Review of Additional Support Needs
North Lanarkshire Council · 22 November 2022
Back to Education, Children and Families Committee — 22 November 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 Date 22/11/22 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 and approve the extended period to achieve all 12 recommendations. 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 September 2022 Education and Families Committee reflected on the continuous improvement in relation to improving practice in managing additional support needs and the progress in terms of realising the recommendations in relation to empowering staff to meet needs effectively and the management of resources in the future. 1.7 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.
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2. Report 2.1 Overview of ASN Review Implementation Plan 2.1.1 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. 2.1.2 The overview shows that eleven out of the twelve recommendations have been achieved and one continues to be progressed. The timescale established for the implementation of the plan was between 2019 – 2022, however some practices and arrangements have not fully been achieved. Some of the issues that have affected implementation are either directly or indirectly related to Covid and current economic and supply conditions. 2.1.3 Committee are asked to endorse an extension to the original timescale to enable the twelve recommendations from the ASN to be fully implemented. The Service’s intention is to have achieved all twelve recommendations by June 2023. 2.1.4 Where systems and processes have been deemed to be fully implemented, 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. 2.1.5 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. 2.2 Improving Practice in Managing Additional Support Needs Needs Based Pathway Planning 2.2.1 Following a review and evaluation of the 2021/2022 cycle of Needs-based Pathway Review (NBPR), some enhancements have been implemented for the 2022/2023 cycle. In particular, the sections of the form which seek the views of the parents/carers and the child/young person have been enhanced to ensure that these are captured in a full and accurate way. Furthermore, additional information will now be requested in relation to care-experienced children / young people’s involvement with our Virtual School as part of our commitments in relation to The Promise. 2.2.2 As part of the review and evaluation processes several potential operational and administrative enhancements were identified. These included the more efficient and effective us of IT systems. Once implemented, these enhancements should allow the earlier sharing of outcomes with schools, enabling longer enhanced transitions to take place. 2.2.3 An online training event was held for all relevant colleagues and partners on 22nd September 2022. As well as detail around the NBPR process, this event explained the legislative and policy context of NBPR. There was a focus on how the NBPR process articulates with Empowering our Clusters and the principles of Universal, Additional, and Intensive support. The training was captured and is now available as an NL Learn
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course for future reference and for those who were unable to attend the online event. All supporting documentation is also accessible via NL Learn. A bespoke session was also offered to ELC partner providers. 2.2.4 Plans are being developed to gather parents’/carers’ feedback following the 2022/ 2023 NBPR cycle. 2.2.5 Given the embedding of the NBPR process and the launch of the Empowering Our Clusters Model, Core Group is now focused predominately on securing appropriate specialist resource, for children and young people who require them, who move to North Lanarkshire from other local authorities outside of the NBPR cycle. Physical Intervention and De-escalation 2.2.6 Committee will recall the Corporate Management Team approved the recommendation to permanently cease the implementation of PPB, and a working group was to be established within this field to consider an alternative approach. 2.2.7 On 21st June, Included, Engaged and Involved Part 3 was published by the Scottish Government who have now opened a public consultation for this publication, which closes on 25th October. A group of ASN Headteachers and Continuous Improvement Officers (CIOs) met and provided feedback to the consultation. Several key points were discussed, which will be reviewed by the newly formed Physical Intervention and De- escalation working group. This working group, chaired by a CIO, will also exploring a range of approaches and training providers within this field. Recommendations will be presented in the Spring 2023 and will likely be based around an offer of universal, additional, and intensive support. Further updates will be provided to future Committees. Transition 2.2.8 A workstream was established in March 2022 to discuss and review existing transition policy and procedures across NLC, for education staff from early years to school leavers. The brief of the group was to consider existing practice and lessons learned and ensure equity in transition practice for children and young people at all points of transition. The group consisted of 17 stakeholders involved in transitions with representation from all areas of the organisation. 2.2.9 The transition workstream re-convened on 15 September 2022 and is currently working on a draft policy and accompanying documents including – transition document, timelines flow chart and transitions area within the Empowering Clusters page tiger. Stakeholder Sounding Board 2.2.10 Committee are asked to note that key recommendation 12 related to creating an effective stakeholder sounding board of pupils and parents/carers. This was to be convened biannually to allow officers and practitioners to test ideas and receive, feedback on potential developments, particularly in relation to the development of policy and practice. Albeit this has been achieved COVID has restricted some of the activities around this. The service requires to review and further improve collaborative practice with key stakeholders.
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2.3 Empowering Staff to Meet Needs Effectively 2.3.1 Committee are asked to note recommendation 8 has now been achieved, Recommendation 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. 2.3.2 Albeit where systems and processes have been implemented, there continues to be work done to refine systems and secure important improvements in processes. Please refer to the Empowering our Cluster section below for an overview. Empowering our Clusters 2.3.3 The introduction of new guidance is in place to strengthen the Empowering Clusters model to build strong networks of practice that put children and families at the centre and deliver on the promise. 2.3.4 Committee should note the new guidance is referred to as a pagetiger, which is a digital resource, is available on any device and brings together all the different guidance documents you can access for more information. It’s essentially a one stop shop for everything empowering clusters. 2.3.5 The guidance was developed to: ▪ Clarify expectations in relation to managing GIRFEC pathways, planning for children’s wellbeing, and improving educational, social, and economic outcomes ▪ Support understanding of responsibilities to improve outcomes and collaborate with colleagues deployed locally to work with them. It includes specific responsibilities for those who most vulnerable ▪ Make clear the permissions that managers have to innovate, deploy resource (both individually and jointly) and access services ▪ Lastly, it clarifies accountabilities managers have for improvement and the tools they can deploy to manage these. It shows ways work will be evaluated through internal quality assurance/improvement processes. 2.3.6 The content of the guidance includes sections, which provide up to date information about clusters and the system in which they should operate: • What is a cluster? • Our model for success • The importance of integrative practice • Empowering Clusters • Use of cluster resources • Cluster Learning Networks • Health & Wellbeing Guidance • Further Information and Feedback 2.3.7 Phase 1 launch of the guidance was delivered at the end of August 2022 (6 sessions over 3 days) 304 colleagues form across education and families attended. A further event was held for all partners on 7 October 2022. Feedback from these events was extremely positive.
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2.3.8 The resources being provided to clusters this session represent a significant investment, and Committee should note there is robust and systematic approaches to the evaluation of this and ultimately the impact and difference they make. Schools operate their own self-evaluation methodologies, and the same principals will be applied at a cluster level, led by the Cluster Improvement and Integrated Leads and Cluster Chairs Chair Workforce Professional Learning and Development 2.3.9 Work continues at a pace to improve on existing professional learning and development opportunities, which are currently available to all staff. The model offers access to universal, additional and intensive programmes. In addition, in-house expertise is being utilised and sessions are being identified, recorded and then added to LearnNL as courses. This will ensure a wider range of training resources is available. Key metrics will be extrapolated from the LearnNL system to provide critical data around user uptake, 2.3.10 Furthermore, additional opportunities are currently being explored with external partners to determine the suitability of potential formal qualifications including professional development awards (PDAs) that could be provided to pupil support staff colleagues. Discussions around the role of individual Professional Review and Development meetings to for pupil support staff to identify training needs are also being considered. Further updates will be provided to future Committees. Modern Apprentices (MAs) 2.3.11 As part of the workforce development, 13 SVQ3 MAs commenced employment in August. All have been placed in ASN schools or LCSCs to enhance the experience of working with a wider range of children and opportunities to develop their skill set. MAs are placed in pairs to provide an informal buddy system. New College Lanarkshire are the link provider for their qualification. Other training opportunities are being offered through the year. Please refer to diagram 1 below for an overview of the training programme. Diagram 1 GIRFEC Background to Additional Support Needs Partnership Working Child Protection Modern Apprentice Training College Provision MA Qualification Moving and Handling Training Reflection and Dialogue ASN Hub experiences
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Learning Support Assisatnt (NLC02) Modern Apprentice Learning Assistant (NLC04) Enhanced Support Assistant (NLC07) Broadening Access to Employment: Learning Support Assistant (LSA) 2.3.12 Two candidates have been successfully recruited to work within Drumpark School as LSAs. This is part of the strategic approach to introduce seven permanent NLC02 Learning Support Assistant roles to widen access to employment in the inclusion and ASN sector. These posts enable a route to employment for candidates with additional support needs who have not been able to access a career development. This approach is assisted by the Supported Employment Project Team and will continue to be monitored and evaluated for effectiveness and lessons learned. Please refer to diagram 2 for an overview of the career pathway for pupil support staff. Diagram 2 Moving and Handling 2.3.13 A new procurement process has been developed and launched to ensure the timely purchase of equipment within the procurement framework. This has involved extensive collaboration and consultation with the procurement team and the input of Occupational Therapist and Physiotherapist colleagues. We now have a total of 23 trainers across the service. This is a positive outcome in terms of trainers being accessible to upskill staff, and support schools across the year with risk assessment activities for moving and handling programmes for our most vulnerable children and young people. 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 1 provides an overview of the progress of the projects. Table 1 Infrastructure Projects Progress Estmated Completion Date Occupancy Date Drumpark Primary School. Complete August 2022 August 2022 Daisy Park Centre/ Clydeview School Complete August 2022 September 2022
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Fallside School to Coltness High School Design stage 3 – at Tender stage March 2022 September 2022 Townhead Community Centre Design stage 3 – moving to contract award. July 2022 TBC Portland School (to Skills Academy) Minor Adaptations July 2022 March 2023 Glenburn Cumbernauld Theatre/Hospital ity Kitchen Complete June 2022 August 2022 Seven Day Centre/Commun ity Alternatives Complete March 2022 April 2022 Bothwellpark Architect assigned & Design stage commenced TBC 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 Cluster Wellbeing Hubs (CWHs) 2.4.4 Committee will recall the plan in place to ensure that there are appropriate facilities to support the presumption of mainstream in each cluster. This is in the form of Integrated CWH, 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. Table 2 Locality Functional Proposed Total North 5 4 9 Central 11 2 13 South 9 4 13
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2.4.5 Committee should note these developments also help with the Closer to Home agenda, which intends to repatriate children and young people in out of authority. The improved campus offerings will make North Lanarkshire Close to Home planning a more attractive option. 2.4.6 To date the ASN reconfigurations target of 24 CWHs has been achieved. The CWHs are functional and flexible spaces that serve 4 main purposes as detailed below: 1) Partnership – A space for colleagues across the cluster to work in partnership, such as identifying strategic themes or for third sector initiatives to be embedded. Partnership and integrated working are at the heart of empowering clusters. 2) Teaching Space - For direct teaching input with children and young people across the cluster on literacy, numeracy or health and wellbeing. This could be in small groups or 1-2-1. Supports may include specific interventions, transition support, life skills or social, emotional, and behavioural support. 3) Family Support Area – An area for targeted family support to be provided, including CL&D cluster supports and peer supports. 4) Conference Area – A space for conferencing to take place, offering a neutral and welcoming location for planning meetings and discussions with parents and carers and professionals. The space can also be used for CLPL opportunities and meetings across the cluster. 2.4.7 Ten additional areas have been identified to provide a total of 34 CWHs. This is to enhance the offering for children and young people and capital spend has been approved. The project scopes and works to fully complete the ten remaining CWHs is in progress and updates will be provided to future Committees. Workforce 2.4.8 Consultations continue with the single status Trade Unions in relation to agreeing the Learning Assistant job description. 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
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will have delayed the implementation of the Learning assistant, however the cluster formula model is being implemented around the current cohort of pupil support staff. 2.4.9 A review of the Enhanced Support Assistant (ESA) job-description/specification is currently being undertaken. This is to update the language in-line with current practice and change the specified qualification from essential to desirable. This has been welcomed by pupil support staff as it further supports career progression as it enables individuals to apply for the position of ESA and work towards the qualification in the role. Consultations with the Trade Unions will take place to agree the updated job- description/specification, thereafter the service will recruit 23 permanent ESAs as part of the model to support the empowering clusters agenda. Empowering Cluster Formula (ECF) 2.4.10 Committee will recall recommendation 10 of the ASN review related to the management of resources using a formula-driven approach. This stated that: 2.4.11 Last academic session, several 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. 2.4.12 From August 2022 staff/pupil ratios of 1:6 was 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. The service is working closely with colleagues from HR to recruit for any vacancies. 2.4.13 The ECF-driven model was revised and now has a stronger focus on pupil roll, 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. 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. 2.4.14 Committee will recall 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 several clusters. A ‘no determent’ model, which results in an increase in hours in 9 clusters and no net decrease in any cluster was previously reported to Committee. 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. 2.4.15 The service has formed a working group, which includes officers from the inclusion team, Empowering Cluster Chairs, Cluster Improvement and Integration Leads, Heads of Establishment and HR officers to support the work, which requires to be progressed to support the graduated phasing across this academic year from the ‘no detriment’ model to the ECF driven model. Further updates will be provided to future Committees.
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Out of Authority (OOA) 2.4.16 The Inclusion Team working alongside the Education Psychology Service and Social Work teams have undertaken a robust review of all existing placements to project key transition dates in the educational careers of all the children and young people in placements outside of North Lanarkshire and the end of education dates. Transition dates reviewed are as follows: • Nursery to P1 • P7 to S1 • S4 to NLC • S6 (end of educational placement) 2.4.17 While acknowledging the difficulties of repatriation during Primary or Secondary stages, unless it is requested by parent, this process provides a new structure in terms of critical review stages for pupils, with a view of finding pathways back to NLC at each stage. 2.4.18 Committee are asked to note the potential reduction of pupil placements and the associated spend over a five-year period based on end of educational placements. Please refer to Appendix 03. 2.4.19 It is important to reinforce the potential reduction may be impacted on by the following: • No future OOA placements • No contract inflationary increase to costs • Reduction is based on full year costs. For some pupils there would be a part year cost incurred, calculated when leaving date is confirmed • Transport costs are not included • Any reduction would be required to support improvements and resources within North Lanarkshire to prevent future OOA placements. • Figures do not include pupils in mainstream school in another local authority where there is a charge for additional support for their placement. 2.4.20 To date this year, there has been a net reduction in the number of pupils placed out of authority, this is due to pupils reaching the official school leaving age or end of their educational placement. The breakdown is as follows: Leavers Admissions Independent Day Placements 1 Residential Placements 3 1 Inter-Authority Placements 7 3 2.4.21 This reduction in placement has had a minimal impact on cost reduction due to an existing overspend within the Out of Authority budget. 2.4.22 Plans continue to repatriate pupils by building and investing in existing resources. To support this Closer to Home strategy, six new NLC7 27.5-hour permanent posts were approved by the Workforce Steering Group, these posts have now been successfully recruited. This spend to save resource is necessary to not only potentially reduce the current number of placements out of authority but to retain existing pupils within their current North Lanarkshire who would have otherwise been placed out of authority.
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2.4.23 Inter-authority placements continue to be required for specialist Visual and Hearing Impairment provision that is not currently available in North Lanarkshire. Work is progressing to look at the possibility of providing these services within North Lanarkshire. Further progress on this will be provided to the Inclusion Board and future Committees. Stakeholder Sounding Board 2.4.24 In line with recommendation twelve, a stakeholder sounding board of parents/carers from ASN Parent Councils was established. The Executive Director and senior officers met with the sounding board on four occasions: 5 November 2020, 8 December 2020, 22 December 2020, and 14 January 2021. Feedback from parents and carers was extremely positive, with notable comments stating that parents and carers were appreciative of transparent and open discussions. 2.4.25 The service continues to support this approach biannually, to allow officers, practitioners parents/carers to test ideas and receive, feedback on potential developments. An Equality Impact Assessment will be revisited to highlight key stakeholders who will be impacted by developments and further sounding board meetings will take place from January 2023 onwards to enable stakeholders to be involved in key discussions. Holiday Hub Provision for Children and Young People with ASNs 2.4.26 During July 2022 North Lanarkshire Council offered ‘hub’ sessions for children and young people with significant additional support needs across three geographical sites. A paper was recently presented to the Senior Leadership Team (SLT) to highlight the successes, a process to identify ‘lessons’ learned and an outline of potential considerations for any future operating model. Please refer to Appendix 3. SLT endorsed the following recommendations 1) Establish a working-group to oversee the re-design of the ASN Hub provision. 2) The approach that was recommended for October 2022 for family activity tickets/passes. 3) A timeline (Spring break 2023) to implement the revised operating model. 2.4.27 Please note further updates will be presented to Committee in February 2023. 2.5 Next Steps and Other Issues 2.5.1 As the overview on Appendix 01 makes clear, the services position in achieving all the recommendations established in the ASN review by June 2023. This means that all actions planned to be progressed will have been achieved at this point. However, it is anticipated that there will continue to be requirements to refine and upgrade key systems and 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.
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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 documentation 4.1 Appendix 01: Overview of Progress Implementation Plan 4.2 Appendix 02: Wellbeing Bases – Locations 4.3 Appendix 03: Out of Authority Placements – Reduction Potential 4.4 Appendix 04: ASN Holiday Programme 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 An Equality Impact Assessment has been completed and will be reviewed dependent on developments. Yes ☒ No ☐ 5.2 Financial impact Does the report contain any financial impacts? Yes ☒ No ☐ As at the close of Period 6 there are some notable variances. Out of authority and Residential placements are currently projecting a combined overspend of £643k. This is expected to reduce further with final confirmation of leaving dates for individual placements and is already an improvement on last year’s final outturn which was an £815k overspend. The income target from other local authorities continues to be a burden in terms of under recovery of income as other local authorities, similarly to North Lanarkshire seek to maintain ASN placements within their own respective authorities. The current under recovery is £366k but, is likely to worsen. The biggest variance is in respect of ASN transport due to the significant external inflationary pressures within that area, with current projections estimating a £2.3m overspend. 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 ☐ 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. 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?
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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? 5.9 Risk impact Is there a risk impact? Yes ☐ No ☒ The risk impact of this policy will be managed through the Council’s Project management system. 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 The service has delivered on developing a revised cluster -based model. Albeit, where systems and processes have been implemented, there continues to be work done to refine systems and secure important improvements in processes. Please refer to the Empowering our Cluster section below for an overview. Management of Resources Appendix 01: Overview of Progress in Implementing ASN Review Recommendations Appendix 2: Overview of Progress in Implementing ASN Review Recommendations
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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 The service has delivered on 24 Integrated Cluster Wellbeing Hubs. This is 3 more than originally set out in the ASN reconfiguration plan. Furthermore, an additional 10 wellbeing hubs are being established to enhance the support for children and families across clusters. Capital spend has been agreed. The remaining works will be delivered early 2023. 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. Achieved The model has now been implemented in the ASN, LCSC and mainstream schools. For the interim year further resources have been devolved to support a no detriment model (in mainstream) and a graduated phasing (reduction/increase where appropriate) of allocation is being progressed across the academic session. 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. Revised Date June 20 As part of the process of upgrading the ASN estate 5 schools were part of the original ASN rationalisation/re-location plan, 3 of which are complete. Two projects are delayed due to sourcing materials. In addition, Bothwellpark move to ELC is at the planning and design stage. 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 Abronhill PS Cumbernauld Academy 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 Margaret’s 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 Muirhouse PS Coltness High School Wellbeing Hub previously Coltness HS and repurposed through ASN Rationalisation 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 Aidan’s HS St Patricks PS St Thomas PS
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Appendix 03 Out of Authority Placements – Reduction Potential 2022-23 2023-24 2024-25 2025-26 2026+ Costs of Out of Authority Placements 6,776,846 5,722,060 5,224,649 4,279,645 3,731,520 Out of Authority Placements 82 68 59 46 34 82 68 59 46 34 0 10 20 30 40 50 60 70 80 90 2022-23 2023-24 2024-25 2025-26 2026+ No. of Placements Year No. of Out of Authority Placements 6,776,846 5,722,060 5,224,649 4,279,645 3,731,520 - 1,000,000 2,000,000 3,000,000 4,000,000 5,000,000 6,000,000 7,000,000 8,000,000 2022-23 2023-24 2024-25 2025-26 2026+ Cost £m Year Costs of Out of Authority Placements
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Appendix 04 North Lanarkshire Council Report Senior Leadership Team Meeting Does this report require to be approved? ☒ Yes ☐ No Ref: GMCL/AH Date 28/09/22 Update to holiday ‘hub’ provision for children and young people with Additional Support Needs From: Alan Henry E-mail: henryAl@northlan.gov.uk , 1. Background 1.1 Since Spring 2020, various models of ‘hub’ provision were in place to support children and young people who have significant additional support needs. These models were, to different degrees, impacted upon and in response to the Covid- 19 pandemic. Executive Summary During July 2022 North Lanarkshire Council offered ‘hub’ sessions for children and young people with significant additional support needs across three geographical sites. This paper highlights the successes of this provision and seeks to identify ‘lessons’ learned. Furthermore, this paper will seek to outline potential considerations for any future operating model. Recommendations SLT is asked to 1. Endorse the proposal to establish a working-group to oversee the re-design of the ASN (Additional Support Needs) Hub provision 2. Approve the approach that is recommended for October 2022 3. Agree the proposed time-line for service re-design and implementation. 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
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1.2 Summer 2022 provided the first opportunity to implement a holiday provision which was free from the impact of Covid-19. 1.3 In terms of pupil numbers, the summer hubs were well attended: No of applications for Summer 2022 Venue No off applications Drumpark School 83 Firpark Primary School 130 Redburn School 108 Grand Total 321 Summer 2022 weekly attendance Venue Locality Week 1 Week 2 Week 3 Week 4 (5 Days) (5 Days) (5 Days) (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 1.4 The staff involved, and the parents / carers who made use of the service, were invited to give feedback via surveys (Appendix 1 and Appendix 2) 1.5 The Continuous Improvement Officers within the Inclusion Team have been asked to review this feedback, consider current procedure and practice and reflect upon potential future operating models. 1.6 Additionally, one Continuous Improvement Officer was involved in investigating a parental complaint relating to staff conduct within one of the hubs. 2. Report 2.1 Having reflected upon the available information, the following four themes have been identified in relation to the ‘Hub’ provision. • Preparedness • Communication • Implementation, including transport • Leadership and Oversight 2.2 Preparedness – Consideration should be given to increasing the planning and preparation time allowed before the commencement of each hub provision. This would ensure that there is sufficient time to identify appropriate staff / partners, gather and share information from key members of the team around the child, plan effective programmes and implement appropriate training, e.g. Moving and Handling, etc.
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2.3 Communication – Linked to the point, above, there is a need to ensure that appropriate timescales are followed in relation to ‘Hub’ provision. This would ensure that families have an appropriate amount of time to apply for provision and, subsequently, receive timeous information about the offer which has been allocated. Consistent steps should be taken to ensure that vulnerable families receive proactive engagement about the provision that is available. 2.4 Implementation, including transport – Staff feedback, and direct observation from senior officers, indicates that significant development work is required to ensure that all children and young people, who require the ASN hub provision, have access to an age-appropriate, differentiated, programme which meets their needs. Staff should have consistent and appropriate access to individual planning pertaining to the children and young people they are working with. Staff require time, and potentially support from the team around the child, to engage with and understand such planning. While the provision of transport was largely successful, given the current market forces, and associated recent transport difficulties, it will be important to ensure that any future transport provision is carefully planned. 2.5 Leadership and Oversight - Given the issues identified above, it will be appropriate to review the leadership and oversight of the hub provision. Continuous Improvement Officers from the Inclusion Team could convene a working group incorporating school staff, officers and partners to develop, in detail, the future operating model. It is likely that any such future operating model will continue to require significant operational input, supported by administrative staff, to manage all aspects of the provision. For Active School staff to continue to take a lead role in the provision on the different sites, they will require significant support and development, both strategically and operationally, to effectively fulfil this role, moving forward. 2.6 Significant work is now required to establish a financially sustainable, and equitable, model of future provision. 2.7 Immediate thought should be given to the October 2022 holiday. Given the number and range of points to be considered, it will not be possible to implement a new operating model in time for the October 2022 holiday. As such, there are two possible options for October 2022: Option 1 Option 2 Allocation of tickets, passes, etc to families ‘Hub’ provision, based on existing operating model – some initial training could be implemented for staff Benefits: • Families have flexibility to engage in a range of activities, over this five-day holiday. • In-line with previous operating model for October break; historically, no hub provision has been made in the October holiday Benefits: • Children / young people are offered a face-to-face service Risks: • Potential equality issue if face- to-face provision is available to mainstream peers – including lunch provision. Risks: • A precedent is set of provision at this time of year, which may not be sustainable in the future
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• Negative press coverage. • Previous issues / concerns are repeated, potentially resulting in critical incidents / complaints. • Sufficient transport may not be available to offer a service • Sufficient, appropriately qualified / trained staff may not be available to provide a service; recently-appointed modern apprentices are not available at this time due to essential training. • Negative press coverage / reputational damage Considering the relative risks and benefits, it is recommended that Option 1 is adopted for October 2022. 2.8 Engagement has now taken-place with the ASN Parent Council Chairs who were involved in the previous consultation regarding ASN Hubs. These Parent Council Chairs have indicated that they would be happy with ‘Option 1’ for October 2022. 2.9 The Parent Council Chairs understand that they will be cornerstone consultees as the process moves forward and their views will be key to shaping the future provision. Given the emerging financial landscape, it will be important to ensure that cost of living considerations are carefully considered as part of any future proposals. 3. Measures of success – and timeline 3.1 A working group, chaired by Continuous Improvement Officers, will be established before October 2022. 3.2 A safe, sustainable, revised operating model will be planned by January 2023. 3.3 The revised implementation model, including all associated training and development, will be implemented in time for Spring Break 2023. 4. Supporting documentation Name: Alan Henry Title: Senior Education and Families Manager