Live Argyll - Community Learning and Development Report 2024-2025
Argyll and Bute Council · 28 August 2025
Back to Community Services Committee — 28 August 2025 and its agenda
Text extracted from the council's PDF. Layout and reading order may differ from the original.
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ARGYLL AND BUTE COUNCIL COMMUNITY SERVICES COMMITTEE EDUCATION 28 AUGUST 2025 LIVEARGYLL – COMMUNITY LEARNING AND DEVELOPMENT REPORT 2024-25 1.0 EXECUTIVE SUMMARY 1.1 This report aims to provide members with an update on the performance of liveArgyll’s Community Learning Services and specifically the provision of Adult Learning and Youth Services, in session 2024/2025. 1.2 The report outlines the progress being made by the multi-agency CLD Strategic Partnership in delivering key priorities within the 2024-2027 CLD Partnership Plan. The key areas examined by the report are: • The context for CLD planning and delivery • CLD engagement with learners • The CLD three-year Strategic Plan • Continuing successful engagement with HMIe • Argyll and Bute Internal Audit of Community Learning 1.3 Community Learning is a professional practice that covers all stages of lifelong learning. The purpose of Community Learning is to provide early intervention and prevention to those who are at risk of experiencing inequality of opportunity within the education and skills system. 1.4 It is recommended that the Community Services Committee: a) Recognise the significant improvements and strengths achieved by Community Learning since the transfer of the service to liveArgyll in 2021, and specifically those outlined by HMIe in the January 2024 HMIe Progress Visit and the subsequent review in February 2025. b) Recognise the positive outcomes for young people and adult learners in Argyll and Bute resulting from Community Learning’s understanding of the needs of individuals, groups and communities, and its subsequent provision to learners.
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ARGYLL AND BUTE COUNCIL COMMUNITY SERVICES COMMITTEE EDUCATION 28 AUGUST 2025 LIVEARGYLL – COMMUNITY LEARNING AND DEVELOPMENT REPORT 2024-25 2.0 INTRODUCTION 2.1 Community Learning works closely with communities and partners to help individuals, families and groups achieve their potential through lifelong learning, mutual support and strong community organisations. It focuses on youth work, which involves early intervention with children and young people, as well as community-based adult learning programmes such as adult literacies and English for Speakers of Other Languages (ESOL). 2.2 Community Learning Practice is committed to providing equal educational opportunities to everyone, especially those who belong to marginalised groups. The goal is to remove barriers that limit the access to education for people who have few or no qualifications; those who need assistance in engaging in learning opportunities; and those who face personal, social, or systemic obstacles to learning. With high-quality Community Learning Practice, CLD Argyll and Bute strives to empower these individuals to access education and improve their lives, in the belief that education in all forms is the key to unlocking opportunities and maximising and fulfilling the potential of all. The statutory basis for CLD is set out under sections 1 and 2 of the Education (Scotland) Act 1980 (the 1980 Act) and in the Community Learning and Development (Scotland) Regulations 2013. 2.3 By such means, CLD’s mission is to create stronger, more resilient, supportive, influential and inclusive communities. 3.0 RECOMMENDATIONS 3.1 It is recommended that the Community Services Committee: a) Recognise the significant improvements and strengths achieved by Community Learning since the transfer of the service to liveArgyll in 2021, and specifically those outlined by HMIe in the January 2024 HMIe Progress Visit and the subsequent review in February 2025. b) Recognise the positive outcomes for young people and adult learners in Argyll and Bute resulting from Community Learning’s understanding of the needs of individuals, groups and communities, and its subsequent provision to learners.
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4.0 DETAIL 4.1 The Council approved the transfer of its Community Learning services to liveArgyll on 30th June 2021. The Service Level Agreement amongst other things stipulates: • liveArgyll’s responsibility for ensuring that the four statutory obligations, as set out in the Community Learning and Development (Scotland) Regulations 2013, are met. In doing so liveArgyll ensures: o clarity on what CLD is and who the priority groups for CLD provision are within the authority – liveArgyll will deliver Community Learning service requirements that meet both the service specification set out by the Council, and Education Scotland requirements. o the relevance and impact of CLD provision in the area by looking at the needs of the priority groups and individuals. o it involves and consults with priority groups, individuals and stakeholders to find out what they need and want, including an extensive consultation process to inform development of CLD plan priorities. o it creates and publishes a CLD plan every three years, and takes the lead role in the development of the new plan, with periodic progress reports prepared for the Community Services Committee. 4.2 Argyll and Bute Council retains a governance role working alongside liveArgyll. The agreement provides for reporting and monitoring via Education Services to the Council. Further Context for CLD Planning and Delivery 4.3 The Independent Review of Qualifications and Assessment, led by Professor Louise Hayward, underscores the importance of learning in communities. The review recommends a Personal Pathway that ensures every learner in Scotland has opportunities to engage in social, cultural, well-being, and economic activities. The Personal Pathway is to be supported by a range of educators, and the report outlines the skills that educators would need to support learners on their journey. The Personal Pathway and the Project Learning element of the Review, should they remain part of the Scottish Government’s plans for Assessment, are elements which could be taken forward effectively by Community Learning. 4.4 In his report to the Scottish Government on Scotland’s skills landscape and framework, Fit for the Future, James Withers, when discussing careers advice and education, emphasises that it is not sufficient to focus solely on young people or those in school or college. He suggests that there should be "high- quality, impartial support" beyond the formal education sector. He believes that
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this support should be a structural part of the learning system and an embedded Adult Learning resource within local communities. Again, this is an area of learning which Community Learning has the capacity to provide. 4.5 The 2024 Independent Review of Community Learning and Development, led by Kate Still, assessed CLD's effectiveness in supporting learners, particularly those facing barriers. It has acknowledged the potential of CLD to equip individuals with life skills for various pathways, including work and further education. The review has also stressed the need to improve how CLD data is gathered, measured, and used to ensure the best outcomes for learners. Key recommendations from the report include strengthening leadership and structures, developing a clear policy narrative, focusing on delivery, improving funding and workforce development, and enhancing the visibility of CLD and its impact. CLD Engagement with Learners 4.6 The following chart illustrates the numbers of Young People aged 12-18 years and Adult Learners 16+ (not in school) who have accessed Community Learning Services. The graph shows registered learning (learning attended on a regular basis) and wider engagement (learning through larger events, drop- ins and one-off workshops and activities). Figures are cumulative over a 12 month period (monthly average data is contained in the table at 4.7). Total Engagements with Community Learning 2023-24 and 2024-25 1760 1874 877 1535 2472 2388 2423 2540 0 500 1000 1500 2000 2500 3000 Young People engagement sessions in registered Community Learning Adult Learners engagement sessions in registered Community Learning Young people engaging in one-off events/drop-in sessions Adults engaging in one-off events/drop- in sessions 2023-24 2024-25 Both the number of engagement sessions and registered learning among young people have increased significantly. Registered learning has risen by 40% from 2023/2024 to 2024/2025. Additionally, attendance and engagement in activities that require one-time participation have increased by 176%. This includes engagement and participation of young people attending Community Learning organised school-based activities and Primary 7 Transition programmes.
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In 2024, local Community Learning Youth Action Groups (YAGs) conducted consultations to identify the learning needs of young people. Youth Leads have been responsive to the insights gained from consultations and have been working to reach out to as many young people as possible within their areas. The positive impact of the work of local Youth Action Groups is demonstrated by the above data. Effective referral and guidance for learners across CLD partners are ensuring that those most in need benefit from learning programmes. In consultation, almost all learners demonstrate improved health and wellbeing outcomes and feel less isolated. There is increased awareness of the learning offer, including in the more remote areas and island communities. Adult Learning has expanded its Adult Literacy and Numeracy Provision through a successful funding application to the United Kingdom Shared Prosperity Fund (UKSPF) and MULTIPLY. As a result, registered learning has increased by 27% from 2023/2024. Additionally, attendance and engagement by Adult Learners in activities that require one-time participation have increased by 66%. 4.7 The following table highlights the average monthly engagement and participation of young people and Adult Learners accessing/attending Community Learning Services across Argyll and Bute. Increases shown in the table above are also reflected in monthly data. 4.8 Youth Service Leads work in Schools and in partnership with the Scottish Government and other Scottish Attainment Challenge partners to promote the role of youth work in closing the poverty-related attainment gap. They share best practice, support practice development and gather evidence of the impact of youth work on attainment. 4.9 In Argyll and Bute in school session 2024-25, Community Learning has continued its partnerships with secondary schools to support the Education Service in broadening the curriculum and offering a wide range of attainment and achievement possibilities. This provides achievement pathways and skills-building opportunities for all learners, and in doing so, plays a role in reducing the poverty-related attainment gap. The increase in engagement demonstrated by the above data is partly a result of Community Learning’s developing partnerships with our secondary schools. Average Monthly Engagement and Participation (learners) No. per month 2023-24 No. per month 2024-25 Number of young people engaged in registered Youth Work activities/learning 147 206 Wider engagement - Number of Young People attending one-off events/Drop Ins 73 201 Number of Adult Learners engaged in registered Adult Learning activities/classes (not inc. ESOL) 156 199 Wider engagement - Number of Adult Learners attending one-off events/Drop-ins Adult Learning (not inc. ESOL) 127 211
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4.10 The chart below highlights two areas: 1) The total number of nationally recognised awards (e.g. SQA awards at SCQF Levels 3-6, Youth Achievement Awards) achieved by young people through partnership with Community Learning. 2) The total number of young people who have participated in and gained wider achievement awards, local awards and awards not nationally recognised through partnership with Community Learning (e.g. Saltire Awards (volunteering), Dynamic Youth Awards and Hi5 Awards). Certification/Awards through CL - Young People (12-18) 2023-24 and 2024-25 451 637 350 346 0 100 200 300 400 500 600 700 Number of young peopleachieving nationally recognised awards through CL Number of young people gaining other wider achievement awards through CL 2023-34 2024-25 4.11 The above figures represent a decrease in accreditation and wider achievement from 2023/2024. This is a result of the discontinuation of the one-off Youth Link funding of 2022/2023 which targeted post-Covid disengagement of young people from Education. This funding allowed the presentation of targeted young people for nationally recognised awards and wider-achievement awards, local awards and awards not nationally recognised. The programme enabled each young person to gain more than one associated wider achievement award for each nationally recognised award, thus accounting for the greater reduction in the former compared to the latter. Community Learning continues to look for all opportunities to assist each young person to maximise their attainment and achievements. For example, a young person achieving an SQA Award in Young Leadership potentially can also achieve a Dynamic Youth Award and a Saltire Award at the same time. In 2025/2026, Community Learning will continue to develop its links with Secondary Schools to broaden the curriculum and maximise attainment and achievement for young people. 4.12 The chart below illustrates the number of Adult Learners (16+ not in school education) who have gained nationally recognised awards (e.g. SQA awards at
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SCQF Levels 3-6), through partnership with Community Learning. Additionally, it illustrates Adult Learners’ engagement in wider achievement awards, local awards and awards not nationally recognised through partnership with Community Learning (eg. Health Issues in the Community Awards (HIIC), Attendance Certificates). Certification/Awards through CL - Adult Learners (16+) 2023- 24 and 2024-25 42 70 51 50 0 10 20 30 40 50 60 70 80 Number of adult learners (16+) achieving nationally recognised awards through CL Number of Adult Learners (16+) gaining other wider achievement awards through CL 2023-24 2024-25 The above figures represent an increase in accreditation and a decrease in a wider achievement certificates from 2023/2024. This is a result of a greater number of adult learners having increased their confidence, and as a result, having opted to engage with accredited qualifications to increase employment opportunities, or to facilitate access to further or higher education. Previously, Adult Learners have often opted to start/re-start their learning journey informally, allowing them time to build confidence and skills prior to attempting certificated courses. 4.13 English for Speakers of Other Languages (ESOL) In the year April 2024-March 2025, in partnership with the Argyll and Bute Resettlement Team, 26 separate ESOL courses were offered across the local authority, in a mixture of face-to face and online formats. 242 refugees and asylum seekers participated in ESOL courses to improve their skills in English. As a result of ESOL engagement and other learning opportunities, Syrian, Afghan and Ukrainian learners report increased confidence and reduced social isolation within their community.
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5.0 CLD Strategic Partnership Plan 2024-2027 5.1 The Community Learning and Development (Scotland) Regulations 2013 require local authorities to publish a three-year CLD plan, co-produced with partners and communities, to outline how they will coordinate, deliver and improve CLD services. These plans should identify learning and support priorities within the community and how they will be achieved. The plans are a statutory requirement and are subject to scrutiny at local authority and Education Scotland levels. 5.2 In developing its latest three-year Strategic Partnership Plan (2024-2027), CLD Argyll and Bute has worked collaboratively to consult with partners, including Education, third sector organizations, and most importantly, learners (adults and young people) and communities themselves. As a result, partners and communities have been actively involved in shaping the priorities of the plan, which also articulates local and national policy contexts. 5.3 The priorities which have emerged from consultation, and which inform the 2024-2027 CLD Strategic Partnership Plan, align with the following themes: • Digital skills • Core skills for learning, life and work • Health and Wellbeing • Community voice • The learner offer • Improving how we work as a partnership These priorities may be subject to review following the recommendations from the Review of CLD by Kate Still (see 4.5 above). 5.4 The 2024-2027 CLD Plan was presented to and approved by Community Services Committee in December 2024. 5.5 The 2024-2027 CLD Plan can be accessed via the following link: https://liveargyll.co.uk/wp-content/uploads/2024/10/CLD-Strategic- Partnership-Plan-2024-2027.pdf HMIe CLD Argyll and Bute Progress Visit, February Report 2025 5.6 In January 2024, HM Inspectors visited Argyll and Bute Council to undertake a Community Learning and Development Progress Visit. 5.7 As well as the significant strengths reported to Committee in June 2024, three areas for development were identified: • The need to make improvement outcomes more clearly measurable in improvement planning; • The need to ensure CLD planning is coherent and aligned with planning at Argyll and Bute Outcomes Improvement Plan (ABOIP) level;
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• The need to develop individual learning plans with learners within CLD. As requested, a report on progress was submitted by CLD Argyll and Bute to HMIe in February 2025 (Appendix 1). HM Inspectors identified that all areas for development had been effectively addressed, that ongoing improvement could be sustained and that no further engagement by HMIe was required. The HMIe response can be accessed via the following link: https://education.gov.scot/media/w5ujzmgp/cld-argyll-and-bute-council-pv- 130525.pdf The original HMIe report on the January 2024 Progress Visit can be accessed here: file:///C:/Users/eastons/Downloads/cld-argyll-and-bute-council-pv-270224.pdf 6.0 Internal Audit of CLD 6.1 In November 2024, Community Learning’s systems of internal control and governance were subject to audit as part of Argyll and Bute Council’s Internal Audit Plan 2024/25. 6.2 The risks considered throughout the audit were: • Audit Risk 1: Failure to comply with the Community Learning and Development (Scotland) Regulations 2013. • Audit Risk 2: Insufficient geographic and demographic coverage of key groups may lead to inequitable provision. • Audit Risk 3: Evaluating the effectiveness of provision may be difficult if actions and targets are not specific, measurable and contextual and performance reviews are not timeous. • Audit Risk 4: Monitoring and reporting arrangements may not be sufficient to demonstrate that the Council is fulfilling its governance role. 6.3 The overall audit opinion was that a high level of assurance can be taken in terms of the defined risks. It was assessed that internal control, governance and the management of risk are of a high standard and that a sound system of control designed to achieve the system objectives is in place and being applied consistently. 6.4 The full audit report is available via the following link: https://www.argyll- bute.gov.uk/moderngov/documents/s214946/2024_25_InternalAudit_Commu nityEducationProvision_Report%20FINAL.docx.pdf
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7.0 CONCLUSION 7.1 The current arrangements between Argyll and Bute Council and liveArgyll are working well. A significant degree of progress in the areas of Community Learning and Development has been made since the transfer of liveArgyll to the Council in June 2021, as demonstrated by the 2021 HMIe inspection, the January 2024 HMIe CLD Progress Visit, HMIe’s response to the February 2025 CLD report and the findings of the Council’s Internal Audit of CLD. Satisfactory arrangements are in place in respect of fulfilling all CLD obligations and Council expectations as set out in the Service Level Agreement between the Council and liveArgyll. 7.2 Community Learning Services will continue with the delivery of provision determined by the Scottish Government’s Lifelong Learning policy and learners’ identified needs, which are outlined in the current CLD Strategic Partnership Plan 2024-2027. 7.3 The current Strategic Partnership Plan for 2024-2027 is being reviewed and evaluated by all partners and stakeholders through consultation, with a view to producing the annual Argyll and Bute CLD Strategic Partnership Report (to be published September 2025). 7.4 Additional details and case studies of CLD’s work across Argyll and Bute can be accessed at the liveArgyll website and in the CLD Annual Report of September 2024 (available on website) https://liveargyll.co.uk/reports-and-publications/ 8.0 IMPLICATIONS 8.1 Policy - In alignment with Council policy in relation to transfer of Community Learning from Council to liveArgyll. 8.2 Financial – None 8.3 Legal – In alignment with relevant contractual agreements between Council and Live Argyll 8.4 HR – None 8.5 Customer Service – None 8.6 Risk – The statutory requirements of the Council in relation to the provision of CLD services is set out in the Community Learning and Development (Scotland) Regulations 2013. Adherence to these requirements reduces the risk to which the Council is subject. 8.7 Climate Change – None
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8.8 Fairer Scotland Duty – None 8.9 Equalities - protected characteristics – None 8.10 Consumer Duty – None 8.11 Island Communities – None 8.12 Children’s Rights and Wellbeing – Community Learning’s work with under- 18s, both in schools and in the community relates to Article 29 of the United Nations Convention on the Rights of the Child: Education must develop every child’s personality, talents and abilities to the full. Douglas Hendry, Executive Director with responsibility for Education Cllr Audrey Forrest, Policy Lead for Education Jennifer Crocket Chief Education Officer/ Head of Education – Wellbeing, Inclusion and Achievement Wendy Brownlie Head of Education – Performance and Improvement For further information contact: Simon Easton – Education Manager Email: Simon.easton@argyll-bute.gov.uk Tel: 01436 657681 Date: 28 August 2025 Appendix 1 – February 2025 Report to HMIE on progress made following Progress Visit February 2024
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Appendix 1 – February 2025 Report to HMIE on progress made following Progress Visit February 2024 HMIe Progress Visit Response Report and Actions Introduction After our HMI Inspection Progress Visit in January 2024, Community Learning and Development in Argyll and Bute were encouraged and empowered by the identification of strengths and areas for development. We have recognised the need for significant progress in our CLD Strategic Partnership Plan outcomes, ensuring they are measurable and aligned with updated local and national policies. This is enabling us to provide high-quality, effective and impactful CLD services and support. Actions Undertaken In response to HMIe recommendations, the CLD Partnership has actively engaged with our partners and workforce. We recognised the need for Career-long Professional Learning (CLPL) focused on measuring, evaluating, and reporting both quantitative and qualitative data related to specific outcomes and relevant, measurable success criteria. By mid-November 2024, we completed interactive CLPL training sessions for all CLD partners, stakeholders, and operational Community Learning Workers. The training was led by the Education Manager with strategic responsibility for the delivery of CLD functions by Live Argyll, and covered essential topics involved in planning, including: • The purpose of planning • Key components • How to align with the ‘Improvement Cycle’ • Defining and measuring quantitative and qualitative data • Actions, outcomes, and success criteria • Next steps • The revised plan As a result, CLD staff and partners indicated in feedback their increased confidence in and understanding of improvement planning, particularly in relation to the creation of specific and measurable success criteria. The CLD plan 2024-27 has been revisited and success criteria revised accordingly. Staff are now tracking both quantitative and qualitative specific, measurable targets in the context of ongoing self-evaluation. To enhance reporting consistency among CLD partners, we introduced a performance document that encompasses performance reporting on outcomes, performance measures, baseline data, timelines, and a “RAG” (Red, Amber, and Green) system to track risks. This will support the collective strategic improvement work of the Partnership and ensure transparency as well as enhanced opportunities to evaluate progress and plan necessary interventions.
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Next Steps and Continuous Improvement The CLD Partnership is dedicated to ongoing monitoring, comprehensive reviews, and self-evaluation to assess our progress and guide future planning. The CLD Partners Plan will be reviewed quarterly by the Partnership team, focusing on the following three areas: 1. Are we on track to overtake/complete key strategic objectives as defined by relevant success criteria? 2. Is there any requirement to change focus or timelines? 3. What lessons can we learn for future planning? We will submit comprehensive reports to the Argyll and Bute Council Community Services and the Community Planning Partnership as well as continue to attend regular update meetings with the Education Manager with strategic link responsibility for the delivery of CLD functions by Live Argyll. This approach will ensure accountability and transparency across the Partnership. The Annual Progress Report will detail our achievements and challenges and will be shared with partners and stakeholders to foster collaboration. To continue to improve our standards, we will apply the How Good Is Our Community Learning and Development (HGIOCLD) framework, which provides quality and performance indicators for self- evaluation. A structured CLPL plan will empower partners and stakeholders to pursue continuous improvement. The CLPL/training sessions will run alongside CLD partnership meetings throughout 2025. Key Challenges and Solutions As we advance our strategic planning, the Argyll and Bute CLD Partnership has discussed the importance of establishing specific Key Performance Indicators (KPIs). These KPIs will help us monitor our progress towards our goals and respond effectively and efficiently to stakeholder feedback. We plan to track our progress using HGIOCLD Quality Indicators, integrating this data into the Council's performance monitoring system and reporting it through the CLD Partnership. The CLD Partnership is dedicated to ensuring active community participation in our decision-making processes. We continually engage community members through discussions, public forums, consultations, and surveys. However, we seek to further enhance the representation of local community groups, adult learners, and young people in CLD Partnership meetings to further ensure all stakeholder voices are heard. Progress update on other recommendations HMIe identified the need for further integrated alignment of CLD planning with the Argyll and Bute Outcome Improvement Plan (ABOIP). As a result, we are planning work with Community Development to co-produce consultations which supply key data for both agencies, maximising our collective efforts to improve outcomes. We have also ensured that consultation in advance of publication of the CLD Plan 2024-2027 extended to partners within the ABOIP, for example The Argyll and Bute Gaelic Partnership, Transport and Infrastructure, Housing, and Community Wellbeing. As a result, CLD planning is more responsive to the views and perspectives of partners, and is therefore more aligned with the ABOIP. As recommended by HMIe, we have standardised and implemented Individual Learning Plans (ILPs), weekly learning logs, and learner evaluations. Adult Learners have copies of these and a folder with
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portfolios of evidence of their work and learning journey. As well as being able to assess and track their own progress, it also provides evidence when seeking employment or entering further/higher education and other positive destinations. We continue to develop a pathway for workforce development through integrated working and co- delivery with members of the CLD Partnership, which recognises our collective role in developing the capacity, capability and leadership in staff. Progress has been made through the Third Sector Interface (TSi) online training platform. As a result, Community Learning staff have engaged with the short courses and modules available. We will continue to ensure the availability of high-quality, relevant professional learning opportunities from our partners for all staff through ensuring the CLPL offer to staff is a fixed agenda item at CLD Partnership meetings.