localised service arrangements. Previous experience and activity include Club 365 (18 Sites), The Community Learning and Development Summer Programme, Active and Creative Communities Summer Activities and New College Lanarkshire Enhanced Summer School transition offer. Page 196 of 331
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1.9 The impact of the Covid-19 emergency has required Education, Children and Families to consider how best to continue delivery of elements of statutory education provision such as free school meals and local initiatives and policies such as Club 365. Club 365 has an annual budget allocation of £1.090m. 1.10 The introduction of specific provision for children of key workers and vulnerable families (Hub model) created an infrastructure and operating model that will be enhanced through the summer programme. 1.11 Since March 2020, by way of direct payment, the authority has provided over £10.000m (580K payment vouchers) to families of children and young people in receipt of Free School Meals. During this time, approximately £8.600m (471K payment vouchers) related to Club365 and Free School Meals payments amidst the academic terms impacted significantly by the Covid-19 pandemic and corresponding restrictions. 1.12 This system will be built on to deliver the Scottish Government policy on funding free school meals during holiday periods until Spring Break 2022. NLC will receive a £1.555m funding allocation of the total circa £21.752m available to all councils. 2. Report 2.1 Universal Offer - Free School Meal Payment 2.1.1 The Service has continued to administer the Free Meal Entitled ‘FME’ holiday payments to families who qualify through Revenue and Benefits criteria. 2.1.2 On the 1st of July, 10,246 families of children and young people in receipt of FME received a £2.50 per day payment via direct bank transfer or voucher, equating to £80 per child. A total of £819,680 was issued over the summer as shown in table 1. Table 1 No of pupils Individual payment Total amount issued 10246 £80 £819,680 2.1.3 FME holiday payments will continue during the October, Winter, February and Spring breaks 2022/2023. The service will continue to utilise the previously outlined methods to ensure prompt payment. 2.1.4 The Service is continuing to work with schools and the Financial Inclusion team to raise awareness of the range of benefits and support available to families. 2.2 Additional Club 365 Summer Programme 18 Sites (Mainstream) 2.2.1 Club 365 operated 18 mainstream hubs for the duration of the Summer Break (46 days) from Thursday 30th June until Sunday 14th August from 11.30am to 1.30pm each day. The provision was targeted at primary aged pupils entitled to Free School Meals. 2.2.2 Over the first 5 weeks of provision, over 1500 individual pupils attended one of the 18 hubs. Table 2 below outlines the weekly attendance at each venue. Page 197 of 331
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Table 2 2.3 Enhanced Additional Summer Club 365 Offering Club 365 3 Sites (ASN) 2.3.1 The enhanced Club 365 offer for pupils with Additional Support Needs (ASN) operated across 3 hubs for 20 days, Monday to Friday between 10am to 2pm each day from Monday 4th July until Friday 29th July. 2.3.2 In its second year of operation, 321 applications were received from parents and carers for hub provision. Table 3 below, details the applications received per hub and provides comparison with applications for Spring Break 2022. Building on feedback and engagement with stakeholders/parent councils from the Summer 2021 and Spring Break 2022 provision, demand increased by over 440% as reflected in the table below. Table 3 – ASN hub applications summer 2022 ASN Venue Spring Break 2022 Summer 2021 Drumpark School 10 83 Firpark Primary School 36 130 Redburn School 26 108 Grand Total 72 321 2.3.3 Table 4 below provides an overview of the weekly attendance across the 3 ASN hubs. Table 4 – weekly attendance Primary Hubs Delivery Partner Wk 1 (4 Days) Wk 2 (7 Days) Wk 3 (7 Days) Wk 4 (7 Days) Wk 5 (7 Days) Wk 6 (7 Days) Wk 7 (7 Days) Total Abronhill Primary School Active Schools 47 138 106 97 105 116 77 686 Berryhill Primary School Active & Creative Communities 49 139 133 142 141 96 97 797 Braidhurst High School Third Sector 17 163 95 63 88 62 61 549 Brannock High School Active Schools 80 176 174 144 169 146 143 1032 Carbrain Primary School Active Schools 67 248 150 120 151 185 168 1089 Chryston High School Active & Creative Communities 54 221 174 127 184 100 103 963 Fir Park Stadium Third Sector 47 141 135 63 82 88 119 675 Getting Better Together Third Sector 235 368 388 347 382 348 258 2326 Kilsyth Primary School Active & Creative Communities 37 110 102 82 94 53 63 541 Made4U in ML2 Third Sector 74 211 163 166 115 138 93 960 Old Monkland Primary School Active Schools 28 80 69 74 94 73 50 468 Orchard Primary School Active & Creative Communities 11 89 72 56 63 55 46 392 Sacred Heart Primary School Active Schools 74 155 127 106 110 106 77 755 St Augustine's Primary School Active & Creative Communities 41 109 80 69 100 44 49 492 St Bernadette's Primary School Active & Creative Communities 37 98 93 58 84 53 40 463 St Dominic's Primary School Active Schools 34 155 98 90 127 97 89 690 St John Paul II Primary School Active & Creative Communities 25 123 107 48 105 92 68 568 St Marys Primary School Active Schools 29 105 96 86 77 107 104 604 Total 986 2829 2362 1938 2271 1959 1705 14050 Daily Average Per Site 14 22 19 15 18 16 14 781 Venue Locality Week 1 (5 Days) Week 2 (5 Days) Week 3 (5 Days) Week 4 (5 Days) Drumpark School Central 66 81 71 83 Firpark Primary School South 140 167 158 167 Redburn School North 112 126 125 140 Total pupils 318 374 354 390 Daily Average Per Site 21 25 24 26 Page 198 of 331
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2.3.4 In addition to the ASN offer, 1100 activity passes were issued to families of pupils within the ASN sector providing cinema and leisure passes. The passes included access to North Lanarkshire’s swimming pools and the Time Capsule Waterpark. 2.3.5 Further evaluation of the complexities of ASN hub delivery will take place throughout 2022/2023, with a particular focus on building capacity to deliver a more targeted model. 2.4 Intensive Club 365 Summer Offer (Targeted Children and Young People) 2.4.1 The intensive offer focused on empowering lead officers to work with children, young people and families at risk of experiencing disadvantage. This provision included individual, small group and family activities. These interventions have been scoped out, planned and coordinated through the Virtual School. 2.4.2 The Service received requests for summer supports, and these were submitted from Education, Children and Families staff including Social Work locality teams, Intensive Services, Kinship Team, Community Learning and Development and from school clusters. A total of 397 requests were received for individual young people and/or family supports with over 5500 being delivered via activities, vouchers for family days out or direct input from Virtual School staff. 2.4.3 Bespoke support packages for a small number of young people who struggle to access and engage within a group setting are being delivered as individual summer projects. This has included activities such as trips to local parks, the seaside or places of interest, developing skills for life (budgeting and food/clothes shopping), hill-walking and interactive visits to the local fire service station. This approach maximises opportunities from available funding whilst working to further enhance the offer across each of the implementation levels: Universal, Additional, and Intensive. 2.4.4 The table below outlines the range of activity offers made available to children, young people and their families and the allocation of each resource. Table 5 Activity No issued No of Families/Young People NL Activity/Sports Camps 127 127 families Family Swim and Skate Pass 277 277 families Family Swim Pass 269 269 families Family Cinema Treat 1473 363 families Glasgow Science Centre 1191 279 families World of Wings, Cumbernauld (Thurs – Sun only) 1148 280 families Amazonia @ Strathclyde Park 1275 312 families Strathclyde Park Outdoor Adventure 16 16 young people Virtual School individual/group/family supports 108 78 young people 5884 3. Measures of success 3.1 Attendance and participation of children and young people in this targeted provision. 3.2 Successful partnership working to support children and young people. 3.3 Future evaluation of the programme. Page 199 of 331
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4. Supporting documentation 4.1 Appendix 1 – SC Summer 2022 – Funding Allocation & Guidance 4.2 Appendix 2 – Scottish Government Targeted Groups 4.3 Appendix 3 – Mainstream Venues 4.4 Appendix 4 – Club 365 Review and Evaluation Report – Policy & Strategy 23/01/2020 https://mars.northlanarkshire.gov.uk/egenda/images/att93103.pdf 4.5 Appendix 5 – Summer support for children Summer support for children - gov.scot (www.gov.scot) 4.6 Appendix 6 – Club 365 ASN Summer Programme Highlights Video https://vimeo.com/737502378/9a48e30a4 Gerard McLaughlin Head of Education (North) Page 200 of 331
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5. Impacts ( http://connect/report-template-guidance ) 5.1 Public Sector Equality Duty and Fairer Scotland Duty Does the report contain information that has an impact as a result of the Public Sector Equality Duty and/or Fairer Scotland Duty? Yes ☒ No ☐ If Yes, please provide a brief summary of the impact? The implementation of the findings of the options appraisal presented to Committee January 2020 will support children and families most affected by poverty and help to mitigate the impact of the welfare reform changes within North Lanarkshire. This will meet the requirements of the Fairer Scotland Duty by reducing inequalities caused by socioeconomic disadvantage. 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 have been discussed and agreed with Financial Solutions? Yes ☒ No ☐ If Yes, please provide a brief summary of the impact? Inclusive of in-year funding for Universal Free Meal Holiday Vouchers (£1.555m) and 2022 Summer Holiday Provision (£0.765m), the Club 365 programme, and its associated linked activities, there is a combined total revenue budget of £3.410m for these activities during 2022/23. At this stage it is anticipated aggregate expenditure across the programmes will be £3.052m. As in previous years the Service will utilise the residual funding to underpin the family support element of the Club 365 programme. Procurement Procurement framework planned use Summer 2022: • The Club 365 provider Framework will be utilised for delivery at 4 mainstream hubs within the additional offer. • The Vocational and Skill Based Intervention Framework has been utilised to support activity delivery across ASN hubs. 5.3 HR policy impact Does the report contain any HR policy or procedure impacts? Yes ☐ No ☒ If Yes, have all relevant HR impacts have been discussed and agreed with People and Organisational Development? 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 have been discussed and agreed with Legal and Democratic Solutions? Yes ☐ No ☒ Page 201 of 331
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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 technology, has an assessment been carried out (or scheduled) 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? Corporate Communications are represented on the Club 365 strategic planning group and support all promotion activity related the Club 365 programme. During the continued development of the enhanced additional offer (ASN) over Summer 2022 the service recognises communication with parents and carers is a critical aspect of delivery. The service throughout 2022/2023 will work to develop a booking system which will inform staffing specialism, transport and operational planning requirements. 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? A programme risk register is maintained and monitored by the project team. The Councils Safety and Wellbeing team are represented at strategic planning meetings and support regular risk assessments at Club 365 sites. Grant funding has allowed the service to grow the enhanced additional offer (ASN) from Summer 2021, with attendance and application requests demonstrating demand for this provision. The service will need to explore funding options to continue this delivery if grant monies are not available Page 202 of 331
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Delivery of the enhanced additional offer and capacity at hubs is driven by staff with experience and training within ASN. Whilst hubs within this offer have been supported by a range of internal and external teams, the service will continue to explore options to ensure significant staffing capacity exists to maintain and grow any future delivery in this area. Appendix 1 - SG Summer 2022 – Funding Allocation & Guidance Early Learning and Childcare Directorate Alison Cumming, Director E: alison.cumming@gov.scot 12th April 2022 ADDITIONAL FUNDING – TARGETED HOLIDAY PROVISION FOR PRIMARY SCHOOL CHILDREN IN SUMMER 2022 Dear Colleagues, I am writing in relation to the £10 million in additional funding committed in the December Budget for the targeted provision of accessible activities, childcare and food for primary school children from low income families during the 2022 school summer holidays. On 25 March COSLA Leaders considered a proposal for funding to enhance existing local delivery and have approved a flexible funding allocation of that £10 million to local authorities. This will be allocated through General Revenue Grant as a redetermination in March 2023. The breakdown of this funding by local authority is provided at Annex A. We have engaged closely with CoSLA officers on the development of these proposals, and agreed that Local Authorities across Scotland should use this funding to augment existing holiday provision within their area or, where there is little existing provision, to support the establishment of new services. We recognise that many local authorities and other local partners deliver holiday programmes currently and that plans may already be underway for this summer. The aim of this investment is to enhance and expand existing work, building on and learning from existing good practice while providing scope to innovate locally in response to what children and their families say would benefit them most. Building on this insight, the expectation is that within each local authority area there will be a mix of holiday provision making best use of existing cross-sectoral capacity, including both regulated childcare and organised children’s activities services. Services will vary across and within authorities. However, Page 203 of 331
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in line with the Scottish Government’s mission to tackle child poverty I would be grateful if local authorities could focus on areas with higher SIMD ratings and support access for the six priority groups highlighted in the Tackling Child Poverty Delivery Plan. The priority for investment remains to support children and families from low income households to access acitivities, childcare and food during the summer holiday period, recognising the opportunity that these services offer to improve the wellbeing of children, as well as providing opportunities to support families with their childcare needs. Coordinated provision of holiday childcare and activities should be integrated with food and whole family support, where appropriate, to support households that are particularly adversely impacted by poverty. Transforming the system of school age childcare and expanding provision of meals to include the school holidays are key ministerial priorities set out in the Programme for Page 204 of 331
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11 Government and Covid Recovery Strategy. It is expected that the learning from this summer’s holiday programme will contribute to designing a system of year-round school age childcare and food provision over the course of this parliament. To that end, evaluation will be collaborative, ensuring that key learning is appropriately evidenced and effectively shared, helping all partners develop future holiday programmes that meet the needs of low- income families. Further details on the priorities for this funding, including target groups and principles for delivery, are outlined in the accompanying guidance. This is being shared alongside a FAQ and driver diagram setting out the strategic intent for this policy. We will also provide further information about our approach to evaluation soon. I am hugely grateful to local authorities and partners for their continued efforts in supporting the wellbeing of children and families, particularly the most disadvantaged. Please share this information with your dedicated Local Authority leads and if you have any further questions related to this funding you can reach the Scottish Government team at holidayfoodandchildcare@gov.scot Yours sincerely, ALISON CUMMING Director, Early Learning & Childcare Page 205 of 331
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12 Annex A Funding for 2022 Summer Holiday Provision (£10 million) Local Authority Allocation Aberdeen City £279,262 Aberdeenshire £355,229 Angus £211,328 Argyll and Bute £134,711 City of Edinburgh £575,459 Clackmannanshire £109,837 Dumfries and Galloway £329,037 Dundee City £293,671 East Ayrshire £278,454 East Dunbartonshire £105,186 East Lothian £161,537 East Renfrewshire £118,349 Falkirk £286,300 Fife £740,209 Glasgow City £1,665,024 Highland £465,403 Inverclyde £131,096 Midlothian £161,643 Moray £173,447 Na h-Eileanan Siar £45,906 North Ayrshire £323,894 North Lanarkshire £765,665 Orkney Islands £40,589 Perth and Kinross £242,363 Renfrewshire £292,415 Scottish Borders £208,377 Shetland Islands £49,195 South Ayrshire £189,380 South Lanarkshire £576,816 Stirling £138,819 West Dunbartonshire £197,643 West Lothian £353,756 Total £10,000,000 Page 206 of 331
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13 Appendix 2: Scottish Government Targeted Groups The funding is aimed at school age children age 5-14 from low income households. Around 9 in 10 children living in poverty are from households with one or more of the priority family characteristics identified in the Tackling Child Poverty Delivery Plan, therefore 85% of this funding is intended to be targeted at children and young people from the priority family groups below: • Children from lone parent families • Children from ethnic minority families • Children from families with a disabled adult or child • Children from families with a young mother (under 25) • Children from families with a child under 1 year old Children from larger families (3+ children) Children from these family types are most likely to experience continued poverty related and other structural disadvantage. Consideration should be given to how the offer can be designed and delivered in such a way that these households are able to benefit from provision on offer – for example by ensuring provision is accessible to disabled parents and children. The remaining 15% of the funding can be used flexibly to reach other children, including under-fives and older children, who would benefit from access to free holiday childcare, food and activities and will be determined at local level. Local discretion could include, but is not limited to: • Children from other low income families • Care experienced children and young people • Young carers 3 • Children in need of protection • Children supported by a child’s plan • Children with ASN • Children who have undergone significant transitions, for example, starting in ELC, primary or secondary school The needs of these target groups, their views and priorities, should be considered when planning and delivering summer holiday provision to ensure services are inclusive, accessible and responsive to local needs across different language mediums, in collaboration with Local Child Poverty leads where practicable to align strategic approaches. Partners should also work together to agree how activities and services can be delivered in remote or rural areas, where the range of existing provision might be more limited and geographic barriers to access services may be considerable. Page 207 of 331
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14 Summer Holiday Food and Childcare Programme – Guidance for Local Authorities Purpose £10 million in additional funding has been allocated to Local Authorities for the targeted provision of a summer 2022 holiday programme offering coordinated access to activities, childcare and food for children age 5-14 from low income families. The purpose of this guidance is to help Local Authorities and any commissioned partners understand how this funding can be used, expected outcomes, and high- level expectations for reporting. Any further questions, please contact holidayfoodandchildcare@gov.scot. Why the funding has been provided Transforming the system of school age childcare and expanding provision of meals to include the school holidays are key ministerial priorities set out in the Programme for Government and Covid Recovery Strategy. Ministers have committed to: make holiday childcare provision available to all children from low-income families by 2023, starting with delivery of a summer 2022 offer to provide coordinated access to food, childcare and activities during the school holidays. Local Authorities across Scotland have been allocated funding to augment existing summer holiday provision within their area, or where there is no existing provision, to initiate the creation of services. These services should enhance equity by widening opportunities for children from low income families to play, socialise, get active and access a range of activities that broaden their experiences, supplement their learning and deliver positive outcomes, integrating food provision wherever possible. The expectation is that within each local authority area there will be a mix of holiday provision making best use of existing cross-sectoral capacity, including regulated and unregulated childcare services that offer flexibility and choice to families and respond to their needs. Services will vary across and within authorities, with an expected focus on coordinated services in areas with higher SIMD ratings. Childcare and activities provision may incorporate partners from across a range of sectors, whether regulated or unregulated by the Care Inspectorate, such as local authority providers, Out of School care providers; youth work; third sector organisations and activity-based clubs providing activities in the school holidays (whose primary function is not childcare). Local Authorities should make best use of existing provision and capacity within their area, working in partnership across sectors where practicable to plan, coordinate and deliver innovative models of holiday provision. The aim is to deliver integrated, flexible and accessible services that meet the needs of children age 5-14 from low income families, removing barriers to access which are context-specific, and shaped by issues such as geographical location, income level, family support, access to transport and the additional support needs of children. Childcare or activities should also be integrated with food and wider family support where possible for households particularly adversely impacted by poverty, as defined by this guidance. Page 208 of 331
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15 Summer programmes should also be rights-based and reflect the diverse needs and aspirations of children and their families. Activities and childcare provision can be delivered through various language mediums and should reflect participants’ needs, this includes offering sessions in Gaelic medium or other widely-spoken minority languages where appropriate. Improving the physical, emotional, and mental wellbeing of children and young people is key, as is making sure children and young people’s views are listened to and actively inform the planning and delivery of the holiday programme as well as future policy. Who the funding is intended to reach This investment aligns with the national mission to tackle child poverty. It also complements wider investment in school aged childcare and free school meal replacements for eligible families based on low income, and wider investment in education recovery. The funding is aimed at school age children age 5-14 from low income households. Around 9 in 10 children living in poverty are from households with one or more of the priority family characteristics identified in the Tackling Child Poverty Delivery Plan, therefore 85% of this funding is intended to be targeted at children and young people from the priority family groups below: • Children from lone parent families • Children from ethnic minority families • Children from families with a disabled adult or child • Children from families with a young mother (under 25) • Children from families with a child under 1 year old Children from larger families (3+ children) Children from these family types are most likely to experience continued poverty- related and other structural disadvantage. Consideration should be given to how the offer can be designed and delivered in such a way that these households are able to benefit from provision on offer – for example by ensuring provision is accessible to disabled parents and children. The remaining 15% of the funding can be used flexibly to reach other children, including under-fives and older children, who would benefit from access to free holiday childcare, food and activities and will be determined at local level. Local discretion could include, but is not limited to: • Children from other low income families • Care experienced children and young people • Young carers • Children in need of protection • Children supported by a child’s plan • Children with ASN • Children who have undergone significant transitions, for example, starting in ELC, primary or secondary school The needs of these target groups, their views and priorities, should be considered when planning and delivering summer holiday provision to ensure services are inclusive, accessible and responsive to local needs across different language mediums, in collaboration with Local Child Poverty leads where practicable to align strategic approaches. Partners should also work together to agree how activities and services can be delivered in remote or rural areas, where the range of existing provision might be more limited and geographic barriers to access services may be considerable. Page 209 of 331
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16 Underpinning principles The driver diagram included at Annex A illustrates intended programme aims and outcomes. It is designed to help guide partners through design and delivery of services in order to identify what specific local action can be taken to help maximise the impact of this funding and improve the wellbeing of eligible children and young people. The 2022 Summer Holiday Programme should be viewed as a bridge between the 2021 Get Into Summer offer and future holiday provision, aligned with wider school age childcare expansion. It should retain what worked well last year while beginning to embed new practices to test the changes required to aid development of a year- round system of School Age Childcare and meals provision by the end of this parliament. Emphasis is on a rights based, stigma-free approach, shaped by what children, young people and their families tell us, aligned with GIRFEC. This should build on what currently exists - enhancing and co-ordinating services and assets locally and nationally - in partnership. Local authorities should ensure the organisations they work with have appropriate processes for safeguarding, child protection and data protection in relation to employees, volunteers and the people they are supporting. Where there are new pilots, work should start quickly to ensure staff and volunteers undergo disclosure checks, child protection and children’s rights training Focus for summer 2022 should be on: • Establishing effective local partnerships that work across all sectors to plan and deliver a holiday programme that coordinates and integrates childcare, activities and food. That promotes inclusion and aims to remove barriers to participation and is responsive to the needs of eligible children and families, making best use of existing provision at local level. • Developing effective and non-stigmatising approaches to targeting. Examples include ensuring language used in communications is inclusive; forging relationships with trusted community/faith leaders to promote maximum engagement, reach, and uptake amongst eligible groups; engaging trusted referral partners such as schools and relevant professionals to identify eligible children and families and communicate the offer to them; or offering funded places for eligible children and young people alongside paid-for places available to all to eliminate stigma. • Communication and promotion of the summer offer should be coordinated locally in order to maximise engagement among target groups. The Scottish Government is committed to inclusive, non-stigmatising communication - language, cultural differences and levels of digital literacy should all be considered. • Overcoming barriers to participation - consideration should be given to how to meet wider family needs and lower costs of participating in the programme, including through transport, food provision, financial inclusion, family support and referral on to wider services where needed. Principles of dignity and human rights should be applied, promoting non-stigmatising provision of services, and supporting inclusive service delivery, for example through cultural or linguistic inclusivity. Local authorities should be responsive to the particular needs of their communities, for instance by offering sessions in Gaelic medium or other widely- spoken minority languages as well as English where appropriate. • Taking a place-based approach to delivery that targets areas of multiple deprivation within each local authority area. This is to concentrate funding in areas that have the highest rates of poverty and begin to embed tests of change Page 210 of 331
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17 that will generate the learning required to develop holiday provision for low- income families from 2023 onwards • Integrating food provision alongside childcare and activities. Consideration should be given to tackling food insecurity and promoting healthy relationships with food through incorporation of dignified, nutritious and economical food preparation and provision where possible. The food on offer should be culturally appropriate, helping to demonstrate inclusion and to reduce barriers to participation. Working closely with local food suppliers should be encouraged to support local economies and reduce food miles. This aspect of the programme, which overlaps with nutritional education and food education, can be challenging and we encourage local authorities to plan and prepare for this as best they can, including engaging with experts and partners as appropriate. More detail on approaches local authorities and delivery partners may find useful can be found in the supporting materials section – Annex B The guiding principles to underpin this approach are: • Partnership Working, building on existing services, assets and knowledge It is expected that existing and new local partnerships will play a key role in ensuring the coordination and reach of provision, including both the regulated and unregulated sectors, to ensure a joined up whole system approach to its development and delivery. Working with the existing childcare sector (ELC and school age childcare), outdoor education providers, activity providers (including sports clubs) and the youth work and CLD sectors will ensure a broad range of interests can be supported. Holiday activities and childcare may already be in place at a local level delivered by a range of partners, and plans may already be underway for summer 2022 provision. The aim of this investment is to enhance any such existing work, building on and learning from existing good practice. Where holiday provision does not exist in any form, funding could be used to establish pilot scheme/s, or if more appropriate to channel all funding to partners to deliver, beginning to test the guiding principles and form the basis of future holiday provision. It is anticipated that this funding will support improved coordination of existing provision, fill gaps and create new opportunities, led by local knowledge and experience. Co-creation of services with children, young people and families It is important that, as far as possible, any local offers are shaped around what children and young people of all ages say/have said that they want and need. The priorities of those in the target groups outlined above should help shape delivery plans to ensure that support reaches those who would most benefit. Provision should be child-centric, providing opportunities to connect with friends, peers, wider community and the outdoors and to learn new skills. Activities should be as wide ranging and inclusive as possible aiming to cover a wide range of interests, backgrounds and circumstances and be shaped around a theme of fun and play with a view to providing positive experiences. Activities may include: sports; expressive arts; crafts; outdoor learning; outdoor play; trips and visits. Early engagement with children and young people from eligible groups will improve the design and delivery of services and encourage uptake. Page 211 of 331
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18 Moving towards a coordinated, integrated programme of childcare, activities and food, that promotes inclusion and aims to remove barriers to participation The aim is that within local authority areas there is a variety of provision that offers flexibility and choice to families and responds to their needs. Services will vary across and within authorities, with an expected place-based focus on coordinated services in areas with higher SIMD ratings. Where possible, financial inclusion should be integrated, offering access to holistic support for the wider family to help tackle hardship, for example, by signposting families to suitable partners for advice, or by hosting information sessions via services. The integration of services that offer longer sessions and allows parents to leave their children should be considered, allowing parents and carers more flexibility to work, train or study. Physical food provision, that compliments the free school meal alternative offer, should be integrated where possible, recognising the impact that food can have on children’s ability to participate in any activity. Use of the funding Funding should be flexible and responsive to the needs of eligible children and families, as defined by this guidance. In order to meet local needs, partnerships should be developed to plan and coordinate the most effective use of this funding to achieve policy objectives. This includes making best use of existing services and capacity across sectors (such as the out of school care sector, youth work or children’s services) to provide a broad and flexible programme, utilising the expertise of trusted partners to target provision most effectively. It is expected that the majority of spend will be on financing the cross-sectoral delivery of a coordinated programme of activities, childcare and food for school age children across each local authority area, with a particular focus on SIMD areas where practicable. This can include running bespoke programmes for eligible families or funding spaces for eligible children within existing local services alongside paid-for provision to eliminate stigma. Funding can be spread across varied providers who specialise in offering activities, childcare and food, including both regulated and unregulated providers. Consideration should also be given to: • Who is best placed to deliver services that meet the needs of eligible families and ensuring that potential partners are kept informed of ways they can bid in for funding. • Exploring alternative funding streams to supplement Scottish Government and Local Authority sources in order to create more sustainable holiday provision, e.g. through local sponsorship deals or entering partnerships with local businesses to provide services in kind. • Using funding for areas identified for improvement in the evaluation of the Summer 2021 offer, e.g. addressing barriers to participation, for example additional discretionary spend to mitigate against transportation costs; ensure staffing is in place at appropriate ratios and with the necessary training and experience to include children with Additional Support Needs. • Capital costs, such as the purchase of play equipment, or improvement to services that promote sustainability and quality experiences. • Paying for staff and volunteer training. • Food provision, ensuring food is varied, nutritious, and culturally appropriate. Page 212 of 331
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19 Monitoring, Reporting and Evaluation The £10 million funding is being paid to Local Authorities through the General Revenue Grant. Whilst this funding is not ring-fenced it is vital that the impact and learning of the programme be evidenced through proportionate reporting and evaluation mechanisms. There will be no interim reporting, the intention is that light touch reporting will be supplemented by participant evaluation workshops that will generate key learning required to inform future policy and practice and scale up holiday provision over the course of this parliament. Further information will be provided separately. Scottish Government commissioned engagement with participating children and young people will also help to understand whether the programme met their needs and feedback will shape future delivery. Page 213 of 331
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20 Annex A Summer 2022 Drivers Diagram During the 2022 summer school holidays eligible children and their families benefit from access to coordinated holiday activities, childcare and food provision, that meet their needs and help them thrive Prioritise those who would benefit most Take a place-based approach, with focus on SIMD-indicators Equity Identify and remove barriers to access Maintain awareness of potential sources of stigma and take steps to eliminate them Co-create cross-sectoral planning and delivery, that lays the groundwork for future collaboration Ensure robust information sharing processes to enable cohesive approach Whole Systems Approach Make best use of existing resources: build on local services/capacity and leverage multiple funding sources/streams Create coordinated access to childcare, activities and food Embedding quality food standards, that promote positive food relationships, meeting nutritional and cultural food requirements throughout provision Range of Options – providing flexibility and choice for children and families Child and Family Centred Opportunities for children to play, socialise and be active, particularly outdoors Effective targeted marketing - accessible to all, employing family referral and direct communications Stigma-free approach to delivery, shaped by the needs of children, young people and their families and aligned with GIRFEC Page 214 of 331
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21 Annex B Supporting Materials Food Offer, Food Standards and Safety All food provided as part of the programme must: • comply with regulations on food preparation: • take into account allergies and dietary requirements (see the allergy guidance for schools • take into account any religious or cultural requirements for food There is flexibility in the design of the food provision which should be tailored to ensure that all food meets the dietary needs of the children and families who attend. The food served should also be appropriate for the nature of the session, for example, offering cold packed lunches for parks or outdoor venues or for day trips. While there can be benefits to using a central food service to provide meals to services, we expect local authorities to carefully consider whether using a central food service is the right approach for providing high quality, attractive and tailored food for those attending the programme. Providing food on site can provide an opportunity to engage children and families in food preparation and nutrition. Providers have reported that when children are involved in designing menus and the preparation of food, they are more engaged and more willing to try new and healthier food. We recommend that local authorities consider the provision of the food element of the programme, in particular, that providers and children are offered the opportunity to be involved in the planning and preparation of food. Such a developmental approach is key to effecting long-term change in engagement with food and nutrition. There are also environmental factors to consider when planning the food provision and local authorities should consider whether clubs preparing food on their own premises would produce less food and packaging waste and result in fewer food- miles than off-site, centralised provision. Food Standards & Safety: • See further information and guidance from Food Standards Scotland on safe preparation and handling of food in the context of the pandemic. • Nutrition: • Many of the standards in the Nutritional Requirements for Food and Drink in Schools (Scotland) Regulations 2020 will apply to holiday provision on school premises. In general, all of the Regulations that apply to food and drink provided on school premises will also apply to third party providers. It is recommended to engage with local authority catering leads who will be aware of what applies, to whom and when. • Further detail can also be found in the Healthy Eating in Schools 2020 guidance which is statutory guidance designed to support Page 215 of 331
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Appendix 3 – Mainstream Venues Table 2 – Summer mainstream attendance Page 216 of 331
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North Lanarkshire Council Report Education, Children and Families Committee Does this report require to be approved? ☒ Yes ☐ No Ref DB / TO’H Date 13/09/22 Review of the North Lanarkshire Council Scheme of Devolved School Management (DSM) From Derek Brown, Deputy Chief Executive E-mail BrownD@northlan.gov.uk Telephone 01698 302 534 Executive Summary The Education and Families Committee was previously advised, during the meeting of 22 February 2022, that the Service was reviewing the North Lanarkshire Council scheme of Devolved School Management (DSM) in accordance with national guidelines agreed by the Scottish Government and COSLA. A key requirement for the Service is to clearly outline the key financial principles which underpin the North Lanarkshire Council DSM scheme and illustrate how individual school and early years budgets, which fall within the scope of DSM, are calculated. In addition, the guidance highlights wider resources that schools, and early years establishments should be made aware of, and may utilise, but which fall outside the scope of the formal DSM scheme. The proposed Service approach is summarised in the accompanying appendices of this report. An authority’s DSM scheme should be reviewed and updated on a regular basis, with a recommendation that this review occurs, as a minimum, at least every three years. However, given the potential implications of the roll-out of national education policies referenced by the Scottish Government in the Programme for Government, the Service will ensure the North Lanarkshire Council DSM scheme is kept under ongoing scrutiny and further reports will be submitted to relevant committees if additional updates or amendments are required. Recommendations The Education, Children and Families Committee is asked to: 1) Approve the DSM key funding and operating principles outlined in Appendix 1 2) Approve establishment DSM budget methodologies outlined in Appendices 2, 3 and 4. 3) Approve the additional establishment funding and resource information as outlined in Appendices 5 and 6 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 AGENDA ITEM 10 Page 217 of 331
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1. Background 1.1 Devolved School Management (DSM) was introduced in 1993 and the policy was made a statutory requirement per ‘The Standards in Scotland’s Schools etc Act 2000’ which committed education authorities to operate a formal DSM scheme for individual schools. DSM is essentially a partnership agreement between an education authority and schools / early years establishments which delegates responsibility and control of a large portion of the school / early years budgets to individual Heads of Establishment. 1.2 The Scottish Government has periodically produced supplementary guidelines to support the practical implementation and operation of DSM schemes. Whilst the government guidance provides an overarching DSM framework, each authority can develop its own administrative and governance arrangements which reflect local needs and specific spending priorities. In this regard the Service regularly reviews best practice within our authority in comparison to the government guidance and through information sharing with professional networks such as the Association of Directors of Education in Scotland (ADES). 1.3 The North Lanarkshire Council DSM scheme was formally introduced in 1997 and has been subject to periodic review, updates, and amendments with the last review having been conducted in April 2018. This preceding review to the North Lanarkshire Council DSM scheme, in April 2018, incorporated the roll out of Pupil Equity Funding (PEF). The scheme is also periodically updated to take account of resourcing decisions which are agreed as part of the Council annual budget setting process. 1.4 The Service has a well-established DSM Review Group which has also served as a financial planning group, involving senior officers from Finance, HR and Head Teachers from all sectors and Heads of Early Years Establishments. This group has been key to the evolution of mechanisms by which the Service has developed the proposed budgeting and financial planning arrangements for establishments. 1.5 To support understanding and enhance confidence in the DSM scheme, the Service provides recurring training to aspiring leaders, newly appointed headteachers and other support groups involved in administering the scheme. Training opportunities will outline principles associated with DSM, best value and adherence to financial regulation and authority policies. 1.6 The information and proposals in this report have been agreed by the Deputy Chief Executive and Head of Financial Solutions. 2. Report Current Scottish Government Proposals 2.1 The latest set of DSM proposals and guidelines issued by the Scottish Government (Appendix 7 & 8) can be traced back to reviews and consultations which began in June 2018. The Scottish Government sought to gather evidence and feedback from authorities on potential changes to DSM as part of the wider “Fair Funding to Achieve Excellence and Equity in Education” consultation. A formal review of DSM guidelines was then agreed as part of the Education Reform Joint Agreement, published in late 2018 and a Fair Funding Reference Group was Page 218 of 331
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established. This group established four principles for further developing revised national DSM guidance: 1) Subsidiarity and empowerment 2) Collaboration 3) Accountability and responsibility 4) Clarity and equity These principles reflect the National Improvement Framework aims of excellence through raising attainment and achieving equity and the four key outcomes of the Fair Funding consultation highlighted below: 1) Support excellence and equity Ensuring every child and young person has the same opportunity to succeed. 2) Be fair Placing the needs of all children and young people at the centre. 3) Be simple, transparent, and predictable Ensuring the costs of delivering education can be easily understood and explained and that schools are able to manage and plan with certainty. 4) Deliver value for money Ensuring that every penny spent is used effectively. The final version of the revised guidelines now reflects and is integrated with the Education Reform Programme and priorities emerging from the Scottish Government and COSLA’s Education Reform Joint Agreement of 2018, including the Head Teachers Charter and principles around school empowerment. 2.2 The Scottish Government and COSLA agreed an initial target date for implementing the new DSM guidelines on 1 April 2021. However, this was delayed until 2022 due to the ongoing impact of Covid-19 and recent local government elections (May 2022), and thereafter authorities were advised to seek formal Committee approvals for their respective DSM schemes following the summer recess. The extended introduction reflects the emerging priority of the Scottish Government during this period which encouraged authorities to focus their efforts and resources on education recovery including the establishment of digital learning models. Comparison to previously approved DSM Scheme 2.3 The proposed overarching DSM scheme rules and principles remain unchanged from the previously approved scheme. This includes the maximum carry forward and virement limits which apply to school establishments. 2.4 There are specific DSM budget changes which reflect previously agreed policies and restructures. These include: a) Transfer of Schools Technicians Services to Business & Digital b) Transfer of Admin & Finance Assistants (AFAs) to Financial Solutions c) Deletion of School Librarian posts d) Alignment of Early Years carry forward limits in line with school establishments e) Realignment of facility support services, i.e. catering, janitorial, and cleaning service to Enterprise & Communities Service Page 219 of 331
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2.5 The proposed scheme clearly identifies budgets which are in scope of the DSM scheme and others that are held and managed centrally / cluster level. Implementation of the Revised DSM Scheme within North Lanarkshire Council 2.6 Pending approval of the revised DSM Scheme, there are number of actions the Service intends to implement and roll out as follows: 1) Consolidation of the information outlined in this report into a DSM Scheme Management Pack which will be made available on Council and individual establishment websites. 2) Circulation of a DSM training calendar to establishments and wider stakeholder groups. 3) Ensure that periodic management information provided to Heads of Establishment reflects the categorisation of budgets included in this report. 4) Ensure ongoing monitoring of the effectiveness and appropriateness of the approved DSM scheme. 3. Measures of success 3.1 Establishments successfully implement revised resource and operational parameters outlined in the updated DSM scheme. 4. Supporting documentation 4.1 Appendix 1 – Key Principles of DSM Scheme 4.2 Appendix 2 – Early Years & Primary School DSM Budgets 4.3 Appendix 3 – Secondary School DSM Budgets 4.4 Appendix 4 – ASN School DSM Scheme Budgets 4.5 Appendix 5 – Establishment Budgets Outwith the DSM Scheme 4.6 Appendix 6 – Other School Resources 4.7 Appendix 7 – Devolved School Management Guidelines 4.8 Appendix 8 – Devolved School Management Framework Derek Brown Deputy Chief Executive Page 220 of 331
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5. Impacts ( http://connect/report-template-guidance ) 5.1 Public Sector Equality Duty and Fairer Scotland Duty Does the report contain information that has an impact as a result of the Public Sector Equality Duty and/or Fairer Scotland Duty? Yes ☐ No ☒ If Yes, please provide a brief summary of the impact? If Yes, has an assessment been carried out and published on the council’s website? https://www.northlanarkshire.gov.uk/your-community/equalities/equality-and-fairer- scotland-duty-impact-assessments Yes ☐ No ☒ 5.2 Financial impact Does the report contain any financial impacts? Yes ☒ No ☐ If Yes, have all relevant financial impacts have been discussed and agreed with Financial Solutions? Yes ☒ No ☐ If Yes, please provide a brief summary of the impact? All associated financial aspects are contained within the main body and appendices of this 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 have been discussed and agreed with People and Organisational Development? 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 have been discussed and agreed with Legal and Democratic Solutions? Yes ☒ No ☐ If Yes, please provide a brief summary of the impact? The DSM scheme is required by Scottish Government. The associated guidelines recommend that Local Authorities review the scheme periodically in line with statutory guidance. The scheme demonstrates how the local authority distributes funding to schools and early years establishments. Included at Appendix 7 & 8 of this document are Scottish Government Guidelines and associated Frameworks which pay reference to the legislative parameters of the national DSM scheme, the principles and requirements of which, underpin the prevailing DSM scheme of North Lanarkshire Council. 5.5 Data protection impact Does the report / project / practice contain or involve the processing of personal data? Yes ☐ No ☒ Page 221 of 331
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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 technology, has an assessment been carried out (or scheduled) 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 joint Scottish Government / COSLA guidelines include a recommendation to publish the DSM Scheme as a public facing document. 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 DSM Review group manages the service risks around budgeting and finance, and indeed the scheme itself manages the financial risks to the service in terms of how it distributes moneys to establishments. Page 222 of 331
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Key Principles of North Lanarkshire DSM Scheme Appendix 1 Introduction - Government & Cosla DSM Guidance North Lanarkshire will adopt the recommendations contained in the jointly produced Scottish Government and COSLA documents: 1) Devolved School Management Guidelines 2) Devolved School Management Framework Budget Overview The Education, Children and Families 2022/23 total budget is highlighted below. Based on the assumptions in this document, the total devolved DSM budget is approximately £254m for the 2022/23 financial year. Areas of Expenditure to be Devolved The North Lanarkshire DSM scheme classifies resources into the following categories: a) Establishment budgets which are devolved as part of the formal DSM scheme. b) Establishment budgets which are not part of the formal DSM scheme. c) Other Service resources available to establishments. Early Years 31,788,724 Primary Schools 128,030,242 Secondary Schools 127,090,309 Special Schools 20,176,565 Promoting Equity - Schools 0 Education Service Delivery 81,760,326 Children & Families 36,734,528 Justice Services 73,431 Active & Creative Communities 25,074,035 Employability 3,913,759 Community Learning 5,236,818 Welfare 2,072,882 Strategy for Young People 3,138,843 NET EXPENDITURE 465,090,462 DIVISION OF SERVICE ANNUAL BUDGET Page 223 of 331
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Council Governance and Best Value Structures The DSM scheme will operate within the Council’s wider governance and financial management structures. Heads of Establishment must take spending and resourcing decisions in accordance with the requirements outlined in the following key documents: 1) Council Financial Regulations 2) General Contract Standing Orders 3) 5 Year Medium Term Financial Plan (2022/23 to 2026/27) Establishment Governance Structures The DSM scheme should be used by Heads of Establishment to help achieve outcomes and be aligned to school and Service policies incorporating strategies and policies identified within The Plan for North Lanarkshire, improvement plans, and sector specific best practice guidelines and principles. Publication A link to the North Lanarkshire DSM scheme will be available to stakeholders on the Council and establishment websites. Training A DSM training plan and calendar will be prepared by the Service each year in conjunction with Financial Solutions staff. The training plan will include opportunities for both existing Heads of Establishment, aspiring Heads of Establishment, and other stakeholders who have a responsibility for DSM. Consultation, Engagement & Transparency The Service utilises a variety of consultation and engagement forums to help determine the resourcing and school staffing models which are reflected in the DSM scheme. Important groups include: a) The DSM Review Group. b) The Scottish Negotiating Committee for Teachers (SNCT) c) The Joint Negotiating Committee for Teachers (JNCT) d) The Scottish Joint Council (SJC) At a local level Heads of Establishment are expected to engage with stakeholders such as staff, parents and pupils to raise awareness of the role and purpose of the DSM scheme. Transparency The DSM scheme will be written in plain language and clearly identify budgets which are formally devolved to Heads of Establishment. Page 224 of 331
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One of the key aims of the DSM scheme is to ensure equality of access for all pupils including both curricular and extra-curricular activities. Collaboration Heads of Establishment will utilise the DSM scheme and wider resources to help achieve Service and Corporate Priorities. Staffing The calculation of unpromoted and promoted staffing entitlement for each establishment will be clearly outlined in the DSM Scheme aligned with The Joint Negotiating Committee for Teachers (JNCT) agreed management structures (F20) for school establishments. Establishment staffing budgets are calculated based on the funding required to support a full- time post which is usually 35 hours per week. A full-time post is referred to as 1.00 FTE (Full Time Equivalent). Establishments receiving part-time posts will be funded pro-rata, for example an employee working 28 hours per week = 0.80 FTE. Professional Support The main support for Heads of Establishments in operating the DSM scheme is their link Admin & Finance Officer (AFA). Each AFA will be attached to one of the 23 secondary school clusters. Heads of Establishment will also be able to access specialist advice and support from other Council Services is areas including: a) Finance and accounting. b) HR. c) ICT d) Procurement. e) Legal. f) Insurance g) Property Accounting - Budget Calendar Financial years will run from 1 April to 31 March. The preparation of annual establishment budgets for the forthcoming financial year will initially be based on estimated school or early years rolls provided by Heads of Establishment by the 31 January each year. Annual establishment budgets will thereafter be adjusted in year to reflect the actual August school or nursery roll. Accounting - Budget Virements Heads of Establishment have the authority to vire funds between individual DSM budget lines subject to the following limits: Page 225 of 331
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1) Virement from Teacher Salaries up to a maximum value of 1.00 FTE average unpromoted teacher annual salary. 2) Virement of up to £20,000 from any other DSM budget line. Accounting - Annual Carry Forwards of Underspends/Overspends Establishments can carry forward a portion of their annual DSM budgets funding from one financial year to the next. Maximum carry forwards are limited to 2% of the aggregate total value of DSM budgets allocated to establishments. If an establishment overspends on its devolved DSM budget during a financial year, the full overspend will be carried forward and applied to the succeeding financial year. Accounting - External Grants The Service will distribute funding to establishments in accordance with the specific award criteria and governance structures attached to each grant. As a result, external grant funding allocated to establishments sits outwith the scope of the Council’s DSM Scheme. Accounting – Other Council Services There are a number of functions undertaken by other Council Services that support the effective management and operation of education establishments. These include: a) Janitorial provision. b) Cleaning provision. c) School meals. d) Uplift of waste e) Corporate support function costs, e.g., Finance, HR, Legal, Procurement and Property f) Property Insurance The funding and financial management of these activities is outwith the scope of the DSM scheme. DSM Scheme Review The DSM scheme will be formally reviewed on a maximum 3 yearly cycle and a resultant report submitted to the relevant Council committee. The scheme rules will be automatically amended to reflect funding changes agreed during the Council’s annual budget setting process. In exceptional circumstances the scheme rules can be amended following agreement of both the Deputy Chief Executive and Head of Financial Solutions. Page 226 of 331
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Appendix 2 Early Years and Primary School DSM Budgets Early Years Allocations Early Years Staff Allocations NLC has developed general principles in relation to the staffing entitlement within Early Years establishments that incorporates the Care Inspectorate age related staff to child ratios to provide minimum staffing levels and a management structure for each type of establishment. NLC currently operates the following types of Early Years establishments: • Nursery Classes - Full Time • Nursery Classes - Term Time • Family Learning Centres - Full Time Table 1 – Staff to Child Ratios Age of Children Staff to Child Ratio 0 – 2 years 1 to 3 2 – 3 years 1 to 5 3 – 5 years 1 to 8 These principles were established by Education and Families Committees, and underpinned internal staffing structures and funding to external private, voluntary and independent partner providers. Early Years Operational Allocations Early Years establishments also receive funding for non-staff (operational) budgets as highlighted in Tables 2 and 3 below. Table 2 - Early Years Operational Budgets – Full-time Nursery Classes and Family Learning Centres Description Fixed Variable Health & Safety £366 £0.005 x 2400 hours x Establishment Capacity Car Allowance Mileage £400 £25.00 x Staffing FTE Staff Training £300 £25.00 x Staffing FTE TV Licence(1) £159 £0 Security Systems(2) £179 £0 Janitorial Supplies £0 £0.005 x 2400 hours x Establishment Capacity Medical Equipment £0 £0.002 x 2400 hours x Establishment Capacity Furniture & Fittings £0 £10.00 x Establishment Capacity x 2 Materials & Equipment £0 £0.01 x 2400 hours x Establishment Capacity Printing & Stationery £0 £0.0033 x 2400 hours x Establishment Capacity Postages £0 £0.001 x 2400 hours x Establishment Capacity (1) Uplifted annually to reflect Licence Fee (2) Stand-alone buildings only Page 227 of 331
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Table 3 – Early Years Operational Budgets – Term-time Nursery Classes Description Fixed Variable Health & Safety £290 £0.005 x 1140 hours x Establishment Capacity Car Allowance Mileage £400 £25.00 x Staffing FTE Staff Training £300 £25.00 x Staffing FTE TV Licence(1) £159 £0 Security Systems(2) £179 £0 Janitorial Supplies £0 £0.005 x 1140 hours x Establishment Capacity Medical Equipment £0 £0.002 x 1140 hours x Establishment Capacity x 2 Furniture & Fittings £0 £10.00 x Establishment Capacity Materials & Equipment £0 £0.01 x 1140 hours x Establishment Capacity Printing & Stationery £0 £0.0033 x 1140 hours x Establishment Capacity Postages £0 £0.001 x 1140 hours x Establishment Capacity (1) Uplifted annually to reflect Licence Fee (2) Stand-alone buildings only Page 228 of 331
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Primary School Allocations Primary Schools Promoted Structure NLC has an agreed promoted staff structure for Primary schools, as outlined in Management Circular F20, and is summarised below. Table 4 – Primary Promoted Structure Total Roll (Primary + Nursery Class + ASN Unit) Structure Up to 199 pupils Head Teacher + 1 x Principal Teacher 200 – 299 pupils Head Teacher + 2 x Principal Teacher 300 – 399 pupils Head Teacher + 1 x Depute Head Teacher + 1 x Principal Teacher 400 – 499 pupils Head Teacher + 1 x Depute Head Teacher + 2 x Principal Teacher 500 – 599 pupils Head Teacher + 1 x Depute Head Teacher + 3 x Principal Teacher Over 600 pupils Head Teacher + 2 x Depute Head Teacher + 2 x Principal Teacher Primary Schools Teaching and Support Staff Allocations The allocation of budgets to primary schools for Teaching staff and Support staff are determined by agreed formulas per the tables below. The allocation of these staff budgets takes cognisance of primary schools that also have a nursery class and/or ASN unit within the campus. Table 5 – Primary Teaching Staff Budgets Description Teaching Staff Formula Primary Unpromoted Teacher Unpromoted Teacher FTE for Mainstream primary classes is determined per approved Primary Staffing Tables shown below in the Primary School Staffing Tables (Mainstream) Primary Unpromoted Teacher for ASN Unit(3) Unpromoted Teacher to pupil ratio of 1:6 x ASN Unit roll + 1 FTE Promoted Post Primary Non-Class Contact Time(4) Total Unpromoted Teacher FTE (Primary Mainstream + Primary ASN Unit) x 0.11 FTE Primary Management Time(4) (Primary Mainstream roll + Nursery Class roll + Primary ASN Unit roll) x 0.0022 + 1 FTE Unpromoted Teacher Deprivation Total resource of 38.21 FTE Unpromoted Teacher allocated on SIMD data for each school (3) Applies to Primaries with an ASN Unit (4) Calculation includes Nursery Class roll and/or ASN Unit roll where applicable Table 6 – Primary Support Staff Budgets Grade Description Support Staff Formula NLC4 Senior Clerical Assistant (up to 449 pupils) 35 hours (1 FTE) NLC5 Senior Clerical Assistant (450 pupils and over) 35 hours (1 FTE) NLC3 Clerical Assistant(4) Fixed 25 hours + ((Primary roll + Nursery Class roll + Primary ASN Unit roll) x 0.12 hours) less Senior Clerical allocation NLC4 Classroom Assistant Fixed 25 hours per establishment NLC2 Dining Room Assistant (up to 300 pupils) 7.5 hours NLC2 Dining Room Assistant (301 to 400 pupils) 10 hours NLC2 Dining Room Assistant (over 400 pupils) 12.5 hours NLC2 Breakfast Club Supervisor 5 hours per Campus (4) Calculation includes Nursery Class roll and/or ASN Unit roll where applicable Note - Every school receives a minimum of a 35 hours Clerical post All support staff are on term-time contracts Page 229 of 331
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Primary Schools Operational Allocations In addition to staff budgets primary schools also receive funding for non-staff (operational) budgets that are again determined by agreed formulas. Table 7 – Primary Mainstream Operational Budgets Description Fixed Variable Teachers Absence Cover(5) £1,051.55 £307.83 x Teaching staff FTE Cover Prd £525.78 £89.87 x Teaching staff FTE Teachers In-Service courses £715 £44.48 x Teaching Staff FTE Car Allowance Mileage- Casual User £698.66 £69.83 x Teaching Staff FTE Support Staff Other Pay Items £302 £1.11 x Primary roll Early Intervention £300 £2.00 x Primary roll Parent Council £478 £0.23 x Primary roll Janitorial Supplies £100 £1.00 x Primary roll Printing & Stationery £60.02 £1.50 x Primary roll Postages £110.25 £0.80 x Primary roll Classroom Supplies £1,240 £24.07 x Primary roll Text books school library £126.07 £0 Education Journals/Directories £63.55 £0 Other supplies & services £192 £0 Memberships Fees & subscriptions £42.02 £0 Health & Safety £366 £0 TV Licence(1) £159 £0 Furniture & Fittings £354.65 £0 School Lets £638 £0 Security Systems £179 £0 (1) Uplifted annually to reflect Licence Fee (5) Fixed and Variable elements will be adjusted to ensure each establishment has budget to cover approved minimum cover days Where a primary school also incorporates an ASN unit additional operational budget allocations are provided per the below agreed formulas. Table 8 – Primary ASN Unit Operational Budgets Description Fixed Variable Teachers Absence Cover(5) £0 £533.00 x ASN Unit Teaching staff FTE Cover Prd £0 £246.35 x ASN Unit Teaching staff FTE Teachers In-Service courses £0 £116.00 x ASN Unit Teaching staff FTE Car Allowance Mileage- Casual User £0 £69.87 x ASN Unit Teaching staff FTE Support Staff Other Pay Items £0 £1.11 x ASN Unit roll Early Intervention £0 £3.53 x ASN Unit roll Janitorial Supplies £0 £1.94 x ASN Unit roll Printing & Stationery £0 £1.81 x ASN Unit roll Postages £0 £0.80 x ASN Unit roll Classroom Supplies £0 £51.62 x ASN Unit roll Text books school library £0 £1.24 x ASN Unit roll Furniture & Fittings £0 £0.84 x ASN Unit roll (5) Fixed and Variable elements will be adjusted to ensure each establishment has budget to cover approved minimum cover days Page 230 of 331
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Primary School Staffing Tables (Mainstream) Roll FTE Roll FTE Roll FTE 1 1.3000 51 3.3333 101 5.5556 2 1.3000 52 3.3333 102 5.5556 3 1.3000 53 3.3333 103 5.5556 4 1.3000 54 3.3333 104 5.5556 5 1.3000 55 3.3333 105 5.5556 6 1.3000 56 3.3333 106 5.5556 7 1.3000 57 3.3333 107 5.5556 8 1.3000 58 3.3333 108 5.5556 9 1.3000 59 3.3333 109 5.5556 10 1.3000 60 3.3333 110 5.5556 11 1.3000 61 3.3333 111 5.5556 12 1.3000 62 3.3333 112 5.5636 13 1.3000 63 3.3573 113 5.6036 14 1.3000 64 3.3973 114 5.6436 15 1.3000 65 3.4373 115 5.6836 16 1.3000 66 3.4773 116 5.7236 17 1.3000 67 3.5173 117 5.7636 18 1.3000 68 3.5573 118 5.8036 19 1.3000 69 3.5973 119 5.8436 20 1.3000 70 3.6373 120 5.8836 21 1.3000 71 3.6773 121 5.9236 22 1.3000 72 3.7173 122 5.9636 23 1.3000 73 3.7573 123 6.0036 24 1.5511 74 3.7973 124 6.0436 25 1.5911 75 3.8373 125 6.6667 26 2.2222 76 4.4444 126 6.6667 27 2.2222 77 4.4444 127 6.6667 28 2.2222 78 4.4444 128 6.6667 29 2.2222 79 4.4444 129 6.6667 30 2.2222 80 4.4444 130 6.6667 31 2.2222 81 4.4444 131 6.6667 32 2.2222 82 4.4444 132 6.6667 33 2.2222 83 4.4444 133 6.6667 34 2.2222 84 4.4444 134 6.6667 35 2.2222 85 4.4444 135 6.6667 36 2.2222 86 4.4444 136 6.6667 37 2.2222 87 4.4444 137 6.6867 38 2.2342 88 4.4804 138 6.7267 39 2.2742 89 4.5204 139 6.7667 40 2.3142 90 4.5604 140 6.8067 41 2.3542 91 4.6004 141 6.8467 42 2.3942 92 4.6404 142 6.8867 43 2.4342 93 4.6804 143 6.9267 44 2.4742 94 4.7204 144 6.9667 45 2.5142 95 4.7604 145 7.0067 46 2.5542 96 4.8004 146 7.0467 47 2.5942 97 4.8404 147 7.0867 48 2.6342 98 4.8804 148 7.1267 49 2.6742 99 4.9204 149 7.1667 50 2.7142 100 5.5556 Table 1 Primary Pupil Roll between 1 and 149 pupils P1 - P7P1 - P7P1 - P7 Page 231 of 331
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Primary School Staffing Tables (Mainstream) Roll FTE Roll FTE Roll FTE Roll FTE 1 1.1111 51 3.3333 101 5.5556 151 7.7778 2 1.1111 52 3.3333 102 5.5556 152 7.7778 3 1.1111 53 3.3333 103 5.5556 153 7.7778 4 1.1111 54 3.3333 104 5.5556 154 7.7778 5 1.1111 55 3.3333 105 5.5556 155 7.7778 6 1.1111 56 3.3333 106 5.5556 156 7.7778 7 1.1111 57 3.3333 107 5.5556 157 7.7778 8 1.1111 58 3.3333 108 5.5556 158 7.7778 9 1.1111 59 3.3333 109 5.5556 159 7.7778 10 1.1111 60 3.3333 110 5.5556 160 7.7778 11 1.1111 61 3.3333 111 5.5556 161 7.7938 12 1.1111 62 3.3333 112 5.5796 162 7.8338 13 1.1111 63 3.3653 113 5.6196 163 7.8738 14 1.1511 64 3.4053 114 5.6596 164 7.9138 15 1.1911 65 3.4453 115 5.6996 165 7.9538 16 1.2311 66 3.4853 116 5.7396 166 7.9938 17 1.2711 67 3.5253 117 5.7796 167 8.0338 18 1.3111 68 3.5653 118 5.8196 168 8.0738 19 1.3511 69 3.6053 119 5.8596 169 8.1138 20 1.3911 70 3.6453 120 5.8996 170 8.1538 21 1.4311 71 3.6853 121 5.9396 171 8.1938 22 1.4711 72 3.7253 122 5.9796 172 8.2338 23 1.5111 73 3.7653 123 6.0196 173 8.2738 24 1.5511 74 3.8053 124 6.6667 174 8.8889 25 1.5911 75 4.4444 125 6.6667 175 8.8889 26 2.2222 76 4.4444 126 6.6667 176 8.8889 27 2.2222 77 4.4444 127 6.6667 177 8.8889 28 2.2222 78 4.4444 128 6.6667 178 8.8889 29 2.2222 79 4.4444 129 6.6667 179 8.8889 30 2.2222 80 4.4444 130 6.6667 180 8.8889 31 2.2222 81 4.4444 131 6.6667 181 8.8889 32 2.2222 82 4.4444 132 6.6667 182 8.8889 33 2.2222 83 4.4444 133 6.6667 183 8.8889 34 2.2222 84 4.4444 134 6.6667 184 8.8889 35 2.2222 85 4.4444 135 6.6667 185 8.8889 36 2.2222 86 4.4444 136 6.6667 186 8.9209 37 2.2222 87 4.4524 137 6.7067 187 8.9609 38 2.2382 88 4.4924 138 6.7467 188 9.0009 39 2.2782 89 4.5324 139 6.7867 189 9.0409 40 2.3182 90 4.5724 140 6.8267 190 9.0809 41 2.3582 91 4.6124 141 6.8667 191 9.1209 42 2.3982 92 4.6524 142 6.9067 192 9.1609 43 2.4382 93 4.6924 143 6.9467 193 9.2009 44 2.4782 94 4.7324 144 6.9867 194 9.2409 45 2.5182 95 4.7724 145 7.0267 195 9.2809 46 2.5582 96 4.8124 146 7.0667 196 9.3209 47 2.5982 97 4.8524 147 7.1067 197 9.3609 48 2.6382 98 4.8924 148 7.1467 198 10.0000 49 2.6782 99 4.9324 149 7.7778 199 10.0000 50 2.7182 100 5.5556 150 7.7778 200 10.0000 Table 2a - Primary 1 to Primary 3 FTE Allocation Total Primary Pupil Roll 150 pupils and over P1 - P3 P1 - P3 P1 - P3 P1 - P3 Page 232 of 331
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Primary School Staffing Tables (Mainstream) Roll FTE Roll FTE Roll FTE Roll FTE 201 10.0000 251 12.2222 301 14.4444 351 16.6667 202 10.0000 252 12.2222 302 14.4444 352 16.6667 203 10.0000 253 12.2222 303 14.4444 353 16.6667 204 10.0000 254 12.2222 304 14.4444 354 16.6667 205 10.0000 255 12.2222 305 14.4444 355 16.6667 206 10.0000 256 12.2222 306 14.4444 356 16.6667 207 10.0000 257 12.2222 307 14.4444 357 16.6667 208 10.0000 258 12.2222 308 14.4444 358 16.6907 209 10.0000 259 12.2222 309 14.4764 359 16.7307 210 10.0080 260 12.2622 310 14.5164 360 16.7707 211 10.0480 261 12.3022 311 14.5564 361 16.8107 212 10.0880 262 12.3422 312 14.5964 362 16.8507 213 10.1280 263 12.3822 313 14.6364 363 16.8907 214 10.1680 264 12.4222 314 14.6764 364 16.9307 215 10.2080 265 12.4622 315 14.7164 365 16.9707 216 10.2480 266 12.5022 316 14.7564 366 17.0107 217 10.2880 267 12.5422 317 14.7964 367 17.0507 218 10.3280 268 12.5822 318 14.8364 368 17.0907 219 10.3680 269 12.6222 319 14.8764 369 17.1307 220 10.4080 270 12.6622 320 14.9164 370 17.7778 221 10.4480 271 12.7022 321 15.5556 371 17.7778 222 10.4880 272 13.3333 322 15.5556 372 17.7778 223 11.1111 273 13.3333 323 15.5556 373 17.7778 224 11.1111 274 13.3333 324 15.5556 374 17.7778 225 11.1111 275 13.3333 325 15.5556 375 17.7778 226 11.1111 276 13.3333 326 15.5556 376 17.7778 227 11.1111 277 13.3333 327 15.5556 377 17.7778 228 11.1111 278 13.3333 328 15.5556 378 17.7778 229 11.1111 279 13.3333 329 15.5556 379 17.7778 230 11.1111 280 13.3333 330 15.5556 380 17.7778 231 11.1111 281 13.3333 331 15.5556 381 17.7778 232 11.1111 282 13.3333 332 15.5556 382 17.7778 233 11.1111 283 13.3333 333 15.5636 383 17.8178 234 11.1111 284 13.3493 334 15.6036 384 17.8578 235 11.1351 285 13.3893 335 15.6436 385 17.8978 236 11.1751 286 13.4293 336 15.6836 386 17.9378 237 11.2151 287 13.4693 337 15.7236 387 17.9778 238 11.2551 288 13.5093 338 15.7636 388 18.0178 239 11.2951 289 13.5493 339 15.8036 389 18.0578 240 11.3351 290 13.5893 340 15.8436 390 18.0978 241 11.3751 291 13.6293 341 15.8836 391 18.1378 242 11.4151 292 13.6693 342 15.9236 392 18.1778 243 11.4551 293 13.7093 343 15.9636 393 18.2178 244 11.4951 294 13.7493 344 16.0036 394 18.2578 245 11.5351 295 13.7893 345 16.0436 395 18.8889 246 11.5751 296 13.8293 346 16.6667 396 18.8889 247 12.2222 297 14.4444 347 16.6667 397 18.8889 248 12.2222 298 14.4444 348 16.6667 398 18.8889 249 12.2222 299 14.4444 349 16.6667 399 18.8889 250 12.2222 300 14.4444 350 16.6667 400 18.8889 P1 - P3 P1 - P3P1 - P3 P1 - P3 Table 2a - Primary 1 to Primary 3 FTE Allocation Total Primary Pupil Roll 150 pupils and over Page 233 of 331
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Primary School Staffing Tables (Mainstream) Roll FTE Roll FTE 401 18.8889 451 21.1111 402 18.8889 452 21.1111 403 18.8889 453 21.1111 404 18.8889 454 21.1111 405 18.8889 455 21.1111 406 18.8889 456 21.1191 407 18.9049 457 21.1591 408 18.9449 458 21.1991 409 18.9849 459 21.2391 410 19.0249 460 21.2791 411 19.0649 461 21.3191 412 19.1049 462 21.3591 413 19.1449 463 21.3991 414 19.1849 464 21.4391 415 19.2249 465 21.4791 416 19.2649 417 19.3049 418 19.3449 419 19.3849 420 20.0000 421 20.0000 422 20.0000 423 20.0000 424 20.0000 425 20.0000 426 20.0000 427 20.0000 428 20.0000 429 20.0000 430 20.0000 431 20.0000 432 20.0320 433 20.0720 434 20.1120 435 20.1520 436 20.1920 437 20.2320 438 20.2720 439 20.3120 440 20.3520 441 20.3920 442 20.4320 443 20.4720 444 21.1111 445 21.1111 446 21.1111 447 21.1111 448 21.1111 449 21.1111 450 21.1111 Table 2a - Primary 1 to Primary 3 FTE Allocation P1 - P3 P1 - P3 Total Primary Pupil Roll 150 pupils and over Page 234 of 331
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Primary School Staffing Tables (Mainstream) Roll FTE Roll FTE Roll FTE Roll FTE 1 0.0428 51 2.1817 101 4.3206 151 5.9628 2 0.0856 52 2.2244 102 4.3633 152 6.0023 3 0.1283 53 2.2672 103 4.4061 153 6.0418 4 0.1711 54 2.3100 104 4.4489 154 6.0813 5 0.2139 55 2.3528 105 4.4917 155 6.1208 6 0.2567 56 2.3956 106 4.5344 156 6.1603 7 0.2994 57 2.4383 107 4.5772 157 6.1998 8 0.3422 58 2.4811 108 4.6200 158 6.2392 9 0.3850 59 2.5239 109 4.6628 159 6.2787 10 0.4278 60 2.5667 110 4.7056 160 6.3182 11 0.4706 61 2.6094 111 4.7483 161 6.3577 12 0.5133 62 2.6522 112 4.7911 162 6.3972 13 0.5561 63 2.6950 113 4.8339 163 6.4367 14 0.5989 64 2.7378 114 4.8767 164 6.4762 15 0.6417 65 2.7806 115 4.9194 165 6.5157 16 0.6844 66 2.8233 116 4.9622 166 6.5552 17 0.7272 67 2.8661 117 5.0050 167 6.5946 18 0.7700 68 2.9089 118 5.0478 168 6.6341 19 0.8128 69 2.9517 119 5.0906 169 6.6736 20 0.8556 70 2.9944 120 5.1183 170 6.7131 21 0.8983 71 3.0372 121 5.1461 171 6.7526 22 0.9411 72 3.0800 122 5.1739 172 6.7921 23 0.9839 73 3.1228 123 5.2017 173 6.8316 24 1.0267 74 3.1656 124 5.2294 174 6.8711 25 1.0694 75 3.2083 125 5.2572 175 6.9106 26 1.1122 76 3.2511 126 5.2850 176 6.9500 27 1.1550 77 3.2939 127 5.3128 177 6.9895 28 1.1978 78 3.3367 128 5.3406 178 7.0290 29 1.2406 79 3.3794 129 5.3683 179 7.0685 30 1.2833 80 3.4222 130 5.3961 180 7.1080 31 1.3261 81 3.4650 131 5.4239 181 7.1475 32 1.3689 82 3.5078 132 5.4517 182 7.1870 33 1.4117 83 3.5506 133 5.4794 183 7.2265 34 1.4544 84 3.5933 134 5.5072 184 7.2660 35 1.4972 85 3.6361 135 5.5350 185 7.3054 36 1.5400 86 3.6789 136 5.5628 186 7.3449 37 1.5828 87 3.7217 137 5.5906 187 7.3844 38 1.6256 88 3.7644 138 5.6183 188 7.4239 39 1.6683 89 3.8072 139 5.6461 189 7.4634 40 1.7111 90 3.8500 140 5.6739 190 7.5029 41 1.7539 91 3.8928 141 5.7017 191 7.5424 42 1.7967 92 3.9356 142 5.7294 192 7.5819 43 1.8394 93 3.9783 143 5.7572 193 7.6214 44 1.8822 94 4.0211 144 5.7850 194 7.6608 45 1.9250 95 4.0639 145 5.8128 195 7.7003 46 1.9678 96 4.1067 146 5.8406 196 7.7398 47 2.0106 97 4.1494 147 5.8683 197 7.7793 48 2.0533 98 4.1922 148 5.8961 198 7.8188 49 2.0961 99 4.2350 149 5.9239 199 7.8583 50 2.1389 100 4.2778 150 5.9517 200 7.8978 Total Primary Pupil Roll 150 pupils and over Table 2b - Primary 4 to Primary 7 FTE Allocation P4 - P7 P4 - P7 P4 - P7 P4 - P7 Page 235 of 331
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Primary School Staffing Tables (Mainstream) Roll FTE Roll FTE Roll FTE Roll FTE 201 7.9373 251 9.9117 301 11.8862 351 13.8606 202 7.9768 252 9.9512 302 11.9256 352 13.9001 203 8.0162 253 9.9907 303 11.9651 353 13.9396 204 8.0557 254 10.0302 304 12.0046 354 13.9791 205 8.0952 255 10.0697 305 12.0441 355 14.0186 206 8.1347 256 10.1092 306 12.0836 356 14.0580 207 8.1742 257 10.1486 307 12.1231 357 14.0975 208 8.2137 258 10.1881 308 12.1626 358 14.1370 209 8.2532 259 10.2276 309 12.2021 359 14.1765 210 8.2927 260 10.2671 310 12.2416 360 14.2160 211 8.3322 261 10.3066 311 12.2810 361 14.2555 212 8.3716 262 10.3461 312 12.3205 362 14.2950 213 8.4111 263 10.3856 313 12.3600 363 14.3345 214 8.4506 264 10.4251 314 12.3995 364 14.3740 215 8.4901 265 10.4646 315 12.4390 365 14.4134 216 8.5296 266 10.5040 316 12.4785 366 14.4529 217 8.5691 267 10.5435 317 12.5180 367 14.4924 218 8.6086 268 10.5830 318 12.5575 368 14.5319 219 8.6481 269 10.6225 319 12.5970 369 14.5714 220 8.6876 270 10.6620 320 12.6364 370 14.6109 221 8.7270 271 10.7015 321 12.6759 371 14.6504 222 8.7665 272 10.7410 322 12.7154 372 14.6899 223 8.8060 273 10.7805 323 12.7549 373 14.7294 224 8.8455 274 10.8200 324 12.7944 374 14.7688 225 8.8850 275 10.8594 325 12.8339 375 14.8083 226 8.9245 276 10.8989 326 12.8734 376 14.8478 227 8.9640 277 10.9384 327 12.9129 377 14.8873 228 9.0035 278 10.9779 328 12.9524 378 14.9268 229 9.0430 279 11.0174 329 12.9918 379 14.9663 230 9.0824 280 11.0569 330 13.0313 380 15.0058 231 9.1219 281 11.0964 331 13.0708 381 15.0453 232 9.1614 282 11.1359 332 13.1103 382 15.0848 233 9.2009 283 11.1754 333 13.1498 383 15.1242 234 9.2404 284 11.2148 334 13.1893 384 15.1637 235 9.2799 285 11.2543 335 13.2288 385 15.2032 236 9.3194 286 11.2938 336 13.2683 386 15.2427 237 9.3589 287 11.3333 337 13.3078 387 15.2822 238 9.3984 288 11.3728 338 13.3472 388 15.3217 239 9.4378 289 11.4123 339 13.3867 389 15.3612 240 9.4773 290 11.4518 340 13.4262 390 15.4007 241 9.5168 291 11.4913 341 13.4657 391 15.4402 242 9.5563 292 11.5308 342 13.5052 392 15.4796 243 9.5958 293 11.5702 343 13.5447 393 15.5191 244 9.6353 294 11.6097 344 13.5842 394 15.5586 245 9.6748 295 11.6492 345 13.6237 395 15.5981 246 9.7143 296 11.6887 346 13.6632 396 15.6376 247 9.7538 297 11.7282 347 13.7026 397 15.6771 248 9.7932 298 11.7677 348 13.7421 398 15.7166 249 9.8327 299 11.8072 349 13.7816 399 15.7561 250 9.8722 300 11.8467 350 13.8211 400 15.7956 Total Primary Pupil Roll 150 pupils and over Table 2b - Primary 4 to Primary 7 FTE Allocation P4 - P7 P4 - P7 P4 - P7P4 - P7 Page 236 of 331
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Primary School Staffing Tables (Mainstream) Roll FTE Roll FTE 401 15.8350 451 17.8095 402 15.8745 452 17.8490 403 15.9140 453 17.8885 404 15.9535 454 17.9280 405 15.9930 455 17.9674 406 16.0325 456 18.0069 407 16.0720 457 18.0464 408 16.1115 458 18.0859 409 16.1510 459 18.1254 410 16.1904 460 18.1649 411 16.2299 461 18.2044 412 16.2694 462 18.2439 413 16.3089 463 18.2834 414 16.3484 464 18.3228 415 16.3879 465 18.3623 416 16.4274 417 16.4669 418 16.5064 419 16.5458 420 16.5853 421 16.6248 422 16.6643 423 16.7038 424 16.7433 425 16.7828 426 16.8223 427 16.8618 428 16.9012 429 16.9407 430 16.9802 431 17.0197 432 17.0592 433 17.0987 434 17.1382 435 17.1777 436 17.2172 437 17.2566 438 17.2961 439 17.3356 440 17.3751 441 17.4146 442 17.4541 443 17.4936 444 17.5331 445 17.5726 446 17.6120 447 17.6515 448 17.6910 449 17.7305 450 17.7700 Total Primary Pupil Roll 150 pupils and over Table 2b - Primary 4 to Primary 7 FTE Allocation P4 - P7P4 - P7 Page 237 of 331
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Appendix 3 Secondary School DSM Budgets Secondary Allocations Secondary Schools Promoted Structure Secondary schools receive an allocation of management points for their promoted staff structure as outlined in Management Circular F20. Table 1 below details the current agreed management points required for each promoted teacher post. Table 1 – Management Points Principal Teachers Depute and Head Teachers Scale Point Management Points Scale Point Management Points Scale Point Management Points Scale Point Management Points 1 11 1 24 8 50 15 91 2 15 2 27 9 53 16 100 3 19 3 31 10 57 17 109 4 23 4 35 11 63 18 119 5 27 5 39 12 69 19 128 6 31 6 42 13 75 7 35 7 46 14 82 8 39 The standard management structures, informed by points allocation, are detailed in Table 2 below: Table 2 – Standard Management Structures Entitlement Structure All schools Head Teacher Subject to management points Deputy Head Teacher Subject to management points Principal Teacher (Curricular/Whole School/Pupil Support) Secondary Schools Teaching and Support Staff Allocations Teaching staff and Support staff budgets allocated to secondary schools are determined by agreed formulas. The allocation of these staff budgets takes cognisance of secondary schools that also have a secondary ASN unit within the campus. Table 3 – Secondary Teaching Staff Budgets Description Teaching Staff Formula Secondary Mainstream Unpromoted Teacher 8.19 FTE Unpromoted Teacher + (0.0568 x Secondary Mainstream roll) Secondary ASN Unit(1) Unpromoted Teacher to pupil ratio of 1:6 x ASN Unit roll + 1 FTE Promoted Post Secondary Management Time(2) 1 FTE Unpromoted Teacher + (Secondary Mainstream roll + ASN Unit roll) x 0.0066 Deprivation Total resource of 31.75 FTE Unpromoted Teacher allocated on SIMD data for each school (6) Applies to secondaries with an ASN Unit (7) Calculation includes ASN Unit roll where applicable Page 238 of 331
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Table 4 – Secondary Support Staff Budgets (up to 950 pupils) Grade Description Support Staff Formula NLC5 Senior Clerical post (Full- Time) 35 hours (1 FTE) NLC3 Clerical post (Full-Time) 35 hours (1 FTE) NLC3 Clerical post (Term-Time)(2) Fixed 30 hours + ((Secondary roll + ASN Unit roll) x 0.145 hours) less Senior Clerical and Clerical full-time allocation (2) Calculation includes ASN Unit roll where applicable Table 5 – Secondary Support Staff Budgets (951 pupils and over) Grade Description Support Staff Formula NLC5 Senior Clerical post (Full- Time) 35 hours (1 FTE) NLC3 Clerical post (Full-Time) 35 hours (2 FTE) NLC3 Clerical post (Term-Time)(2) Fixed 30 hours + ((Secondary roll + ASN Unit roll) x 0.145 hours) less Senior Clerical and Clerical full-time allocation (2) Calculation includes ASN Unit roll where applicable Page 239 of 331
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Secondary Schools Operational Allocations In addition to staff budgets secondary schools also receive funding for non-staff (operational) budgets that are again determined by agreed formulas. Table 6 – Secondary Mainstream Operational Budgets Description Fixed Variable Teachers Absence Cover(3) £0 £233.21 x Mainstream Teachers FTE Cover Prd £630.93 £169.47 x Mainstream Teachers FTE Teachers In-Service courses £715 £67.87 x Mainstream Teachers FTE Car Allowance Mileage £698.66 £69.83 x Mainstream Teachers FTE Support Staff Other Pay Items £1,765 £2.38 x Mainstream Secondary roll Parent Council £328 £0.23 x Mainstream Secondary roll Janitorial Supplies £200 £1.00 x Mainstream Secondary roll Printing & Stationery £182.18 £1.20 x Mainstream Secondary roll Postages £374.85 £1.20 x Mainstream Secondary roll Use of PE Facilities £0 £2.00 x Mainstream Secondary roll Classroom Supplies (S1 and S2) £0 £11.16 x Mainstream Secondary roll (S1 and S2 only) Classroom Supplies £2,454.88 £38.14 x Mainstream Secondary roll Educational Supplies £600 £0 Text books school library £2,478.45 £0 Education Journals/Directories £115.82 £0 Other Supplies & Services £1,215 £0 Memberships Fees & subscriptions £390.52 £0 Health & Safety £1,117.25 £0 TV Licence(4) £159 £0 Furniture & Fittings £1,577.47 £0 School Lets £938 £0 Security Systems £179 £0 (8) Fixed and Variable elements will be adjusted to ensure each establishment has budget to cover approved minimum cover days (9) Uplifted annually to reflect Licence Fee Where a secondary school also incorporates an ASN unit additional operational budget allocations are provided per the below agreed formulas. Table 7 – Secondary ASN Unit Operational Budgets Description Fixed Variable Teachers Absence Cover(3) £0 £322.69 x ASN Unit Teaching staff FTE Cover Prd £0 £246.35 x ASN Unit Teaching staff FTE Teachers In-Service courses £0 £116.00 x ASN Unit Teaching Staff FTE Car Allowance Mileage- Casual User £0 £69.83 x ASN Unit Teaching Staff FTE Support Staff Other Pay Items £0 £2.38 x ASN Unit roll Janitorial Supplies £0 £1.64 x ASN Unit roll Printing & Stationery £0 £1.81 x ASN Unit roll Postages £0 £1.20 x ASN Unit roll Use of PE Facilities £0 £3.15 x ASN Unit roll Classroom Supplies £0 £111.08 x ASN Unit roll Text books school library £0 £1.24 x ASN Unit roll Furniture & Fittings £0 £1.33 x ASN Unit roll (3) Fixed and Variable elements will be adjusted to ensure each establishment has budget to cover approved minimum cover days Page 240 of 331
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Appendix 4 ASN School DSM Budgets ASN Schools Allocations ASN Schools Promoted Structure A Management time formula for ASN schools has been developed in line with Management Circular F20, and is shown below: Table 1 – ASN Management Time Formula Sector Management Time Formula (FTE) Head Teacher 1 FTE Deputy Head Teacher 1 x Deputy Head Teacher = 1 FTE or 2 x Deputy Head Teacher = 1.5 FTE or 3 x Deputy Head Teacher = 1.8 FTE Principal Teacher 0.1 FTE per PT ASN Schools Teaching and Support Staff Allocations Within dedicated ASN schools the teaching staff and support staff allocations are broadly determined by approved Teacher to pupil ratios. The current allocations are shown in the table below. Table 2 – ASN Classifications Classification Teacher to Pupil Ratio Social Emotional & Behavioural Needs 1 to 5 Severe & Complex 1 to 6 Moderate Learning Difficulties 1 to 7 The final allocation of teaching staff to ASN schools would be subject to formal agreement between the Head Teacher and Service Management Team. Table 3 – ASN Support Staff Allocations Grade Description Support Staff Formula NLC4 Senior Clerical Assistant 35 hours (1 FTE) NLC3 Clerical Assistant Dependent upon ASN Classification and pupil roll Note - Every school receives a minimum of a 35 hours Clerical post All support staff are on term-time contracts Page 241 of 331
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ASN Schools Operational Allocations In addition to staff budgets ASN schools also receive funding for non-staff (operational) budgets that are again determined by agreed formulas. Table 4 - ASN Operational Budgets (Up to 49 Pupils) Description Fixed Variable Teachers Absence Cover(1) £1,051.55 £0 Cover Prd £525.78 £246.35 x Teachers FTE Teachers In-Service courses £715 £116.00 x Teachers FTE Car Allowance Mileage- Casual User £900 £70.00 x Teachers FTE Support Staff Other Pay Items £604 £2.17 x ASN roll Parent Council £478 £0.23 x ASN roll Janitorial Supplies £200 £1.94 x ASN roll Printing & Stationery £120 £1.10 x ASN roll Postages £190 £1.55 x ASN roll Use of PE Facilities £0 £18.00 x ASN roll Classroom Supplies £1,500 £31.86 x ASN roll Text books school library £800 £2.61 x ASN roll Other Supplies & Services £500 £1.45 x ASN roll Furniture & Fittings £850 £3.00 x ASN roll Education Journals/Directories £90 £0 Memberships Fees & subscriptions £250 £0 Health & Safety £720 £0 TV Licence(2) £159 £0 School Lets £638 £0 Security Systems £179 £0 (1) Fixed and Variable elements will be adjusted to ensure each establishment has budget to cover approved minimum cover days (2) Uplifted annually to reflect Licence Fee Page 242 of 331
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Table 5 - ASN Operational Budgets (50 to 99 Pupils) Description Fixed Variable Teachers Absence Cover(1) £1,051.55 £0 Cover Prd £525.78 £246.35 x Teachers FTE Teachers In-Service courses £715 £116.00 x Teachers FTE Car Allowance Mileage- Casual User £900 £70.00 x Teachers FTE Support Staff Other Pay Items £604 £2.17 x ASN roll Parent Council £478 £0.23 x ASN roll Janitorial Supplies £200 £1.94 x ASN roll Printing & Stationery £90 £1.40 x ASN roll Postages £150 £2.15 x ASN roll Use of PE Facilities £0 £9.40 x ASN roll Classroom Supplies £1,300 £33.72 x ASN roll Text books school library £650 £4.61 x ASN roll Other Supplies & Services £300 £3.55 x ASN roll Furniture & Fittings £700 £3.50 x ASN roll Education Journals/Directories £90 £0 Memberships Fees & subscriptions £250 £0 Health & Safety £720 £0 TV Licence(2) £159 £0 School Lets £638 £0 Security Systems £179 £0 (1) Fixed and Variable elements will be adjusted to ensure each establishment has budget to cover approved minimum cover days (2) Uplifted annually to reflect Licence Fee Page 243 of 331
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Table 6 - ASN Operational Budgets (100 Pupils and over) Description Fixed Variable Teachers Absence Cover(1) £1,051.55 £0 Cover Prd £525.78 £246.35 x Teachers FTE Teachers In-Service courses £715 £116.00 x Teachers FTE Car Allowance Mileage- Casual User £950 £70.00 x Teachers FTE Support Staff Other Pay Items £604 £2.17 x ASN roll Parent Council £478 £0.23 x ASN roll Janitorial Supplies £200 £1.94 x ASN roll Printing & Stationery £70 £1.70 x ASN roll Postages £100 £2.55 x ASN roll Use of PE Facilities £0 £6.00 x ASN roll Classroom Supplies £1,100 £35.55 x ASN roll Text books school library £400 £6.61 x ASN roll Other Supplies & Services £200 £4.50 x ASN roll Furniture & Fittings £500 £6.10 x ASN roll Education Journals/Directories £90 £0 Memberships Fees & subscriptions £150 £0 Health & Safety £720 £0 TV Licence(2) £159 £0 School Lets £638 £0 Security Systems £179 £0 (1) Fixed and Variable elements will be adjusted to ensure each establishment has budget to cover approved minimum cover days (2) Uplifted annually to reflect Licence Fee Page 244 of 331
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Appendix 5 Establishment Budgets Outwith the DSM Scheme Whilst Head Teachers are given maximum flexibility over their budgets, there are areas of expenditure that are generally not considered suitable to be devolved. The DSM guidance outlines the reasons for these exclusions which includes, but is not limited to: a) areas outside the influence of a Head Teacher b) areas that are too bureaucratic c) have unacceptable levels of risk d) benefit from economies of scale e) require professional expertise; and f) are complex by their nature. The Service considers the following budget areas are not suitable to be devolved as part of the formal DSM structure (Table 1). Table 1 - Budget allocated to schools but excluded from DSM Description Basis of Budget Allocation PPP / DBFM Unitary Charge Assessed per establishment Non-Domestic Rates (NDR) Rateable value West of Scotland - Water Meter Assessed per establishment Energy Costs Assessed per establishment Examination fees Estimated presentations per establishment Protected Salary Assessed per establishment Upkeep of Grounds Assessed per establishment Contract Hygiene Units Assessed per establishment Internal Transport/Buses Assessed per establishment Page 245 of 331
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Appendix 6 Other School Resources Within North Lanarkshire there are specific resources that provide additional support to establishments that are managed from a budgetary perspective via Cluster and Headquarters structures. These include funding for areas of activity which are described below and establishments can draw upon these resources to help achieve key Council and Service policies such as the empowerment agenda. For many of these activities there are supporting reports and policy documents which outline how the resources can be accessed and operational responsibilities, permissions and accountabilities, some of which are managed at establishment level and some of which involve cluster coordination: 1. ASNA Cluster Support Model The Getting it Right for Every Child policy describes in detail the cluster support model approach. This model distributes resource to local level and involves school’s collaborating to put the needs of wider local community first. It also ensures that a consistent, holistic support model for families is in place. Resource for ASNAs is distributed to clusters, as per a clearly described formula, which ensures that roll and FME are taken into account when allocations take place. For young people with significant needs, these allocations are dealt with through the centrally organised needs-based pathway review. Ultimately, the Service is trying to ensure that children and young people are educated in their local communities or as close to it as possible. 2. Wellbeing Hubs (incorporating Cluster Improvement and Integration Leads (CIILs), Cluster Support Teachers & Cluster Resource Teachers) At cluster level integrated support teams are managed through the Cluster Improvement and Inclusion Lead, who in turn reports to the Education and Families Manager. On a day- to-day basis the work of all of these staff is coordinated by Cluster Head Teachers, who ensure that there is a systematic approach to GIRFEC planning across the cluster schools grouping. 3. Build Back Better Teachers In recovering from the COVID pandemic, the Service identified a need to utilise additional teaching resources to ensure that schools would not have to close during the pandemic and that young people who had missed out on key learning opportunities during the period were prioritised for interventions that enabled them to close the gap in learning that may have occurred. These teachers are coordinated by the cluster chair and line managed at school level. They may be moved between schools, as per existing Human Resources policies, so as to ensure that the Service can manage effective contingency arrangements. 4. Probationer Teachers Probationers are part funded through Scottish Government grant with the balance supported via school-based teacher vacancies. The allocation of probationers to establishments and associated funding package will be agreed following discussion Page 246 of 331
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between Head Teachers, HR Business Partners and the Service management team and form part of the overall annual school staffing exercise. 5. Short-term funding for Educational Recovery In instances that the Service is allocated new or short-term funding, such as Covid supports, the Service management team will agree the distribution basis to establishments. In these circumstances the Service management team will fully outline the purpose, aims and governance structures linked to the funding. 6. External Grant Funding There are a number of external grants which are devolved directly to schools, such as the Pupil Equity Fund allocation (PEF). Typically, these grants have a defined governance and reporting structure that is prescribed by the awarding authority. The Service will support establishments to utilise grant funding by developing practical measures such as procurement frameworks and providing overarching professional advice and guidance. In addition, Heads of Establishment should consider how recurring and new grant funding can best meet both the needs of the school/nursery and wider Service policies. Considerations for Heads of Establishments should include: • Can outcomes be best achieved by establishments working individually or by pooling resources at a cluster level and/or working in partnership with other agencies or Council services • How grant funding supports and is linked to the school improvement plan • Have a clear understanding of how the funding will support the key Service and Council policies such as closing the educational attainment gap 7. School Counselling The Service has an approved model for supporting School Counselling costs. Resources are provided to schools and clusters on a roll related formula basis. The programme is coordinated locally by secondary head teachers. The Service has developed a procurement framework to support this activity and allows schools to access a range of appropriate and properly evaluated services. 8. Central Support Services, e.g., Educational Psychology, Quality Improvement Teams and Probationer Support There are a number of centrally organised teams which enable effective support to be in place to ensure that all children thrive and all schools improve their standards of education. These are key duties under the Education for Scotland, Standards in Schools (2000) Act. These include the direct line management of Head Teachers by the Education and Families Managers, the coordination of Scottish Attainment Challenge activity, the support for probationers and a number of other key service functions that enable the effective management of educational provision. There are established pathways for establishments to access these resources. Page 247 of 331
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9. Children’s Social Work Services These services are managed in localities and work collaboratively with clusters through the integrative practice model. The expectation is that Social Workers and Head Teachers plan jointly and support one another in managing their respective statutory responsibilities to ensure that all children and young people thrive and achieve to their full potential. Children’s Social Work Services have a range of expertise and resources which can support families. The empowered social work model, which placed resources in the hands of Social Workers and enables effective family group decision making is driving activity in this area. This all aligns with the Human, Economic Cost Modelling approach at the heart of The Promise. 10. Music Service The Service has a centrally organised music service team which provides support for music tuition and extra-curricular music activity across the local authority. Service policies now reflect the national free music tuition initiative. 11. Active Schools The Active Schools team provide specialist sports coaching and wellbeing advice to establishments. They also operate the Primary Outdoor Education Programme. There are established pathways for establishments to access these resources. 12. Community Learning & Development Community Learning and Development is coordinated centrally and local Home School Partnership Officers are deployed to clusters to support school based activity and individual interventions. 13. School Clothing and Footwear Grants The Service provides annual grants to eligible families of early years, primary, secondary and ASN pupils. Establishments are expected to work collaboratively with the Service to highlight and advertise this grant programme within their local communities to help ensure every eligible pupil receives an award. 14. Education Maintenance Allowance (EMA) The Service provides EMA to eligible pupils aged 16 to 19 who have reached school leaving age. Establishments are expected to work collaboratively with the Service to highlight and advertise the EMA programme within their local communities to help ensure every eligible pupil receives an award. 15. Home to School Pupil Transport The HQ Transport Team will coordinate Home to School Transport arrangements on behalf of schools. This team manages contract arrangements with Strathclyde Passenger Page 248 of 331
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Transport, so as to enable effective arrangements to be in place for mainstream schools. This team also directly manages ASN pupil transport contracts. 16. Long-term Teacher Cover Costs There are a number of Human Resources policies regarding long term cover which are agreed through the Joint Negotiating Committee for Teachers (JNCT). These are agreed with trade unions and determine how individual teachers are treated in particular situations. They have been established as council policies through such due processes: a) Long-term absence cover b) Foreseen long-term absence (planned medical procedures, etc) c) Adoption leave d) Maternity leave e) Jury duty f) Other business of authority g) Public office duties h) Trade union duties i) Special projects - Council Initiatives j) Accrued holiday leave k) Leave of absence (paid) l) Head teachers' meetings 17. Technician Services The Business and Digital Service provides science, ICT and workshop technician support to schools. There is an established distribution model that allocates staff across establishments. Page 249 of 331
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DEVOLVED SCHOOL MANAGEMENT Guidelines CofSLA @COSLA www.cosla.gov.uk TheScottishGovernment @ScotGov www.gov.scot Page 250 of 331
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DEVOLVED SCHOOL MANAGEMENT GUIDELINES 1 Contents Introduction 2 1. Devolved School Management: Background and Principles 4 1.1 Education Reform Joint Agreement 2018 4 1.2 Aims of Empowerment of Funding 5 1.3 A Headteachers’ Charter for School Empowerment 6 1.4 The Principles for Devolved School Management 6 • Subsidiarity and Empowerment 7 • Collaboration 8 • Accountability and Responsibility 8 • Clarity and Equity 9 1.5 A Common Framework 9 1.6 Expected, Recommended and Examples 9 1.7 Self-evaluation 10 1.8 Additional Funding 10 2. Devolved School Management: Detailed Guidance for Local Authorities in developing a DSM scheme 11 2.1 General 11 2.2 Format and Publication 12 2.3 Training 12 2.4 Consultation, Engagement and Transparency 13 2.5 Collaboration 15 2.6 Staffing 17 2.7 Professional Support 19 2.8 Accounting Matters 20 2.9 Scheme Review 23 Appendix A: Expected and Recommended Summary 25 Appendix B: Areas of expenditure that are generally not considered suitable for devolution 31 Appendix C: Stakeholder Engagement 33 Appendix D: Fair Funding Reference Group and Working Group Membership 34 Page 251 of 331
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DEVOLVED SCHOOL MANAGEMENT GUIDELINES 2 Introduction These guidelines have been devised to help Local Authorities1 develop their own Devolved School Management (DSM) schemes. They include advice on what is expected and recommended in a local scheme, alongside practical examples from Local Authorities. To aid Local Authorities, a framework document has been created which will allow Local Authorities to populate a standard format if they wish to do so, introducing broader consistency of scheme presentation. This Framework can be found at https://www.gov.scot/policies/schools/devolved-school-management/. This document has two main sections. The first section, Devolved School Management: Background and Principles sets out the background, context and principles of DSM, as well as providing a common framework and overview of the expectations and requirements. The second part, Devolved School Management: Detailed Guidance for Local Authorities in developing a DSM scheme, provides detailed guidance for Local Authorities including regarding format and publication, scheme review, training, accounting matters, consultation, engagement and, transparency, professional support, collaboration and staffing. Throughout the second section, examples from Local Authorities are given. These are intended to offer ideas and aid discussion on areas a Local Authority may wish to include in its scheme. Finally, Appendices A to D provide supporting information. These guidelines aim to encourage participation from Local Authority wider teams, schools2 and parents. They have been prepared through collaboration and consultation with a wide range of stakeholders. Collaboration is key to a successful local DSM scheme; this is captured within the Joint Agreement and Headteachers’ Charter to which these guidelines align and support. Devolved School Management was introduced in 1993 to enhance and improve the management of resources at school level. The DSM guidance was reviewed in 2006, and again in 2012, taking account of the changing economic and financial climate for both Local Authorities and the Scottish Government. In June 2017 the Scottish Government consulted on changes to DSM as part of the wider “Fair Funding to Achieve Excellence and Equity in Education” consultation. These updated DSM guidelines seek to build and improve on the DSM Guidelines of 2012 and, critically, reflect and integrate with the Education Reform Programme and priorities emerging from the Scottish Government and COSLA Education Reform Joint Agreement of June 2018. 1 The terms “Local Authority” and “Local Authorities” are used throughout this guidance to mean the education authority, being a council constituted under section 2 of the Local Government etc. (Scotland) Act 1994. 2 The terms “school” and “headteacher” are used throughout this guidance. These guidelines recognise that in relation to DSM, the functions and roles undertaken within an empowered school system are not restricted to headteachers. Although the role of headteacher is identified throughout, shared and distributed leadership means that other staff members, or groups, may undertake an area or aspect of DSM. The guidelines support distributed leadership, collaboration and consultation, whilst recognising that the accountability and responsibility will reside with the headteacher as the leader of their school, supported by the Local Authority. Page 252 of 331
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DEVOLVED SCHOOL MANAGEMENT GUIDELINES 3 The guidelines were developed through extensive stakeholder engagement (Appendix C) and produced by the Scottish Government and COSLA in conjunction with the Fair Funding Working Group and Fair Funding Reference Group (Appendix D). These guidelines are issued by Scottish Ministers under section 13 of the Standards in Scotland’s Schools etc Act 2000 (the 2000 Act). This guidance is issued to Local Authorities in relation to their functions under Section 83 of the 2000 Act in relation to delegation schemes. Before issuing this guidance, Scottish Ministers consulted those detailed in Appendix C about the proposed guidance. The guidelines are sufficiently flexible to support local variation and local circumstances, ensuring that the democratic right, aims and priorities of locally elected members remain fundamental to successful schemes. The guidelines replace three separate documents from 2012 - Devolved School Management Guidelines, Devolved School Management Self-Evaluation Toolkit and Devolved School Management Examples of Practice from the Association of Directors of Education in Scotland (ADES) Resources Network. 3 In preparing a delegation scheme reference should be made to Section 8 of the 2000 Act which requires the Local Authority to have a delegation scheme, and provides more details on: the circumstances in which they can be applied; what they must contain and what they may contain. For example, section 8(2)(a) requires that where a delegation scheme is in place in respect of a school that scheme must delegate to the headteacher the preparation of the school improvement plan and section 8(3) requires that the scheme must require the headteacher to exercise the delegated functions in a manner consistent with the Local Authority’s duties to secure improvement in the quality of school education which is provided in the school management by them and with a view to raising standards of education. Page 253 of 331
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DEVOLVED SCHOOL MANAGEMENT GUIDELINES 4 1. Devolved School Management: Background and Principles 1.1 Education Reform Joint Agreement 2018 In June 2018, the Joint Agreement between the Scottish Government and COSLA established the principles that: • Effective system-wide improvement requires strong leadership, collaborative working and clarity of purpose at all layers of the system – school, local, regional and national. • Headteachers are the leaders of learning and teaching in their school. They are senior officers of the Local Authority and have operational responsibility for the service they provide, therefore the majority of decisions should be made at school level. • Schools are empowered to make the decisions that most affect their children and young people’s outcomes, while being part of a collaborative learning community, the Local Authority and working with others. • Empowered schools require both strong and distributive leadership, working in partnership with pupils, parents, staff and the wider community. • The principle of headteacher empowerment will be applied consistently across Scotland. • Local Authorities’ duty to provide education for children and young people means that they must be able to intervene in decisions made by headteachers where statutory, financial, or contractual obligations would be breached. • Local Authorities and their headteachers should have a mutually respectful and supportive relationship, with clear processes in place to minimise the need for such intervention. • Decisions by all parties should reflect mutually supportive and respectful relationships. The Joint Agreement advises that through the Headteachers’ Charter, Local Authorities are to empower headteachers in areas of curriculum, improvement, staffing and funding. Regarding funding, it defines this further: • Local Authorities will continue to be responsible for the Local Authority education budget and the delegation of funding to schools. Headteachers will make decisions on the spending within that delegated budget. • Decisions about education spending at Local Authority and school level are made in a collegiate and transparent way paying due regard to Getting It Right for Every Child (GIRFEC) and Local Authorities’ role as Corporate Parents. Page 254 of 331
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DEVOLVED SCHOOL MANAGEMENT GUIDELINES 5 • Local Authorities have regard to updated statutory guidance setting out a clear national framework for the delegation of funding to schools. This guidance is being co-produced through the Fair Funding Reference Group. The Fair Funding Reference Group formed the Fair Funding Working Group to provide the detailed and practical insight necessary to deliver this guidance. 1.2 Aims of Empowerment of Funding An empowered system is built on mutual trust, cooperation, transparency and highly effective communication. In an empowered system, headteachers, schools and their Local Authorities are partners, each contributing and supporting each other and respecting the different role each plays. Local Authorities add value by enabling key decisions to be made by those who are closest to the educational experience of children and young people and who best understand the particular context of the learning community. Decision making about funding that affects the school should sit, therefore, at school level unless there is a compelling reason for this not to be the case. The headteacher is accountable and responsible for decisions that should be made in consultation with pupils, parents, staff and the wider community. In an empowered school, decisions are based on local circumstances, delivering the highest impact on the learning experience of children and young people, and achieving the best outcomes for learners. Empowered schools require both strong and distributive leadership, again working in partnership with pupils, parents, staff and the wider community. An empowered school should have established systems and mechanisms which ensure that decisions are made in collaboration with stakeholders and which lead to better outcomes for children and young people. Headteachers are expected to be able to manage a fair, equitable and transparent devolved budget that meets the needs and priorities of the school and local community. As senior officers of the Local Authority, responsible for the leadership and management of the service provided to children and young people and their families, headteachers are accountable to both their employer and to their learning community for the leadership and management of education and resources within their settings. Headteachers, whilst being part of a collaborative community, the Local Authority and working with others, are accountable for the resources within their delegated budget responsibility. These guidelines recognise that in relation to DSM the functions and roles undertaken within an empowered school system are not restricted to headteachers. Although the role of headteacher is identified throughout, shared and distributed leadership means that other staff members or groups may undertake an area or aspect of DSM. An empowered school system means that all teachers are empowered and have meaningful input to decisions about school funding. The guidelines support distributed leadership, collaboration and consultation whilst Page 255 of 331
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DEVOLVED SCHOOL MANAGEMENT GUIDELINES 6 recognising that ultimately the accountability and responsibility will reside with the headteacher as the leader of their school, supported by the Local Authority. 1.3 A Headteachers’ Charter for School Empowerment The Headteachers’ Charter advises that in an empowered system, headteachers should lead learning communities to determine the most appropriate approach in the areas of leading learning and teaching, empowering the learning community and making best use of the school’s resources. In relation to making best use of the school’s resources, headteachers are required to: • Manage a delegated budget in a fair, equitable and transparent way, supported by the Local Authority and a fair, transparent and equitable local Devolved School Management Scheme. • Deploy the school’s budget in accordance with best value principles and Local Authority procurement arrangements, with appropriate support and guidance from their Local Authority. • Play an active role in designing and reviewing recruitment and staffing approaches, both for their own school(s) and for the wider Authority. • Be empowered to design a staffing structure which best supports the school’s curriculum and leadership requirements, working within their delegated staffing budget and supported by their Local Authority and Scottish Negotiating Committee for Teachers (SNCT) / Local Negotiating Committee for Teachers (LNCT) agreements and guidance. • Be integral to the appointment of staff in accordance with the best interests of children and young people, and work in partnership with the Local Authority to ensure good practice in recruitment and appointments, in line with SNCT/LNCT agreements and guidance. • Work in partnership with the Local Authority, and within clearly defined roles, responsibilities and accountabilities, to ensure a highly professional school team is built and sustained to meet the needs of the learning community. 1.4 The Principles for Devolved School Management The updated DSM principles, agreed by the Fair Funding Reference Group and building on and enhancing the foundations and principles of the 2012 guidance, are: • Subsidiarity and Empowerment. • Collaboration. • Accountability and Responsibility. • Clarity and Equity. Page 256 of 331
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DEVOLVED SCHOOL MANAGEMENT GUIDELINES 7 These principles reflect the National Improvement Framework aims of excellence through raising attainment and achieving equity. The principles also fully endorse those proposed in the Fair Funding consultation: • support excellence and equity - ensuring every child and young person has the same opportunity to succeed • be fair - placing the needs of all children and young people at the centre • be simple, transparent and predictable – ensuing the costs of delivering education can be easily understood and explained and that schools are able to manage and plan ahead with certainty • deliver value for money – ensuring that every penny spent is used effectively Subsidiarity and Empowerment DSM must provide headteachers and schools with the autonomy and flexibility to ensure decisions are made at the most appropriate level. Local Authorities should, within their DSM scheme, provide headteachers with clear information about which areas of expenditure are delegated to them. Whilst headteachers should have flexibility in the budgets required to operate and administer a school, there are also areas of expenditure that are not generally considered suitable for devolution to schools. Further guidance is provided in Appendix B. Devolution of budget must be supportive to the headteacher and allow a headteacher to make a positive impact on outcomes for children and young people, and must suit local context. Delegation: Decisions are made closest to the learner wherever possible and should be delegated to headteachers and schools in line with the Education Reform programme. Schools are empowered to make the decisions that affect outcomes, while being part of a collaborative learning community and the Local Authority. Decisions about education spending at Local Authority and school level are made in a collegiate and transparent way, paying due regard to wider responsibilities including GIRFEC. Staffing: headteachers are involved in the design of recruitment processes and can design a staffing structure that best supports learning and teaching in the school, within the budget delegated to the school by the Local Authority. Headteachers must comply with employment law and other relevant legislation, and the contractual obligations and policies of their Local Authority. Local Authorities and headteachers must have regard to supporting guidance and agreements developed by SNCT and LNCT (where appropriate). Budget: The majority of budget decisions should be made at school level. Local Authority schemes should detail specific guidance for accounting policies with regard to areas such as budget setting, budget virement and carry forward of budget underspends based on locally determined criteria. Page 257 of 331
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DEVOLVED SCHOOL MANAGEMENT GUIDELINES 8 Collaboration All partners must work together in a collegiate and collaborative way, keeping the interests of children and young people front and centre. Consultation: DSM should be designed and implemented in collaboration and consultation with stakeholders. Joint working with partners should be guided by, and support, the School Improvement Plan, Local Authority or education service, other plans, and local and national priorities. Partnership: In an empowered system, Local Authorities, headteachers and other school staff should work collaboratively at a local, regional and national level. headteachers furthermore should ensure that the systems are in place to allow collaboration with their school community, so that decisions are taken through the principles of co-production. Combined budgets and integrated services: Local Authority schemes should provide scope for combining budgets between schools, clusters, and other public partners (subject to any legal or contractual restraints), noting the requirements of Local Authority policies and frameworks, including, although not limited to: procurement, finance, and recruitment. Accountability and Responsibility Accountability is required at all levels; with the Local Authority, headteachers and delegated budget holders all being accountable and responsible within an empowered DSM scheme. Accountability: Headteachers are the leaders of learning and teaching in their school and are senior officers of the Local Authority with operational responsibility for the service they provide. Local Authorities will continue to be democratically accountable for the Local Authority education budget and the delegation of funding to schools, while headteachers in collaboration with stakeholders will make decisions on the spending within that delegated budget. As senior officers of the Local Authority, headteachers are accountable to both their employer and to their learning community for the leadership and management of education and resources within their setting. Quality Assurance and Review: Local Authorities should review DSM schemes every three years through peer review; in consultation and collaboration with stakeholders. Quality assurance should be built into the scheme and should particularly consider best practice from other Local Authorities. Local Authorities should also consider, as part of their ongoing self-evaluation, updating DSM schemes if relevant changes occur, for example following annual budget setting. Support: Local Authorities should ensure that appropriate professional support functions such as business management, finance, human resources teams and administrative support are in place to provide both support and challenge to headteachers exercising their delegated duties. Page 258 of 331
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DEVOLVED SCHOOL MANAGEMENT GUIDELINES 9 Clarity and Equity Clarity and equity is required at all levels; with the Local Authority and headteachers being clear and equitable with devolved resources. Equitable budget allocation: Devolving resources at a local level will vary according to the characteristics of each authority. The local context, including whether an authority is based in an urban, rural or island setting will have influence regarding the budget decisions within an authority. However, for all authorities, in an empowered system, decisions regarding budget allocations should be made in consultation with stakeholders, including schools and should aim to deliver equity, ensuring that every child and young person has the same opportunity to succeed. Clarity: Comprehensive and clear information about funding allocations detailing how local priorities and needs have determined these allocations should be made available to stakeholders. This applies to both Local Authority schemes and school decisions. Value for money: All decisions regarding resource use at Local Authority or school level should provide best value and continuous improvement, drawing on corporate financial regulations, schemes of delegation and procurement guidance. 1.5 A Common Framework To harmonise how local schemes are described, a framework is provided for Local Authorities to populate, containing all the essential elements of a good scheme. Local Authorities can incorporate their own scheme detail into the framework, tailoring the narrative to reflect their local context and decisions. This supports the empowerment of schools based on the Local Authority context, ensuring local democratic decisions can be applied whilst maintaining a broad consistency between schemes. This will support stakeholders undertaking benchmarking, introduce an element of common understanding for users, support shared training, and aid peer review. The framework will assist Local Authorities and their headteachers, providing increased clarity and transparency to stakeholders. The framework can be accessed on the Scottish Government website at https://www.gov.scot/policies/schools/devolved-school-management/. 1.6 Expected, Recommended and Examples The guidelines identify which areas are defined as expected, or as recommended, for Local Authority schemes. In some cases, the guidelines note statutory requirements on Local Authorities, or legislation which Local Authorities, headteachers, or others must comply with. For the avoidance of doubt, nothing in these guidelines detracts from those legislative requirements, which must always be complied with. It is anticipated that every Local Authority scheme will apply the areas identified as “expected” within their individual scheme. Areas identified as “recommended” enable the Local Authority to determine their own decision in meaningful consultation with stakeholders. This supports authorities implementing a scheme that is fit for Page 259 of 331
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DEVOLVED SCHOOL MANAGEMENT GUIDELINES 10 purpose based on their local priorities and context. These are summarised in Appendix A: “Expected and Recommended Summary”. Local Authority examples are provided in some areas to support discussion with stakeholders at both authority and school level, reinforcing meaningful consultation and the transparency of schemes. Authorities are not expected to seek to implement each of the examples included within the guidelines, but may find it helpful to consider whether examples are relevant to their circumstances. 1.7 Self-evaluation Local Authorities can make use of the “Expected and Recommended Summary” (Appendix A) to self-evaluate their schemes in addition to the peer review. 1.8 Additional Funding Additional funding streams, including for example, at the time of publishing, Pupil Equity Funding (PEF), are not core funding and are not included within the traditional funding mechanisms of DSM schemes. Funding directly allocated to schools from sources other than the Local Authority should be available to headteachers to utilise as outlined in any associated conditions of the budget allocation. It is recommended that the principles of DSM (subsidiarity and empowerment; collaboration; accountability and responsibility; and clarity and equity), in addition to Local Authority policies, apply to all funding streams. Many schools operate School Funds4 and Parent Council accounts; these are external to the Local Authority DSM scheme and are not included within the DSM guidelines. 4 School Funds refer to funding raised by the school though other avenues and are not devolved by the Local Authority, the headteacher is responsible and accountable for these funds. Each Local Authority will have their own processes and procedures for these funds. To support school improvement, headteachers are recommended to undertake self- evaluation drawing upon the most appropriate and current tools as self-evaluation toolkits. At date of publication these include: Education Scotland: How Good is Our School 4, Quality Indicator 1.5 Management of Resources (HGIOS4) and the General Teaching Council Scotland (GTCS) ‘The Standards for Leadership and Management’ (GTCS Standards). To avoid increasing workload no additional toolkit has been created. Page 260 of 331
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DEVOLVED SCHOOL MANAGEMENT GUIDELINES 11 2. Devolved School Management: Detailed Guidance for Local Authorities in developing a DSM scheme 2.1 General Local Authority schemes are expected to demonstrate best value by following the characteristics of: commitment and leadership; sound governance at a strategic and operational level; accountability; sound management of resources; responsiveness and consultation; use of review and options appraisal; a contribution to sustainable development; equal opportunities arrangements and joint working. DSM schemes are expected to support, promote and facilitate school empowerment, enabling headteachers to provide the efficient and most effective use of resources. Local Authorities, and their headteachers, are expected to demonstrate accountability at all levels, be clear and transparent, support collegiate working and strive to deliver national, Local Authority, local and school priorities. It is expected that Local Authorities ensure that devolution is meaningful and empowers school leaders to make appropriate, and informed decisions to best meet their local needs in line with Local Authority policies, guidance and frameworks. It is recognised that there are areas of expenditure that are generally not considered suitable for devolution. These may be aspects that are beyond a headteacher’s influence or are too bureaucratic to be managed at school level, have unacceptable levels of risk or have no impact on learning and teaching. A list of such aspects is detailed in Appendix B. It is expected that each Local Authority will identify any areas that are not deemed suitable for devolving to schools and include this information within their published schemes. Headteachers are expected to deploy the school’s budget in accordance with best value principles and Local Authority procurement arrangements, with appropriate support and guidance from their Local Authority. School expenditure should be in line with the School Improvement Plan supporting both Local Authority and national priorities and frameworks. Local Authorities and headteachers are required to support SNCT and LNCT agreements and guidance. Local Authorities should aim to reduce, where possible, staff workload and bureaucracy in relation to the utilisation and the application of DSM schemes, including associated financial policies and procedures. Local Authority Example A recent Education Scotland inspection in Renfrewshire highlighted the importance of robust governance arrangements when dealing with the complexity of a range of different sources of funding. Although it could be argued that this is not entirely related to DSM, the overlaps and dependencies between each of them are highly significant if empowered headteachers are to feel supported by a strong central team from the Local Authority. Page 261 of 331
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DEVOLVED SCHOOL MANAGEMENT GUIDELINES 12 2.2 Format and Publication Local Authorities are strongly encouraged and recommended to use the Scottish Government/COSLA common DSM framework document, which accompanies this document and can be downloaded from https://www.gov.scot/policies/schools/devolved-school-management/. The framework will support benchmarking, assist staff moving between Local Authorities, aid national and/or shared training opportunities and bring a common look and feel to Local Authority schemes. It is expected that local schemes include any criteria and methodology used to create staffing models and other resource allocations as appropriate. If formulae have been applied, these should be included within the scheme. Headteachers should be able to interpret the formulae or resource allocations and reconcile this information with their school’s resources. Local Authorities are expected to publish their DSM scheme on an external facing authority website, providing access to public stakeholders. Where a school has a website, it is recommended that it includes a link to the Local Authority website directing parents and wider stakeholders to the scheme. As DSM schemes can be technical documents, and are expected to include detailed formulae, Local Authorities are recommended to consider publishing a summary of their detailed scheme using the Scottish Government/COSLA framework (available from https://www.gov.scot/policies/schools/devolved-school-management/) to provide all stakeholders with summary information which is both accessible and in plain language, maximising parental and/or stakeholder engagement. 2.3 Training To support understanding and enhance confidence in DSM, Local Authorities are expected to provide specific training opportunities to individuals who make use of, or may influence, the DSM scheme. It is expected that this group would include headteachers and business managers or equivalent posts. It is recommended that training should also be considered for depute headteachers, aspiring leaders, LNCT trade union representatives and any other appropriate groups. It is recommended that elected members, as decision makers responsible for the Local Authority corporate budget should also receive a tailored training programme. The National Parent Forum Scotland have advised that additional training for Parent Councils is not required as this may be viewed as a barrier for parental involvement. However, Local Authorities can offer training in conjunction with Parent Councils where they deem it appropriate. It is expected that appropriate training should be available on a recurring basis to ensure new appointments to posts can be given sufficient induction, training and support to allow them to make informed decisions and to allow experienced staff to refresh their knowledge. Training should be available when new systems or processes are introduced. It is recommended that Local Authority headteacher induction programmes include a DSM element. Page 262 of 331
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DEVOLVED SCHOOL MANAGEMENT GUIDELINES 13 Where school or establishment staff have a delegated budget responsibility, it is expected that they will be aware of the aims and principles associated with DSM and best value and that they will adhere to financial regulations and Local Authority procedures and policies for the funds they are responsible for, which should include any staff member with a recognised budget responsibility. Local Authority Examples Falkirk run regular training and update sessions for headteachers, deputy headteachers and new staff on all matters to do with Finance, Resource, Property and Planning matters. Inverclyde Finance training is built into the practical guide to taking a school forward, which is available for any aspiring headteacher. The induction programme also includes one to one sessions on finance with the appropriate finance officer. This covers DSM. As part of the leadership development programme, Dumfries and Galloway run two sessions each year to support current headteachers and aspiring leaders with managing resources - “Strategic Management of Budgets”. As part of this session, some of the mechanics of DSM are covered, including the local scheme. The session also focuses on HGIOS4 Section 1.5 Management of Resources to promote equity, using the challenge questions from HGIOS4 to promote discussion, challenge and share experience. Headteacher training in Dundee includes information on their Roles and Responsibilities related to Finance, and the recommendation that schools should have a DSM and School Fund Consultative Committee. Dundee also makes reference to HGIOS4 in training and the use of data when making spending decisions at school level Dedicated training days are set up for Shetland Islands headteachers, as well as one-to one training opportunities for headteachers and their clerical staff. 2.4 Consultation, Engagement and Transparency It is expected that local DSM schemes are accessible and in plain language, maximising engagement and supporting transparency. Local Authorities are expected to make information available to all stakeholders in relation to the Local Authority budget, delegated budgets to schools, including identifying areas of expenditure that are not devolved to headteachers. It is expected that there will be meaningful consultation and engagement at all levels among the Local Authority, headteachers and all stakeholders. It is expected that meetings take place to inform appropriate resource decisions, including, for example: budget, staffing models and savings. To facilitate meaningful consultation and collaborative decision making, it is expected that Local Authorities form appropriate mechanisms or forums for regular engagement and consultation with headteacher Page 263 of 331
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DEVOLVED SCHOOL MANAGEMENT GUIDELINES 14 and wider stakeholders. These should be formed in conjunction with headteachers and Local Authority education management. A range of consultation approaches are already in place within Local Authorities including: • regular finance forums • headteacher/trade unions/staff working groups • DSM committees • area / school cluster meetings • quality improvement forums • feedback from surveys at school, school cluster and Local Authority levels • headteacher short-life work streams It is an expectation that headteachers have an input into areas affecting school resources, at a local, area or schools cluster level. This includes criteria used when determining how a formula is devised, how the formula is applied to schools, methods of calculating and distributing budget, any associated savings, school staffing models and any other appropriate allocations of resources. Local Authority Examples The Dundee Star Chamber group meets four times per year with all headteachers invited to attend. The Star Chamber meetings specifically focus on budget issues, with the meeting chaired by the Executive Director and Senior Management Team. In addition, Dundee’s Staffing review group is chaired by the Chief Education Officer and consists of headteachers and central managers. This group covers all areas associated with the staffing process including allocation of staffing budgets. Lastly, there are sub-groups chaired by headteachers who involve other headteachers in taking forward certain areas. This year these groups were involved in revising staff formulae, given the budget pressures that the authority faced, and also focused on improving the recruitment process. School Operating Management meetings in Fife are held termly; the meetings are chaired by a Head of Service and all headteachers are invited. The meetings focus on business matters including such areas as recruitment, staffing models, budget allocations, savings and facilities management. Three meetings are scheduled over different days to provide headteachers with the flexibility to attend the most suitable meeting to maximize attendance. This format is used for meaningful consultation with all headteachers (over 170 including nursery, special, primary and secondary). In addition, Cluster Chair Headteacher Meetings, Working Groups or sector specific headteacher meetings are also utilised for particular areas of work and for detailed discussion regarding specific budget savings. In North Ayrshire, all schools are required to have a DSM Committee to discuss resource matters, the committee is formed from all staff groups and includes parent council representatives. Transparency is further supported by the sharing of devolved staffing allocations with all school sectors in the local authority area - Nursery, Special, Primary and Secondary. Page 264 of 331
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DEVOLVED SCHOOL MANAGEMENT GUIDELINES 15 As the leaders of learning in their schools, and as senior officers of the Local Authority, headteachers are expected to take the lead role in ensuring their school community is empowered at all levels, this includes full consultation with staff. Headteachers are expected to consult with staff, parent councils, pupils, trade unions and the wider community on appropriate matters to inform resource decisions. It is expected that headteachers provide clear information on local budgets and resource allocation including school staffing models, DSM decisions, allocation of departmental or class resources, formulae, criteria or methodologies used within the school. To facilitate consultation, it is expected that headteachers form appropriate mechanisms or forums for regular engagement and consultation with stakeholders to discuss and consult on any relevant area. To facilitate collective decision making a range of consultation approaches are in place within schools which include: • School committees • staff meetings • parent council • pupil councils • working groups Headteachers are expected to ensure that any costs on families are minimised to ensure equality of access. However, where charges are deemed unavoidable, it is recommended that any anticipated pupil charges for curricular or extra-curricular activities (for example Home Economics, or school trips), or other costs (such as school uniform) requiring funding contributions from parents/carers are clearly detailed in school information published at the start of the academic session, supporting transparency. It is further recommended that any potential financial assistance or opportunities available to the pupil, or any discounts or exemptions available, for example in relation to pupils in receipt of free school meals, are included within this information. 2.5 Collaboration DSM schemes should be informed by local priorities to enable them to contribute towards shared agendas and improved outcomes, allowing stronger partnership working between schools and with other agencies and stakeholders. Local Authority decisions about education spending are expected to be made in a collegiate and transparent way, paying due regard to their wider responsibilities, including Getting it Right for Every Child (GIRFEC) and the role of Local Authorities as Corporate Parents. Effective joint working, encompassing headteachers, school staff, Local Authority chief officers, community partners, other schools, colleges, universities and the Regional Improvement Collaborative are key. Meaningful collaboration can support the best use of resources, through arrangements for strategic planning of local provision, economies of scale and the pooling of resources to meet locally identified educational needs. To further develop this, it is recommended that Local Authorities consider empowering an area or school cluster, enabling headteachers to influence decisions and resource use across a geographical or cluster basis. Page 265 of 331
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DEVOLVED SCHOOL MANAGEMENT GUIDELINES 16 Devolving budget resource on an area or school cluster basis also requires headteachers to be responsible for these resources to their stakeholders and Local Authority. The Regional Improvement Collaborative should consider developing and sharing models of best practice in empowerment and effective decision making within the funding and resources context. In an empowered system, headteachers are expected to be collaborative and collegiate in their approach, challenging themselves and stakeholders to be solution focused and embrace joint working with the learning community, teachers, support staff, partners, other schools and the Local Authority. It is recommended that headteachers work together to share and maximise resources in order to influence outcomes across geographical areas or school clusters. Local Authority Examples In Inverclyde, the recently implemented ASN review has devolved management of resources to localities of schools. This means that headteachers discuss allocations of support on a locality basis and can allocate resources accordingly. The Falkirk Senior Management Team holds termly meetings with Parent Council Chairs and representatives to discuss all matters relating to budgets, finances and resources. In addition through collaboration, secondary schools now manage the provision and distribution of PE and Music teachers across all primary schools within their cluster. In Glasgow, by headteachers pooling funding together, Secondary schools have engaged STEM staff to work collegiately to deliver training and staff development. West Dunbartonshire have robust systems in place for the effective management and monitoring of finance, ensuring strong financial governance and delivery of best value at both corporate and project level. At corporate level, the Community Planning Partnership and Educational Services committee ensure accountability for the delivery of Education objectives. The Council provides the conditions and environment for leaders to make innovative decisions on available spend, based on research and self-evaluation activities. Through a variety of consultation processes, headteachers engage well with stakeholders in their school community to gather views on how funding is used, and to report on progress with delivery of projects/interventions. Through a variety of communications channels, headteachers share successes of projects/interventions, ensuring stakeholders are aware of impact to help inform next steps. Na h-Eileanan Siar Primary and Secondary headteachers have collectively identified a set of nine key actions based on the Department’s four priorities and Business Plan as well as current national priorities and developments in education. To deliver the nine actions, a model of Headteacher Hubs has been developed that has created three hub teams of headteachers, each led by one of the headteachers and supported by a Senior Education Officer. Each of the hubs has been assigned three of the nine priorities. Headteacher Hubs serve two key purposes. They Page 266 of 331
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DEVOLVED SCHOOL MANAGEMENT GUIDELINES 17 empower headteachers, as senior officers of the Comhairle, to lead on the delivery of key priorities as well as to take devolved responsibility for budget spending. It also addresses the national priority to tackle bureaucracy through more effective sharing of development work across the three Hubs to benefit all schools, and raise learners’ attainment. Each Hub is led by a headteacher with a group of other associated headteachers, as well as any co-opted members they wish to include for the purposes of meeting their specific objectives. 2.6 Staffing Local schemes are expected to devolve the appropriate resources to schools, whilst ensuring that legislative and contractual requirements are met and local circumstances and needs taken into account. Local Authorities are required to develop and implement staffing models for all school sectors, within which headteachers are expected to deliver the most appropriate and efficient use of staff, ensuring equity, transparency and clarity whilst promoting and supporting collaboration and collegiate working. To facilitate this, it is expected that headteachers are empowered to design a staffing structure to suit their school’s context, within the budget delegated to the school by the authority. Local Authorities are recommended to consider the risks associated with devolving staffing. This includes discussing and consulting with headteacher and appropriate forums around the complexities and risks associated with staffing allocations. Local schemes will vary and may be determined or influenced by systems and processes in place for finance budget setting. This may include budgets based on named individual salary placements, average staff salaries, top of teaching scale salary, cash or points models, or any other methodology used. Consideration should also be given in relation to long term absence and family leave costs which may impact on budgets. Variances in local schemes may also exist owing to the accounting approach applied for specific individual circumstances noting the salary differentials for roles such as chartered teachers, assimilated teachers, career pathway lead teachers or in relation to conservation of salary or changes to job sizing grades. For all staffing matters, it is expected that headteachers must adhere to the appropriate legislation, Local Authority, SNCT and LNCT agreements, Working Time Agreements and guidelines. Headteachers are expected to play an active role in designing and reviewing the recruitment processes and staffing approaches, both for their own school/s and for the Local Authority. It is expected that headteachers are consulted on the allocation of all staff groups to their schools, including support staff. Staffing allocations of support staff should be supported by a clear and transparent methodology for the distribution of staff either to schools or clusters. Page 267 of 331
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DEVOLVED SCHOOL MANAGEMENT GUIDELINES 18 Local Authority Examples A primary school in Dumfries and Galloway was entitled to two depute headteachers. The headteacher has chosen to put in place only one depute headteacher post and utilise the funding from the other position to support development opportunities across the staff group. These are project type arrangements to complete designated pieces of work. A Primary School in East Lothian had an increasing school roll and were entitled, per the staffing model to receive an additional depute headteacher, increasing from one to two depute headteachers. The headteacher elected to utilise the budget resource to maximise the existing depute headteacher’s management time, thereby removing the teaching commitment. This further enabled the headteacher to create a principal teacher post through use of the balance of resource available. In Falkirk the annual teacher recruitment and probationer intake exercise for primary schools is centrally coordinated with input from headteachers groups to reduce the demands on their time. Primary headteachers have also used their devolved budgets to collectively fund a central support post to source and manage supply cover on their behalf. Fife manage a generic recruitment campaign for class teacher posts for the new August academic session. This generic campaign is led by headteachers, supported by the central team. Headteachers attend a centrally led recruitment session at which the headteachers devise the interview format and questions. The interview panels are solely formed by headteachers who make a recommendation to appoint candidates to Fife, or not. The central team then undertake all reference and recruitment checks before allocating the candidate to a post in Fife. To staff schools, headteachers submit a ‘Staffing Return’ for the new August session whereby they identify vacancies or surplus staff. For vacancies, the headteacher identifies the nature of the vacancy (permanent/temporary/full time/part time) and can identify how they wish the post to be filled, for example the allocation of a new probationer or the appointment of a teacher. Furthermore, for the allocation of a new probationer they can request a student who has completed a placement within their school, or are allocated a name by the central team. For the allocation of a teacher, they can request a named individual from the generic interviews and this allows headteachers to request to retain their current probationer if they wish to do so. Through this system headteachers are able to greatly influence their school staffing allocation. The Directorate seeks to accommodate headteacher requests whilst taking account of any other factors, including staff members requiring transfer, the overall school pupil roll, the authority’s probationer allocation and any other local matters. Perth & Kinross Headteachers are authorised to organise their support staff structure as required. Resources continue to be allocated to schools using the DSM funding allocation annually. Renfrewshire engaged extensively with primary headteachers in order to design a revitalised recruitment process for the annual staffing exercise, which sees Page 268 of 331
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DEVOLVED SCHOOL MANAGEMENT GUIDELINES 19 headteachers lead the selection procedures forming interview panels and recommending deployment based on a competence based approach. This is backed up by support from HR and recruitment professionals within the Local Authority in order to ensure openness, fairness and transparency. By empowering headteachers in this way, workload has been reduced and both schools and individual teachers feel more valued for their contribution. 2.7 Professional Support To support empowered schools, Local Authorities are expected to provide the appropriate support and challenge to headteachers. Empowered schools should be underpinned by professional high-quality teams with the appropriate capacity to support headteachers. This may be in the form of business managers (or equivalents), finance, human resources and facilities teams. It is expected that access to professional support is available to all headteachers, in all school establishments. It is expected that there should be transparency in any formulae or methodology used in allocating professional support to schools. Local Authority Examples Argyll and Bute Finance Assistants are assigned to schools to provide financial advice to the headteacher. These roles are managed by the corporate finance teams with the posts being based in schools. The finance assistants provide support to more than one school, usually on a cluster basis. Each secondary school in Falkirk has a dedicated Resource Manager and other schools are supported by a centrally based team of Resource Officers. Scottish Borders undertook a review during 2016/17, with the aim of developing more integrated and streamlined management and administration arrangements on a locality, cluster basis. A new structure was developed and consulted on, and a Business Manager was appointed for each high school cluster (of which there are 9) and administration staff for both secondary and primary schools were matched into the new, cluster-based structure. The resulting standardisation and improvement of processes and policies has enabled a necessary move away from inconsistencies in approaches to business support across over 70 Scottish Borders schools, and is facilitated by investment in digital improvements for staff, parents and pupils. The clusters vary in size, and contain a mix of rural and urban settings. The Business Manager posts are line managed by a Business Support Service Manager at Council HQ, who reports to the Service Director, Customer and Communities, and funding for the new structure now sits within this service. Stirling Business Managers are based in each of the 7 secondary schools and support the specific secondary school. The posts are managed by the headteacher and funded by the overall secondary staffing model. 40 primary schools are supported by 2 Primary School Resource Officers, who in turn support a cluster of nursery, primary schools and one special school. They are managed by the Business Improvement Team Leader within the Broad General Education Service. The secondary business managers manage the non-teaching staff, monitor and Page 269 of 331
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DEVOLVED SCHOOL MANAGEMENT GUIDELINES 20 report on the school devolved budget; assist the headteacher in the strategic deployment of staff and day to day management and co-ordination of all HR issues devolved to schools. They are responsible for all buildings and facilities management issues and liaise with other Council Services or contractors as appropriate. They assist the headteacher in the strategic management of all finance related issues. The Primary School Resource Officers support, advise and assist headteachers in the strategic management of all resource related issues. They all support the schools in working within the Legal and Financial Framework of the Council and are supported by our Corporate Teams including Finance, HR, procurement and property teams. 2.8 Accounting Matters Headteachers are expected to be given the flexibility to manage and determine the best use of the resources devolved to schools. To facilitate this, headteachers should be permitted to move budgets between devolved budget headings (referred to as budget virement) subject to Local Authority accounting principles, schemes of delegation and financial regulations. Locally determined virement criteria, including any maximum percentage, financial limits or excluded budget areas, are expected to be included within the published local scheme. Local Authority Examples In Angus headteachers are permitted to divert monies between devolved budgets. However, no funds should be diverted which have an ongoing commitment into future years e.g. diverted funds cannot be used to permanently increase staffing levels as the source of funding cannot be guaranteed in future years. To support Schools with their individual budget control and financial reporting, Falkirk provide schools with 10 unique financial ledger devolved cost codes that allow schools to decide themselves what costs should be charged and monitored against them. A bespoke devolved budget report is also available to headteachers to monitor devolved budgets directly. In Glasgow, virement of up to £1,000 across all supplies and services budget lines and Virement of up to £5,000 across all classroom supplies lines is allowed. However, virement of up to 10% of the entitlement budget of a school’s sickness absence cover (5% pre-Christmas and 5% post-Christmas) is subject to approval from the Executive Director of Education Services. Inverclyde currently allow virements of up to £20,000 out of employee budget lines to any budget lines within the overall DSM budget. They also allow virements of up to 10% of non-salary budget lines to any DSM budget line. In Aberdeenshire Council headteachers are provided with details of devolved budgets at the beginning of each financial year, which are updated post September- Census to reflect roll movements. Although Primary schools do not have access to the General Ledger, transaction reports are provided regularly. Budget monitoring Page 270 of 331
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DEVOLVED SCHOOL MANAGEMENT GUIDELINES 21 statements are also provided quarterly by a centrally based Finance team, who are available to provide advice and support to headteachers. Secondary Teaching staff costs, including long and short-term supply, are now fully devolved to schools. Budgets are based on the actual cost of staff in place and likewise expenditure is also on actual costs charged through the ledger. All schools are provided with an annual monitoring template, which allows them to record actual costs against budget and also to forecast the impact of staff changes. Secondary schools also have access to monthly payroll reports, which are used to monitor the devolved teaching budget, and members of the Finance team are currently available to provide advice and support to Secondary headteachers and Business Managers. In terms of process, an accountant will visit each secondary at the beginning of the financial year to discuss the devolved budget and associated spending plans. Follow up visits are then offered later in the year to discuss the forecasted budget position and an update on spending plans. A meeting is held with a Head of Service/HR/Finance prior to the commencement of the new financial year to discuss staffing entitlement and address any budget issues. Secondary schools do have access to the Ledger, but also receive regular reports from the centre on all devolved budgets. Aberdeenshire is also piloting the devolvement of ASN budgets to cluster schools. Two clusters representing different school sizes and demographics have been involved in this pilot. The budgets involved include teaching and non-teaching staff, together with budgets for flexible learning pathways, per capita and Continuing Professional Development. Each cluster collectively is then responsible for determining the spending plan for their budget that best meets the ASN needs within their cluster. Support from the Finance team is provided on a similar basis to that provided to secondary schools. Headteachers are expected to be given the ability to carry forward budget underspends and overspends from one financial year to another in line with Local Authority criteria. This will provide greater flexibility, maximise best value and align school year expenditure with the School Improvement Plan, recognising that expenditure commitments operate on an academic and not financial year basis. Locally determined carry forward criteria, including any maximum percentage or financial limits, or where a carry forward provision is determined by the overall service, directorate or authority budget position, are expected to be published within the scheme. It is recommended that local consideration is given to the use of carry forward of underspends and that the intended uses of any carry forwards are identified in School Improvement Plans or school budget plans. Local Authorities should give consideration to enabling schools and establishments to deposit funds to save budget underspends over a number of financial years for planned and agreed future spending requirements. Page 271 of 331
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DEVOLVED SCHOOL MANAGEMENT GUIDELINES 22 It is recommended that Local Authorities consider how carry forward of overspends are managed and that associated processes or arrangements are included within the published scheme. Local Authority Examples In the City of Edinburgh Council headteachers may carry forward any surplus funds from one financial year to another, subject to this surplus being less than 2.5% of the school’s total delegated budget. In addition, Nursery schools may carry forward 10% of their total delegated budget. Any budget deficit incurred by the headteacher will be carried forward in full to the next financial year and will have the effect of reducing the total funds available for expenditure in that year. The Executive Director of Communities and Families may instruct headteachers not to budget a deficit where there is reason to believe that this would create financial difficulties for the Council. In exceptional circumstances the Executive Director of Communities and Families may amend the amount of surplus or deficit to be carried forward but will give reasons for doing so. Over the period 2017/18 to 2019/20 initially headteachers in East Renfrewshire have the facility to carry forward a percentage of their DSM allocation as budget underspend at the financial year end, subject to the overall Education Department budget being underspent. For 2017/18 this was set at a maximum of 5% of devolved resources, reducing to 3.5% in year two and 2% the following year with a wider review of DSM thereafter to take account of new national guidance. The budget devolved to a school in any financial year should be targeted at the priorities in the School’s Improvement Plan and should be for the benefit of current pupils. Headteachers must therefore ensure that all carry forwards are planned and should not be used as a means of setting aside resources for the future with no identified plans for the carry forward. All carry forwards must be entirely used within a three- year period aligning with the School Improvement Plan and its timeframe. Where an overspend occurs, the shortfall in budget will be deducted from the school’s DSM budget via an increased savings target in the following financial year and the headteacher would be required to provide an action plan to evidence how they will deliver a balanced budget by the end of that same financial year. If a school’s DSM budget outturn position is unreasonably or persistently overspent, despite strong budget monitoring and support, then such action could be considered by the Director of Education as grounds for disciplinary action. To reduce bureaucracy Falkirk has set financial levels for each school sector whereby underspends falling within these parameters are automatically carried forward. Underspends above these levels are subject of a simple business case being submitted to explain the reason for underspend and what the schools plans are for it. The acceptable parameters are: Early Years establishments £5,000, Primary Schools (Single Stream) - £10,000, Primary Schools (2/3 Stream) - £15,000; Secondary Schools - £30,000; and Special/ASN Establishments - £15,000. The West Lothian the maximum carry forward is set at 2.5% of all fully devolved budget headings. Any balance greater than 2.5% will not be available to the school in the following financial year. Any carry forward above 1% requires Head of Page 272 of 331
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DEVOLVED SCHOOL MANAGEMENT GUIDELINES 23 Service. Schools may wish to use this carry forward not only for on-going revenue expenditure, but may also wish to save towards a longer term planned objective (e.g. school refurbishment). Inverclyde allows a carry forward of up to 10% of the entitlement budget. In addition to this, headteachers are allowed a carry forward of planned underspend to be placed into a capital item replacement fund (CIRF) which can be held for up to 3 years. The minimum deposit is £500 and the maximum is £10,000 annually. This fund can then be used in the future 3 years to purchase planned equipment or resources e.g. reading schemes / smaller capital items . Renfrewshire allows schools to carry forward a proportion of funds in particularly budget lines. Headteachers are expected to justify the purpose of such carry forward to ensure it is in line with the expectations of the 2012 guidance that ‘today’s money be for today’s children’. This provides a degree of accountability, whilst ensuring flexibility for the purchase of larger items which may not be possible within a single financial year. 2.9 Scheme Review Local Authorities are expected to undertake a full review of their scheme every three years though peer and stakeholder evaluation. Local Authorities may wish to consider utilising the Regional Improvement Collaborative which they are a member of, although consideration should also be given to working with Local Authorities beyond the collaborative where demographics, scale, size and context may be comparable. Peer review should utilise the Scottish Government and COSLA quality assurance template. In addition to working with a partner Local Authority, it is expected that the three- year review should include stakeholders from the home Local Authority and the wider community. It is recommended that these stakeholders include headteachers and other Local Authority representatives, for example, business managers or equivalent, school staff groups, trade unions, parents, pupils, corporate partners (such as finance, human resources and procurement) and any other community stakeholders as deemed appropriate. It is recommended that Local Authorities, as part of their ongoing self-evaluation, update the DSM scheme if required following formal agreement of the Local Authority budget, or to recognise any Local Authority policy decisions which may have a consequential impact on their scheme. It is recommended that headteachers undertake self-evaluation of DSM in their own school’s context using the most appropriate and current tools available. At date of publication these include; Education Scotland - How Good is Our School 4 (HGIOS4), Quality Indicator 1.5 Management of Resources; GTC Scotland - The Standards for Leadership and Management: supporting leadership and management development; Scottish Government and COSLA – Education Reform Joint Agreement and Headteachers’ Charter. Page 273 of 331
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DEVOLVED SCHOOL MANAGEMENT GUIDELINES 24 Local Authorities may wish to utilise the “Expected and Recommended Summary” (Appendix A) as their self-evaluation checklist or for use during their annual internal review. Local Authority Example East Lothian’s Service is incorporating HGIOS4, Quality Indicator 1.5 Management of Resources as part of their internal reviews and improvement processes within their school establishments. Page 274 of 331
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DEVOLVED SCHOOL MANAGEMENT GUIDELINES 25 Appendix A: Expected and Recommended Summary These guidelines recognise that in relation to DSM the functions and roles undertaken within an empowered school system are not restricted to headteachers. Although the role of headteacher is identified throughout, shared and distributed leadership means that other staff members or groups may undertake an area or aspect of DSM. The guidelines support distributed leadership, collaboration and consultation whilst recognising that the accountability and responsibility will reside with the headteacher as the leader of their school, supported by the Local Authority. In some cases the guidelines note statutory requirements on Local Authorities. For the avoidance of doubt, nothing in these guidelines detracts from those statutory requirements, which all Local Authorities must comply with. General Expected Recommended Local Authorities schemes adhere to financial regulations, deliver best value and ensure the efficient, fair and equitable distribution of resources. Headteachers deploy the school’s budget in accordance with best value principles and Local Authority procurement arrangements, with appropriate support and guidance from their Local Authority. Local Authorities should ensure that devolution is meaningful and empowers school leaders to make appropriate, and informed decisions to best meet their local need in line with legislation and Local Authority policies, guidance and frameworks. Local Authorities scheme clearly define areas of resources that are not devolved to schools. Headteachers are expected to ensure school expenditure is in line with the School Improvement Plan supporting the relevant Local Authority strategic plans, priorities and the National Improvement Framework. Local Authorities and headteachers must adhere to legislative requirements, SNCT and LNCT agreements and guidance. Page 275 of 331
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DEVOLVED SCHOOL MANAGEMENT GUIDELINES 26 Format and Publication Expected Recommended Local Authorities are strongly encouraged to utilise the format of the DSM Framework for their scheme. This is available from https://www.gov.scot/policies/schools/devolved- school-management/. Local Authorities are expected to publish the DSM scheme on the external facing website. Where a school has a website, it is recommended that it should include a web link to the Local Authority published scheme. Local Authorities should consider publishing a summary of the authority’s scheme, providing stakeholders summary information in an accessible way, using plain language. Published schemes should include the criteria and methodology used to create formulae-based allocations, staffing models and other resource allocations as appropriate. If formulae have been applied, the formulae should be included within the scheme. Training Expected Recommended Local Authorities should provide specific DSM training to key staff groups including headteachers and business managers or associated posts. It is recommended that training opportunities are made available to depute headteachers, aspiring leaders, elected members, and any other appropriate staff who utilise or influence DSM decisions. Where school or establishment staff have a delegated budget responsibility they should be aware of the aims and principles associated with DSM, best value and adhere to financial regulations and Local Authority policies for the funds they are responsible for. Training should be available for new and experienced staff members. Training should be available on a frequent and recurring basis. School leaders have access to local and/or national leadership programmes and training which ensures an approach to DSM that encourages confident decision-making to promote better outcomes for learners. Page 276 of 331
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DEVOLVED SCHOOL MANAGEMENT GUIDELINES 27 Consultation, Engagement and Transparency Expected Recommended Consultation and engagement at all levels between Local Authorities, headteachers and stakeholders should take place to inform appropriate resource decisions, including: budget, staffing models and savings. This includes consultation on criteria used when determining how a formula is devised or applied and other methodology of distributing resources. Local Authorities should form appropriate mechanisms or forums for regular engagement and consultation with headteachers and wider stakeholders as appropriate. Consultation and engagement between headteachers and staff groups should take place to inform appropriate resource decisions, including: budget, staffing models, department budget allocations and savings. Headteachers should form appropriate mechanisms or forums for regular engagement and consultation with staff, parents and wider stakeholders as appropriate. Headteachers should consult with staff, parent councils, pupils and the wider community on appropriate matters, these may include school staffing models, DSM decisions, allocation of departmental or class resources and include formulae or criteria used within the school. Headteachers share and discuss local school decisions, budget and resource allocations with staff groups and wider stakeholders as appropriate. It is recommended that at school level this includes methodology and distribution of budgets and resources. Local Authorities make information available to all stakeholders in relation to the Local Authority budget, education budget and delegated budgets to schools, including identifying areas of expenditure that are not devolved to headteachers. It is expected that DSM schemes, and information published for stakeholders is accessible and is in plain language. Headteachers are to ensure that any costs related to the curriculum are minimised to ensure equality of access. Where charges exist for pupils, including both curriculum or extra-curricular activities (class materials, school trips, school uniform, etc.) they should be clearly detailed in school information published at the start of the academic session. Page 277 of 331
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DEVOLVED SCHOOL MANAGEMENT GUIDELINES 28 Any potential financial assistance, discounts or exemptions available, for example in relation to pupils in receipt of free school meals, should be included within this information. Collaboration Expected Recommended DSM schemes should be informed by local priorities to enable it to contribute towards shared agendas and improved outcomes, it should enable stronger partnership working between schools and other agencies and stakeholders. Local Authority decisions about education spending are made in a collegiate and transparent way paying due regard to Getting it Right for Every Child (GIRFEC) and the role of Local Authorities as Corporate Parents. It is recommended that Local Authorities consider empowerment on an area or school cluster basis, enabling headteachers to influence decisions across geographical areas or school clusters. Headteacher are expected to be collaborative and collegiate in their approach, challenging themselves and stakeholders to be solution focused embracing joint working with the learning community, parents, children and young people, teachers and support staff, partners, other schools and the Local Authority. It is recommended that headteachers work together to share and maximise resources to influence outcomes across geographical areas or school clusters. Staffing Expected Recommended Local Authorities should empower headteachers to design a staffing structure to suit the school’s context within their delegated budget and in accordance with SNCT and LNCT agreements and guidelines. Local Authorities consider their approach when devolving staffing, this includes discussing with Headteachers the complexities and risks associated with staffing allocations. Schemes should seek to devolve the appropriate resources to schools, whilst ensuring that legislative and contractual requirements are met and local circumstances and need taken into account. The Local Authority with headteachers will seek to deliver the most appropriate and efficient use of staff resource ensuring equity, transparency and clarity whilst promoting and supporting collaboration and collegiate working. Page 278 of 331
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DEVOLVED SCHOOL MANAGEMENT GUIDELINES 29 Headteachers should play an active role in designing and reviewing recruitment and staffing approaches, both for their own school/s and for the Local Authority. For all staffing matters, headteachers must adhere to the appropriate legislation and Local Authority, SNCT and LNCT agreements and guidelines. Headteachers should be consulted on the allocation of support staff to schools. Professional Support Expected Recommended Headteachers in all schools should have access to professional support teams and functions. There should be transparency in the formulae or methodology in allocating professional support to schools. Accounting Expected Recommended Headteachers should have the provision to carry forward budget underspend or overspend in line with agreed and published Local Authority policy and criteria. Intended use of carry forward of budget underspends are identified in School Improvement Plans or school budget spending plans. Procedures for managing carry forward of overspends are included within the scheme. Consideration is given towards enabling schools to deposit funds to save budget for planned and agreed future spend. Headteachers should have the provision to vire budget between budget headings in line with agreed and published Local Authority policy and criteria. Page 279 of 331
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DEVOLVED SCHOOL MANAGEMENT GUIDELINES 30 Scheme Review Expected Recommended Local Authorities undertake a three-year review with stakeholders and a peer Local Authority as they determine appropriate. Stakeholders may include headteachers, business managers, all staff groups, trade unions, parents, pupils and corporate partners such as finance, human resources and procurement as examples. Local Authorities are recommended, as part of ongoing self-evaluation, to update DSM schemes if changes are made which have a consequential impact on a scheme. Headteachers are recommended to apply national standards and to undertake self- evaluation drawing upon the most appropriate, and current tools, at date of publication these include, but are not limited to: Education Scotland - HGIOS4 QI 1.5 Management of Resources GTC Scotland - The Standards for Leadership and Management: supporting leadership and management development Scottish Government and COSLA – Education Reform Joint Agreement and Headteachers’ Charter Page 280 of 331
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DEVOLVED SCHOOL MANAGEMENT GUIDELINES 31 Appendix B: Areas of expenditure that are generally not considered suitable for devolution It is expected that Local Authorities support meaningful devolution that empowers school leaders to make appropriate, and informed decisions to deliver the best outcomes for children and young people. Whilst headteachers should be given maximum flexibility over their budgets, there are areas of expenditure that are generally not considered suitable for devolution. The reasons for this may include, but are not limited to, areas of spend that: • are outside the influence of a headteacher • are too bureaucratic • have unacceptable levels of risk • benefit from economies of scale • require specific professional expertise • are complex by their nature Through consultation it is clear that for a variety of locally determined reasons, differing approaches exist within the Local Authorities. The first list, presented below (a), covers areas that are generally recognised as not enhancing headteacher empowerment, and the second list (b) presents areas that Local Authorities may have determined locally agreed procedures according to their existing systems and processes. It is expected that each Local Authority identifies and lists any areas that are not devolved to schools within their published schemes. a. Areas identified as not generally suitable for devolving: • Rent in relation to school premises • Capital expenditure, including PPP/PFI costs • Property Insurance • Non-Domestic Rates • Statutory Local Authority contracted work on managing the school estate • Corporate support function costs for example Finance, HR, and Legal functions • School clothing grants • Education Maintenance Allowances • Home to school pupil transport • Premature retirement costs • Local Authority Information Management Systems (currently SEEMIS) • School meals Page 281 of 331
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DEVOLVED SCHOOL MANAGEMENT GUIDELINES 32 b. Areas which consultation highlighted as having a variety of approaches, and requiring local determination: • Waste Collection • Energy costs • Carbon charges • Janitorial and Cleaning staff costs • Central support services for example Educational Psychology, Quality Improvement Teams, Learning Support and Behavioural Support Teams, Speech and Language Teams, hearing and visually impaired support, dyslexia or significant and enhanced provision for additional support. Each authority will have their own specialist teams which will differ. • Examination fees • Long Term Sickness Absence • Family Leave Costs • Visiting Teachers • Music Instructors • Parent Council expenditure Page 282 of 331
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DEVOLVED SCHOOL MANAGEMENT GUIDELINES 33 Appendix C: Stakeholder Engagement Aberdeen City Council Aberdeenshire Council Angus Council Argyll and Bute Council City of Edinburgh Council Clackmannanshire Council Comhairle nan Eilean Siar Dumfries and Galloway Council Dundee City Council East Ayrshire Council East Dunbartonshire Council East Lothian Council East Renfrewshire Council Falkirk Council Fife Council Glasgow City Council Highland Council Inverclyde Council Midlothian Council Moray Council North Ayrshire Council North Lanarkshire Council Orkney Islands Council Perth and Kinross Council Renfrewshire Council Scottish Borders Council Shetland Islands Council South Ayrshire Council South Lanarkshire Council Stirling Council West Dunbartonshire Council West Lothian Council ADES Resources Network ADES Personnel Network Association of Headteachers and Deputes in Scotland (AHDS) Educational Institute of Scotland (EIS) Education Scotland National Parent Forum Scotland The National Association of Schoolmasters Union of Women Teachers (NASUWT) School Leaders Scotland (SLS) Scottish Secondary Teachers Association (SSTA) Voice The following organisations have been consulted during the preparation of this guidance. The draft Guidelines was also published on the Scottish Government website for comment between 5 April 2019 and 8 May 2019 date, to fulfil Scottish Ministers’ duty to consult on proposed guidance under section 13 of the Standards in Scotland’s Schools Act 2000. Page 283 of 331
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DEVOLVED SCHOOL MANAGEMENT GUIDELINES 34 Appendix D: Fair Funding Reference Group and Working Group Membership Fair Funding Reference Group Membership Scottish Government Convention of Scottish Local Authorities (COSLA) Association of Directors of Education Scotland (ADES) Directors of Finance Society of Personnel and Development Scotland (SPDS) Society of Local Authority Chief Executives (SOLACE) Society of Local Authority Lawyers and Administrators (SOLAR) Fair Funding Working Group Membership Scottish Government Convention of Scottish Local Authorities (COSLA) Association of Directors of Education Scotland (ADES) Association of Headteachers and Deputes in Scotland (AHDS) Educational Institute of Scotland (EIS) School Leaders Scotland (SLS) Page 284 of 331
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w w w . g o v . s c o t © Crown copyright 2019 This publication is licensed under the terms of the Open Government Licence v3.0 except where otherwise stated. To view this licence, visit nationalarchives.gov.uk/doc/open- government-licence/version/3 or write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk. Where we have identified any third party copyright information you will need to obtain permission from the copyright holders concerned. This publication is available at www.gov.scot Any enquiries regarding this publication should be sent to us at The Scottish Government St Andrew’s House Edinburgh EH1 3DG ISBN: 978-1-78781-927-6 (web only) Published by The Scottish Government, June 2019 Produced for The Scottish Government by APS Group Scotland, 21 Tennant Street, Edinburgh EH6 5NA PPDAS592210 (06/19) Page 285 of 331
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CofSLA @COSLA www.cosla.gov.uk TheScottishGovernment @ScotGov www.gov.scot DEVOLVED SCHOOL MANAGEMENT Framework Document – for Local Authorities June 2019 Page 286 of 331
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DEVOLVED SCHOOL MANAGEMENT FRAMEWORK DOCUMENT – FOR LOCAL AUTHORITIES 1 Devolved School Management Framework Document – for Local Authorities This framework document has been developed to help you update your existing Devolved School Management (DSM) scheme, or to create a new DSM scheme if you choose to do this. It reflects the principles of the new DSM guidelines and offers a suggested set of information and headings to include, drawn from the table of ‘expected’ and ‘recommended’ areas, attached within this document at Appendix A for convenience. For information, when updating or creating your DSM scheme, Local Authorities are expected to publish the scheme on an external facing website, and it is recommended that a web link to this is also made available on School websites if available. Separately, in addition to this publicly available full version of the DSM scheme, it is recommended that an accompanying summary is also created, in the form of a leaflet or similar, with headline information drawn from your scheme. An example of information you may wish to include in this is attached at Appendix B. Page 287 of 331
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DEVOLVED SCHOOL MANAGEMENT FRAMEWORK DOCUMENT – FOR LOCAL AUTHORITIES 2 [Local Authority name] Devolved School Management Scheme [year] Formal Review date: EXAMPLE OF CONTENTS 1. Introduction 2. Budget Overview 3. Areas of Expenditure to be Devolved 4. Key Areas to be covered in Schemes General Information on Devolved School Management 4.1 Financial Regulations 4.2 Best Value Principles 4.3 Local Authority Commitment to Devolved School Management 4.4 School Expenditure Within Wider Strategic Planning 4.5 Scottish Negotiating Committee for Teachers and Local Negotiating Committees for Teachers Agreements Publication 4.6 Publication availability Training 4.7 Available training Consultation, Engagement and Transparency 4.8 Consultation and Engagement 4.9 Transparency Collaboration 4.10 Local Priorities Staffing 4.11 Staffing Structures 4.12 Legislative and Contractual Requirements Page 288 of 331
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DEVOLVED SCHOOL MANAGEMENT FRAMEWORK DOCUMENT – FOR LOCAL AUTHORITIES 3 4.13 Staff Resource Professional Support 4.14 Professional Support teams, functions and transparency Accounting 4.15 Budget underspend / overspend 4.16 Virement Scheme Review 4.17 Review, methodology and Stakeholders 5. Appendices Page 289 of 331
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DEVOLVED SCHOOL MANAGEMENT FRAMEWORK DOCUMENT – FOR LOCAL AUTHORITIES 4 1. INTRODUCTION Please find below a general overview on DSM guidance that you may wish to include in your own DSM publication introduction. You may wish to also include in your introduction: • Your individual LA context, including web links to your website • Directorate/Service, Locality plans • Summary information on pupil numbers, the number of educational establishments, geographical and demographic contexts • Your own delivery principles and legal requirements placed on your Authority • Role of the Parent Council • General legislative framework information Devolved School Management Overview Devolved School Management was introduced in 1993 to enhance and improve the management of resources at school level. The DSM guidance was reviewed in 2006, and again in 2012, taking account of the changing economic and financial climate for both Local Authorities and the Scottish Government. In June 2017 the Scottish Government consulted on changes to DSM as part of the wider "Fair Funding to Achieve Excellence and Equity in Education" consultation. The updated DSM guidelines, published in summer 2019, seek to build and improve on the DSM Guidelines of 2012 and, critically, reflect and integrate with the Education Reform Programme and priorities emerging from the Scottish Government and COSLA Education Reform Joint Agreement of June 2018. These Guidelines can be found here https://www.gov.scot/policies/schools/devolved-school-management/ The Guidelines have been devised to help Local Authorities develop their own Devolved School Management (DSM) schemes. The new Guidelines aim to encourage participation from Local Authority wider teams, schools and parents. They have been prepared through collaboration and consultation with a wide range of stakeholders. Collaboration is key to a successful local DSM scheme and this is captured within the Joint Agreement and Headteachers’ Charter to which these guidelines align and support. Page 290 of 331
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DEVOLVED SCHOOL MANAGEMENT FRAMEWORK DOCUMENT – FOR LOCAL AUTHORITIES 5 PRINCIPLES OF DEVOLVED SCHOOL MANAGEMENT The updated DSM principles, agreed by the Fair Funding Reference Group and building on and enhancing the foundations and principles of the 2012 guidance, are: • Subsidiarity and Empowerment • Collaboration • Accountability and Responsibility • Clarity and Equity These principles reflect the National Improvement Framework aims of excellence through raising attainment and achieving equity. The principles also fully endorse those proposed in the Fair Funding consultation: • support excellence and equity - ensuring every child and young person has the same opportunity to succeed • be fair - placing the needs of all children and young people at the centre • be simple, transparent and predictable – ensuing the costs of delivering education can be easily understood and explained and that schools are able to manage and plan ahead with certainty • deliver value for money – ensuring that every penny spent is used effectively Page 291 of 331
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DEVOLVED SCHOOL MANAGEMENT FRAMEWORK DOCUMENT – FOR LOCAL AUTHORITIES 6 2. BUDGET OVERVIEW Please provide in this section an overview of your Education Services’ budget, with a statement setting out the basis on which school budgets are constructed. It would be helpful to set this within the context of your wider Local Authority finances. You may wish to include in this section all disclaimers and information on relevant financial regulations. It is expected that Published schemes should include the criteria and methodology used to create formulae-based allocations, staffing models and other resource allocations as appropriate (including any formulae applied). Page 292 of 331
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7 DEVOLVED SCHOOL MANAGEMENT FRAMEWORK DOCUMENT – FOR LOCAL AUTHORITIES 3. AREAS OF EXPENDITURE TO BE DEVOLVED Please use this section to provide an overview of the areas of expenditure that will be devolved, and those that will not. For example: Whilst headteachers are given maximum flexibility over their budgets, there are areas of expenditure that are generally not considered suitable for devolution. The reasons for this may include, but are not limited to: areas outside the influence of a headteacher; areas that are too bureaucratic; have unacceptable levels of risk; benefit from economies of scale; require professional expertise; and complex by their nature. a. Areas identified as not generally suitable for devolving: • Rent in relation to school premises • Capital expenditure, including PPP/PFI costs • Property Insurance • Non-Domestic Rates • Statutory Local Authority contracted work on managing the school estate • Corporate support function costs for example Finance, HR, and Legal functions • School clothing grants • Education Maintenance Allowances • Home to school pupil transport • Premature retirement costs • Local Authority Information Management Systems (currently SEEMIS) • School meals b. Areas which consultation highlighted as having a variety of approaches, and requiring local determination: • Waste Collection • Energy costs • Carbon charges • Janitorial and Cleaning staff costs • Central support services for example Educational Psychology, Quality Improvement Teams, Learning Support and Behavioural Support Teams, Speech and Language Teams, hearing and visually impaired support, dyslexia or significant and enhanced provision for additional support. Each authority will have their own specialist teams which will differ. • Examination fees • Long Term Sickness Absence • Family Leave Costs • Visiting Teachers • Music Instructors • Parent Council expenditure Page 293 of 331
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DEVOLVED SCHOOL MANAGEMENT FRAMEWORK DOCUMENT – FOR LOCAL AUTHORITIES 8 4. KEY AREAS TO BE COVERED BY SCHEMES This section covers the 9 key areas covered in Appendix A (i.e. what is Expected and Recommended within schemes). 4. GENERAL INFORMATION ON DEVOLVED SCHOOL MANAGEMENT 4.1 Financial Regulations Please provide information on how your own Local Authority scheme adheres to financial regulations, delivers best value and ensures the efficient, fair and equitable distribution of resources. 4.2 Best Value Principles This section can be used to set out the best value principles and Local Authority procurement arrangements headteachers use to deploy the school’s budget, and if appropriate, the support and guidance provided from their Local Authority. 4.3 Local Authority Commitment to Devolved School Management Please use this section to set out your Local Authority’s devolution commitment, to empower school leaders to make appropriate, and informed decisions to best meet their local need in line with Local Authority policies, guidance and frameworks. You may wish to refer back to Section 3 to include areas of resources that are not devolved to schools. 4.4 School Expenditure Within Wider Strategic Planning This section can be used to set out how headteachers ensure school expenditure is in line with the School Improvement Plan, supporting the relevant Local Authority strategic plans, priorities and the National Improvement Framework. 4.5 Scottish Negotiating Committee for Teachers and Local Negotiating Committees for Teachers Agreements Please set out how your Local Authorities and headteachers will adhere to SNCT and LNCT agreements and guidance. PUBLICATION 4.6 Publication Availability It would be useful to set out here where this resource has been published. Local Authorities are expected to publish the DSM scheme on the external facing website, Page 294 of 331
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DEVOLVED SCHOOL MANAGEMENT FRAMEWORK DOCUMENT – FOR LOCAL AUTHORITIES 9 and it is recommended that School websites are also utilised and a plain language leaflet/summary is created for stakeholders. As a reminder, it is expected that published schemes should include the criteria and methodology used to create formulae-based allocations, staffing models and other resource allocations as appropriate. If formulae have been applied, they should be included within the scheme. TRAINING 4.7 Available Training Please set out available DSM training opportunities for key staff groups including headteachers, business managers and associated posts. For information, it is recommended that these training opportunities are also made available to depute headteachers, aspiring leaders, elected members and any other appropriate staff who utilise or influence DSM decisions. It is also expected that this training should be available on a frequent and recurring basis, and it is recommended that School leaders have access to local and/or national leadership programmes and training, which ensures an approach to DSM that encourages confident decision-making to promote better outcomes for learners. Please also set out what will be included in this training. For example, where school or establishment staff have a delegated budget responsibility, they should be aware of the aims and principles associated with DSM, best value and adhere to financial regulations and Local Authority policies for the funds they are responsible for. It is recommended that training should also be available for new and experienced staff members. CONSULTATION, ENGAGEMENT AND TRANSPARENCY 4.8 Consultation and Engagement Please use this section to set out the consultation and engagement you have carried out at all levels to inform appropriate resource decisions including: budget, staffing models and savings. This includes consultation on criteria used when determining how a formula is devised or applied and other methodology of distributing resources (if not included elsewhere in your DSM). It would be useful to include all appropriate mechanisms or forums you have created, or that are existing, to aid this process. Please include reference to consultation and engagement between headteachers and staff groups to inform appropriate resource decisions, and if appropriate, include mechanisms or forums for regular engagement and consultation with staff, parents and wider stakeholders. For information, it is expected that headteachers should consult with staff, parent councils, pupils and the wider community on appropriate matters, these may include school staffing models, DSM decisions, allocation of departmental or class resources and include formulae or criteria used within the school. Page 295 of 331
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DEVOLVED SCHOOL MANAGEMENT FRAMEWORK DOCUMENT – FOR LOCAL AUTHORITIES 10 Alongside this it is recommended that headteachers should form appropriate mechanisms or forums for regular engagement and consultation with staff, parents and wider stakeholders as appropriate. Please include this wider information if appropriate. Lastly, please include information where headteachers share and discuss local school decisions, budget and resource allocations with staff groups and wider stakeholders as appropriate. It is recommended that at school level this includes methodology and distribution of budgets and resources. 4.9 Transparency Please set out how your Local Authority will make information available to all stakeholders in relation to the Local Authority budget, education budget and delegated budgets to schools, including identifying areas of expenditure that are not devolved to headteachers. It would be useful to include any potential financial assistance, discounts or exemptions available, for example in relation to pupils in receipt of free school meals, should be included within this information. Headteachers are to ensure that any costs related to the curriculum are minimised to ensure equality of access. It is recommended that where charges exist for pupils, including both curriculum or extra-curricular activities (class materials, school trips, school uniform, etc) they should be clearly detailed in school information published at the start of the academic session. For information it is expected that DSM schemes, and information published for stakeholders is accessible and is in plain language. COLLABORATION 4.10 Local Priorities Please list your local priorities e.g. from your Corporate Plan, Children’s Services Plan, Local Outcome Improvement Plan, that will be taken into account as part of your DSM to set out your commitment to partnership working between schools and other agencies and stakeholders. Please also include due regard to Getting it Right for Every Child (GIRFEC) and the role of your Local Authority as a corporate parent. If you have considered empowerment on an area or school cluster basis, enabling headteachers to influence decisions across geographic areas or school clusters, it would be useful to include this. For information, it is expected that headteachers are collaborative and collegiate in their approach, challenging themselves and stakeholders to be solution focused embracing joint working with the learning community, parents, children and young people, teachers and support staff, partners, other schools and the Local Authority. It Page 296 of 331
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11 DEVOLVED SCHOOL MANAGEMENT FRAMEWORK DOCUMENT – FOR LOCAL AUTHORITIES is recommended that headteachers work together to share and maximise resources to influence outcomes across geographical areas or school clusters. STAFFING 4.11 Staffing Structures Please set out how headteachers have been involved in designing a staffing structure to suit the school’s context within their delegated budget and in accordance with SNCT and LNCT agreements and guidelines. It is recommended that Local Authorities consider how they approach the devolution of staffing, and should include discussing with headteachers the complexities and risks associated with staffing allocations. 4.12 Legislative and Contractual Requirements You may wish to include how legislative and contractual requirements are met and local circumstances and need are taken into account. 4.13 Staff Resource It is expected that headteachers should play an active role in designing and reviewing recruitment and staffing approaches, both for their own school/s and for the Local Authority. For information, on all staffing matters, headteachers must adhere to the appropriate legislation and Local Authority, SNCT and LNCT agreements and guidelines. Headteachers should also be consulted on the allocation of support staff to schools. PROFESSIONAL SUPPORT 4.14 Professional Support teams, functions and transparency Please set out the professional support team information that headteachers in all schools have access to and their functions. There should be transparency in any formulae or methodology used when allocating professional support to schools. ACCOUNTING 4.15 Budget underspend / overspend Please set out your agreed and published Local Authority Policy and Criteria in respect to the provision to carry forward budget underspend or overspend. It is recommended that intended use of carry forward of budget underspends are identified in School Improvement Plans or school budget spending plans. Page 297 of 331
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DEVOLVED SCHOOL MANAGEMENT FRAMEWORK DOCUMENT – FOR LOCAL AUTHORITIES 12 If possible, please include the procedures for managing carry forward of overspends and the consideration given towards enabling schools to deposit funds to save budget for planned and agreed future spend. 4.16 Virement Please set out the provision available to headteachers to vire budget between budget headings in line with agreed and published Local Authority policy and criteria. SCHEME REVIEW 4.17 Review, methodology and Stakeholders Please set out your methodology for reviewing your scheme. For information it is expected that this is undertaken every three years with stakeholders and a peer Local Authority that you have determined appropriate e.g. a neighbouring Local Authority, one with similar characteristics, or one who may be part of the same Regional Improvement Collaborative. Stakeholders may include headteachers, business managers, all staff groups, trade unions, parents, pupils and corporate teams such as finance, human resources and procurement as examples. Local Authorities are recommended, as part of ongoing self-evaluation, to update DSM schemes if changes are made e.g. to Local Authority budget or budget setting, which have a consequential impact on a scheme. APPENDICES You may wish to include your own appendices, for example: budget statements and pupil rolls, expenditure records, staffing budgets, ad-hoc adjustments, policy on virement and carry forward, schemes of delegation and financial regulations; Key dates; Roles and responsibilities (authority, directorate, managers, headteachers) etc. Page 298 of 331
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DEVOLVED SCHOOL MANAGEMENT FRAMEWORK DOCUMENT – FOR LOCAL AUTHORITIES 13 Appendix A: Expected and Recommended Summary These guidelines recognise that in relation to DSM the functions and roles undertaken within an empowered school system are not restricted to headteachers. Although the role of headteacher is identified throughout, shared and distributed leadership means that other staff members or groups may undertake an area or aspect of DSM. The guidelines support distributed leadership, collaboration and consultation whilst recognising that the accountability and responsibility will reside with the headteacher as the leader of their school, supported by the Local Authority. In some cases the guidelines note statutory requirements on Local Authorities. For the avoidance of doubt, nothing in these guidelines detracts from those statutory requirements, which all Local Authorities must comply with. General Expected Recommended Local Authorities schemes adhere to financial regulations, deliver best value and ensure the efficient, fair and equitable distribution of resources. Headteachers deploy the school’s budget in accordance with best value principles and Local Authority procurement arrangements, with appropriate support and guidance from their Local Authority. Local Authorities should ensure that devolution is meaningful and empowers school leaders to make appropriate, and informed decisions to best meet their local need in line with legislation and Local Authority policies, guidance and frameworks. Local Authorities scheme clearly define areas of resources that are not devolved to schools. Headteachers are expected to ensure school expenditure is in line with the School Improvement Plan supporting the relevant Local Authority strategic plans, priorities and the National Improvement Framework. Local Authorities and headteachers must adhere to legislative requirements, SNCT and LNCT agreements and guidance. Page 299 of 331
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DEVOLVED SCHOOL MANAGEMENT FRAMEWORK DOCUMENT – FOR LOCAL AUTHORITIES 14 Format and Publication Expected Recommended Local Authorities are strongly encouraged to utilise the format of the DSM Framework for their scheme. This is available from https://www.gov.scot/policies/schools/devolved- school-management/. Local Authorities are expected to publish the DSM scheme on the external facing website. Where a school has a website, it is recommended that it should include a web link to the Local Authority published scheme. Local Authorities should consider publishing a summary of the authority’s scheme, providing stakeholders summary information in an accessible way, using plain language. Published schemes should include the criteria and methodology used to create formulae-based allocations, staffing models and other resource allocations as appropriate. If formulae have been applied, the formulae should be included within the scheme. Training Expected Recommended Local Authorities should provide specific DSM training to key staff groups including headteachers and Business Managers or associated posts. It is recommended that training opportunities are made available to depute headteachers, aspiring leaders, elected members, and any other appropriate staff who utilise or influence DSM decisions. Where school or establishment staff have a delegated budget responsibility they should be aware of the aims and principles associated with DSM, best value and adhere to financial regulations and Local Authority policies for the funds they are responsible for. Training should be available for new and experienced staff members. Training should be available on a frequent and recurring basis. School leaders have access to local and/or national leadership programmes and training which ensures an approach to DSM that encourages confident decision-making to promote better outcomes for learners. Page 300 of 331
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DEVOLVED SCHOOL MANAGEMENT FRAMEWORK DOCUMENT – FOR LOCAL AUTHORITIES 15 Consultation, Engagement and Transparency Expected Recommended Consultation and engagement at all levels between Local Authorities, headteachers and stakeholders should take place to inform appropriate resource decisions, including: budget, staffing models and savings. This includes consultation on criteria used when determining how a formula is devised or applied and other methodology of distributing resources. Local Authorities should form appropriate mechanisms or forums for regular engagement and consultation with headteachers and wider stakeholders as appropriate. Consultation and engagement between headteachers and staff groups should take place to inform appropriate resource decisions, including: budget, staffing models, department budget allocations and savings. Headteachers should form appropriate mechanisms or forums for regular engagement and consultation with staff, parents and wider stakeholders as appropriate. Headteachers should consult with staff, parent councils, pupils and the wider community on appropriate matters, these may include school staffing models, DSM decisions, allocation of departmental or class resources and include formulae or criteria used within the school. Headteachers share and discuss local school decisions, budget and resource allocations with staff groups and wider stakeholders as appropriate. It is recommended that at school level this includes methodology and distribution of budgets and resources. Local Authorities make information available to all stakeholders in relation to the Local Authority budget, education budget and delegated budgets to schools, including identifying areas of expenditure that are not devolved to headteachers. It is expected that DSM schemes, and information published for stakeholders is accessible and is in plain language. Page 301 of 331
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DEVOLVED SCHOOL MANAGEMENT FRAMEWORK DOCUMENT – FOR LOCAL AUTHORITIES 16 Headteachers are to ensure that any costs related to the curriculum are minimised to ensure equality of access. Where charges exist for pupils, including both curriculum or extra-curricular activities (class materials, school trips, school uniform, etc.) they should be clearly detailed in school information published at the start of the academic session. Any potential financial assistance, discounts or exemptions available, for example in relation to pupils in receipt of free school meals, should be included within this information. Collaboration Expected Recommended DSM schemes should be informed by local priorities to enable it to contribute towards shared agendas and improved outcomes, it should enable stronger partnership working between schools and other agencies and stakeholders. Local Authority decisions about education spending are made in a collegiate and transparent way paying due regard to Getting it Right for Every Child (GIRFEC) and the role of Local Authorities as Corporate Parents. It is recommended that Local Authorities consider empowerment on an area or school cluster basis, enabling headteachers to influence decisions across geographical areas or school clusters. Headteacher are expected to be collaborative and collegiate in their approach, challenging themselves and stakeholders to be solution focused embracing joint working with the learning community, parents, children and young people, teachers and support staff, partners, other schools and the Local Authority. It is recommended that headteachers work together to share and maximise resources to influence outcomes across geographical areas or school clusters. Staffing Expected Recommended Local Authorities should empower headteachers to design a staffing structure to suit the school’s context within their delegated budget and in accordance with SNCT and LNCT agreements and guidelines. Local Authorities consider their approach when devolving staffing, this includes discussing with Headteachers the complexities and risks associated with staffing allocations. Page 302 of 331
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DEVOLVED SCHOOL MANAGEMENT FRAMEWORK DOCUMENT – FOR LOCAL AUTHORITIES 17 Schemes should seek to devolve the appropriate resources to schools, whilst ensuring that legislative and contractual requirements are met and local circumstances and need taken into account. The Local Authority, with headteachers will seek to deliver the most appropriate and efficient use of staff resource ensuring equity, transparency and clarity whilst promoting and supporting collaboration and collegiate working. Headteachers should play an active role in designing and reviewing recruitment and staffing approaches, both for their own school/s and for the Local Authority. For all staffing matters, headteachers must adhere to the appropriate legislation and Local Authority, SNCT and LNCT agreements and guidelines. Headteachers should be consulted on the allocation of support staff to schools. Professional Support Expected Recommended Headteachers in all schools should have access to professional support teams and functions. There should be transparency in the formulae or methodology in allocating professional support to schools. Accounting Expected Recommended Headteachers should have the provision to carry forward budget underspend or overspend in line with agreed and published Local Authority policy and criteria. Intended use of carry forward of budget underspends are identified in School Improvement Plans or school budget spending plans. Procedures for managing carry forward of overspends are included within the scheme. Page 303 of 331
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DEVOLVED SCHOOL MANAGEMENT FRAMEWORK DOCUMENT – FOR LOCAL AUTHORITIES 18 Consideration is given towards enabling schools to deposit funds to save budget for planned and agreed future spend. Headteachers should have the provision to vire budget between budget headings in line with agreed and published Local Authority policy and criteria. Scheme Review Expected Recommended Local Authorities undertake a three-year review with stakeholders and a peer Local Authority as they determine appropriate. Stakeholders may include headteachers, business managers, all staff groups, trade unions, parents, pupils and corporate partners such as finance, human resources and procurement as examples. Local Authorities are recommended, as part of ongoing self-evaluation, to update DSM schemes if changes are made which have a consequential impact on a scheme. Headteachers are recommended to apply national standards and to undertake self- evaluation drawing upon the most appropriate, and current tools, at date of publication these include, but are not limited to: Education Scotland - HGIOS4 QI 1.5 Management of Resources GTC Scotland - The Standards for Leadership and Management: supporting leadership and management development Scottish Government and COSLA – Education Reform Joint Agreement and Headteachers’ Charter Page 304 of 331
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DEVOLVED SCHOOL MANAGEMENT FRAMEWORK DOCUMENT – FOR LOCAL AUTHORITIES 19 APPENDIX B RECOMMENDED INFORMATION TO INCLUDE IN A PLAIN LANGUAGE SUMMARY/LEAFLET Please find below a list of recommended information to include in a plain language leaflet, or information sheet: • A breakdown of your Local Authority budget and an indication of the Education allocation within this; • Further to this headline information, a breakdown of this Education allocation; • A link to where your DSM scheme can be found publicly, be this from your website or hard copies if applicable; • A short overview of what the Local Authority and Headteachers are responsible for, to demonstrate there are devolved areas; • Contact details or information on how parents, or stakeholders can comment or find additional information at a Local Authority level; • A headline summary of key points in the DSM; • Narrative on staffing, pupil levels, or geographic context if applicable. Page 305 of 331
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North Lanarkshire Council Report Education, Children and Families Committee Does this report require to be approved? ☐ Yes ☒ No Ref: DB/TO’H Date 13/09/22 Revenue Budget Monitoring Report From Derek Brown / Thomas O’Hagan E-mail BrownD@northlan.gov.uk Telephone 01698 302 517 Executive Summary This report provides a summary of the financial performance of the Education, Children and Families Service for the period 1 April 2022 to 22 July 2022 (Period 4). The report illustrates the projected outturn position as at 31 March 2023, with major outturn variances highlighted and explained per North Lanarkshire Council’s approved Financial Regulations. North Lanarkshire Council approved its General Fund Revenue Budget on 17 February 2022, of which £465.120m (52.4%) represented the Net Revenue Budget for Education, Children and Families. Included in the Revenue Budget are approved savings totalling £6.830m. It is currently anticipated that £3.611m (53%) of these savings will be realised in the current financial year. The Service is currently forecasting an underspend of £0.158m to the end of the financial year. Recommendations It is recommended that the Education, Children and Families Committee:- (1) Review the financial position of the Education, Children and Families revenue budget. (2) Review the contents of the report. The Plan for North Lanarkshire Priority All priorities Ambition statement (25) Ensure intelligent use of data and information to support fully evidence based decision making and future planning AGENDA ITEM 11 Page 307 of 331
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1. Background 1.1 North Lanarkshire Council’s approved Financial Regulations require Executive Directors 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, Executive Directors 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 2.1 Summary of Financial Position 2.1.1 North Lanarkshire Council approved its General Fund Revenue Budget on 17 February 2022 of which £465.120m (52.4%) represented the approved Net Revenue Budget for Education, Children and Families. Following service budget realignments of £0.029m, the revised 2022/23 net Revenue Budget for the Service is £465.090m. 2.1.2 The Service is forecasting a net underspend of £0.158m to the end of the financial year. 2.1.3 The current 2022/23 budget incorporates £6.830m of savings previously approved by the Council on 17 February 2022. Further information regarding particularly challenging savings, along with associated management actions and replacement in- year savings, are included within this report at Appendix 5. 2.2 Analysis of Significant Variations 2.2.1 The Service has a total employee budget of £345.538m and currently anticipates a projected underspend of £3.659m. Establishment staffing budgets will be further realigned when the August pupil rolls are confirmed. Further contributors to the underspend include the roll out of a finalised Early Years operating model, actual and projected vacancies, coupled with the roll out of confirmed HQ and cluster staffing structures. 2.2.2 Service employee budgets are partly devolved to establishments per the Devolved School Management (DSM) scheme, with the remaining budgets held at HQ level. 2.2.3 The devolved teacher budget is £194.203m. Under the DSM scheme, the budget for teaching posts within schools is delegated to Headteacher management. 2.2.4 Schools also receive a non-teaching devolved staffing budget of £59.705m. School support staff are allocated to establishments on the basis of agreed formulas and individual pupil needs. Within the DSM scheme, these budgets are delegated to Headteacher management. 2.2.5 Non-School staffing budgets of £91.630m include HQ functions, as well as temporary grant funded posts in areas such as Scottish Attainment Challenge (SAC) programmes, along with Scottish Government and Covid grant received for the recruitment of additional teachers. 2.2.6 The Service is anticipating an overspend of £2.000m within Transport and Plant which reflects ongoing demand pressures within ASN transport (£1.385m), and increases to mainstream transport contract rates (£0.615m). 2.2.7 The Service is anticipating an overspend of £1.500m within Payments to Other Bodies primarily in relation to external placements within ASN service provision (£0.700m) and Page 308 of 331
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Family Placements (£0.800m) linked to cost pressures within External Fostering and Kinship Care. 2.3 Earmarked and One-off Resources 2.3.1 In finalising North Lanarkshire Council’s annual accounts to 31 March 2022, the Education, Children and Families Service was given approval to earmark £104.499m of resources represented by £85.217m (Non-Covid) and £19.282m (Covid) to fund key projects and initiatives. The majority of this reserve (£54.175m) is earmarked for existing school building contractual commitments. Other specific reserves include Pupil Equity Fund (PEF) carry forwards, DSM carry forwards, and ring-fenced 1140 Hours grant. Future monitoring reports will provide updates on use of these reserves during 2022/23 as outlined in Appendix 4. 2.4 2022/23 Budget Savings and Growth 2.4.1 The Council previously approved total savings of £16.484m during 2022/23. The initial Education, Children and Families Service savings target for 2022/23 was £6.830m. The Service uses a variety of information, records, and processes to monitor achievement of its approved budget savings. As at Period 4, it is anticipated that £3.611m (53%) of the approved savings target will be realised in the current financial year. 2.4.2 The unachieved savings of £3.219m have predominantly arisen due to temporary operational timing delays, the phased introduction of new staffing structures, consideration of the school academic calendar, and impact of Covid-19. In year management action has been taken to address this savings gap during 2022/23 with savings expected to be fully achieved during future financial years. 2.4.3 As part of the Council’s approved General Fund Revenue Budget for 2022/23, the Education, Children & Families Service were allocated £3.470m (Appendix 6) towards several one-off investments. Future monitoring reports will provide updates on use of these one-off investment allocations during 2022/23. 2.5 Management Action 2.5.1 Management will continue to review and implement actions through to financial year end with the aim of ensuring the Service operates within approved budget resources. These actions will include:- a) Vacancy management. b) Creating efficiencies through use of grant/external funding. c) Curtailment of non-essential expenditure. d) Application of reserves and earmarked resources to offset one-off cost pressures. 3. Measures of success 3.1 The Service operates within approved budget resources. Page 309 of 331
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4. Supporting documents 4.1 Appendix 1 Objective Analysis Appendix 2 Subjective Analysis Appendix 3 Payments to Other Bodies Appendix 4 Earmarked Reserves Appendix 5 Challenging Budget Savings Appendix 6 One-off Investments Derek Brown Deputy Chief Executive Page 310 of 331
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5. Impacts ( http://connect/report-template-guidance ) 5.1 Public Sector Equality Duty and Fairer Scotland Duty Does the report contain information that has an impact as a result of the Public Sector Equality Duty and/or Fairer Scotland Duty? Yes ☐ No ☒ If Yes, please provide a brief summary of the impact? If Yes, has an assessment been carried out and published on the council’s website? https://www.northlanarkshire.gov.uk/your-community/equalities/equality-and-fairer- scotland-duty-impact-assessments Yes ☐ No ☐ 5.2 Financial impact Does the report contain any financial impacts? Yes ☐ No ☒ If Yes, have all relevant financial impacts have been discussed and agreed with Financial Solutions? 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 have been discussed and agreed with People and Organisational Development? Yes ☐ No ☐ If Yes, please provide a brief summary of the impact? Relevant pro-forma to be submitted to future WSG. 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 have been discussed and agreed with Legal and Democratic Solutions? Yes ☐ No ☐ If Yes, please provide a brief summary of the impact? 5.5 Data protection impact Does the report / project / practice contain or involve the processing of personal data? Yes ☐ No ☒ If Yes, is the processing of this personal data likely to result in a high risk to the data subject? Yes ☐ No ☐ If Yes, has a Data Protection Impact Assessment (DPIA) been carried out and e- mailed to dataprotection@northlan.gov.uk Yes ☐ No ☐ 5.6 Technology / Digital impact Does the report contain information that has an impact on either technology, digital transformation, service redesign / business change processes, data management, or connectivity / broadband / Wi-Fi? Yes ☐ No ☒ Page 311 of 331
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If Yes, please provide a brief summary of the impact? Where the impact identifies a requirement for technology, has an assessment been carried out (or scheduled) 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, CMT and Committee. Page 312 of 331
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APPENDIX 1 [1] [2] [3] [5] [6] [8] [9] [10] Early Years 8,648,190 8,648,190 0 31,788,724 31,788,724 0 0.0% Primary Schools 28,436,794 28,436,794 0 128,030,242 128,030,242 0 0.0% Secondary Schools 29,425,763 29,425,763 0 127,090,309 127,090,309 0 0.0% Special Schools 5,103,569 5,103,569 0 20,176,565 20,176,565 0 0.0% Promoting Equity - Schools 0 (0) 0 0 0 0 0.0% Education Service Delivery 28,547,607 28,547,607 0 81,760,326 81,801,601 (41,275) ADV (0.1%) Underspends contained within Divisional employee costs budgets offset by overspends within transportation costs linked to ASN service delivery and contract inflation pressures. Children & Families 9,109,475 9,109,475 0 36,734,528 36,534,528 200,000 FAV 0.5% Underspends contained with Divisional employee cost budgets offset by overspends within Family Placements, External Fostering & Kinship Placements Justice Services 649,363 649,363 0 73,431 73,431 0 0.0% Active & Creative Communities 1,397,568 1,397,568 0 25,074,035 25,074,035 0 0.0% Employability 2,160,605 2,160,605 0 3,913,759 3,913,759 0 0.0% Community Learning 1,568,294 1,568,294 0 5,236,818 5,236,818 0 0.0% Welfare 827,057 827,057 0 2,072,882 2,072,882 0 0.0% Strategy for Young People 489,102 489,102 0 3,138,843 3,138,843 0 0.0% NET EXPENDITURE 116,363,387 116,363,387 0 465,090,462 464,931,737 158,725 FAV 0.0% 0 As stated above Education, Children & Families [4] [7] PROJECTED OUT-TURN VARIANCE NORTH LANARKSHIRE COUNCIL Revenue Budget Monitoring Report - Objective Analysis Period 04 (01 April 2022 - 22 July 2022) DIVISION OF SERVICE BUDGET TO DATE ACTUAL TO DATE YEAR TO DATE VARIANCE ANNUAL BUDGET PROJECTED OUT-TURN % PERIOD MOVEMENT ANALYSIS Page 313 of 331
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APPENDIX 2 [1] [2] [3] [5] [6] [8] [9] [10] EMPLOYEE COSTS 91,888,700 91,888,700 0 345,537,916 341,879,191 3,658,725 FAV 1.1% £3.659m underspend primarily due to delays in recruitment and establishment vacancies / turnover. PROPERTY COSTS 12,602,386 12,602,386 0 65,517,002 65,517,002 0 0.0% SUPPLIES & SERVICES 2,896,843 2,896,843 0 14,887,389 14,887,389 0 0.0% TRANSPORT & PLANT 3,562,352 3,562,352 0 13,754,853 15,754,853 (2,000,000) ADV (14.5%) £1.385m overspend in relation to ongoing cost pressures linked to ASN service delivery and £0.615m in relation to observed market increases for mainstream transport contracts. ADMINISTRATION COSTS 1,408,610 1,408,610 0 5,706,502 5,706,502 0 0.0% PAYMENTS TO OTHER BODIES 12,386,569 12,386,569 0 39,563,908 41,063,908 (1,500,000) ADV (3.8%) £0.700m overspend in relation to external ASN placements and £0.800m overspend in relation to external fostering / kinship placements. TRANSFER PAYMENTS 543,374 543,374 0 4,259,240 4,259,240 0 0.0% CAPITAL FINANCING COSTS 0 0 0 42,325,575 42,325,575 0 0.0% REVENUE FINANCING COSTS 0 0 0 0 0 0 0.0% OTHER EXPENDITURE 1,394,528 1,394,528 0 23,889,264 23,889,264 0 0.0% TOTAL EXPENDITURE 126,683,362 126,683,362 0 555,441,649 555,282,924 158,725 FAV 0.0% 0 As stated above INCOME (10,319,975) (10,319,975) 0 (90,351,187) (90,351,187) 0 0.0% NET EXPENDITURE 116,363,387 116,363,387 0 465,090,462 464,931,737 158,725 FAV 0.0% 0 As stated above [4] [7] PROJECTED OUT-TURN VARIANCE NORTH LANARKSHIRE COUNCIL Revenue Budget Monitoring Report - Subjective Analysis Period 04 (01 April 2022 - 22 July 2022) CATEGORY BUDGET TO DATE ACTUAL TO DATE YEAR TO DATE VARIANCE ANNUAL BUDGET PROJECTED OUT-TURN % PERIOD MOVEMENT ANALYSIS Education, Children & Families Page 314 of 331
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APPENDIX 3 [1] [2] [3] [5] [6] [8] [9] [10] GENERAL PTOBS 3,211,455 3,211,455 0 7,349,735 7,349,735 0 0.0% ADDITIONAL SUPPORT NEEDS 809,544 809,544 0 6,928,240 6,928,240 0 0.0% EARLY YEARS 5,035,199 5,035,199 0 13,894,454 13,894,454 0 0.0% VOLUNTARY ORGANISATIONS 294,148 294,148 0 1,114,610 1,114,610 0 0.0% FAMILY PLACEMENTS 3,017,279 3,017,279 0 10,054,583 11,554,583 (1,500,000) ADV (14.9%) £0.700m overspend in relation to external ASN placements and £0.800m overspend in relation to external fostering / kinship placements. CHILDRENS SERVICES - GENERAL 18,944 18,944 0 222,286 222,286 0 0.0% TOTAL EXPENDITURE 12,386,569 12,386,569 0 39,563,908 41,063,908 (1,500,000) ADV (3.8%) 0 [4] [7] PROJECTED OUT-TURN VARIANCE NORTH LANARKSHIRE COUNCIL Revenue Budget Monitoring Report - Payments to Other Bodies Period 04 (01 April 2022 - 22 July 2022) CATEGORY BUDGET TO DATE ACTUAL TO DATE YEAR TO DATE VARIANCE ANNUAL BUDGET PROJECTED OUT-TURN % PERIOD MOVEMENT ANALYSIS Education, Children & Families Page 315 of 331
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APPENDIX 4 Value % Service Specific Earmarked Reserves: School Carry Forward / Support 5,331,815 0 5,331,815 5,331,815 100.0% 0 5,331,815 PEF Carry Forward 5,122,022 0 5,122,022 5,122,022 100.0% 0 5,122,022 Seemis Replacement Project 36,399 0 36,399 36,399 100.0% 0 36,399 Early Learning and Childcare 14,248,598 (6,759,000) 7,489,598 7,489,598 100.0% 0 7,489,598 CYPMHW Framework 18,881 0 18,881 18,881 100.0% 0 18,881 Shotts Prison 46,844 0 46,844 46,844 100.0% 0 46,844 School Contractual Obligations 54,174,844 (54,174,844) 0 0 0.0% 0 0 Asylum Seeker 32,333 0 32,333 32,333 100.0% 0 32,333 Whole Family Wellbeing 233,272 0 233,272 233,272 100.0% 0 233,272 Student Social Worker Resumption Funding from Universities 21,380 0 21,380 21,380 100.0% 0 21,380 ESF Match Funding - Pipeline 406,136 0 406,136 406,136 100.0% 0 406,136 Active & Creative Communities 2,568,303 0 2,568,303 2,568,303 100.0% 0 2,568,303 Youth Guarantee Funding 2,908,913 0 2,908,913 2,908,913 100.0% 0 2,908,913 Legacy Flexible Fund 67,157 0 67,157 67,157 100.0% 0 67,157 SUB-TOTAL (Non-Covid) 85,216,897 (60,933,844) 24,283,053 24,283,053 100.0% 0 24,283,053 Service Specific Earmarked Reserves (COVID-19): Education Services Head Quarters 1,301,807 (134,000) 1,167,807 1,167,807 100.0% 0 1,167,807 Education Services Schools 12,075,284 (1,628,888) 10,446,396 10,446,396 100.0% 0 10,446,396 Social Work Services - Criminal Justice 57,341 0 57,341 57,341 100.0% 0 57,341 Active & Creative Communities 702,425 0 702,425 702,425 100.0% 0 702,425 Financial Insecurity / Welfare 4,645,208 0 4,645,208 4,645,208 100.0% 0 4,645,208 Community Renewal Fund 500,000 0 500,000 500,000 100.0% 0 500,000 SUB-TOTAL (Covid) 19,282,065 (1,762,888) 17,519,177 17,519,177 100.0% 0 17,519,177 TOTAL 104,498,962 (62,696,732) 41,802,230 41,802,230 100.0% 0 41,802,230 NORTH LANARKSHIRE COUNCIL Revenue Budget Monitoring Report - Status of Earmarked Reserves Period 04 (01 April 2022 - 22 July 2022) Education, Children & Families DESCRIPTION OF EARMARKED RESOURCE DIVISION Reserve Allocation Adjustments In Year Approved Reserve Total Projected Spend Reserves No Longer Required Reserves Required In Year FINANCIAL YEAR - 2022/23 Commentary Regards Usage Page 316 of 331
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APPENDIX 5 £000 £000 £000 £000 £000 Reconfiguration of Secondary School Week to Facilitate Transformative Practice 626 626 0 0 Reconfiguration of Secondary Management Structures 474 474 0 0 Management Models for Future Campuses 159 159 0 0 Realignment of Early Years Grant Cash Flow to Match Expenditure 1,000 1,000 0 0 Residential / Family Placements / Throughcare 600 0 600 Current level of service demand is in excess of budgetary provision Management Action within other areas of the Service to offset savings gap. 600 0 Merger / Rezoning School Catchments 675 175 500 Delay in the implementation of the associated saving Approval in place to rephase saving and delay full-year implementation until 2023/24. In-year Management Action within other areas of the Service to offset savings gap. 500 0 Librarians 238 119 119 Delay in the implementation of the associated saving Management Action within other areas of the Service to offset savings gap. 119 0 Reduce management fees to Culture and Leis 3,058 1,058 2,000 Delay in the implementation of the associated saving In-year allocation of approved Earmarked Reserve to manage delay in the implementation of the associated saving. 2,000 0 TOTAL 6,830 3,611 3,219 As stated above As stated above 3,219 0 52.87% 47.13% 47.13% 0.00% Delivered Gap Replacement Revised-Gap Education, Children & Families Period 04 (01 April 2022 - 22 July 2022) Revenue Budget Monitoring Report - Savings NORTH LANARKSHIRE COUNCIL Savings GapValue Deliverable Commentary Revised Savings GapDESCRIPTION OF APPROVED SAVING Target Value DESCRIPTION Value REPLACEMENT SAVING / FUNDINGAPPROVED SAVINGS Reasons for Savings Gap Page 317 of 331
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APPENDIX 6 Value % Recover NL One-Off Investments Active & Creative Communities Culture, Leisure and Sport Facility Improvement Programme Following the insourcing of culture, leisure and sport services it is recognised that there is investment required to ensure customers experience a positive and safe environment from the Council's facilities which will, in turn, support increased use of facilities and participation in active and creative activities. 1,000,000 1,000,000 100.0% 0 Usage in line with budget motion approval Active & Creative Communities Active60 Pass Building on the success of the Council's Active65 membership pass at £50 for the year, continuation for one more year and extending the scheme to over 60s. 550,000 550,000 100.0% 0 " Active & Creative Communities Keeping the Promise Free provision of sport and leisure facilities for care experienced children and young people to promote physical and mental wellbeing. This would include AccessNL memberships, family passes to Time Capsule Waterpark and nutritional wellbeing support for one year. 300,000 300,000 100.0% 0 " Active & Creative Communities Active Teens Extending the successful Active Teen programme of free gym memberships for 11-15 year olds during the working week for one more year. 300,000 300,000 100.0% 0 " Education, Children & Families Scottish Attainment Challenge Reinstate Scottish Attainment Challenge funding for one year only. 1,020,000 1,020,000 100.0% 0 " Education, Children & Families School and Early Years Clothing Grants Continuation of enhanced grant value for school aged pupils and NLC scheme for early years children for one more year. 300,000 300,000 100.0% 0 " TOTAL 3,470,000 0 3,470,000 100.0% 0 DIVISION PRIORITY AREA Commentary Regards UsageCOUNCIL MOTION AREA Approved Investment Total Spend to Date FINANCIAL YEAR - 2022/23 NORTH LANARKSHIRE COUNCIL Revenue Budget Monitoring Report - Recover NL One-Off Investments Period 04 (01 April 2022 - 22 July 2022) Education, Children & Families Projected Spend Projected Spend Variance Page 318 of 331
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North Lanarkshire Council Report Education, Children and Families Committee Does this report require to be approved? ☐ Yes ☒ No Ref: DB Date 13/09/22 Annual Bad Debt Write Off Exercise From Derek Brown E-mail BrownD@northlan.gov.uk Telephone 01698302517 Executive Summary This report provides a summary of outstanding debtor accounts relating to previous financial years which are deemed uncollectible following all attempts at recovery or are not economically viable to continue pursuing. In accordance with financial guidelines a provision for expected credit losses has previously been established for the outstanding accounts. The total recommended for write-off for 2022/23 is £49,714.90. Recommendations It is recommended that the Education, Children and Families Committee:- (1) Acknowledges the decision of the Deputy Chief Executive and the Head of Financial Solutions under delegated responsibilities to write-off a total of £37,100.83 for debts under £500; (2) Approves the write-off of £12,614.07 for all items over £500; and (3) Remits this report to Economy, Finance and Resources Committee. The Plan for North Lanarkshire Priority Improve North Lanarkshire's resource base Ambition statement (24) Review and design services around people, communities, and shared resources AGENDA ITEM 12 Page 319 of 331
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1. Background 1.1 The Education, Children and Families Service provide a range of chargeable activities predominantly in the following areas: • Additional nursery hours • Music tuition • Education Leadership Courses • Active and Creative Communities Facility Charges 1.2 By way of context the Education, Children and Families Service raised 2,023 invoices during 2021/22 which had an aggregate total value of £4.408m. In conjunction with the Corporate Debt Recovery Team every effort is made by the Service to recover any unpaid debt including reminder letters, the use of collection agents and legal action. 1.3 Despite these steps there are a number of debts that are deemed uncollectible or are considered not economically viable to engage further collection activities and costs. This annual process of assessing the likelihood of debt non-recovery conforms to accepted best accounting practice and is a realistic assessment of expected income. 1.4 The value of accounts identified for write-off represents a small proportion (1.13%) of the accounts raised annually by the Education, Children and Families Service. 1.5 Following the approved in sourcing the 2022 Service write off request includes activity previously associated with Active and Creative Communities (CLNL), 2. Report 2.1 Analysis of the outstanding balances has been conducted and £47,714.90 has been identified as uncollectable. 2.2 There are a number of reasons why the outstanding balances are being written off and these are summarised below:- a) Deceased. The debtor is deceased and there have been insufficient funds within the estate to meet the sum due. b) Recovery Exhausted. All available avenues have been pursued and there is no prospect of recovery of funds. d) Small Balances/Uneconomic to Pursue. There are insufficient funds or no realisable assets that are available to meet the debt and it is uneconomic to continue to seek recovery of the sum due. 2.3 The tables below categorise the value of debt recommended for write off by cause and value. Cause Analysis £ Number of Accounts Deceased 27.50 2 Recovery Exhausted 20,513.74 97 Uneconomical to Pursue 29,173.66 895 Total 49,714.90 994 Page 320 of 331
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Value Analysis £ Number of Accounts < £500 37,100.83 981 > £500 12,614.07 13 Total 49,714.90 994 2.4 The Education, Children and Families Service will continue to review the possibility of recovering these outstanding debts, for example, if staff are notified of a change in circumstances relating to a debtor. 3. Measures of success 3.1 There are no additional financial implications linked to this report for the current financial year because a corresponding bad debt provision has been included in previous year’s annual accounts. 4. Supporting documents 4.1 Not applicable. Derek Brown Deputy Chief Executive Page 321 of 331
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5. Impacts ( http://connect/report-template-guidance ) 5.1 Public Sector Equality Duty and Fairer Scotland Duty Does the report contain information that has an impact as a result of the Public Sector Equality Duty and/or Fairer Scotland Duty? Yes ☐ No ☒ If Yes, please provide a brief summary of the impact? If Yes, has an assessment been carried out and published on the council’s website? https://www.northlanarkshire.gov.uk/your-community/equalities/equality-and-fairer- scotland-duty-impact-assessments Yes ☐ No ☐ 5.2 Financial impact Does the report contain any financial impacts? Yes ☐ No ☒ If Yes, have all relevant financial impacts have been discussed and agreed with Financial Solutions? Yes ☐ No ☐ If Yes, please provide a brief summary of the impact? There are no proposed changes to existing post grades. 5.3 HR policy impact Does the report contain any HR policy or procedure impacts? Yes ☐ No ☒ If Yes, have all relevant HR impacts have been discussed and agreed with People and Organisational Development? Yes ☐ No ☐ If Yes, please provide a brief summary of the impact? Relevant pro-forma to be submitted to future WSG. 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 have been discussed and agreed with Legal and Democratic Solutions? Yes ☐ No ☐ If Yes, please provide a brief summary of the impact? 5.5 Data protection impact Does the report / project / practice contain or involve the processing of personal data? Yes ☐ No ☒ If Yes, is the processing of this personal data likely to result in a high risk to the data subject? Yes ☐ No ☐ If Yes, has a Data Protection Impact Assessment (DPIA) been carried out and e- mailed to dataprotection@northlan.gov.uk Yes ☐ No ☐ 5.6 Technology / Digital impact Page 322 of 331
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Does the report contain information that has an impact on either technology, digital transformation, service redesign / business change processes, data management, or connectivity / broadband / Wi-Fi? Yes ☐ No ☒ If Yes, please provide a brief summary of the impact? Where the impact identifies a requirement for technology, has an assessment been carried out (or scheduled) by the Enterprise Architecture Governance Group (EAGG)? Yes ☐ No ☐ 5.7 Environmental / Carbon impact Does the report / project / practice contain information that has an impact on any environmental or carbon matters? Yes ☐ No ☒ If Yes, please provide a brief summary of the impact? 5.8 Communications impact Does the report contain any information that has an impact on the council’s communications activities? Yes ☐ No ☒ If Yes, please provide a brief summary of the impact? 5.9 Risk impact Is there a risk impact? Yes ☐ No ☒ If Yes, please provide a brief summary of the key risks and potential impacts, highlighting where the risk(s) are assessed and recorded (e.g. Corporate or Service or Project Risk Registers), and how they are managed? Page 323 of 331
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North Lanarkshire Council Report Education, Children and Families Committee Does this report require to be approved? ☐ Yes ☒ No Ref CG/JMcK Date 13/09/22 Contracts awarded below Committee approval threshold From Head of Asset and Procurement Solutions E-mail mckinstryj@northlan.gov.uk Telephone James McKinstry 07939 281102 1. Background 1.1 The Councils General Contract Standing Orders (the ‘GCSOs’) outline financial approval thresholds for contracts for goods, works and services. Contract awards above £500,000 for Supplies and Services and above £2,000,000 for Works require approval by the Committee. These contract awards are considered by the Committee on a case-by-case basis. 1.2 Where the value of a contract award is between £50,000 and £500,000 for Supplies and Services and between £500,000 and £2,000,000 for Works, GCSOs require that the Head of Asset and Procurement Solutions award these contracts on behalf of the appropriate Chief Officer. Executive Summary This report notifies the Committee of the contracts awarded between 1 January 2022 to 30 June 2022. It sets out those contracts awarded with a value below the financial threshold requiring Committee approval. Recommendations The Education, Children and Families Committee are: • advised of the Contracts awarded below Committee approval threshold between 1 January 2022 to 30 June 2022 as per the process within the Council’s General Contract Standing Orders. 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 AGENDA ITEM 13 Page 325 of 331
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1.3 The Head of Asset and Procurement Solutions is required to notify Committee on a regular basis of any such contracts awarded on behalf of Procuring Service Areas. 2. Report 2.1 The GCSOs require that contracts in excess of £500,000 for supplies and services and £2,000,000 for works are approved, on a case-by- case basis, by the Committee before award. 2.2 The GCSOs require that contracts with a value above £50,000 but less than £500,000 for Supplies and Services and above £500,000 but less than £2,000,000 for Works are awarded by the Head of Asset and Procurement Solutions on behalf of the appropriate Chief Officer. 2.3 The contracts awarded by the Head of Asset and Procurement Solutions that are under the £500,000 Committee financial approval threshold for Supplies and Services and £2,000,000 for Works in the period from 1 January 2022 to 30 June 2022 are detailed in Appendix 1. 3. Measures of success 3.1 Contracts support the delivery of Council and service priorities. 3.2 Appointment of contractors who have suitable experience and capability to deliver the required supplies, services or works. 3.3 Contracts awarded by the Council are compliant with GCSOs and procurement legislation. 3.4 The Council’s Contract Register is kept updated by services and management information is comprehensive and accurate. 3.5 Best Value is both demonstrable and achieved. 4. Supporting documentation 4.1 Appendix 1 - Summary of contracts awarded. James McKinstry Head of Asset and Procurement Solutions Page 326 of 331
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5. Impacts ( http://connect/report-template-guidance ) 5.1 Public Sector Equality Duty and Fairer Scotland Duty Does the report contain information that has an impact as a result of the Public Sector Equality Duty and/or Fairer Scotland Duty? Yes ☐ No ☒ If Yes, please provide a brief summary of the impact? If Yes, has an assessment been carried out and published on the council’s website? https://www.northlanarkshire.gov.uk/your-community/equalities/equality-and-fairer- scotland-duty-impact-assessments Yes ☐ No ☒ 5.2 Financial impact Does the report contain any financial impacts? Yes ☒ No ☐ If Yes, have all relevant financial impacts have been discussed and agreed with Financial Solutions? Yes ☒ No ☐ If Yes, please provide a brief summary of the impact? Where Financial impacts have been identified, they have been established and addressed in each specific Contract Strategy and incorporated into the project. The Council’s Procurement Strategy proposes methods of maximising the delivery of procurement benefits that could bring improved financial return to the Council and the areas wider economy. Certain benefits have a monetary value attached and these will be monitored on a project-by-project basis. 5.3 HR policy impact Does the report contain any HR policy or procedure impacts? Yes ☒ No ☐ If Yes, have all relevant HR impacts have been discussed and agreed with People and Organisational Development? Yes ☒ No ☐ If Yes, please provide a brief summary of the impact? Where HR impacts have been identified, they have been established and addressed in each specific Contract Strategy and incorporated into the project. Contracts awarded by the Council are compliant with GCSOs and procurement legislation. 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 have been discussed and agreed with Legal and Democratic Solutions? Yes ☒ No ☐ If Yes, please provide a brief summary of the impact? Where Legal impacts have been identified, they have been established and addressed in each specific Contract Strategy and incorporated into the project. Page 327 of 331
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Contracts awarded by the Council are compliant with GCSOs and procurement legislation. 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 technology, has an assessment been carried out (or scheduled) 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? Sustainable procurement is one of the key objectives of the Council’s Procurement Strategy and will have a positive impact, including, embedding sustainable procurement as business as usual and incorporating community benefits into the Councils contracts. Supporting local businesses and SMEs through closer working with colleagues in the Council’s Enterprise department and by making our processes more streamlined and accessible. Where Environmental/Carbon impacts have been identified, they have been established and addressed in each specific Contract Strategy and incorporated into the project. 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? Where Risk impacts have been identified, they have been established and addressed in each specific Contract Strategy and incorporated into the project. Page 328 of 331
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Contract award procedures may be susceptible to legal challenge if they are not discharged in accordance with GCSO and procurement legislation. Page 329 of 331
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APPENDIX 1 – SUMMARY OF BELOW THRESHOLD CONTRACT AWARDS Contract Description Contract Award Date Contract Start Date Contract End Date Contract Extension Contract Value (inc extension) (£s) Pre- Procurement Estimate (£’s) Successful Tenderer Supplies Services Works No of Tenders Received Route* Supply and Delivery of C02 Monitors 02/02/2022 02/02/2022 28/02/2022 N/A £229,500.00 £229,500.00 Yesss (A) Electrical Ltd Supplies 1 DAF3* Creative Arts Project, Services to the Community 18/02/2022 18/02/2022 31/03/2022 N/A £90,000.00 £90,000.00 Street Cones Services 1 DAH&SC** * Direct Award from Scotland Excel Framework to best value provider. ** Legislation allows for Direct Award due to the sensitive and specialist area of work. This conforms with the Procurement Reform (Scotland) Act 2014 and the Procurement Scotland Regulations 2016 for Health and Social Related Services and Scottish Government guidance. Key – Procurement Route CO - Contract Open Procedure CR - Contract Restricted Procedure FO - Framework Open Procedure FR - Framework Restricted Procedure FMCC - Mini Comp Council Framework FMC3 - Mini Comp 3rd Party Framework DAFC - Direct Award Council Framework DAF3 - Direct Award 3rd Party Framework Page 330 of 331
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DAH&SC - Direct Award Health & Social Care Related Services N - Negotiated Contract EXT - Extension to Contract/Framework Page 331 of 331