Review of Additional Support Needs
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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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
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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.
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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.
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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
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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.
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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
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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.
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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
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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.
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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
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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.
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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
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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)
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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 ☒
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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?
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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
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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
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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
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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