Agenda pack
North Lanarkshire Council · 23 May 2023
Back to Education, Children and Families Committee — 23 May 2023 and its agenda
Text extracted from the council's PDF. Layout and reading order may differ from the original.
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Our Ref: Your Ref: Contact: Tel: Fax: E-Mail: Date: Clare Louise McDonald 01698302190 mcdonaldcl@northlan.gov.uk 12 May 2023 Members of the Education, Children and Families Committee Chief Executive’s Office Archie Aitken Chief Officer (Legal and Democratic) Civic Centre, Windmillhill Street Motherwell ML1 1AB DX 571701, Motherwell 2 www.northlanarkshire.gov.uk Notice is given that a Meeting of the EDUCATION, CHILDREN AND FAMILIES COMMITTEE is to be held within the Council Chamber, Civic Centre, Motherwell on Tuesday, 23 May 2023 at 2:00 pm which you are requested to attend. The agenda of business is attached. Chief Officer (Legal and Democratic) Members : Councillors: D Ashraf, A Ballinger, C Barclay, M Boyd, H Brannan-McVey, A Bustard, A Campbell, T Carragher, C Costello, M Coyle, S Coyle, G Currie, A Duffy-Lawson, H Dunbar, F Fotheringham, M Hughes, D Johnston, T Johnston, J Jones, P Kelly, J Keltie, A Khan, K Larson, H Loughran, A Magowan, A Masterton, B McCluskey, B McCulloch, F McKay, R McKendrick, C McManus, M McPake, A McVey, L Mitchell, K Stevenson, A Stubbs, J Toner, N Wilson, G Woods and M Clarkson, G McCormack, M McCrossan, G Paterson and I Scott. Page 1 of 167
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AGENDA (1) Declarations of Interest in terms of the Ethical Standards in Public Life Etc. (Scotland) Act 2000 OPERATIONAL (2) 1140 Hours Early Learning and Childcare Expansion Programme Update (page 5 - 22) Submit report by the Chief Officer (Education - North) providing an updated position on the 1140 Hours Early Learning and Childcare (ELC) expansion programme (copy herewith) (3) Health and Wellbeing (page 23 - 44) Submit report by the Chief Officer (Education - North) providing an update on the progress of the implementation and development of the Roadmap to Recovery Mental Health and Wellbeing Plan across the Education and Families (copy herewith) (4) School Holiday Consultation (page 45 - 50) Submit report by the Chief Officer (Education - North) providing an update on a consultation on proposals to reduce the summer break by one week and adjust other term dates to accommodate (copy herewith) (5) Developing Gaelic Language within North Lanarkshire - Leasachadh Dealbhadh Gaidhlig ann an Comhairle Shiorrachd Lannraig a Tuath (page 51 - 66) Submit report by the Chief Officer (Education - North) outlining plans for the expansion of Gaelic Education within North Lanarkshire (copy herewith) (6) Progress Report on Future Fridays (page 67 - 78) Submit report by the Chief Officer (Education - South) providing an update on the Future Fridays programme as it reaches the end of its second school session (copy herewith) (7) Embedding the United Nations Convention on the Rights of the Child (UNCRC) (page 79 - 88) Submit report by the Chief Social Work Officer (Education and Families, Justice and Integrated Practice) providing an update on ongoing activity and developments to promote UNCRC (copy herewith) (8) Town and Community Hub Delivery Programme - Update on Progress of the Hub Development and Delivery Programme (page 89 - 112) Submit report by the Chief Officer (Asset and Procurement) providing an update on the Town and Community Hub Delivery Programme (copy herewith) (9) Community Asset Transfer Request - Cumbernauld Cottage Trust (page 113 - 134) Submit report by the Chief Officer (Strategic Communication and Engagement) informing of the outcome of the assessment process following the request for a Community Asset Transfer (CAT) relating to the former Cumbernauld Theatre (copy herewith) Page 3 of 167
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2 PERFORMANCE (10) Strategic Performance Framework - latest Performance Results for Childrens Social Work (page 135 - 146) Submit report by the Chief Officer Social Work Officer (Children, Families, Justice and Integrated Practice) providing an update of the latest results for a suite of specific performance indicators, that can be compared nationally (copy herewith) FINANCIAL (11) Revenue Budget Monitoring Report (page 147 - 160) Submit report by the Deputy Chief Executive providing a summary of the financial performance of the Education, Children and Families Service for the period 1 April 2022 to 3 March 2023 (Period 12) and the projected outturn position as at 31 March 2023 (copy herewith) CONTRACTS (12) Contracts Awarded Below Committee Approval Threshold (page 161 - 167) Submit report by the Chief Officer (Assets and Procurement) advising of the contracts awarded between 1 January and 31 March 2023, with a value below the financial threshold requiring Committee approval (copy herewith) Page 4 of 167
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North Lanarkshire Council Report Education Children & Families Committee Does this report require to be approved? ☒ Yes ☐ No Ref GMcL/JOH Date 23/05/23 1140 Early Learning & Childcare Expansion Programme Update From Gerard McLaughlin, Chief Officer (Education - North) E-mail mclaughling@northlan.gov.uk Telephone 01236 812269 Executive Summary The 1140 Hours Expansion programme for Early Learning and Childcare (ELC) was a national programme developed in a unique way, in response to specific local circumstances. This report provides Committee with an updated position on the 1140 hours Early Learning and Childcare (ELC) expansion programme within North Lanarkshire. It reinforces previous reports which have already been approved by Committee and is based on significant consultation with stakeholders. In addition, it supports The Plan for North Lanarkshire. The report focuses on the capital programme, workforce, and progress in relation to quality. In addition, it provides a financial update as of period 12. Recommendations It is recommended that the Education, Children and Families Committee: (1) Endorse the 1140 project update. (2) Endorse the position regarding Heathery Park Family Learning Centre. (3) Endorse the current position in relation to the budget setting progress and the impact on the ELC. (4) Endorse the Negotiated Tender Process for the delivery of ELC. (5) Endorse the position in regards to the review of the Sustanable Rate for Partner Providers from August 2023. (6) Endorse the recommendation to change the start date for 3 year-olds to the beginning of the term after the child’s 3rd birthday. The Plan for North Lanarkshire Priority All priorities Ambition statement (7) Enhance collaborative working to maximise support and ensure all our children and young people are included, supported, and safe AGENDA ITEM 2 Page 5 of 167
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1. Background 1.1 North Lanarkshire Council (NLC) achieved full delivery of 1140 hours by 30 September 2020, prior to it being legislative from August 2021. 1.2 The ELC team continues to progress with plans to ensure children and families fully access the benefits of 1140 hours. 2. Report 2.1 Infrastructure Projects 2.1.1 Table 1 provides an update regarding the outstanding infrastructure projects. Table 1 Site Start Date Completion Date Extensions / Adaptations Craigneuk FLC February 2023 May 2023 Heatherypark FLC April 2022 TBC 2.1.2 The outdoor adaptations and roof works at Craigneuk Family Learning Centre have now been completed however, the roof works have impacted on the internal ceiling, which now requires to be repaired. In addition, there are further delays with the supply of materials. It is now anticipated that all works will be complete by mid-May. 2.1.3 Work continues within Heatherypark FLC and is being closely monitored by A&PS. Regular meetings are taking place with the contractors to enure progress continues to be made. 2.1.4 The Head of Centre and ELC practitioners have been appointed. Plans are in place to fully resource and set up Heatherypark FLC as soon as an opening date is confirmed. 2.1.5 The service is delighted to celebrate the opening of Newmains Family Learning Centre, which is part of the Newmains/St Brigid’s campus. The new purpose-built facility is state of the art and the staff, children, and families within the Newmains community are thoroughly enjoying and benefiting from the space and resources the learning environment offers. 2.2 Workforce 2.2.1 Committee will recall NLC employed 536 additional employees to support the implementation of 1140 hours ELC. Just over 320 positions were temporary (Support Workers & Keyworkers) and since November 2022 a recruitment process has been progressed to secure permanency for these positions. There was recognition that due to the large volume of these positions there was the potential to impact significantly on the Council’s recruitment team if standard methods were used. As a result, there was discussion with the Human Resource Business Partnership Manager, Human Resource Business Partner Team, and Employment Service Centre. It was agreed to implement a modified process to expedite the exercise. Page 6 of 167
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2.2.2 A series of briefing meetings was held to disseminate information via Heads and detailed email instructions were issued along with Process Maps and Frequently Asked Questions. Trade Unions were fully involved in agreeing the process and have been updated periodically. The modified process has three stages: • Stage 1 – Professional dialogue took place for like for like vacancies in current establishment for employees with qualifying service at 4/11/22. • Stage 2 - Professional dialogue took place for like for like vacancies in current establishment for employees with qualifying service at 28/6/23. • Stage 3 – Residual vacancies recruited by formal internal exercise via standard method. 2.2.3 Stage 1 and stage 2 are complete, which has resulted in the recruitment of 145 permanent posts. Stage 3 - recruitment for the remaining 174 part-time/full-time posts commenced week beginning 10th April 2023. 2.2.4 It is anticipated that the exercise will be completed by June 2023. Further updates will be presented to future committees. Budget Setting Process 2023/24 2.2.5 As part of the 3-year budget setting process it was agreed by the Council to review the Early Learning & Childcare staffing structures and align employee resource to the staffing model which was approved in 2019. 2.2.6 A project plan has been developed to ensure that all HR/legal requirements are met in addressing the realignment of the ELC staffing structures. This will ensure that all communications, consultations, and risks are managed and enacted at the appropriate time with the relevant stakeholders. 2.3 Quality Early Learning and Childcare (ELC) Training Calendar 2.3.1 A full catalogue of training for ELC Practitioners at all levels was established for August 2022 – June 2023. The training sessions offered were in response to need derived from previous training evaluation forms, scrutiny visits carried out by the Quality Team, Care Inspectorate and Education Scotland. Training courses are inclusive of both Council and Partner Providers and sessions are added throughout the year in response to need. 2.3.2 To date 1,425 practitioners have attended one or more of the training sessions offered within the ELC training calendar. The impact of practitioner skills and knowledge gained is evident in the published Care Inspections from January 2023 - April 2023, where almost all settings have achieved good or above in Quality Indicator 1.3 - Play and Learning. In addition, 49 senior leaders are currently undertaking the ELC Leadership Programme 2022-2023. A full evaluation of the impact of training and development will be undertaken in July 2023 to review the impact in relation to improving outcomes for children and families. This evaluation will assist to inform next steps for the academic session 2023/2024. Further updates will be provided to future committees. 2.3.3 All training sessions for session 2022-2023 will continue to be a hybrid model of face- to-face and virtual sessions. Page 7 of 167
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Quality Assurance 2.3.4 The National Standard sets out what children and families should expect from their early learning and childcare experience, regardless of where they access their child’s funded hours. Scottish Government have outlined that children and families should expect quality services with evaluations that rate good (4) or above. To support continuous improvement the following activities and actions are undertaken to support establishments to meet the national standards. 2.3.5 The Quality Team carry out support visits to work alongside settings to evaluate and monitor performance, to highlight good practice and provide support and challenge to make improvements. 2.3.6 Formal inspections / scrutiny is also a key aspect of the quality framework within ELC. Education Scotland completes announced inspections using a variety of models. This includes a full model inspection which covers four Quality Indicators (QI), and a short model inspection which covers two QI. Some inspections are undertaken by both the Care Inspectorate and Education. 2.3.7 In addition, Care Inspectorate carry out unannounced inspections of both nursery settings and childminders. Reference is made to the newly published quality framework “A quality framework for day care of children, childminding and school-aged childcare” (February 2022). The framework supports settings to evaluate their own performance in addition to providing an independent assurance for care inspectors. 2.3.8 As guarantors of quality, it is essential all services are fully supported in meeting the National Standard level 4. Currently 96% of ELC settings are graded at level 4 and above. Appendix 1 provides an overview of the standards of quality across ELC as of April 2023. Head of Centre Induction Programme 2.3.9 Taking cognisance of the increasing number of new Heads of Centre within the service, a full and robust Induction programme was rolled out to new and existing Heads between January 2023 and March 2023. The programme included an induction/review of the operational requirements essential for effective service delivery linked directly to education and families’ policies and practice. The programme was supported by officers from Human Resource, Employee Relations, and Finance. 2.3.10 The participants strongly agreed that the induction programme provided the necessary foundation and information to support them in their role. Breastfeeding Friendly Scotland Early Learning (BFS EL) Scheme 2.3.11 North Lanarkshire Council Early Learning and Childcare are committed to working across communities to change attitudes and create a positive culture around breastfeeding before any negative attitudes are formed. Links were established with NHS Lanarkshire and the Scottish Government to achieve the Breastfeeding Friendly Scotland Early Learning Gold Award. 2.3.12 The aim of the scheme is to contribute to social and cultural change by promoting an environment where breastfeeding is seen as the normal way to feed infants and young children. Page 8 of 167
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2.3.13 The objectives are: • To promote an environment where breastfeeding is seen as the normal way to feed infants and young children. • To promote informed infant feeding choices and responsive formula feeding. • To support mothers wishing to breastfeed on our premises. • To adopt a Breastfeeding and Returning to Work policy to assure pregnant and breastfeeding employees that, should they wish to, they will be supported to continue breastfeeding on return to work. • To be aware of local services where breastfeeding families can access support and information and to signpost families to this support if desired. 2.3.14 In order to achieve the Gold Award status for Early Learning and Childcare, 80% of ELC establishments must achieve all set criteria to become an accredited Breastfeeding Friendly setting. This target has been met and exceeded with 85% of our ELC settings accredited with the BFS EL Gold Award. The remaining 15% are continuing to take the final steps in achieving the award. St Patricks Family Learning Centre, Kilsyth - Global Citizenship 2.3.15 Following a visit from the Scottish Children and Young People’s Commissioner to St Patrick’s Family Learning Centre, Kilsyth, the children were asked to contribute to the Draft General Comment No.26, Children’s Rights, and the environment, with a special focus on climate change. The children’s thoughts, feelings, ideas, and voices were captured as part of this process and included in the published document. This was recognised globally as an amazing opportunity and achievement for all involved, particularly for the young children of St Patricks Family Learning Centre. Please refer to Appendix 2 for more detail. 2.4 Early Learning and Childcare Framework 2.4.1 Committee will recall that following the conclusion of the ELC tender process, to establish an ELC Flexible Framework for 2023/2027, 138 providers were identified as being successful. The Framework will commence on 1 August 2023. 2.4.2 While the tender exercise has been completed, regarding identifying successful providers, the process of establishing a sustainable rate is ongoing. Scottish Government have advised that updated guidance and other support tools will be made available, which will aid this process. Clarity is being sought re when this will be available, and engagement will continue with partner providers re setting a sustainable rate. 2.4.3 Committee are advised that due to human error, a current partner provider - Kidstore Nursery, missed the tender process for the 2023/2027 ELC Flexible Framework; it had always been their intention to reapply. 2.4.4 Capacity within the geographical area is limited, with the issue exacerbated due to the changes in legislation for deferred entry, i.e., more children can automatically defer entry to P1. At the planning stage of 1140 hours, this provider was included when assessing capacity across North Lanarkshire. 2.4.5 Approval was sought from the appropriate Chief Officers, and a Negotiated Tender Process was undertaken, in line with Regulation 33 – Public Contracts (Scotland) Regulations 2015. Page 9 of 167
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2.4.6 Following the required assessment process Kidstore Nursery were successful and have entered into a Bespoke Early Years Agreement for 1 year (01 August 2023 – 31 July 2024). 2.4.7 Kidstore Nursery, along with other providers, will have an opportunity to apply to be part of the Flexible Framework at entry point 2. This will open around September 2023; successful providers will join the framework on 01 August 2024 for a period of 3 years. 2.5 Admissions 2023/2024 2.5.1 Committee are advised that the admission process for session 2023/2024 is ongoing, with the process nearing completion. 2.5.2 The application closing date was 10 March, with 3,147 on time applications received across all settings – local authority and partner providers. 2.5.3 Table 2 provides a comparison with last year (2022/2023) and shows a 12% increase in the total number of new on time applications received. Table 2 Local Authority Partner Nurseries Childminders 2022/2023 2023/2024 2022/2023 2023/2024 2022/2023 2023/2024 Returners 2516 2492 1012 1185 103 72 New Applications 1890 2072 852 974 77 101 Cross Boundary 13 17 52 51 2 6 TOTAL 4419 4581 1916 2210 182 179 2.5.4 The largest percentage increase in applications is to partner nurseries. If applications are successful, this will result in increased external partner provider commission payments going forward. 2.5.5 In line with previous years, it is anticipated that late applications i.e., those submitted after 10 March 2023, will be received. Updated data will be provided to members at the next committee meeting. 2.6 Cross Boundary 2.6.1 Committee will recall that a Cross Boundary Protocol is currently in place for children attending partner provider settings. Cross boundary local authority applications continue to be progressed in line with NLC admission policy. 2.6.2 While applications made to local authority establishments continue to be progressed in line with the admissions policy, applications to partner providers (private/voluntary nurseries and childminders) will be considered at the West Partnership Cross Boundary meeting which will take place in mid-May. This meeting takes place at the latter stage of the process due to those authorities involved operating to differing timescales re their allocation of placements. The meeting allows for approval to be sought from those authorities that applicants reside in. Page 10 of 167
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2.6.3 The cross boundary costs to 3rd March 2023 (Period 12) were £311k. This figure will increase further as authorities/partners finalise their charges through to financial year end. 2.7 Deferred Entry 2.7.1 Committee will recall that considering the forthcoming changes in legislation – effective from 1 August 2023, it was anticipated that the number of automatic deferrals for session 2023/2024, would increase in comparison to those in session 2022/2023. 2.7.2 The change in legislation sees automatic deferrals being available from the day after the term starts in August until the last day in February. Previously automatic deferrals were available for January and February birthdays only. 2.7.3 Table 3 outlines the increase in automatic deferrals – 88%, following the change in legislation. Overall deferrals – automatic and discretionary, have increased circa 41%. Table 3 2022/2023 2023/2024 Automatic Discretionary Automatic Discretionary Jan – Feb March – Aug Aug – Feb March - Aug 207 125 389 79 Total: 332 Total: 468 2.7.4 Table 4 provides a breakdown of the number of deferred entry placements to P1 across local authority and partner providers. Table 4 Aug -Dec Jan - Feb March - Aug 2023/2024 Local Authority Deferrals 105 175 73 2023/2024 Partner Provider Deferrals 36 64 6 2023/2024 Split Placement Deferral 4 4 0 2023/2024 Not Attending a ELC Setting 0 1 0 2.8 External Partner Provider Commission Payments 2.8.1 Table 5 provides an overview of Partner Provider Commission Payments, from April 2022 to period 12. Table 5 External Commission Payments April to July August to March Total 3-5 Payments 1140 hours £4.572m £8.345m £12.917m Eligible 2 Payments 1140 hours £0.328m £0.534 £0.862m Meal Payments 2-5- year-olds £0.316m £0.624 £0.940m Total £14.719m Page 11 of 167
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2.9 Healthy Milk & Snack Scheme 2.9.1 Committee will recall that there is a requirement for providers to re-register for the Healthy Milk and Snack Scheme on an annual basis. In doing so this allows them to update the figures re children in their care. 2.9.2 Within the current session – 2022/2023, 79 partner providers have registered: 31 from Partner Nurseries and 48 from Childminders. 2.9.3 The registration process has now re-opened – April 2023, allowing new providers to join the scheme. Further updates will be provided to committee. 2.10 Review of the Sustainable Rate 2023/2024 2.10.1 Under Funding Follows the Child, Councils are required to set an hourly rate that is paid to partners providers in the private and voluntary sectors, including childminders, to deliver the funded entitlement. Councils are also required to review the rate to ensure it is sustainable and reflects national policy priorities, including funding to enable payment of the Scottish Living Wage (SLW) to all childcare workers delivering the funded entitlement. The SLW was increased from £9.90 to £10.90 per hour in September 2022 and there is an expectation from Scottish Government that all partner providers are committed to paying the SLW from May 2023. 2.10.2 Committee will recall in November 2022 a reviewed hourly rate to deliver the funded entitlement in partner providers was agreed and back dated to August 2022. Table 6 provides an overview of the hourly rates for funded entitlement in partner providers since the inception of 1140 hours. Table 6 3–5-year-olds (hourly rate) 2-3-year-olds (hourly rate) 2019-2020 £5.55 £5.80 2020-2021 £5.55 £5.80 2021-2022 £5.55 £5.80 2022-2023 £5.77 £6.03 2.10.3 The service previously reported that an annual review of the hourly rate would take place, albeit this may not result in an increase. This process will involves taking account of national guidance and consistent approaches and methodology implemented across the West Partnership. Further updates will be provided to committee, 2.11 Change to 3 Year Olds Start Date 2.11.1 Start dates, for children taking up their ELC placement, under the 2014 Order, state that all 3-year-olds are eligible for funded early learning and childcare from the beginning of the first term after the child's 3rd birthday. Please refer to the link below for details. Starting and stopping dates for eligibility - Early learning and childcare: statutory guidance - July 2021 - gov.scot (www.gov.scot) Page 12 of 167
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2.11.2 Councils can use their discretionary powers under section 1(1C) of the 1980 Act, to provide funded early learning and childcare to 3-year-olds earlier than the statutory start dates. 2.11.3 Currently within NLC 3-year-olds taking up an early learning and childcare placement, can do so the day after their 3rd birthday. This start date falls out with the statutory guidance, allowing children to commence their placement early. 2.11.4 From academic session 2023/2024 the service will continue to offer early access to funded provision; however committee are asked to endorse the change to 3-year-olds start dates from the current position (day after the child’s 3rd birthday) to the beginning of the first term after the child’s 3rd birthday from August 2024. This is to enable the service to accrue potential efficiencies to support the anticipated increase of deferred A further paper will be brought to a future committee with a full breakdown of any efficiencies. 2.11.5 Committee are aware that from August 2023 the statutory entitlement to defer entry to primary 1 has been extended from mid-August to the end of February. This change in legislation ensures all children will continue to have access to two years plus of ELC funded provision. 2.11.6 The service will ensure this information is communicated effectively with parents during the academic session 2023/2024 in preparation for the change from August 2024. In addition, any parent choosing to access their child’s placement earlier than the beginning of the term after their 3rd birthday will have the option to pay for this additionality. 2.11.7 Communications 2.11.8 The service continues to meet regularly with both Care Inspectorate and Trade Unions regarding delivery of ELC provision. Relations continue to be collaborative and positive. 2.11.9 The Corporate Communications team continue to support ELC with all communications to support the delivery of 1140 hours. Update deferred entry information has been posted on the ELC website and communications has been prepared to support the 2023/2024 admissions process. 2.11.10 Childminding week is a National annual event takes place week beginning 8 May 2023. The service has organised a celebration on 10 May 2023 to recognise the support in place for children and families from childminders across NLC (Appendix 03). Further updates will be presented to Committee. 2.12 Financial Update Revenue Budget 2022/23 2.12.1 The gross expenditure budget for ELC in 2022/23 is £61.321m which is partly offset by the ELC Expansion Grant of £34.842m. The projected outturn for 2022/23 as of 3 March 2023 (Period 12) is a net underspend of £0.465m. Capital Budget 2022/23 2.12.2 Since inception, the ELC Expansion (1140 Hours) Capital Programme has spanned several financial years cumulating in new Family Learning Centres and renovations of existing establishments across the authority. Page 13 of 167
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2.12.3 The Enterprise & Communities 2022/23 capital programme of £157.168m was approved at Policy & Strategy Committee on 17 March 2022. The 2022/23 programme has since been increase by £21.479m relating to carry forwards from 2021/22 (£5.796m) and additional external funding (£15.683m). Included in the approved 2022/23 capital programme, for Enterprise & Communities, is £2.192m regarding ELC Expansion (1140 Hours). 2.12.4 As at Period 12, the Service is projecting an overspend of £0.010m in relation to the associated ELC Expansion (1140 Hours) capital workstreams. In addition, there was £0.537m of budget set aside for Covid The final bill has been agreed as £0.391m. This underspend of £0.146m is included within the current year projection, so if there is any clawback of this budget, then the 1140 capital spend position could alter. 3. Measures of success 3.1 Children have access to funded entitlement of 1140 hours of ELC. 4. Supporting documentation 4.1 Appendix 1: ELC Standards of Quality 4.2 Appendix 2: St Patricks Family Learning Centre Global Citizenship 4.3 Appendix 3: Childminding Week Gerard McLaughlin Chief Officer (Education - North) Page 14 of 167
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5. Impacts ( http://connect/report-template-guidance ) 5.1 Public Sector Equality Duty and Fairer Scotland Duty Does the report contain information that has an impact as a result of the Public Sector Equality Duty and/or Fairer Scotland Duty? Yes ☒ No ☐ If Yes, please provide a brief summary of the impact? The strategy of the service, as approved by the Education Corporate Management Team (November 2017), is to positively target families who live in SIMD areas 1 – 4 to address disadvantage and barriers to success. Consideration has also been given to ensure that there is a mix of services within localities to support accessibility and parental demand. 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 Finance? Yes ☒ No ☐ If Yes, please provide a brief summary of the impact? ELC expenditure for financial year 2022/23 will be contained within the available budget provision. During the preparation of the 2023/24 Early Years budgets the Service will critically review the pertinent issues highlighted in this report to ensure activity can similarly be maintained within the available overall funding envelope. 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 Resources? Yes ☒ No ☐ If Yes, please provide a brief summary of the impact? Support in place from HR to support the ELC recruitment 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? Yes ☒ No ☐ If Yes, please provide a brief summary of the impact? Consultations are ongoing with Legal regarding the the position with the ELC procurement framework. 5.5 Data protection impact Does the report / project / practice contain or involve the processing of personal data? Page 15 of 167
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Yes ☐ No ☒ If Yes, is the processing of this personal data likely to result in a high risk to the data subject? Yes ☐ No ☐ If Yes, has a Data Protection Impact Assessment (DPIA) been carried out and e- mailed to dataprotection@northlan.gov.uk Yes ☐ No ☐ 5.6 Technology / Digital impact Does the report contain information that has an impact on either technology, digital transformation, service redesign / business change processes, data management, or connectivity / broadband / Wi-Fi? Yes ☐ No ☒ If Yes, please provide a brief summary of the impact? Where the impact identifies a requirement for significant technology change, has an assessment been carried out (or is scheduled to be carried out) by the Enterprise Architecture Governance Group (EAGG)? Yes ☐ No ☐ 5.7 Environmental / Carbon impact Does the report / project / practice contain information that has an impact on any environmental or carbon matters? Yes ☐ No ☒ If Yes, please provide a brief summary of the impact? 5.8 Communications impact Does the report contain any information that has an impact on the council’s communications activities? Yes ☒ No ☐ If Yes, please provide a brief summary of the impact? The paper contains information regarding the delay of the ELC admissions process, which may impact on the level of enquiries the ELC website will receive. A statement has been produced to keep parents/carers up to date. 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? Delays to the admissions process 2023/2024 could impact on the timeline to secure placements for all eligible 2-5-year-olds by August 2023. This will impact on the statutory 1140 hours entitlement for children and families. 5.10 Armed Forces Covenant Duty Does the report require to take due regard of the Armed Forces Covenant Duty (i.e. does it relate to healthcare, housing, or education services for in-Service or ex- Service personnel, or their families, or widow(er)s)? Yes ☐ No ☒ If Yes, please provide a brief summary of the provision which has been made to ensure there has been appropriate consideration of the particular needs of the Armed Forces community to make sure that they do not face disadvantage compared to other citizens in the provision of public services. Page 16 of 167
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APPENDIX 1 Care Inspectorate information – April 2023 ELC settings: • 23 Family Learning • 79 Nursery Classes • 41 Partner Nurseries • 121 Childminders The pie charts below outline the percentage of settings who are meeting the national standard and above (level 4,5 &,6) and those who require additional support (level 2 & 3) 22% 44% 33% 1% Family Learning Centres Inspection Outcomes Excellent Very Good Good Adequate 4% 50% 45% 1% Nursery Class Inspection Outcomes Excellent Very Good Good Adequate Page 17 of 167
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2% 37% 54% 7% Partner Nursery Inspection Outcomes Excellent Very Good Good Adequate 3% 58% 37% 2% Childninder Inspection Outcomes Ecellent Very Good Good Adequate Page 18 of 167
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The column chart below provides an overview of the percentage of all ELC settings care inspectorate gradings: excellent, very good, good and adequate. 22 44 33 14 50 45 12 37 54 7 3 58 37 2 0 10 20 30 40 50 60 70 Excellent Very Good Good Adequate ELC Settings Inspection Outcomes (Total %) Family Learning Centre Nursery Class Partner Nursery Childminders Page 19 of 167
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APPENDIX 2 St Patricks Family Learning Centre Global Citizenship Following a very successful visit last summer, the children and staff of St Patrick’s family learning centre, along with some Primary 1 children from the neighbouring school, were asked to contribute towards the Draft General Comment No. 26, Children’s Rights, and the Environment with a Special Focus on Climate Change Submission, of the Children and Young People’s Commissioner Scotland (CYPCS) February 2023. During the first visit, the CYPCS team were inspired by the ways in which children in the earliest stages of education had their voices listened to and their views gathered and asked if they could work with them to help contribute towards the General Comment. Bruce Adamson, Children and Young People’s Commissioner spent 2 days in St Patrick’s family learning centre with Kevin Browne-MacLeod, policy advisor. They explored how younger children can contribute to children’s rights and the environment through a range of consultation activities as part of General Comment 26. Three joint sessions were planned in the nursery which involved an environmental walk, small group discussion, stories, and STEM activities. Every member of staff in the setting had an opportunity to meet with the Commissioner and his team to discuss the role of CYPCS, impact and links to the UNCRC. They were impressed by the brilliant work that is happening in the family learning centre. Bruce shared this on his Twitter page, and it reached the United Nations in Geneva who have commented on the excellent practice in this setting. This was an opportunity to share some of our fantastic work in ELC and beyond, as we took the opportunity to showcase everything we do in terms of working with families, alleviating issues around poverty and some of the wider achievements in other sectors within the North Lanarkshire Council. Link for further information: https://childrightsenvironment.org/about/#:~:text=The%20Committee%20is%20creating%20a ,do%20to%20uphold%20these%20rights. Page 20 of 167
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APPENDIX 3 Childminding week 2023 One of the Quality Officer and SCMA worked in partnership to celebration the North Lanarkshire childminders for Childminding week 2023. This was a week-long celebration of Childminding followed by the SCMA conference on Saturday 13 May in the Morning of which all CMs had the opportunity to attend. The event was held at Summerlee Heritage Centre, and there were many planned activities, including operation play outdoors presented by specialist in large loose parts play. The children had excellent opportunities to build, explore and create with lots of different loose parts. Active Schools organised potted sports, ACEs, NHS Lanarkshire (vitamins and Breastfeeding), organised face painting, bookbug sessions, Ziggy from Road Safety, and a treasure hunt. Page 21 of 167
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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 23/05/23 Health and Wellbeing From Gerard McLaughlin, Chief Officer (Education – North) E-mail mclaughling@northlan.gov.uk Telephone Executive Summary This report is intended to update committee on the progress of the implementation and development of the Roadmap to Recovery Mental Health and Wellbeing Plan, across the Education and Families Service. The report will first update members on the development of the Roadmap to Recovery, mental health, and wellbeing plan for children in North Lanarkshire. The report focuses on the outputs and outcome measures coming from work carried out through the Roadmap to Recovery, at the ‘what are we doing’ level within the Wellbeing Quality Framework. The plan covers a number of factors that are significant in improving health and wellbeing. This report will consider a range of developments and the measures of impact including action to improve attendance, provision of approaches to develop supportive relationships and positive mental health and wellbeing. Recommendations It is recommended that the Education, Children and Families Committee: (1) endorse the content of this report The Plan for North Lanarkshire Priority Support all children and young people to realise their full potential Ambition statement (7) Enhance collaborative working to maximise support and ensure all our children and young people are included, supported, and safe AGENDA ITEM 3 Page 23 of 167
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1. Background 1.1 The Roadmap to Recovery mental health and wellbeing plan was presented to this committee in September 2022. It set out a way forward in developing the health and wellbeing of our learners over the period from August 2022-2025. This plan supports the movement from the impact of COVID19 restrictions to a point beyond, with well- developed health and wellbeing among our children and young people. 1.2 The plan recognises the importance of structural and process developments in North Lanarkshire in relation to health and wellbeing, including the Empowering Clusters model and the GIRFEC pathway. It looks at high level outcomes that can be improved, linking into the Integrated Children Services Plan and the Plan for North Lanarkshire. It also looks at improvements in day-to-day operations and presents a format intended to assist schools, centres and teams to improve health and wellbeing in line with quality indicators currently used in improvement plans. 1.3 Getting it Right for Every Child (GIRFEC) is the national policy framework for supporting children and their families in Scotland. GIRFEC processes have existed in North Lanarkshire for over 10 years, but the formation and development of the Education, Children and Families Service required the ongoing development of existing GIRFEC pathways to fit with revised operating arrangements and new guidance from Scottish Government. Developments around GIRFEC were reported to this committee in February 2023 and sit at the heart of the Roadmap to Recovery, as GIRFEC is the process model that will deliver Health and Wellbeing improvements. 1.4 Legislation identifies the key partners in GIREFEC as the local authority and NHS Board. In practice many other partners work to deliver services to children and families as reflected in the Children’s Services Partnership. The multi-agency nature of work to improve the wellbeing of children requires developments in services to fit with, and where possible develop with the involvement of key partners within the Partnership. 1.5 A key element of the Roadmap to Recovery is the focus on getting the right help to the right children and families at the right time. This requires the development of supports at the additional level of the three stage GIRFEC pathway, in line with The Promise which arose from the Independent Care Review and set out a range of measures and approaches to improve the experience of children experiencing care or close to requiring a care experience. One of the main elements of this is the provision of family support following key principles of family support. 1.6 The Roadmap to recovery identifies a number of impact measures that will demonstrate the services ability to and impact of providing the right support at the right time to the right children and families. This report will consider the following developments and the measures of impact: • School Attendance • Provision of Nurture and resilience training • Trauma Informed Practice • Early Intervention approaches to support good mental health. • Staff Support Approaches • Pupil Support and Curricular approaches • Wellbeing Measures – SDQ and Outcome Star Page 24 of 167
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1.7 Previous reports approved by the Education and Families Committee, introduced and updated the Wellbeing Quality Framework (Appendix 1), set around the questions of: • Why we are doing it? - Governance and Policy Drivers • How we are doing it? – Key Systems and Processes • What we are doing? – Our Outputs and Outcome This report focuses on the systems and process and the outputs and outcomes that are associated with the plan and these are linked to the Wellbeing Quality Framework within the report.. 2. Report 2.1 School Attendance 2.1.1 School attendance has been identified in the Roadmap to Recovery as a key indicator of health and wellbeing in our children and young people at school. Attendance levels are a key outcome in terms of the Wellbeing Quality Framework and this section will also discuss systems and processes used to monitor and improve attendance. 2.1.2 As part of the process of monitoring progress attendance monitoring has been set to take place at three points in the year. Early December, Late March, and the end of June. Previously it was reported to this committee that the December figures have shown a 2% increase in attendance compared with 2021/22. 2.1.3 Monitoring in March (Appendix-2) has shown that the increase in attendance has reduced but is still above last year’s figure. Attendance improved across all our clusters in the authority with every cluster showing a positive trajectory. The average increase is 0.37% in attendance across the authority. As the December monitoring took place in early December it appears that attendance issues around the Christmas holiday period contributed significantly to the lower attendance figure in March. In future years December will need to be a period of focused effort on improving attendance across schools. 2.1.4 A report to this committee in February 2023 highlighted that posts of Family Engagement Support Assistant have been created through the use of Scottish Attainment Challenge funding. These posts will work around the school clusters with a view to supporting families to maximise school attendance of their children and minimise exclusion. This follows a key theme in the Roadmap to Recovery around the development of family support approaches as an additional level intervention, particularly aimed at improving school attendance and inclusion. The posts will particularly target families experiencing disadvantage and attendance issues. Our monitoring data shows that families in the lower SIMD areas have greatest issues with attendance, as shown below: Page 25 of 167
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2.1.5 So far 7 Family Engagement Support Assistants have taken up post and are working with 99 families. Initial indications are positive with case examples showing quick increases in attendance for some children and young people. As they took up post in mid-December and built up their workload since then, comparative data is not yet available to give significant outcome measures. This will continue to be monitored and reported on. 2.1.6 Following COVID 19, School attendance is regarded as a significant issue across all Scottish Local Authorities. A number of Head Teachers and central officers attended a recent West Partnership event on Supporting Good Attendance. This demonstrates our continued commitment to improving this measure through effective and informed leadership. 2.1.7 An action plan is attached to this report intended to improve attendance (Appendix 3). The action plan focuses on four themes: • Leadership and Management • Relationships and communication • Systems and data • Intervention • The plan also links to the three levels of the Wellbeing Quality Framework, which will link to future evaluation and development. 2.2 Provision of Nurture and resilience training 2.2.1 The Educational Psychology Service (EPS) continue to support self-evaluation of whole school nurture practice and coaching to embed whole school nurture approaches. The delivery of this, and other related training, are key systems identified in the Wellbeing Quality Framework to improve wellbeing. The nurture self-evaluation framework is used by establishments to evaluate and improve their own approaches to nurture. EPS also provide training on specific principles of nurture for staff in schools. EPS also continue to deliver training on the Resilience Planning Toolkit (RPT) to build practitioner’s capacity in analysis of GIRFEC assessment information and ultimately support in the planning for children. 2.2.2 To date, a total of 89 establishments have completed the Nurture Self-Evaluation framework with 32 having undertaken training in session 22/23. Evaluation of the training courses shows staff knowledge increasing through pre and post training questionnaires. The scoring of these questionnaires shows a 33% increase in staff knowledge from undertaking this training. This is shown below: 70.00 75.00 80.00 85.00 90.00 95.00 1 2 3 4 5 6 7 8 9 10 ATTENDANCE BY SIMD LEVEL SECONDARY SECTOR Page 26 of 167
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2.2.3 A total of 89 establishments have also undertaken Resilience Planning Toolkit training. Of these 71 are primary, 8 are secondary, 6 are early years, 3 are ASN establishments, 1 is a SEBN establishment and in addition the Virtual School team have also undertaken this training. This represents over 400 staff trained in nurture principles. 2.2.4 A Nurture Sharing Practice Event was held in person in November 2022 that was attended by staff from 21 schools across the authority. Evaluations from 23 staff who attended indicated that 96% found the session to be very effective. Another Nurture Sharing Practice Event is due to take place in March 2023. These events involve establishments sharing practice to promote learning and development across 2.3 Trauma Informed Practice 2.3.1 The Roadmap to Recovery, and other key policy drivers within the Wellbeing Quality Framework, identified that intervention around resilience and nurture underpin our work to help children deal with trauma that they may have experienced, and this is a developing area of work in line with national and local policy. As part of the development, a Trauma Informed Practice in Education working group has been established with representation from all sectors of the service. The group is considering the tools and training that are already used that will promote the ability of staff to work with the trauma of children they work with. 2.3.2 Each child is unique and there is no set level of wellbeing that children should achieve. Wellbeing is influenced by children’s individual experiences and changing needs as they grow. A range of traumatic experiences can have negative effects on young people. This might be one of the 10 recognised Adverse Childhood Experiences (ACEs) or other adversities such as bereavement or bullying, or where a family is affected by illness, disability or poverty. Each child should be helped to reach their full potential as an individual. Previous reports regarding the development of GIRFEC approaches have indicated how the cluster model of working has been used during the pandemic period to identify vulnerable children and families to target appropriate support. In moving from the pandemic period to a business-as-usual model, trauma informed practice is required to develop further in each school and cluster to appropriately support children, young people and families requiring additional or intensive support. 6.3 8.4 0 2 4 6 8 10 PRE-TRAINING POST-TRAINING Average Staff Knowledge Ratings Page 27 of 167
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2.3.3 NHS Education Scotland has developed a trauma training framework that identifies four practice levels that are required for services that may come into contact with traumatised individuals. The levels are: • Trauma Informed - The minimum standard for all staff. • Trauma Skilled – Aimed at staff likely to come into contact with people who have experienced trauma. • Trauma Enhanced- Workers who have a specific remit to respond to people affected by trauma and provide advocacy support or interventions or are required to adapt the way they work to take into account trauma reactions and reduce risk of traumatisation. • Trauma Specialist - Workers who have a specific remit to provide specialist interventions or therapies for people known to be affected by trauma with complex needs. 2.3.4 The working group will make recommendations as to the level of training required for staff at each level, However this illustrates the complexity of the task. Any member of staff within a school may come into contact with traumatised children with some who hold specific roles more likely to. Those who work in child protection, or have duties related to care experienced young people will have to take account of trauma reactions in the children they work with and adapt responses to lower risks of further traumatisation. This indicates that staff within schools may require training to one of the first three practice levels. Depending on role. This will be a significant task. 2.3.5 The working group also attended the online Education Scotland input into Trauma programme 'Keeping Trauma in Mind'. This is a series of five twilight sessions which provides educators from all sectors with an opportunity to understand the impact of trauma and develop trauma responsive strategies to support children and young people affected by psychological trauma. 2.3.6 NL Mental Health Strategy is a multi-agency strategy to develop a supportive and stigma free culture, encourage resilience and address factors that may negatively affect mental wellbeing. Representatives have been selected from Education & Families and work should begin on this group in the coming months. This will align work going on across services. 2.4 Early Intervention approaches to support good mental health. 2.4.1 The Roadmap to Recovery set a target to increase early intervention mental health approaches, particularly at the additional level of the three stage GIRFEC framework. Developing this additional level of support improves the GIRFEC Pathway and the cluster delivery model identified as key systems in the Wellbeing Quality Framework. Four areas of input are now developing at this level of support: • The launch of Kooth • School Based Counselling • Increased Counselling to P4 and 5 children • LIAM • Pilot of Distress Brief Intervention (DBI) Page 28 of 167
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2.4.2 Kooth is a mental health support website that offers 10-18year olds (or up to 26 with care experience) access to free and anonymous support. Through the website young people can access counselling, self-help tools and community spaces to safely seek mental health support. The service can be accessed 365 days a year, 24/7 and works in partnership with other services in Education and Families and the NHS. Kooth has now launched in North Lanarkshire and briefings have been carried out with staff to promote awareness of the service. 2.4.3 As reported to this committee in February 2023, development of School based counselling was an action identified in the Roadmap to Recovery. School based counselling is well used with a spend of 97% achieved in financial year 2021/22 and a high rate of usage by young people. The success of this service has led to development of the policy around the approach to locate it robustly within the staged interventions of the GIRFEC pathway. 2.4.4 As a result of the success of school-based counselling the Health and Social Care Partnership have identified a funding stream which will be made available to Education & Families to facilitate an intervention to a targeted group of children to increase health and wellbeing outcomes. This, and other additional level approaches, have been associated with a significant drop in demand for Child and Adolescent Mental Health Services. In financial year 2023/24 and 2024/25 a total of £450,000 of additional funding is being made available to increase the reach of the counselling approach. This has been allocated to schools based on both school roll of pupils in P4 and P5 and total population of SIMD 1-3, in order to target areas with the highest level of need. The interventions consist of an offer of Play or Art Therapy. A short summary of key points are outlined below: • Earlier intervention to complement counselling in schools service. • Target group of children is P4/P5. • Play and Art therapy inputs. • Predominantly group work, with some targeted 1:1 as appropriate. • Utilising approved providers from existing SAC/PEF framework for quality assurance. • Funding allocated per cluster based on an approved model. • Funding accessed by Primary HTs through CIILs/cluster chair. • Funding requests made must feature evidence of a robust needs analysis. • Reporting framework in place to evidence outcomes 2.4.5 In session 2021-22 a team of Educational Psychologists delivered LIAM to 52 children and young people within their link schools. This is a 9 session CBT-informed approach targeted at children and young people with mild to moderate difficulties with anxiety. Potential children are identified through the named person, and appropriateness for the intervention is then discussed with the LIAM supervisor. Currently 9 Educational Psychologists are supervising staff in schools to deliver LIAM. Pre and post intervention measures are taken around the anxiety that children and young people are experiencing. The results from the first completed group are shown below: Page 29 of 167
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 DBI provides connected and compassionate support to young people experiencing emotional distress through a collaboration between NHS Lanarkshire, NHS24 and the Community and Voluntary Sector. North Lanarkshire is one of three areas of Scotland where this model is being piloted with young people in schools and this is taking place in three secondary schools. Since the start of the pilot in Febryary 2021, there have been 172 referrals with referals numbers showing an increasing trend. The highest referral numbers so far have been in March 2023. Intervention is provided on a quick response basis with the option of referral into Child and Adolescent Mental Health Services (CAMHS) where required. So far there have been only 7 referrals into CAMHS across the three areas, indicating that early intervention is being effective. 2.5 Staff Support Approaches 2.5.1 In delivering on nurture, resilience, and trauma informed approaches it is important to provide appropriate support to staff who are working with emotionally challenging situations. An important set of outputs aligned with the Wellbeing Quality Framework, show activity levels around staff support. In recognising this the Roadmap to Recovery set out staff support as an important element that will support success of the plan. In August of 2022, at the same time of the launch of the Roadmap to Recovery, a new Staff Support Education Support Officer took up post and has been delivering support to staff involved in the delivery of the plan. The support of this officer is an additional option for staff members beyond the support options provided to all employees. This section will update members on the provision of staff support over this school year. 2.5.2 Since August 2022 153 staff members have made use of the staff support service. The distribution across sectors is shown in the chart below, it shows a broad distribution across sectors, however it should be noted that as the ASN sector is relatively small, the challenges of working in the sector appear to be associated with seeking support 0 50 100 Pre Score Post Score61 47 Mean Total Anxiety Score (RCADS) (n=22) 0 5 10 First Session Final Session 1.9 8 Goal Based Outcomes (0- 10) (n=22) Page 30 of 167
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2.5.3 The position held by staff seeking support is indicated below, which shows a spread across the roles noted, however it should be noted that promoted staff represent 32% of those seeking support, a significant number. Heads of Establishments 22 Employees 14% DHT/PT 27 Employees 18% Teacher 43 Employees 28% Early Years 32 Employees 21% ASN Support Staff 15 Employees 10% Central Officer 4 Employees 3% Other 10 Employees 7% 2.5.4 For the majority of staff seeking support work issues featured, either as the main reason they sought support or combined with personal issues. The numbers are as follows: 2.5.5 Most staff seeking support were seen over 2-5 sessions, however a significant minority were seen for 6 or more sessions. The breakdown by sector and number is as follows: 22 12 27 35 CLIENT BASE SETTINGS EARLY YEARS ASN SECONDARY PRIMARY 39% WORK BASED ISSUE 25% PERSONAL ISSUE 36% BOTH WORK & PERSONAL Page 31 of 167
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2.6 Pupil Support and Curricular approaches 2.6.1 The provision of strong curricular and pupil support approaches is an essential universal level foundation set out in the Roadmap to Recovery. Early intervention by pupil support staff and universal approaches in school will reduce demand for interventions through additional and intensive level planning within the GIRFEC pathway. 2.6.2 The development of pupil support staff has been an important factor in this delivery and over the past year a Pupil Support Leadership Programme and an Introduction to Pupil Support have provided development at two levels for appropriate staff. Additionally, an ‘Introduction to Counselling Skills’ course has been developed as a universal offer for all staff, in all educational establishments. To date, 36 school practitioners have been trained. This sits well with the early intervention counselling approaches discussed above and serves as our universal offer to improve communication, relationships and solution focussed approaches. 2.6.3 The UN Convention on the Rights of the Child (UNCRC) is the most complete statement of children’s rights ever produced and is the most widely ratified international human rights treaty in history. The Rights Respecting Schools Award is intended to put children’s rights at the heart of schools. The UK Committee for UNICEF (UNICEF UK) works with schools in the UK to give the award to schools which can demonstrate safe and inspiring places to learn, where children are respected, their talents are nurtured, and they are able to thrive. The Rights Respecting Schools Award embeds these values in school life and gives children the best chance to lead happy, healthy lives and to be responsible, active citizens. Rolling out the award across schools is an aim of the Roadmap to Recovery. The total number of schools in North Lanarkshire who are involved with Rights Respecting Schools Awards is 123. 2.7 Physical Activity 2.7.1 The Roadmap to Recovery recognised the link between physical activity and good health and wellbeing. In implementing the plan, the provision of physical activity has been an important element. Data around this is in Appendix 4. 0% 10% 20% 30% 40% 50% 60% 70% 80% EARLY YEARS ASN SECONDARY PRIMARY Number of Sessions 1 Session 2-5 Sessions 6 + Sessions Page 32 of 167
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2.7.2 The Outdoor Education programme is run at Strathclyde Country Park and is led by a team of staff formerly employed within Active Schools, supported by a team of coaches. The activities on offer at the park have developed significantly since 2020. This has included the introduction of the climbing wall and rowing activities with Scottish Rowing who are based at the park. On average, 93 young people from 2-4 school attend the programme each week, taking part in a range of activities including: • Bikeability, giving every pupil the chance to reach level where they can cycle safely on the roads. • Orienteering, starting from the new Rainbow shelter co designed with pupils. • Watersports activities on fun boats in the loch, supported by the parks stewarding team. • Bushcraft and environmental education. • Rowing sessions delivered in partnership with Scottish Rowing, giving pupils the unique chance to have experience this sport and receive tuition from high level coaches. • Highland Games • Team building • Archery 2.7.3 In total 111 schools, including ASN establishments, are booked to take part in the programme during 2022/23 academic year. During August to December 2022, 38 schools and 1,154 pupils attended the programme. In 2020 to 2021, 26 schools and 871 pupils attend the park, this increased in 2021 to 2022, when 95 schools and 2,630 pupils attended. 2.7.4 The Active Schools team delivered high quality curricular activity during lockdown. This moved to a hybrid approach of curricular and extracurricular activity in the COVID recover phase and the focus is now on extracurricular activity. During August to December 2022, there were 10,555 pupils attending extracurricular activities, resulting in 116,863 visits. From August – December 21 there were 5,516 pupils engaged in extra-curricular activities with a total of 51,164 visits. The activities on offer include football, dance, badminton, netball and many more. 358 young people from secondary schools were trained and delivered activity to primary school pupils. 2.7.5 Girls in S1-S3 have been an important target group for increased physical activity. So far in 2022/23 685 S1 – S3 girls participated in the SAC Active Girls programme across all 23 secondary schools. 284 sessions were delivered that resulted in 5,852 visits. 2.8 Wellbeing Measures – SDQ and Outcome Star 2.8.1 As previously reported to this Committee in November 2022, the further use of the Strengths and Difficulties Questionnaire (SDQ) following its initial use in 2020 will take place this school year. This would allow the gathering of comparative data from the initial baseline, which would be useful in measuring progress in children’s wellbeing in schools and planning further developments around the use of the GIRFEC pathway. It will also show progress as regards the processes and interventions delivered as part of the Roadmap to Recovery. Such measurement processes and outcome measures are important elements of the Wellbeing Quality Framework. 2.8.2 Since that date a group of officers has been in discussion with Youth in Mind, the company that holds the rights to SDQ, and a timeline for the running of the survey a second time was developed. The necessary work to carry out the survey has now been carried out and the survey will start immediately after the spring break. Page 33 of 167
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2.8.3 The gathering of updated SDQ data will form an important measure in looking at the success of the plan going forward through comparison with the previous data. 2.8.4 Members may recall the Outcome Star Pilot being referred to in previous reports. Outcome Star is a family of evidence-based tools for measuring and supporting change when working with people, particularly around health and wellbeing factors. This has been piloted for use in Education and Families, giving important, personalised outcome data related work with children, young people and families. The use of this tool has been piloted and information from that will form further expansion of use and measure progress as regards the wellbeing of children, young people and families. 2.8.5 Data from the use of outcome star shows that at the time of writing 344 stars have been completed with 81 stars having been completed as second or third stars allowing a measure of distance travelled as regards the wellbeing of the people they concern. The spread of completed stars across sectors is as follows: 2.8.6 At the point of reporting the data, the number of review stars is fairly low, however, an analysis of all 1st vs 2nd stars across the authority is showing the greatest number of improvements are seen in the areas of Feelings & Behaviour, Friends and Education & Learning. As regards the number of areas that children, young people and families show improvements in, the following can be reported so far: • 87% of children, young people and families have made progress in one outcome area. • 72% in 2 or more areas • 46% in 3 or more areas 2.8.7 In summary the data shows a positive picture of improvement for those children and young people and families in the sample: 2.8.8 Outcome Star is identified in the Roadmap to recovery as an important source of outcome data that can measure progress. The above data is encouraging but is based on a relatively small sample. As the use of the Outcome Star increases more data will 3% 73% 6% 17% 1% total stars by sector Early Years Primary Secondary ASN Social Work Page 34 of 167
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become available giving a fuller picture of the changes that health and wellbeing interventions are making for our children, families, and young people. 3. Measures of success 3.1 The Roadmap to Recovery is planned to continue until 2025. Measures of success in developing the wellbeing of children and families are set out in the Roadmap to Recovery and will continue to be reported on. These link to the high-level measures in the Plan for North Lanarkshire. 3.2 Further increase in the use of Outcome Star will provide important measures of progress in the development of health and Wellbeing in children, young people, and families. This will reflect outcomes at individual level, an important area of measurement in our development of processes and interventions to support health and wellbeing. The sections of this report all link to the Wellbeing Quality Framework and gathering this data will be crucial in using the Wellbeing Quality Framework to further measure success. 4. Supporting documentation 4.1 Appendix 1 – Wellbeing Quality Framework 4.2 Appendix 2 – Attendance Data 4.3 Appendix 3 - Attendance Action Plan 4.4 Appendix 4 - Active Schools and Outdoor Education Information Gerard McLaughlin Chief Officer (Education - North) Page 35 of 167
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5. Impacts ( http://connect/report-template-guidance ) 5.1 Public Sector Equality Duty and Fairer Scotland Duty Does the report contain information that has an impact as a result of the Public Sector Equality Duty and/or Fairer Scotland Duty? Yes ☐ No ☒ If Yes, please provide a brief summary of the impact? If Yes, has an assessment been carried out and published on the council’s website? https://www.northlanarkshire.gov.uk/your-community/equalities/equality-and-fairer- scotland-duty-impact-assessments Yes ☐ No ☐ 5.2 Financial impact Does the report contain any financial impacts? Yes ☒ No ☐ If Yes, have all relevant financial impacts have been discussed and agreed with Financial Solutions? Yes ☒ No ☐ If Yes, please provide a brief summary of the impact? The Family Engagement Support Assistant Posts have been funded, initially until the end of March 2024, through the Scottish Attainment Challenge. This has been approved through the Workforce Steering Group. As this is a reducing financial envelope the funding and effectiveness of this approach will have to be revisited before March 2024 5.3 HR policy impact Does the report contain any HR policy or procedure impacts? Yes ☐ No ☒ If Yes, have all relevant HR impacts have been discussed and agreed with People and Organisational Development? Yes ☐ No ☐ If Yes, please provide a brief summary of the impact? 5.4 Legal impact Does the report contain any legal impacts (such as general legal matters, statutory considerations (including employment law considerations), or new legislation)? Yes ☐ No ☒ If Yes, have all relevant legal impacts have been discussed and agreed with Legal and Democratic Solutions? Yes ☐ No ☐ If Yes, please provide a brief summary of the impact? 5.5 Data protection impact Does the report / project / practice contain or involve the processing of personal data? Yes ☒ No ☒ If Yes, is the processing of this personal data likely to result in a high risk to the data subject? Yes ☐ No ☒ If Yes, has a Data Protection Impact Assessment (DPIA) been carried out and e- mailed to dataprotection@northlan.gov.uk Yes ☐ No ☐ Page 36 of 167
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5.6 Technology / Digital impact Does the report contain information that has an impact on either technology, digital transformation, service redesign / business change processes, data management, or connectivity / broadband / Wi-Fi? Yes ☐ No ☒ If Yes, please provide a brief summary of the impact? Where the impact identifies a requirement for technology, has an assessment been carried out (or scheduled) by the Enterprise Architecture Governance Group (EAGG)? Yes ☐ No ☐ 5.7 Environmental / Carbon impact Does the report / project / practice contain information that has an impact on any environmental or carbon matters? Yes ☐ No ☒ If Yes, please provide a brief summary of the impact? 5.8 Communications impact Does the report contain any information that has an impact on the council’s communications activities? Yes ☒ No ☐ If Yes, please provide a brief summary of the impact? The Roadmap to Recovery, the GIRFEC Pathway and the GIRFEC online tool all have been communicated to staff. Work will continues using an online dashboard and other reposts to keep a spotlight on attendance and other health and wellbeing issues. 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? Many of the interventions mentioned in this report are dependent of continued funding, at a time of reducing budgets. As part of the SAC activity, the future of Family Engagement Support Assistant posts and the related family support approach poses a risk going forward. Given the stretch aims around improving attendance, the risk of failing to achieve or sustain these stretch aims must be considered. The risk associated with the implementation of SAC is regularly reviewed in line with Council arrangements. The most recent internal Audit report gave assurance as to the efficacy of SAC planning arrangements. Due to the downward taper of current funding within the Strategic Equity Fund, close scrutiny of outcomes from this initiative will take place to assist decision making around future achievement of the stretch aim. 5.10 Armed Forces Covenant Duty Does the report require to take due regard of the Armed Forces Covenant Duty (i.e. does it relate to healthcare, housing, or education services for in-Service or ex- Service personnel, or their families, or widow(er)s)? Yes ☐ No ☒ If Yes, please provide a brief summary of the provision which has been made to ensure there has been appropriate consideration of the particular needs of the Armed Forces community to make sure that they do not face disadvantage compared to other citizens in the provision of public services. Page 37 of 167
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Appendix 1 – Wellbeing Quality Framework Page 38 of 167
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Appendix 2 – Attendance Data Page 39 of 167
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Appendix 3 - Attendance Action Plan Why we are doing this Attendance is set as a key measure of success in the roadmap to recovery. The association between attendance and attainment has been well established and this action plan is also likely to positively impact on the poverty related attainment gap, a key priority for the service. In recent times, NLC has performed consistently well in external inspection processes relevant to the HGIOS 4 quality indicator 3.1, Ensuring wellbeing, equality and inclusion. However, this appears incongruent with our statistical profile for attendance which, at a national level, is unfavourable. This action plan sets out current plans to support and challenge this measure. Additionally, whilst this session’s Attendance Tracking Reports have identified that we are on a positive trajectory across all sectors, further and sustained improvements in this measure remain a priority! Of note, the gap in attendance profiles relative to SIMD profile remains discouraging. How we are doing this In keeping with known evidence-based principles, the following universal themes are central to our strategy for supporting good attendance: 1. Leadership and Management – where the plan is prioritised and communicated. 2. Relationships and communication - which foster a culture and ethos, where all are valued, listened to, and included. A whole school approach is pivotal – supported by our Roadmap to Recovery and cluster and partnership arrangements. 3. Systems and data – clear and consistent systems in place, which are the responsibility of all. Data analysis takes place at authority, cluster and individual school level to give an accurate view and reasons for patterns. 4. Intervention – these are targeted and in response to data intelligence. All are planned and monitored for impact. Statutory guidelines are followed as necessary. Page 40 of 167
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What we are doing - Action Plan Supporting Theme What 1,2,3 &4 Continue to progress the work identified in our Roadmap to Recovery which is likely to positively impact on attendance – Nurture/ Resilience approaches, GIRFEC, Counselling,Outcome Star, SDQ, Staff CLPL etc 1 Continue to prioritise attendance and communicate approaches through central events, including Headteachers meetings, pupil support network and health and wellbeing champions 1,2,3 & 4 All Education and Family Managers and central officers continue to work to acknowledge and strengthen a prioritised approach to improving attendance. 1, 3 & 4 Attendance measures included in central attainment reviews, improvement planning processes and challenge conversations at school level. 1.3 & 4 Develop understanding across the authority, clusters and individual schools of patterns in attendance (e.g. lead up to Christmas holiday period) and develop approp[riate responses. 2, 3 & 4 Develop central resource allocation at additional GIRFEC level, including FESA interventions and child and family centred approach provided by partners at cluster level 3 & 4 Cluster Attendance Data dashboard developed to provide accurate monitoring data. 3 SIMD Attendance profiles per establishment detailed and shared. 2, 3 & 4 Follow up CIIL individual attendance planning reports within each cluster – identifying what is working. 1 & 3 Attendance target(s)/ outcomes to be detailed in all school improvement plans and reports next session. 1, 2 & 4 Continue to use network approaches to share identified good practice. Review Centralised Tracking Report(s) to note progress at three points each year, before Christmas, before the spring break and before the summer break. At Cluster level targets set and reported on by CIIL, detailing improvements and good practice in clusters . FESA impact measured using attendance measures in SIMD 1-3 and outcome star at same intervals as tracking reports. Page 41 of 167
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Appendix 4 – Active Schools and Outdoor Education Information • Page 42 of 167
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North Lanarkshire Council Report Education, Children and Families Committee Does this report require to be approved? ☐ Yes ☒ No Ref GMcL/GL Date 23/05/23 School Holiday Consultation From Gerard McLaughlin, Chief Officer (Education – North) E-mail McLaughlinG@northlan.gov.uk Telephone 01236 812269 Executive Summary Council has agreed that a consultation be carried out on proposals to reduce the summer break by one week and adjust other term dates to accommodate. A non-statutory online consultative survey has been developed and will run from 28 April 2023 until 12 May 2023. The survey is open, but not limited, to pupils, pupil councils, parents, parent councils, teachers, support staff and trade union partners. A report on final outcomes will be presented to Education, Children and Families Committee in September 2023. Any implementation of these proposals would not take place before session 2025/26. Recommendations It is recommended that Education, Children and Families Committee: i) Note the approach taken to the council decision to consult on proposals to school term dates. ii) Note the final outcomes will be presented at the next Committee in September 2023. The Plan for North Lanarkshire Priority Enhance participation, capacity, and empowerment across our communities Ambition statement (10) Engage with children, young people, parents, carers, and families to help all children and young people reach their full potential AGENDA ITEM 4 Page 45 of 167
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1. Background 1.1 On 15 December 2022, a notice of motion was submitted to Council to consult on the school holiday calendar. 1.2 It was decided that a full consultation be undertaken seeking views on the “possibility of reducing the summer break and increasing the October break to two weeks, extending the February break to one week and/or an extension to the Christmas break, as well as any other proposals from stakeholders”. 1.3 It was further agreed that outcomes be brought to the Education and Families Committee and that results inform council discussions with The West Partnership on these matters. 2. Report 2.1 The current arrangements for school holidays typically allow for seven weeks during the summer break, one week in October, two weeks at Christmas, two days in February and two weeks at Spring break (Easter). 2.2 The proposals being consulted upon are: • The new school year/term would start earlier in August. To accommodate this: • The October holiday would last for two weeks. Or • The February break would be extended to one full week and the Christmas break increased. 2.3 Consultees have also been asked for any alternative proposals. 2.4 A summary of the online questions is shown at Appendix 1 3. Measures of success 3.1 The consultation will provide valid and reliable data to support elected member decision making. 4. Supporting documentation Minutes of Council Meeting 15 December 2022 Minute North Lanarkshire Council Gerard McLaughlin Chief Officer (Education – North) Page 46 of 167
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5. Impacts ( http://connect/report-template-guidance ) 5.1 Public Sector Equality Duty and Fairer Scotland Duty Does the report contain information that has an impact as a result of the Public Sector Equality Duty and/or Fairer Scotland Duty? Yes ☐ No ☒ If Yes, please provide a brief summary of the impact? If Yes, has an assessment been carried out and published on the council’s website? https://www.northlanarkshire.gov.uk/your-community/equalities/equality- and-fairer-scotland-duty-impact-assessments Yes ☐ No ☐ 5.2 Financial impact Does the report contain any financial impacts? Yes ☐ No ☒ If Yes, have all relevant financial impacts have been discussed and agreed with Finance? Yes ☐ No ☐ If Yes, please provide a brief summary of the impact? 5.3 HR policy impact Does the report contain any HR policy or procedure impacts? Yes ☐ No ☒ If Yes, have all relevant HR impacts have been discussed and agreed with People Resources? Yes ☐ No ☐ If Yes, please provide a brief summary of the impact? 5.4 Legal impact Does the report contain any legal impacts (such as general legal matters, statutory considerations (including employment law considerations), or new legislation)? Yes ☐ No ☒ If Yes, have all relevant legal impacts have been discussed and agreed with Legal and Democratic? Yes ☐ No ☐ If Yes, please provide a brief summary of the impact? 5.5 Data protection impact Does the report / project / practice contain or involve the processing of personal data? Yes ☐ No ☒ If Yes, is the processing of this personal data likely to result in a high risk to the data subject? Yes ☐ No ☐ If Yes, has a Data Protection Impact Assessment (DPIA) been carried out and e- mailed to dataprotection@northlan.gov.uk Yes ☐ No ☐ 5.6 Technology / Digital impact Does the report contain information that has an impact on either technology, digital transformation, service redesign / business change processes, data management, or connectivity / broadband / Wi-Fi? Yes ☐ No ☒ If Yes, please provide a brief summary of the impact? Page 47 of 167
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Where the impact identifies a requirement for significant technology change, has an assessment been carried out (or is scheduled to be carried out) by the Enterprise Architecture Governance Group (EAGG)? Yes ☐ No ☐ 5.7 Environmental / Carbon impact Does the report / project / practice contain information that has an impact on any environmental or carbon matters? Yes ☐ No ☒ If Yes, please provide a brief summary of the impact? 5.8 Communications impact Does the report contain any information that has an impact on the council’s communications activities? Yes ☒ No ☐ If Yes, please provide a brief summary of the impact? Notifications on the survey will be issued to all stakeholders via group call. If approved, the proposal would require significant and early communication with a large number of stakeholders. 5.9 Risk impact Is there a risk impact? Yes ☐ No ☒ If Yes, please provide a brief summary of the key risks and potential impacts, highlighting where the risk(s) are assessed and recorded (e.g. Corporate or Service or Project Risk Registers), and how they are managed? 5.10 Armed Forces Covenant Duty Does the report require to take due regard of the Armed Forces Covenant Duty (i.e. does it relate to healthcare, housing, or education services for in-Service or ex- Service personnel, or their families, or widow(er)s)? Yes ☐ No ☒ If Yes, please provide a brief summary of the provision which has been made to ensure there has been appropriate consideration of the particular needs of the Armed Forces community to make sure that they do not face disadvantage compared to other citizens in the provision of public services. Page 48 of 167
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Appendix 1 SURVEY QUESTIONS 1. Are you: A parent or carer A pupil A Teacher A member of school support team Representing a Parent Council Representing a Pupil Council Representing a Trade Union Other 2. Forename 3. Surname 4. Email address 5. School / Organisation Establishments / Trade Unions / Other 6. Do you agree with the proposals to shorten the summer break to 6 weeks? Yes No Don’t know 7. If Yes, would you prefer (select one): Extending the October break to two weeks Increasing the February break to one week and increasing the Christmas break Other: (please provide details): Thank You Page 49 of 167
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North Lanarkshire Council Report Education Children & Families Committee Does this report require to be approved? ☒ Yes ☐ No Ref GMcL/JW Date 23/05/23 Developing Gaelic Language within North Lanarkshire Leasachadh Dealbhadh Gaidhlig ann an Comhairle Shiorrachd Lannraig a Tuath From Gerard McLaughlin, Chief Officer (Education - North) E-mail McLaughlinG@northlan.gov.uk Telephone Executive Summary Through the delivery of the Gaelic Language Plan (GLP) North Lanarkshire has a commitment to ensure that Gaelic is given equal status as a modern, vibrant language. Gaelic opens doors to another view of the world and gives us an understanding or our history and culture and a clearer picture of the future. Gaelic has great value and importance to us all. This paper will review and update Education Children and Families Committee on the current Gaelic Language Plan 2022-2027. As previously advised the implementation of the plan is subject to securing a robust funding model, and further information on the costs and financial supports available for Gaelic education are included in the report. Providing detail on the service’s ambitions to deliver the Gaelic language Plan, dependant on funding being in place and Scottish Government providing adequate funding. Through this report, there are specific details made to ‘Gaelic education’. This term is used when discussing matters relevant to both Gaelic Medium Education (GME) and Gaelic Learner Education (GLE). Within North Lanarkshire there is a longstanding strength in Gaelic Education. Gaelic is not just about the inherited heritage of Gaelic, it is still alive today, used by pupils, communities, parents and staff. This report will detail the plans for growth by committing to increase the offer to pupils in schools to learn Gaelic as well as ensuring that opportunities exist for the wider community. This paper outlines the current levels of joint investment in Gaelic Language activity, including Gaelic Medium Education, by North Lanarkshire Council and Scottish Government and the future planning agreed with Bord na Gaidhlig for its further evolution. AGENDA ITEM 5 Page 51 of 167
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1. Background 1.1 Between 1999-2002, the Scottish Executive commissioned two reports on Gaelic: the Macpherson Report and the Meek Report. Both reached similar conclusions, significantly the creation of a Gaelic Language Act to give effect to the proposal of secure status for Gaelic as set out by CNAG (Comann na Gàidhlig 1997). 1.2 In response to these reports, the Scottish Executive established Bòrd na Gaidhlig in 2002. The Bòrd has a duty to promote and fund the development of the Gaelic language, assist with the creation of Gaelic Language Plans and to co-ordinate activities in support of Gaelic. 1.3 The Gaelic Language (Scotland) Act commenced on 13th February 2006 and established Bòrd na Gàidhlig as a public body which is responsible for the preservation of Gaelic as an official language which enjoys the same respect as English in Scotland. The Gaelic Language (Scotland) Act 2005 received Royal assent on 1st June 2005. The Act gives an official framework to the efforts to preserve and sustain the Gaelic language and culture. Bòrd na Gàidhlig, in partnership with other organisations, is responsible for carrying out the provisions of the Act. The Education (Scotland) Act 2016 also contains provisions on Gaelic Education. These include placing a duty on education authorities to promote and support Gaelic Medium Education (GME) and Gaelic Learner Education (GLE). Alongside Education Scotland, Bòrd na Gàidhlig develop guidance on Gaelic education and the development of GME under the Standards in Scotland’s Schools etc 2000 Act. 1.4 Currently, 16 of 32 local authorities offer primary Gaelic Medium Education, almost four decades from the first primary units being established in 1985 in Glasgow and Inverness with 24 pupils. 1.5 According to the Scottish Government Pupil Census, there are currently 5066 pupils taught in GME provision across Scotland. In November 2022, Duolingo released new data revealing that 1.5 million people have started learning Scottish Gaelic on their app. Recommendations It is recommended that the Education, Children and Families Committee: • Endorse the contents of the paper. • Review the financial position of the current Gaelic programme and consider the implications for further development of the programme. • Approve the proposed plans for the expansion of Gaelic Education within North Lanarkshire, which will be subject to funding. • Acknowledge the impact for funding and staff recruitment has on service planning and delivery. • Acknowledge the service will write to Scottish Government to further outline our ambitious plans for GME in North Lanarkshire which have already been published in the accepted GLP for 2022-2027 and to request additional funding to support this. The Plan for North Lanarkshire Priority Improve North Lanarkshire's resource base Ambition statement (6) Raise attainment and skills for learning, life, and work to enhance opportunities and choices Page 52 of 167
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The primary motivation for learning the language is recorded as culture, with many looking to reconnect with their heritage. (Sabhal Mòr Ostaig - uhi.ac.uk) 1.6 The latest edition of the Gaelic Language Plan for North Lanarkshire Council was approved by Bord na Gaidhlig in February 2022 and published in June 22. It is informed by both the National Gaelic Language Plan 2018-23 and The Plan for North Lanarkshire to make it the best place in Scotland to live, learn, work, invest and visit. 1.7 North Lanarkshire, along with other local authorities has access to national funding streams to underpin Gaelic Education such as the Gaelic Specific Grant (GSG). However, in general the available grants offer part funding and do not support the full cost of Gaelic education, with the result that the Service has been incurring increasing annual overspends in recent years to maintain existing levels of provision. 1.8 North Lanarkshire’s provision for Gaelic Education is delivered through Gaelic learner education, this is at the universal level which leads to learning at the additional level currently within Greenfaulds. Gaelic medium education is the intensive level offer and for learners out with school settings there is the community offer from Community Learning and Development (CLD). 1.9 North Lanarkshire’s provision for Gaelic Education through GME is celebrating 25 years this year. The GME provision at Condorrat Primary was opened in 1998. Provision for GME is now located across three establishments: Tollbrae Nursery Class, Condorrat Primary and Nursery Class and Greenfaulds Secondary. 1.10 Since opening Condorrat GME provision in 1997, records of P1 enrolments show that there has been a total of 497 pupils enrolled. The graph below shows the enrolments at P1 per academic session. Universal Languages learning for all children, usually offered through 1+2. Additional Gaelic subject learning, for pupils not engaged in GME Intenstive GME specalist provision Community Gaelic learning opportunities outside of formal education Gaelic Education Page 53 of 167
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1.11 GME in North Lanarkshire has regularly been celebrated nationally, with Education Scotland and other learning events for young people. In 2018, Greenfaulds High School was the winner of the Scottish Education Award for Gaelic Education. This recognised the school’s approaches to developing the Gaelic curriculum. Condorrat Primary was then a runner up in the same award in 2019. Condorrat was also featured in a Thematic HMIe national report, highlighting the approaches used in the recovery of education from the Covid19 pandemic. 1.12 Both establishments actively seek ways to develop the creative skills of young people through Gaelic and this has been recognised at events such as The Young Scot Awards and the National Mod. 1.13 The current numbers of young people who are part of Gaelic learning through GME are detailed below, alongside the number of staff required to maintain this provision. Establishment Number of Pupils in Gaelic Education Sgoil Àraich Tollbrae (Tollbrae Nursery) 13 Sgoil Àraich Condorrat (Condorrat Nursery) 16 Bun-Sgoil Chondobhrait (Condorrat Primary) 150 Àrd-sgoil Greenfaulds (Greenfaulds High School) 70 Gaelic Education Staff within NLC Establishment Number of Staff (FTE) Bun-Sgoil Chondobhrait (Condorrat Primary) 10 Sgoil Àraich Chondobhrait (Condorrat Nursery) 5 Sgoil Àraich Tollbrae (Tollbrae Nursery) 3 Greenfaulds Secondary 7.6 Page 54 of 167
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1.14 At the key points of transition for educational session 2023/24, almost all children are transitioning within the intensive level of GME. Establishment Number at stage of Transition Number Transitioning within GME Number /Reason not transitioning Tollbrae Nursery 7 6 1 – applied for deferred entry Condorrat Nursery 7 7 N/A Condorrat Primary 21 20 1- Attending Private School 2. Report 2.1 This report builds on the report presented to Committee in February 2021 and, taking an evidenced based approach, seeks to ensure the GLP (attached in further reading Appendix 1) is progressed in conjunction with the plan for North Lanarkshire and through existing funding. 2.2 To support this shared ambition, we have a bold vision for the strategic expansion of Gaelic language and cultural activity in North Lanarkshire, which is grounded in the understanding of the significant opportunities that investing in Gaelic language provides. 2.3 North Lanarkshire has long had links to the wider Gaelic Community right across the Central Belt, and we are committed to further strengthening this through corporate commitments to ensuring equal status for Gaelic in all areas of council business, and through forming stronger ties with our communities and working with partners in neighbouring authorities’ and beyond. 2.4 Detailed within the GLP are a series of key actions which are to be delivered within a 5-year timeframe. The key actions are under the three National Priorities of : • Increasing the use of Gaelic • Increasing the learning of Gaelic • Promoting the positive image of the language 2.5 Almost all key actions of the GLP for both increasing the use and learning of Gaelic are aimed to be year 1 and 2 delivery. Education, Children and Families will be the lead service area for these. Evaluation will be integral to each of these and will be completed with stakeholders to support future development, reporting and measuring impact. The graphic below gives these in more detail for year 1 (2022/23). Further timelines will be detailed in future reports and are contained in the GLP for North Lanarkshire, available on the North Lanarkshire website. Page 55 of 167
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2.6 For educational session 2022/23, the service added a further temporary post of ESO 1+2 (Gaelic). The remit of this post holder was to support the development of the GLP and the universal offers of Gaelic across all establishments. This commitment to Gaelic Education and the further development of high-quality learning experiences across all areas of Gaelic learning has been continued for session 2023/24. 2.7 The table below details the Gaelic specific grant (GSG) income and expenditure over the past 4 years and the increasing overspends linked to this provision: Financial Year SG Grant (£) Council Core Funding (£) Total Funding (£) Expenditure (£) Overspend (£) 2019/20 260,000 182,333 442,333 472,116 - 29,783 2020/21 260,000 182,333 442,333 503,776 - 61,443 2021/22 265,000 177,333 442,333 617,776 - 175,443 2022/23 260,000 182,333 442,333 814,728 - 372,395 2.7.1 As per the table above, the overspend within Gaelic activity has been increasing over the past 4 years and is an ongoing financial burden within the Service. In recent years expenditure has increased predominantly due to rising transport costs. 2.7.2 The proposed grant from Scottish Government for session 2023/24 is £260,000. Through the annual bid process for GSG, the Service has requested funding uplifts but to date have not been successful. 2.7.3 The Service has earmarked resources within it’s allocation of additional teacher and support staff funding to increase staffing within GME on a temporary basis during Evaluation of Gaelic Education Establish Gaelic Improvement Group and Parents group Collate Baseline data for Gaelic education currently Current enrolement data for GME in North Lanarkshire Inital curricular developments for Gaelic education, including Digital SChool. Baseline data of learning pathway opportunities for children and young people within GME Begin expansion planning process for GME in North Lanarkshire Page 56 of 167
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academic year 2023/24. However as detailed in section 2.8.4 below, there are national challenges to recruit within GME. Increasing the Use and Learning of Gaelic 2.8 A first year key action of the GLP was to establish and maintain a Gaelic language plan implementation group with senior representation from all Council departments. The aim of the Gaelic Improvement Group, who meet quarterly is to report progress on the implementation of the plan across the service areas. 2.8.1 One of the high level aims of the current GLP is: to agree for the establishment of a Gaelic Medium 3-18 campus within the Council Area. The establishment of a 3-18 hub would need to be aligned to the Council’s operating model of town hubs and their planned development. 2.8.2 The service plan to expand the intensive provision of GME would continue prior to the development of a 3-18 hub, by developing a hub and satellite spoke model across the locality areas. This is illustrated below. Any expansion of provision would where required follow formal consultation processes and be discussed with the Gaelic Parents Consultation Group, which has been established this session as part of the GLP. Appendix 2 illustrates the ask that through the schools, went to all parents whose children are part of GME. 2.8.3 The expansion of Gaelic Medium Education (GME) will be impacted by a shortage of probationer teacher allocation; challenges in recruiting Gaelic teachers/succession planning, capacity in the system to accommodate the training required. These issues are not unique to North Lanarkshire, but they are particularly relevant to note. Acknowledging these challenges helps planning and enables us to prioritise and direct all of our resources effectively. 2.8.4 Staffing risks has been highlighted nationally in educational articles. The Scottish Government is giving further consideration to the points raised. In response to the article by Foxley and Roberston they said: Establishment of a standalone immersive GME early years and Primary provision within Cumbernauld area Continue secondary provision at Greenfaulds High By August 2024 Development of Early years and Primary GME centre within an exisiting English education Provision in the Central Area By August 2025 Development of Early years and/or Primary GME centre within an exisiting English education Provision in the South Area By August 2026 Development of a 3-18 hub, in line with town hub. Page 57 of 167
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"Gaelic teachers are vital to this success and that is why we are continuing to work with a range of partners, including the General Teaching Council for Scotland (GTCS), initial teacher training institutions and Bord na Gaidhlig, to create pathways, such as the new Gaelic additional teaching qualification at the University of Strathclyde, for those who wish to enter the sector.” 2.8.5 The learning pathways for young people who are part of additional and intensive offers of GME are demonstrating pace and progression through the learning. The three tables below show the progression of young people currently within Greenfaulds. These detail the three types of learners, fluent, Gaelic learners and broader GME subjects. Table 1 fluent speakers Year Year total CfE (BGE) N4/5 Higher Adv Higher S1 12 12 S2 17 17 S3 13 8 5 S4 17 12 5 S5 4 3 1 S6 3 3 Totals 66 37 17 11 1 Table 2 Gaelic Learners Year Year total CfE (BGE) N4/5 Higher Adv Higher S1 9 9 S2 9 9 S3 5 5 S4 1 1 S5 1 1 S6 - Totals 25 23 1 1 Table 3 Gaelic Education Subjects for learners not following GME Curriculum Year Year total CfE (BGE) N4/5 Higher Adv Higher S1 S2 S3 S4 1 Hist 1 Art S5 S6 Totals 2 Page 58 of 167
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2.8.6 The current leaver destination data for Greenfaulds High, shows that 12 of the 14 leavers for session 2021/22 entered a positive destination. All these young people currently live within SIMD 5-9. There were 3 leavers in SIMD 1-3, one has progressed to further education further education and in higher education. 2.8.7 Education’s commitment to ensure that Gaelic is a vibrant language that young people have equal opportunity to learn, will be developed at the universal and additional level of provision. Currently Education have issued a languages survey to all establishments. This will provide the baseline position following the COVID pandemic and subsequent recovery period. This data will be used to further inform the next steps of Gaelic education and the learning experiences for our young people. 2.8.8 North Lanarkshire’s Digital School will play a key role to ensure Gaelic learning opportunities are increased universally. In addition, they will develop with the ESO high quality Gaelic specific resources for use at all levels of Gaelic education in North Lanarkshire. The digital classrooms currently being installed across all 23 secondaries in North Lanarkshire will increase capacity for additional level Gaelic Learning. Enabling those, particularly at the senior phase to develop their learning pathways within Gaelic education. Promoting a Positive Image of the Language 2.9 The third key commitment of North Lanarkshire Council within the GLP is to promote the positive image of Gaelic. During Seachainn Na Gàidhlig (Gaelic Week) A range of community events took place across the authority. Qualitative feedback from the events was positive. “Really relaxed and inclusive atmosphere, encouragement for everyone at any stage of their Gaelic journey. Delighted with this event, would be great for the Community to have more!” 2.9.1 The creation of the ‘Why Gaelic?’ advertisement by Community Learning and Development has had measurable impact with adult learners currently on the waiting list. CLD have identified that expansion of the programme would include Gaelic Language tutors. Funding for this will be sourced through Bord na Gàidhlig. 2.9.2 A promotional campaign is currently being developed to celebrate 25 years of Gaelic Medium education within North Lanarkshire. The campaign will outline and highlight the three key commitments of North Lanarkshire Council’s Gaelic Language Plan and provide vibrant information on routes into Gaelic education. This accessible resource will be part of the continued work to celebrate the language of Gaelic in North Lanarkshire today and the benefits of bilingualism. 2.9.3 As part of its corporate branding initiatives, North Lanarkshire Council has incorporated the Gaelic language into its logo to represent equal prominence for both Gaelic and English. The Gaelic Improvement Group will now explore opportunities to develop this further. 2.9.4 North Lanarkshire Council’s website has been updated with a dedicated page on Gaelic learning and provision across the authority. The webpage shares information on the benefits of bilingualism for children and signposts further research. Schools which offer Gaelic Medium Education and Community Learning and Development regularly post content in Gaelic. The aim is to increase the amount of Gaelic content on social media each year by 5%. Page 59 of 167
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2.9.5 CLD tutors as a whole currently deliver classes at Beginner, Intermediate and Advanced level to 75 registered learners. Classes are delivered in person and online, using Microsoft Teams. There are currently 41 individuals awaiting allocation to a Gaelic class when availability arises. Additionally a new class was recently started based at the Gaelic Medium Educational Resource Condorrat Primary School, aimed at parents of children attending GME education; presently ten parents are enrolled in this class. 2.9.6 All classes run weekly and use the ‘Speak Gaelic’ Resources, developed by the National Gaelic College Sabhal Mòr Ostaig. Plans are currently underway for what will be a monthly conversation circle initially, offering enhanced opportunity for learners to use their Gaelic skills in a more informal setting. 2.9.7 Further to the learning opportunities, the team organises Community based events to encourage and promote Gaelic Language and culture. In the past year, this has involved a Community Picnic for all ages in August 2022, Fèis Lannraig a’ Tuath which attracted more than 50 participants, a Gaelic Day, Àm airson na Gàidhlig in February 2023, which took place as part of World Gaelic Week/ Seachdain na Gaìdhlig, as well as a concert in the same week featuring renowned Gaelic singer Joy Dunlop. A further workshop was delivered with writer Maya MacGregor who writes through the medium of Gaelic. The workshop was delivered at Greenfaulds High School in the Gaelic Medium Unit, to pupils at varying levels of Gaelic learning and focused on writing skills and creative writing; this was delivered through the medium of Gaelic. 2.9.8 Through the Gaelic Improvement Group, services broader than education will have a timeline to develop their associated key actions on the Gaelic language plan. Next Steps 2.10 As detailed throughout the report, Education, Children and Families have identified specific next steps which will develop a range of aspects of the GLP and ensure that Gaelic is continuing to be a vibrant modern language which enables our young people to develop wider routes to learning life and work. Central to the development of the GLP and the expansion of Gaelic Language will be to consult with parents. The newly created Parents’ Consultation Group will meet termly with key officers to consult and report on the plan. This will be in addition to school-based consultation and any legally required statutory consultation through expansion of provision within GME. 2.10.1 A future report will be brought to committee, giving a full update on the progress of the GLP and the expansion of Gaelic learning within North Lanarkshire. 2.11 Continue to develop the working with Comann nan Pàrant, to increase Gaelic opportunities for children, young people and their families. Using GME establishments to host and support key events, which celebrate the positive image of Gaelic and the learning opportunities within North Lanarkshire. 3. Measures of success 3.1 Continued development of high-quality Gaelic Education as a vibrant and modern language for the children and young people of North Lanarkshire. 3.2 Increasing volunteering and wider learning opportunities for all young people, particularly those in the senior phase at Greenfaulds High. Page 60 of 167
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3.3 Delivery of the GLP and the high level aims and associated key actions detailed within the plan. 4. Supporting documentation 4.1 Appendix 1 - North Lanarkshire’s Gaelic Language Plan 2022-2027 - Measadh (Teamplaid 2019) (northlanarkshire.gov.uk) 4.2 Appendix 2 - Gaelic Parents Consultation Group Gerard McLaughlin Chief Officer (Education - North) Page 61 of 167
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5. Impacts ( http://connect/report-template-guidance ) 5.1 Public Sector Equality Duty and Fairer Scotland Duty Does the report contain information that has an impact as a result of the Public Sector Equality Duty and/or Fairer Scotland Duty? Yes ☐ No ☒ If Yes, please provide a brief summary of the impact? If Yes, has an assessment been carried out and published on the council’s website? https://www.northlanarkshire.gov.uk/your-community/equalities/equality- and-fairer-scotland-duty-impact-assessments Yes ☐ No ☐ 5.2 Financial impact Does the report contain any financial impacts? Yes ☒ No ☐ If Yes, have all relevant financial impacts have been discussed and agreed with Finance?|\ Yes ☒ No ☐ If Yes, please provide a brief summary of the impact? The Scottish Government provide annual revenue funding through the Gaelic Specific Grant (2023/24 £260,000) and General Revenue Grant (2023/24 £87,000). The Service is required to support the balance of funding required to maintain the Gaelic programme including transport costs. The Service is also using national teacher and support staff funding to increase on a temporary basis the number of school based staff and engage an ESO during 2023/24. 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 Resources? Yes ☒ No ☐ If Yes, please provide a brief summary of the impact? The additionality in staffing for session 2023/24 is 4.2 FTE for Greenfaulds, this is made up of 2.6 staffing which enables the service to meet curricular needs, place a member of staff who has completed Immersion this year and retain a finishing probationer. 0.8 probationer for Condorrat and the 1 FTE equivalent from March to June 2024, allows the service to retain the finishing probationer, who will from Aug 23- March 24 cover a Mat leave. All additionality is for an agreed 1 year period until June 2024. The service has identified within the paper the challenges to recruit into the GME side of Gaelic Education. This will remain a challenge and a risk to future development of provision. 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? Yes ☒ No ☐ If Yes, please provide a brief summary of the impact? Page 62 of 167
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Discussions have started with legal on any possible statutory consultations which may be required as a result of service expansion. 5.5 Data protection impact Does the report / project / practice contain or involve the processing of personal data? Yes ☐ No ☒ If Yes, is the processing of this personal data likely to result in a high risk to the data subject? Yes ☐ No ☒ If Yes, has a Data Protection Impact Assessment (DPIA) been carried out and e- mailed to dataprotection@northlan.gov.uk Yes ☐ No ☐ 5.6 Technology / Digital impact Does the report contain information that has an impact on either technology, digital transformation, service redesign / business change processes, data management, or connectivity / broadband / Wi-Fi? Yes ☐ No ☒ If Yes, please provide a brief summary of the impact? Where the impact identifies a requirement for significant technology change, has an assessment been carried out (or is scheduled to be carried out) by the Enterprise Architecture Governance Group (EAGG)? Yes ☐ No ☒ 5.7 Environmental / Carbon impact Does the report / project / practice contain information that has an impact on any environmental or carbon matters? Yes ☒ No ☒ If Yes, please provide a brief summary of the impact? 5.8 Communications impact Does the report contain any information that has an impact on the council’s communications activities? Yes ☐ No ☒ If Yes, please provide a brief summary of the impact? 5.9 Risk impact Is there a risk impact? Yes ☒ No ☐ If Yes, please provide a brief summary of the key risks and potential impacts, highlighting where the risk(s) are assessed and recorded (e.g. Corporate or Service or Project Risk Registers), and how they are managed? The key risks identified within the paper are those within finance and HR, which if unable to meet would have an impact on the running of Gaelic education within North Lanarkshire. This will be added to the service risk register. 5.10 Armed Forces Covenant Duty Does the report require to take due regard of the Armed Forces Covenant Duty (i.e. does it relate to healthcare, housing, or education services for in-Service or ex- Service personnel, or their families, or widow(er)s)? Yes ☐ No ☒ If Yes, please provide a brief summary of the provision which has been made to ensure there has been appropriate consideration of the particular needs of the Armed Forces community to make sure that they do not face disadvantage compared to other citizens in the provision of public services. Page 63 of 167
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Appendix 2 Gaelic Parents Consultation Group Page 64 of 167
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North Lanarkshire Council Report Education, Children and Families Committee Does this report require to be approved? ☒ Yes ☐ No Ref JO’N/PO’N/GK Date 23/05/23 Progress report on Future Fridays From Janie O’Neill, Chief Officer (Education - South) E-mail oneillja@northlan.gov.uk Telephone Executive Summary This report provides a progress update on the Future Fridays programme as it reaches the end of its second school session. Future Fridays Enrichment Afternoons aim to provide opportunities for all young people within school communities to improve health and wellbeing, build relationships, develop leadership capacity and gain employment and enterprise experiences by developing skills for learning, life and work. Through these programmes young people in North Lanarkshire will gain additional accreditation and wider achievement awards whilst participating in a wide range of in- school and out of school activities which will develop skills for the world of work. The programme offers significant opportunity for schools to support young people outwith the traditional classroom setting within a flexible curriculum ensuring equity for all learners across North Lanarkshire. This extended curriculum opportunity allows for a wider curriculum more bespoke to the needs of all our young people. Future Fridays also underpins the aims of the new Programme of Work theme, ‘Brighter Futures’. Recommendations It is recommended that the Education, Children and Families Committee: 1. Note the current progress in attendance, accreditation, Developing the Young Workforce (DYW) and skill building. 2. Endorse the next steps planned to enhance attainment, develop skills and increase work related learning opportunities whilst targeting specific groups of young people. 3. Approve that further reports are brought to committee to report on progress. The Plan for North Lanarkshire Priority Support all children and young people to realise their full potential Ambition statement (6) Raise attainment and skills for learning, life, and work to enhance opportunities and choices AGENDA ITEM 6 Page 67 of 167
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1. Background 1.1 In 2021 a new secondary school schematic timetable was devised to support the launch of a new asymmetric school week with an Enrichment afternoon, Future Fridays. The new schematic timetable allows North Lanarkshire schools to provide a core curriculum of 26.67 teaching hours, with individual schools given the autonomy to add an additional 50 minutes of registration each week (27.5 hours). The Scottish Government are currently consulting on mandatory teaching of 27.5 hours, Future Friday enrichment afternoon sessions offer young people in North Lanarkshire up to 29 hours of education. 1.2 This expanded curriculum delivers a wide range of programmes, activities and qualifications in areas including health and wellbeing, sport, creative arts, employability, digital and more. The aim of Future Fridays is to: - Increase wider achievement opportunities - Improve physical and mental wellbeing - Enhance opportunities for high quality skills and work based learning - Improve positive and sustained post-school destinations. 1.3 This programme began in August 2021 with Principal Teachers (PTs) in each school supporting the organisation and development of the programme. The role of the PTs is to co-ordinate and plan sessions each week, monitor and increase attendance and attainment / achievement opportunities from Friday afternoon sessions. 1.4 Supported by a Curriculum Manager, PTs meet regularly to share good practice. Weekly updates are issued to help focus and direct the programme in line with our aspirations (highlighted above in section 1.1). 1.5 In June 2022 evaluation data from year 1 highlighted an average attendance for the year of 11.5% (approx. 2400 young people) of young people engaged on a weekly basis. Future Fridays activities in year 2 have been divided as follows: Universal offer - sessions which rotate around all mainstream secondary schools based on labour market intelligence and developing skills for learning work and life beyond school. School based offer - specific sessions, bespoke to each school based around needs / wants of young people. Intensive offer – Targeted to specific groups to meet individual needs designed to close the gap and designed to provide more opportunities for specific target groups. 2. Report 2.1 Since its inception in August 2021 Future Fridays has grown considerably. The opportunities afforded to young people have increased substantially. Across our 23 mainstream secondary there are currently 108 offers covering a range of activities. (Appendix 1 outlines the range of in-school activities on offer.) 2.2 Attendance rates have risen since August 2021 with around 23 percent (approx. 4850 young people) of young people engaged each week in opportunities available. 18 of 23 secondary schools have currently surpassed the 2023 DYW Delivery Plan target of 20%. The target attendance rate for session 23/24 is 30% and session 24/25 target is 40%. Current data indicates that over 60% of young people have attended at least one Page 68 of 167
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AUG 21 DEC 21 AUG 22 DEC 22 0.00% 5.00% 10.00% 15.00% 20.00% 25.00% Future Fridays average attendance across NLC session. 34% of attendees are from SIMD 1-3 and 12% of attendees have additional support needs. Data also highlights an average of 18.5% of care experienced young people engaged each week. The DYW Delivery Plan has promoting attendance of vulnerable groups as a priority for year 3 of Future Fridays. 2.3 Developing the Young Workforce opportunities have grown in each school, with the October 2022 DYW/Employer Engagement Conference providing an excellent conduit to build relations between schools and employers. Employers from a wide range of sectors including construction, health, retail and digital are providing sessions on Friday afternoons focused on raising awareness of jobs and learning skills in a real-life context as well as providing work placements for young people in the Senior Phase of Learning. Employers are beginning to provide curriculum content around growth industry sectors for school delivery. 2.4 PTs have engaged in career long professional learning sessions led by the Curriculum Manager. These have included inputs from colleagues from SQA and SCQF to consider how sessions being offered can be accredited. These sessions have helped to grow accreditation opportunities. Schools are using funding and the opportunity afforded on Friday afternoons to certificate young people with industry recognised qualifications in areas including construction, Barista skills and food hygiene. Opportunities for accreditation have grown significantly as the programme has matured, this has been a focus in Principal Teacher, sharing practice sessions throughout the year and will be a primary focus in year 3. In year 2 we have almost 500 accreditations through the following. Page 69 of 167
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Session Level (If appropriate) Numbers Youth achievement 38 Leadership 5 5 REHIS 55 CSCS Card 6 Climate path 8 First aid 48 Dynamic youth 18 Saltire 53 Work Placement 5 22 SQA Volunteer 4 61 NPA 6 6 Mentors in Violence prevention 8 Duke of Edinburgh Bronze 27 Barista skills 10 Heart Start 37 Boxercise 7 Pool lifeguard 12 2.5 Future Fridays promotes Pupil Voice and provides an opportunity for young people to contribute to the planning and development of the sessions which run each Friday afternoon. Account is taken of young people’s views when building the Future Fridays curriculum. Opportunities offered during the enrichment afternoons help young people enhance and develop new skills for life beyond school and into the world of work. These can then be used to enhance their CVs helping transitions into casual, part-time or full- time employment. In school activities (Appendix 1) along with college classes and the universal offer, represent the highest levels of attendance, however, young people do have an opportunities out with school via Active and Creative Communities to use NLC facilities to swim, go to the gym, take part in youth groups and clubs run by CLD, or develop their skills through other work related learning opportunities. 2.6 Empowering young people and leadership development is at the heart of Future Fridays helping to improve confidence and communication skills. The launch of the Future Friday’s Leadership Academy in schools has seen over 100 young people work with cluster primaries leading sessions in dance, STEM, enterprise, sports, arts and digital. This has become a part of primary school transition programmes and this coming academic session (2023/24) will see wider accreditation opportunities for young people at SQA level 5 (S5) and level 6 (for returning S6 pupils) on successful completion of the programme. Year 2 of this programme will launch in June and there is scope to increase the number and range of academies as well as the number of young people engaged. 2.7 Schools promote Future Fridays through newsletters, websites and Twitter. North Lanarkshire Council’s Future Friday’s website has been updated and will include a link to a Future Friday’s blog which will showcase photos and case studies from across schools, highlighting to all the exciting opportunities available in Future Friday sessions. 2.8 Case Studies (Appendix 2) have been generated in each school, highlighting the successes through Future Fridays. The programme is growing based on the input from all stakeholders with the aim to meet with needs of all young people. Page 70 of 167
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2.9 The core annual budget for the Future Fridays programme is £0.45 million which funds direct staffing costs, pupil transport and external partner payments. In addition, the successful implementation of the programme has helped direct and align wider resources across the council and partner agencies to enhance the range and quality of offers for young people. Staff groups contributing to the programme currently include CLD, Pathways, Active and Creative Communities, Active Schools, Financial Inclusion and local colleges. Finally the in-kind benefit of teaching staff who volunteer on Friday afternoons is estimated to be in the region of £800,000 per annum and this value is likely to increase as more offers and courses are rolled out. Next Steps 2.10 We will continue to build on current progress and develop the Future Friday’s programme through the following: • Have all schools engage in a comprehensive evaluation which considers the views of all stakeholders, parents and young people. • Schools will identify improvement priorities, highlight current success, capacity for improvement and how they will achieve this. • Schools will use SDS 16+ datahub information to develop sessions relevant to career pathways and will use school data to ensure target groups have increased opportunity to engage to provide more equity in offer. • Review and increase the Universal offer to engage more young people across all schools and continue to relate to labour market intelligence. • Schools will increase accreditation opportunities through SQA and SCQF and wider achievement frameworks to provide more certification for young people which will help to enhance CVs and personal portfolios. • Good practice will be highlighted and share ideas across schools to ensure equity for all young people. • We will continue to build on feedback from DYW conference, engaging with local business to provide more work-related experiences and opportunities and to create curriculum content linked to key industry sectors. 3. Measures of success – Year 3 3.1 Overall attendance for each school above 30 % 3.2 50% of young people from SIMD1-3 engaged 3.3 40% of all care experienced pupils engaged 3.4 2 formal influencing business partners engaged in each school 3.5 Increased attainment measures (presentation numbers) 3.6 Improved and sustained leaver destinations 3.7 Improvements in wellbeing 4. Supporting documentation 4.1 Appendix 1 – in school offers 4.2 Appendix 2 – Case studies Janie O’Neill Chief Officer (Education – South) Page 71 of 167
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5. Impacts ( http://connect/report-template-guidance ) 5.1 Public Sector Equality Duty and Fairer Scotland Duty Does the report contain information that has an impact as a result of the Public Sector Equality Duty and/or Fairer Scotland Duty? Yes ☐ No ☒ If Yes, please provide a brief summary of the impact? If Yes, has an assessment been carried out and published on the council’s website? https://www.northlanarkshire.gov.uk/your-community/equalities/equality- and-fairer-scotland-duty-impact-assessments Yes ☐ No ☐ 5.2 Financial impact Does the report contain any financial impacts? Yes ☐ No ☒ If Yes, have all relevant financial impacts have been discussed and agreed with Financial Solutions? Yes ☐ No ☐ If Yes, please provide a brief summary of the impact? 5.3 HR policy impact Does the report contain any HR policy or procedure impacts? Yes ☐ No ☒ If Yes, have all relevant HR impacts have been discussed and agreed with People and Organisational Development? Yes ☐ No ☐ If Yes, please provide a brief summary of the impact? The DYW plan is a subset of the wider Workforce for the Future Strategy of North Lanarkshire Council. 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? Page 72 of 167
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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? As part of promotion the communications team will work with the curriculum manager to promote website and school activity using media channels. 5.9 Risk impact Is there a risk impact? Yes ☐ No ☒ If Yes, please provide a brief summary of the key risks and potential impacts, highlighting where the risk(s) are assessed and recorded (e.g. Corporate or Service or Project Risk Registers), and how they are managed? 5.10 Armed Forces Covenant Duty Does the report require to take due regard of the Armed Forces Covenant Duty (i.e. does it relate to healthcare, housing, or education services for in-Service or ex- Service personnel, or their families, or widow(er)s)? Yes ☐ No ☒ If Yes, please provide a brief summary of the provision which has been made to ensure there has been appropriate consideration of the particular needs of the Armed Forces community to make sure that they do not face disadvantage compared to other citizens in the provision of public services. Page 73 of 167
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Appendix 1 – in school offers ARCHAEOLOGISTS DRIVING NETBALL ART E SPORTS NL CHALLENGE BADMINTON EMPLOYABILITY PATHWAYS BARISTA ENTERPRISE PHOTOGRAPHY BAKING FISHING PODCAST BASKETBALL FITNESS POTTERY BIKEABILTY FORMULA 1 PSYCHOLOGY BMX FOOTBALL RAF WORKSHOP BOARD GAME GAELIC READING BOOK GARDENING ROWING BOXING GOLF ROLE PLAY BOXERCISE GYMNASTIC RUGBY BSL HANDBALL SCHOOL MAGAZINE CAREERS WORKSHOP INTERHOUSE SCHOOL SHOW CHARITY IT SCIENCE CHOIR JEWELLERY STEM CITIZEN KARATE STUDY COLLEGE LIVING LIFE TO FULL TABLE TENNIS COMIC LANGUAGE TEXTILES CROCHET LEADERSHIP THERAPET DANCE LGBTQ TRAMPOLINE DODGEBALL MAKE UP UNIVERSITY TALKS DEBATE MENTORING VOLLEYBALL DIG ILLUSTRATION MENTAL H A WOODWORK DofE MINDFULLNESS WK EXP DRAMA MOVIE WRITING MUSIC PERF YOUR RIGHTS MUSIC PROD Page 74 of 167
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Appendix 2 – Case studies Case study 1 With a recent Autism diagnosis, pupil N was a total non- attender at their previous school and experienced anxiety, difficulty in forming friendships due to very rigid thinking as well as some health issues. They joined the Language and Communication Centre (LCSC) at X High at the start of S2 and slowly began to develop confidence and positive relationships in a safe and nurturing environment. When Future Friday started, Pupil N saw an opportunity to develop their passion for baking and cooking and asked if a this might be a FF activity. Now, with the support of the HSPO, N organises and delivers the baking session each Friday afternoon. This volunteering role includes consulting with the S1 pupils on what they want to make, sourcing recipes and working out quantities. They also make sure the food delivery is stored away properly then prepares for the session by setting out and weighing the ingredients in advance. They plan and lead the session, taking everything from safety, timing and tidy-up into account. Quite apart from the excellent organisational and leadership skills they are developing, they have carried their peer mentoring and nurturing qualities back to supporting other young people in the LCSC, all of whom also have additional support needs. The LCSC staff comment on how proud they are of the progress – which is due to their care and encouragement undoubtedly, but also developed and enhanced by the opportunity to take responsibility for the FF activity with the support of the HSPO. Through the opportunities given by participating in FF activities, pupil N now confidently works with new adults, seeks out vulnerable peers to support them and has become skilled at building relationships. As a result of working with S1s at FFs, they are now considering a career in working with children. LCSC staff say “2 years ago this would have been inconceivable and through the whole range of supports (including CLD involvement through FF) they have had the opportunity to be their real self” And the attendance? – from 0% to 60% – so still room to progress that, but this same person is staying behind in their own time every single Friday, to do something they love and are finding extremely rewarding. Case study 2 Pupil R of our young people in S2 has a serious visual impairment. He has been attending the Digital Illustration Club for some time now and it is proving to be very beneficial for him in so many ways. At the start of the year Pupil R really suffered with lack of self-confidence and self-esteem. He also didn’t have a set friendship group and really struggled to make friends at times. Since attending Digital Illustration club at Future Fridays Pupil R has made some great new friends and even found a best friend. He has learned new skills that he can use for life and work after school and also made work that he can be proud of. The experience has really helped him grow in confidence, develop his interpersonal and social skills and become more independent. He is now working on preparing work for an upcoming Digital Art and Illustration Exhibition which we are hosting in school in June. I recently spoke on the phone with Pupil R’s Mum and she said that she couldn’t thank us enough for the work we do at Future Fridays and spoke about how it has benefited Pupil R massively. She said that she has seen a huge positive change in Pupil R since he has been attending Future Fridays and that he is now much happier at school. Pupil R is now even considering starting his own Chess Club on Friday afternoons in the near future. I am so proud of how far Pupil R has come and I look forward to seeing where Future Fridays can take him in the future. Page 75 of 167
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It has helped so many of our young people socially and emotionally. I also feel that it has been great for moral in the school as pupils are looking forward to their Friday afternoon activity. There has been so many little moments of magic through the whole experience where young people who struggle and have barriers to learning in class really get their chance to shine during Future Fridays time and that's amazing to see and it makes all the hard work seem worthwhile. Case study 3 Pupil A, an S4 girl, has attended the Dance Leader course on a Friday afternoon. The desire for a Dance Leader opportunity was identified through pupil surveys on Teams, where a number of pupils identified dance as an area they would like to explore during Future Fridays time. This, along with conversations between teachers, parents and pupils, made it clear that dance would be a popular choice throughout year groups. We signed up 15 pupils, ranging from S2-6, to the Dance leader course where they would receive a National 4 qualification after a 16-week block. This course was delivered by the Y-Dance organisation and looked to develop each pupils’ confidence within dance and also develop their ability to lead dance sessions both as a group and on their own. Pupil A already attended dance classes outside of school but as of yet had not led any sessions. Over the course of the 16-week block, pupils were slowly introduced to the concept of leading sessions as their confidence, creativity and organisational skills were improved. Pupil A developed a real strength in both planning and delivering dance sessions and became a leader within the group. Pupil A thoroughly enjoyed the sessions and it was a pleasure to see her ability as a leader in this environment develop as the year progressed. As well as achieving a National 4 qualification and developing many other skills, pupil A has expressed a desire to lead her own dance club within the school that will open up the possibility of her achieving more SQA awards as well as further developing her leadership and responsibility skills. Off the back of completing the Dance Leader course, pupil A has also stated that she wishes to progress onto a career in teaching or coaching and being part of the Dance Leader course as further reinforced her desire to do so. None of these opportunities would have been possible without the Friday afternoon slot and Pupil A, along with the rest of the Dance Leader class, have not only achieved another SQA qualification, but also further developed their knowledge within their area of passion. Case study 4 When I think of human rights, I think of opportunity. For me, rights are the construct which ensures protections people need are at the heart of society, from government to beyond. This means we should have the chance to pursue a better society, at least in theory, without leaving anyone out. But this isn’t how I’ve always seen human rights! My first introduction (to my memory, anyway) was in early High School. I remember being told about them around my rights and responsibilities as a UK citizen. Yet, while I learned about rights, I am not sure I truly understood them. Bringing rights to life - My first real dip into the world of human rights didn’t happen till much later. It started with the ‘Future Fridays’ programme in North Lanarkshire, where secondary school students can spend Friday afternoons doing activities like taking a college course or gaining work experience. Page 76 of 167
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Through this, I joined the Make It Right project, working on a communications campaign to raise awareness of children’s rights and mark the expected incorporation of the United Nations Convention of the Rights of the Child, into Scots Law. While the incorporation was delayed, thankfully the campaign was not. Each advert, poster and key message was jointly created by young people and adults, making it a rather unique piece of co-production and place to learn. Making a difference - Since then, I’ve continued my work on human rights by joining Scotland’s National Action Plan for Human Rights (SNAP) Leadership Panel. At 17 years old, I’m the Panel’s youngest member, and it’s truly been a whirlwind adventure, working on all sorts, from mental health to education and beyond. It wasn’t until I joined the Leadership Panel that I truly gained an understanding of what human rights are and what they mean to me. I still remember the early barrage of documents and inaccessible language – on a page filled with acronyms, from the basic SG (Scottish Government) to the unexplained NACWG (National Advisory Council for Women and Girls), it made no sense! Luckily for me, I had the help of fellow panel members and the awesome SNAP Secretariat Lead to guide me, something I have talked about on the SNAP website. I do wonder how it would’ve turned out for someone without access to the right support. For example, I’m a student who doesn’t need to work, so I can afford to spend a day in a meeting. Even simple things like shortening meeting lengths can make participation more realistic for many. Not everything is rosy - Working with human rights is not all positive. There simply hasn’t been enough resourcing over the last decade to support civil society. This has undoubtedly impacted on organisations’ ability to contribute to exciting things like SNAP. The delays to legislative changes that would allow people to access to their rights, such as the new Scottish Human Rights Bill, have understandably demoralised those who most need the protections. And at a UK-level, the Government’s attempt to repeal the Human Rights Act could even see the UK ‘in breach of its international obligations’ should it become law, according to human rights campaigners. So, as I said at the beginning, human rights are an opportunity – but one that often falls short. Our inalienable rights let us dream of a better world though. And in tough times, they strengthen our ability to defend them, against people who would prefer to make rights history. In 2022, I think Scotland is doing fine on human rights, regardless of all the rhetoric saying we are amazing or terrible. On the ground, the truth is much more mundane – there’s a lot to be proud of yet so much more to do! Page 77 of 167
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North Lanarkshire Council Report Education, Children and Families Committee Does this report require to be approved? ☒ Yes ☐ No Ref AG/MF Date 23/05/23 Embedding the United Nations Convention on the Rights of the Child (UNCRC) From Alison Gordon, Chief Social Work Officer (Education and Families, Justice and Integrated Practice) E-mail gordonal@northlan.gov.uk Telephone 01698 332001 Executive Summary On 16th March 2021 the United Nations Convention on the Rights of the Child (Incorporation)(Scotland) Bill passed the final stage within the Scottish Parliament with unanimous support. Although implementation of the legislation has subsequently been delayed by a referral to the Supreme Court and required amendment to ensure all associate provisions sit within the competence of the Scottish Parliament, associated practice, policy and system change has continued to be foundational to developments within children’s services and beyond including the Promise’ s transformation programme and reporting requirements on UNCRC are already embedded within national children’s services planning requirements. This report advises on ongoing activity and developments to promote UNCRC and embed this in practice and systems within North Lanarkshire. This is not only to ensure the Council can meet current and future obligations and duties with respect to UNCRC but because this is critical to our ambition to ‘support all children and young people to realise their full potential’ and to the approach to the new Resilient People programme of work which supports the plan for North Lanarkshire. Whilst much of the activity reflected in this report has been led within the Education and Families Service, obligations and duties with respect to UNCRC sit with the council as a whole and thus also with elected members. The report therefore also addresses the role of elected members in supporting, scrutinising, and realising children’s rights in North Lanarkshire. Recommendations It is recommended that Education, Children and Families Committee: (1) Note the content of this report. (2) Approve the actions set out as Next Steps in section 2.13 of this report. The Plan for North Lanarkshire Priority Support all children and young people to realise their full potential Ambition statement (7) Enhance collaborative working to maximise support and ensure all our children and young people are included, supported, and safe AGENDA ITEM 7 Page 79 of 167
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1. Background 1.1 The United Nations Convention on the Rights of the Child (UNCRC) is considered the global ‘gold standard’ for children’s rights, and was ratified by the UK in 1991 and therefore already provides a framework for the consideration of children’s rights. In Scotland this is reflected in the national approach for supporting children, Getting it Right for every Child (GIRFEC) and in areas of existing legislation notably the Children and Young People (Scotland) Act 2014. The UNCRC (Incorporation) (Scotland) Bill passed by the Scottish Parliament in March 2021 heralds however a significant step change in the commitment to children’s rights by seeking to directly incorporate the UNCRC into domestic law, taking a maximalist approach as far as this is compatible with the powers of the Scottish Parliament. 1.2 It was anticipated that this new legislation be enacted in October 2021, within 6 months of gaining royal assent, however the timetable has been impacted by a referral to the Supreme Court by the UK government who consider that some specific provisions within the Bill may encroach on reserved matters. This position was upheld by a supreme court judgement in October 2021. It remains however the intention of Scottish Government to incorporate the UNCRC into Scots Law as far as this is possible within devolved competence as soon as is practicable and preparations continue to return the Bill to the Scottish Parliament to address these issues. In the interim a significant programme of work continues at national level to support implementation and full realisation of children’s rights by public authorities as outlined at 1.6 below. 1.3 The Bill which received unanimous cross-party support is intended to promote and ensure compliance with the rights of children under 18 in decisions, actions (and inactions), and makes these rights enforceable through the courts. Specifically, it intends to: • make it unlawful for public authorities to act incompatibly with the incorporated UNCRC requirements. • give power to the Children and Young People’s Commissioner to take legal action if children’s rights under the UNCRC are breached. • require Ministers to produce a Children’s Rights Scheme and to review this annually. • require listed public authorities (including councils) to report every three years on what they have done to meet the UNCRC requirements, building on the existing duties of the Children and Young People (Scotland) Act 2014. 1.4 Whilst the UNCRC includes 42 wide ranging substantive articles, there are 4 general principles, critical to implementation: • apply rights without discrimination (Article 2) • best interests of the child to be a primary consideration (Article 3) • right to life, survival and development (Article 6) • right to express a view and have that view taken into account (Article 12) 1.5 The commitment to UNCRC and the promotion of children’s rights is fundamentally interwoven with the delivery of the Promise, to which full Council pledged its commitment in August 2020 and the Promise Plan 21-24 published in March 2021 and is embodied in the ‘foundation’ of ‘voice’ and the ‘fundamentals’ of ‘what matters to children and families’, ‘listening’, ‘poverty’, ‘children’s rights’ and ‘language’. The most recent planning guidance for Children’s Services Partnerships also places significant emphasis on UNCRC. Page 80 of 167
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1.6 The Scottish Government has made available a range of resources to support public bodies progress the culture, systems and practice changes required to deliver on children’s rights in Scotland. These include Introductory Guidance; a 20 minute training resource; Advice and Guidance on enabling children and young people’s participation in decision-making and the establishment of a Children’s Rights Knowledge Hub. In addition, work continues on a Skills and Knowledge Framework, Statutory Guidance and a capacity building programme with an Innovation Fund due to launch in late spring to promote creative approaches to embedding children’s rights. 1.7 At a local level as detailed below embedding of children’s rights is a thread running through a range of improvement activity and is aligned with current and future programmes of work. The Corporate Management Team (CMT) in considering the implications of prospective legislation and the benefits of a rights-based approach in 2021 endorsed this work and in particular proposals to move towards adoption of Children’s Rights and Wellbeing Impact Assessments (CRWIAs) to support key decision-making. In recognition of the need to promote awareness and ownership of children’s rights across all council services. UNCRC was also the focus of session of the Council’s full operational management team in November 2022. 2. Report Progressing Children’s Rights in North Lanarkshire 2.1 Over recent years work within Children’s Services in North Lanarkshire has had increasing focus on involvement and participation and embedding children’s rights in our processes and delivery of services. Whilst Community Learning and Development colleagues have been key to much of this work, this is now much more integrated across the full Children’s Service Partnership. 2.2 In 2018 the Children’s Services Partnership and young people worked together to develop a ‘Partnership Agreement’ marking the intention of moving away from episodic consultation with children and young people to a framework to support meaningful engagement and participation, built around 7 golden rules developed though the Children’s Commissioner’s office: understanding my rights; a chance to be involved; remember it’s my choice; value me; support me; work together, keep in touch. 2.3 Further to this work the Children’s Services Partnership also made changes to its structures and arrangements with, from 2019, young people being directly represented on the Children’s Services Partnership Board via North Lanarkshire Youth Council and Partnership Board representatives also committing to attending wider Youth Council meetings. Today Not Tomorrow, representing Care Experienced Young People, are also linked into these arrangements and from early 2020 the Children’s Champions Board has also provided a forum for this group to engage with Senior Leaders. More recently the Voice Task Group has been established with a remit to ensure ‘voice’ is embedded in all service development and improvement activity within the partnership, whilst the small team of Promise Development Workers created in 2021 have had a critical role in ensuring developments are informed by lived experience and in challenging stigma. 2.4 Multiple strands of work are being progressed to ensure all children and young people have the opportunity to be heard and involved in decisions which impact on their lives. This ranges from involvement in service development to the use of tools such as the MOMO (Mind of my Own) app to support young people express their views. A key element of support is also the provision of advocacy to support young people Page 81 of 167
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involved in child protection, experiencing care or with additional support needs including mental health issues. Historically commissioned through social work there has been an increased demand also for advocacy for education matters. Whilst significant progress has been made there however remains much work to be done to address some of the barriers children and young people experience and to make the system changes required to ensure voice and children’s rights are fully embedded in our service and policy development and delivery. 2.5 In November 2020, to support the development of the current Children’s Services Plan (2021-2023), North Lanarkshire Youth Council led a survey of local children and young people to gather views about UNCRC, awareness of children’s rights and which rights children and young people felt were most important. This was issued via various networks and channels and led to over 400 responses which identified gaps in awareness amongst young people and with respect to how they felt adults understood their rights. A key and innovative area of work progressed in response to this was the awareness raising Make it Right campaign Children's Rights | North Lanarkshire Council produced and led by a mixed group of young people involved in Future Fridays supported by staff from corporate communications and education and families. The campaign which was launched in February 2022 used a range of media to promote awareness of children’s rights and has gained recognition nationally as an example of good practice including by the Children’s Commissioner and a representative on the UN Committee on Children Rights. 2.6 Awareness amongst children and young people in North Lanarkshire is also supported by a strong commitment to the Rights Respecting Schools Programme. National funding for this programme supported by UNICEF across all state primary and secondary schools was confirmed in May 2022. As of March 2023, 123 schools in North Lanarkshire had gained a Rights Respecting Schools Award, 17 of these at Gold level. 2.7 Other key actions and system changes to support the realisation of children’s rights in North Lanarkshire have focussed on the further enhancement of participation with the Youth Participation Wheel approved by Education, Children and Families Committee in August 2022, see diagram below. A key strand of this has been the establishment of the Future NL forum which provides an opportunity for a number of elected members to come together with Youth Council and Youth Voice group representatives and support staff to discuss areas identified as priorities by young people. Page 82 of 167
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Children’s Rights and Wellbeing Impact Assessments 2.8 A Children’s Rights and Wellbeing Impact Assessment (CRWIA) is designed to support assess the potential impact of any policy/measure on children’s rights and wellbeing. It covers all children and young people under 18 and has been developed as an improvement approach, tool and published output, following a similar framework to an Equality Impact Assessment. Guidance and a template for CRWIAs was published by the Scottish Government in March 2019. These were originally developed to support Ministerial Duties under Part 1 of the Children and Young People (Scotland) Act 2014 but are also intended for use by other public bodies and children’s services. Whilst use outside of government has not been mandatory over this period, CRWIAs are a useful tool in ensuring that children’s interests and rights are championed and going forward will be an essential vehicle to support and evidence compliance with the new legislation. 2.9 It is important to highlight that CRWIAs are relevant to all new policies and measures which may impact on children and not only to developments within children’s services. They are framed not only around the UNCRC considerations but also around the GIRFEC wellbeing indicators (Safe, Healthy, Achieving, Nurtured, Respected, Responsible, Included), recognising the intrinsic links between these. The process followed is in line with EQIA practice with an initial Stage 1 Screening to identify relevant aspects, likely impact and which groups of children or young people may be impacted, with the scope and potential consequences as well as impact on those most vulnerable used to support a proportionate decision on the need for undertake a Stage 2 Assessment. Should this be required there is a need to consider all relevant articles on the UNCRC and supporting protocols, the impact on children’s rights and wellbeing, the evidence base including stakeholder consultation and the involvement of children and young people in the assessment. Page 83 of 167
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2.10 To date North Lanarkshire Council has not systematically used CRWIAs, although a CRWIA was undertaken in respect of our current Children’s Services Plan, and these have been tested to support a small number of reports. Following this and development work involving Education and Families and Chief Executives, including legal services it is now planned to incorporate these into the standard reporting template for the Senior and Corporate Management Teams and for Committee reports. The adoption of this measure in advance of a statutory requirement is a key step and signal of intent and commitment on the journey to fully realise children’s rights in North Lanarkshire. Role of Elected Members 2.11 The Improvement Service has developed a web-based resource to support elected members understand UNCRC and their role in the realisation of children’s rights and ensuring the relevant duties of the local authority in this regard are met. Understanding Children's Human Rights (arcgis.com). This highlights the importance of hearing children’s views within political and decision-making processes and that many changes in society have a disproportionate and often negative impact on our children. It suggests the importance of Elected Member’s in: • Championing children’s rights • Remembering that these are a relevant consideration in all areas of business which may impact, not only in children’s service, for example in areas such as housing, transport and tackling poverty. • Creating opportunities to listen to children and young people withing their communities. • Understanding their legal obligations to protect rights and to take action where these are abused. • Considering and prioritising children’s rights within council and partnership planning including in budget decisions. 2.12 Whilst it is important, as highlighted above, that children’s rights are considered within all areas of council business, the Education, Children and Families Committee will clearly have a key role and visibility on this as it is anticipated that moving forward a significant proportion of reports to this committee will reference CRWIAs to support decision-making. Elected Members participating in some of the key structures referenced above including the Children’ s Services Partnership, Children’s Champions Board and Future NL will also have additional opportunities to support and scrutinise the delivery of children’s rights in North Lanarkshire. Next Steps 2.13 As is clear from the information set out action to realise children’s rights through best practice, culture and system change will continue to be integrated across a range of improvement activity. It is planned however that key actions at this point include: • The introduction of CRWIAs into the standard report format for all reports to council committees from Committee Cycle 3 of this year. • Development of staff and member training inputs on UNCRC, drawing on national resources as appropriate. • Continued support for the roll out of the Rights Respecting Schools Award across all North Lanarkshire Schools. • Completion of the requirement to report on the delivery of children’s rights in North Lanarkshire over the period April 2020-March 2023 by June 2025 in line with Children’s Service Planning requirements. Page 84 of 167
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• Further engagement with young people involved in the Make it Right campaign to inform next phase. • Consideration of a bid to the Innovation Fund to support a defined area of work to progress children’s rights. 3. Measures of success 3.1 Improved awareness of UNCRC and Children’s Rights. 3.2 The council is well prepared to meet its legal duties under new legislation. 3.3 Number of CRWIAs completed. 3.4 External and internal evaluation and feedback from children and young people demonstrate progress towards fully realising children’s rights. 4. Supporting documentation 4.1 UNCRC Introductory Guidance Children's Rights and the UNCRC in Scotland: An Introduction (www.gov.scot) Alison Gordon Chief Social Work Officer (Children, Families, Justice & Integrated Practice) Page 85 of 167
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5. Impacts 5.1 Public Sector Equality Duty and Fairer Scotland Duty Does the report contain information that has an impact as a result of the Public Sector Equality Duty and/or Fairer Scotland Duty? Yes ☒ No ☐ If Yes, please provide a brief summary of the impact? The introduction of CRWIAs will complement these existing impact assessments 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 Finance? Yes ☐ No ☐ If Yes, please provide a brief summary of the impact? 5.3 HR policy impact Does the report contain any HR policy or procedure impacts? Yes ☐ No ☒ If Yes, have all relevant HR impacts have been discussed and agreed with People Resources? Yes ☐ No ☐ If Yes, please provide a brief summary of the impact? 5.4 Legal impact Does the report contain any legal impacts (such as general legal matters, statutory considerations (including employment law considerations), or new legislation)? Yes ☒ No ☐ If Yes, have all relevant legal impacts have been discussed and agreed with Legal and Democratic? Yes ☒ No ☐ If Yes, please provide a brief summary of the impact? Activity reflected in the report supports the council in its current legislative duties and the introduction of CRWIAs will support also meet new duties associated with the new legislation when implemented. 5.5 Data protection impact Does the report / project / practice contain or involve the processing of personal data? Yes ☐ No ☒ If Yes, is the processing of this personal data likely to result in a high risk to the data subject? Yes ☐ No ☐ If Yes, has a Data Protection Impact Assessment (DPIA) been carried out and e- mailed to dataprotection@northlan.gov.uk Yes ☐ No ☐ Page 86 of 167
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5.6 Technology / Digital impact Does the report contain information that has an impact on either technology, digital transformation, service redesign / business change processes, data management, or connectivity / broadband / Wi-Fi? Yes ☐ No ☒ If Yes, please provide a brief summary of the impact? Where the impact identifies a requirement for significant technology change, has an assessment been carried out (or is scheduled to be carried out) by the Enterprise Architecture Governance Group (EAGG)? Yes ☐ No ☐ 5.7 Environmental / Carbon impact Does the report / project / practice contain information that has an impact on any environmental or carbon matters? Yes ☐ No ☒ If Yes, please provide a brief summary of the impact? 5.8 Communications impact Does the report contain any information that has an impact on the council’s communications activities? Yes ☒ No ☐ If Yes, please provide a brief summary of the impact? Work to evaluate and build on the successful Make it Right campaign will be undertaken in consultation and collaboration with the corporate communications team 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? Adopting CRWIAs in advance of new legislation/statutory guidance carries some risk that further adaptation may be required at a future date however this is outweighed by the benefits of these in supporting the council in its existing duties and in its readiness for the new legislation. Using these as a vehicle to progress children’s rights in North Lanarkshire both supports the council in its own key ambitions and reduces future vulnerability to potential actions for non-compliance. 5.10 Armed Forces Covenant Duty Does the report require to take due regard of the Armed Forces Covenant Duty (i.e. does it relate to healthcare, housing, or education services for in-Service or ex- Service personnel, or their families, or widow(er)s)? Yes ☐ No ☒ If Yes, please provide a brief summary of the provision which has been made to ensure there has been appropriate consideration of the particular needs of the Armed Forces community to make sure that they do not face disadvantage compared to other citizens in the provision of public services. Page 87 of 167
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North Lanarkshire Council Report Education, Children and Families Committee Does this report require to be approved? ☐ Yes ☒ No Ref Date 23/05/23 P047.1: Town and community hub delivery programme – (1) Update on progress of the hub development and delivery programme. From James McKinstry, Chief Officer (Assets and Procurement) Email McBrideM@northlan.gov.uk McCabeC@northlan.gov.uk Telephone Mark McBride, Estates Development Manager, 07583 094928 Charles McCabe, Hub Strategy Manager, 07946 353323 Executive Summary This report provides an update of the Town and Community Hub Delivery Programme, highlighting the status of each project. This information is provided in line with The Plan for North Lanarkshire and the associated Programme of Works. Recommendations It is recommended that the Education, Children and Families Committee recognise: 1) the position of each of the projects in the current Town and Community Hub Delivery Programme The Plan for North Lanarkshire Priority Support all children and young people to realise their full potential Ambition statement (24) Review and design services around people, communities, and shared resources AGENDA ITEM 8 Page 89 of 167
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1. Background 1.1 Policy and Strategy Committee approved the strategy, guiding principles, and prioritisation matrix linked to the Town and Community Hub Programme at the meeting held on 19th March 2020. 1.2 Updates regarding this programme are progressed through two strands: activity related to the strategy is progressed via the Policy and Strategy Committee; and activity related to hub delivery projects is progressed via Education, Children and Families Committee. 1.3 Projects within the Town and Community Hub programme are delivered in line with the available capital budget assigned to this programme. The Council’s capital plan is generally reviewed and updated in five-year cycles. As such, the prioritisation and delivery of projects within the Town and Community Hub Programme are reviewed and aligned each time the wider capital programme is assessed, and funds allocated. 1.4 The Town and Community Hub programme must be managed within the funding allocation provided. Therefore, where costs or projects increase, the number of projects which can be delivered may need to be deferred, or alternatively, where efficiencies can be realised, additional projects may be brought forward. 1.5 As with many of the council’s strategic programmes of work, the Town and Community Hub programme has a programme board, consisting mainly of chief officers, who provide governance at officer level on this programme of work. As and when required, decisions or options are and will continue to be reported to the relevant council committees. 2. Report Town and Community Hubs – Current Delivery Programme 2.1 Appendices 1 and 2 to this report provide details of all projects in the current Town and Community Hub delivery programme. 2.2 Appendix 1 provides both a progress summary briefing and a programme timeline chart of projects in the scoping stage, procurement or construction. Appendix 2 provides details of projects which have been approved but are currently at pre-delivery stage. 2.3 Each project under construction will have an agreed set of key performance targets with a number of these providing added benefits to our communities. Appendix 3 provides an update of community benefit achievements across both Hub construction projects and DBFM facilities. 2.4 Whilst each project has its own unique characteristics, Appendix 4 to this report provides an indication of some of the important milestones in delivery of a new hub facility. As projects develop, indicative dates for delivery milestones can be communicated. This will be subject to continuous review and reported in future updates to Education, Children and Families Committee as required. Shared Ambition – Integrated Community hubs/campuses 2.5 In March 2020, at the Policy and Strategy Committee, members approved the ‘One Place – One Plan’ report including recommendations linked to the Town and Community Hub Programme. Page 90 of 167
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2.6 Specifically, members approved two key aspects: 2.6.1 That a set of guiding principles be adopted and used to further develop the design proposals for Town and Community Hubs; and 2.6.2 That a prioritisation matrix to be used as the methodology to determine the priority order for Town and Community Hubs development. Guiding Principles 2.7 The guiding principles adopted to inform this programme are designed to ensure each project delivers facilities through which new ways of working can be promoted. These guiding principles primarily address the planning and build aspect of this programme (i.e. the zones that will be provided). The operating model, developed by colleagues in Education and Families, will guide and promote the added value through co-location of services and multi-use of facilities within each hub delivered. 2.8 The six approved guiding principles are included in all updates to committee to ensure that committee members can assess the projects are being developed in line with these principles. The six principles are: 2.8.1 Principle One: Inclusive, universal provision A community hub must serve the whole community and offer universal provision of services as default position. Where more targeted service provision is required, this should be delivered in such a way as to avoid stigma of accessing these services which may otherwise reduce uptake. 2.8.2 Principle Two: Sense of community ownership A community hub is a community asset which serves the local community of that area. Central to the community hub model in North Lanarkshire is the learning and teaching facilities offered. However, the wider community must perceive the asset to be a whole community asset. 2.8.3 Principle Three: Maximum availability and usage Community hubs will be accessible from early in the morning until late in the evening and all spaces within the community hubs should afford multi-functional use for the whole community. Facilities should only be provided where it can be demonstrated that they would be used both through the day and in the evening – no facilities should be provided where they are only for use in the evening. 2.8.4 Principle Four: Designed with rather than for the community Options of proposals should be provided to local communities for discussions as early as possible to ensure community ownership of the proposed facilities. 2.8.5 Principle Five: Tailored, bespoke, representative Each community hub has the option to be unique to ensure it meets the specific requirements of the community which it will serve. The design of the building should provide the community with a sense of pride in the community asset that has been created. Page 91 of 167
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2.8.6 Principle Six: Maximise the services on offer Public services available within the community hub should complement rather than compete with other services which serve the same local community. Prioritisation Matrix 2.9 Following approval at the Policy and Strategy meeting in March 2020, work on the prioritisation matrix was progressed. This work includes determining how each individual project can be scored, and therefore compared, to other potential projects. A further update was provided to Policy and Strategy Committee in September 2021 within “The Place, The Vision – Update”. Specifically, the list of schools which will be focus for initial feasibility, was outlined within Appendix Three, within the September 2021 update to Policy and Strategy. 2.10 This list was compiled with an initial focus on the highest weighing factor in the matrix – that of ‘socio-economic and wellbeing’. Two assessments were made against each pre-1996 catchment area: deprivation (using SIMD) and population density (using SAPE). Further information on this process was outlined in section 2.15 of the report presented to Policy and Strategy on 30th September 2021. 2.11 The current capital programme includes projects up to the year 2026. Further work will be carried out on the list of potential projects, to further refine the list, using the other five prioritisation inputs as funding becomes available for future tranches of the programme. This will continue to be an iterative process until there is a clear recommendation on the next phase of projects. These will be presented to committee at a future meeting. Existing projects 2.12 Projects already in the programme for delivery, which have been included in previous updates of this report to Education and Families Committee, have (where achievable) been subject to assessment against the guiding principles and will (where achievable) ensure adhesion to the principles. The appendices included within this report reflect progress in this regard. Learning Estate Investment Programme (LEIP) 2.13 Members of this committee may recall that, following discussion and approval at Policy and Strategy Committee of 29th September 2022, the council submitted a proposal for LEIP phase three funding. As agreed by Policy and Strategy Committee, the council submitted an application for funding for: • an extension at Chryston High School – required to mitigate the impact of significant housebuilding across the Northern Corridor area. • a contribution towards Gartcosh Primary School – a new 434 space primary school, new ASN provision, and new Early Years provision to serve this growing population. 2.14 It was anticipated that the Scottish Government would announce the projects which will be approved for funding, under phase three of this programme, by the end of the current calendar year (December 2022). The Scottish Government has not yet announced the funding for LEIP phase three. Page 92 of 167
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Inflationary pressures 2.15 Members of this committee are advised that reports have been submitted to other relevant committees on the inflationary pressures affecting this and other programmes of work linked to the council’s capital programme. 2.16 The construction industry is continuing to face challenges as a result of market volatility and a constantly shifting economic landscape. The expectation is that material prices could stabilise in 2023 however, labour costs may continue to increase throughout 2023 and 2024 which will result in costs remaining high and unstable for the foreseeable future. Due to ongoing economic turbulence a higher than normal number of contractor insolvencies are being seen resulting in less contractors that can tender for work, which is also contributing to costs remaining high for now. 2.17 There is likely to be an ongoing impact on the budget for the Town & Community Hub Programme. Due to the level of uncertainty in the industry, it is difficult to fully assess the impact inflation may have on the remainder of the programme. The inflation allowances within the programme budget for the remaining projects have been increased to reflect current market indications and these will be subject to ongoing review. 3. Measures of success 3.1 Delivery of projects in line with the guiding principles linked to this programme of work, which in turn are designed to deliver against the strategic priorities within The Plan for North Lanarkshire. 4. Supporting documentation Appendix 1a: Hub Delivery Programme – Current Delivery Programme. Appendix 1b: Hub Delivery Programme – Programme Timeline Chart. Appendix 2: Hub Delivery Programme – Phase 3 Pre Delivery Projects. Appendix 3: Hub Delivery Programme – Community Benefits Programme Outputs. Appendix 4: Hub Delivery Programme – Programme Timeline Chart. James McKinstry Chief Officer (Assets and Procurement) Page 93 of 167
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5. Impacts ( http://connect/report-template-guidance ) 5.1 Public Sector Equality Duty and Fairer Scotland Duty Does the report contain information that has an impact as a result of the Public Sector Equality Duty and/or Fairer Scotland Duty? Yes ☐ No ☒ If Yes, please provide a brief summary of the impact? If Yes, has an assessment been carried out and published on the council’s website? https://www.northlanarkshire.gov.uk/your-community/equalities/equality- and-fairer-scotland-duty-impact-assessments Yes ☐ No ☐ 5.2 Financial impact Does the report contain any financial impacts? Yes ☒ No ☒ If Yes, have all relevant financial impacts have been discussed and agreed with Financial Solutions? Yes ☒ No ☐ If Yes, please provide a brief summary of the impact? Significant inflationary pressures and other external factors continue to have an impact on this programme and other capital budgets across the council – these have been subject to separate reporting to Policy and Strategy Committee. 5.3 HR policy impact Does the report contain any HR policy or procedure impacts? Yes ☐ No ☒ If Yes, have all relevant HR impacts have been discussed and agreed with People and Organisational Development? Yes ☐ No ☐ If Yes, please provide a brief summary of the impact? 5.4 Legal impact Does the report contain any legal impacts (such as general legal matters, statutory considerations (including employment law considerations), or new legislation)? Yes ☐ No ☒ If Yes, have all relevant legal impacts have been discussed and agreed with Legal and Democratic Solutions? Yes ☐ No ☐ If Yes, please provide a brief summary of the impact? 5.5 Data protection impact Does the report / project / practice contain or involve the processing of personal data? Yes ☐ No ☒ If Yes, is the processing of this personal data likely to result in a high risk to the data subject? Yes ☐ No ☐ If Yes, has a Data Protection Impact Assessment (DPIA) been carried out and e- mailed to dataprotection@northlan.gov.uk Yes ☐ No ☐ 5.6 Technology / Digital impact Page 94 of 167
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Does the report contain information that has an impact on either technology, digital transformation, service redesign / business change processes, data management, or connectivity / broadband / Wi-Fi? Yes ☒ No ☐ If Yes, please provide a brief summary of the impact? All new assets (New builds) have data connection requirements – these are part of the overall process and involve relevant stakeholders including the digital teams, to ensure infrastructure such as data connections/Wi-Fi etc., are planned as part of the build process. 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? The environmental and carbon impact on any given project is assessed as part of the project from the outset – with a determination to reduce carbon footprint as much as possible within each project delivered. 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? 5.10 Armed Forces Covenant Duty Does the report require to take due regard of the Armed Forces Covenant Duty (i.e. does it relate to healthcare, housing, or education services for in-Service or ex- Service personnel, or their families, or widow(er)s)? Yes ☐ No ☒ If Yes, please provide a brief summary of the provision which has been made to ensure there has been appropriate consideration of the particular needs of the Armed Forces community to make sure that they do not face disadvantage compared to other citizens in the provision of public services. Page 95 of 167
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Appendix 1 Hub delivery programme – Current delivery programme Updated: March 2023 Appendix 1a: Progress Summary Project Contract Stage Contract Construction Programme dates Key Activities in period / planned next Phase 3 (current procurement phase) Newmains and St Brigid’s Community Hub Construction (Tier 1 contractor - Bam Construction) Handed Over – February 2023 Newmains and St Brigid’s Community Hub opened in February 2023. This community hub is now operational and will be removed from future hub programme updates to Education, Children and Families Committee. Chryston Community Hub Northern Corridor Construction (Tier 1 contractor - Robertson Construction) Projected handover – September 2023 Construction works suffered over the last period because of the cold weather freeze over the Christmas period which affected wet trades i.e., Bricklayers, Screeding etc, resulting in a delay to progress on site. At this point, the tier 1 contractor has advised that it is unlikely that the slippage cab be recovered. As such, the proposed handover date has moved to September 2023. Riverbank Community Hub Coatbridge Construction (Tier 1 contractor – Morgan Sindall Construction) Projected handover – August 2023 Construction works are progressing well. Active travel links between the new hub and the surrounding areas are being progressed including a new pedestrian bridge at Carnbroe, enabling works for the new bridge have now commenced. Decant meetings, which help transition the existing school community to the new build have commenced. St Kevin’s Community Hub Coatbridge Preconstruction – Stage 1 (Tier 1 contractor - Kier Construction) Start on site Q3 2023 Kier Construction and their design team are progressing the project through stage 2 activities in advance of formal stage 2 submission in the summer. Stage 2 activities include Market testing, detailed design and submission of a planning application. Page 96 of 167
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Project Contract Stage Contract Construction Programme dates Key Activities in period / planned next Orbiston Community Hub Bellshill Preconstruction – Stage 2 (Tier 1 contractor Morgan Sindall Construction) Stage 2 submission anticipated Q3 2023. The updated stage 1 report was recently approved by the Town & Community programme board allowing stage 2 activities to commence. A planning application was submitted on the 24th of March. Enabling works to separate the existing school facilities from the construction works will be carried out during the summer holidays in advance of the schools returning for the 2023/24 academic year. St Stephen’s Community Hub Coatbridge Preconstruction – Stage 1 (Tier 1 contractor Morrisons Construction) Start on site anticipated spring 2024 Hub South West and the Tier 1 contractor are currently progressing stage 1 activities including topographical surveys and site investigation works. A stage 1 submission is anticipated in Q2 2023 with the main construction works anticipated to commence on site in the spring of 2024. Chryston High School Extension Northern Corridor Tender award Stage 1 submission Q3 2024 Following a competitive tender process, Hub South West are in the process of appointing a Tier 1 contractor (and design team) to deliver the project. Gartcosh Community Hub Northern Corridor Tender Stage Tier 1 appointment May 2023 Hub South West have recently commenced the contractor/Design team tender process for the new Gartcosh Community Hub. A Tier 1 contractor (and design team) appointment is anticipated in May 2023. Education, Childen & Families Service have commenced the Statutory Education Consultation process. Page 97 of 167
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Appendix 1 Hub Delivery Programme – Current Delivery Programme: Appendix 1b: Programme Timeline Chart – Oct 2022 Page 98 of 167
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Appendix 2: Hub Delivery Programme: Pre-delivery projects Project Description Status Ravenscraig Community Hub: Incorporating two new primary schools within Ravenscraig (Motherwell) The location for this project is still under review. There is approved statutory education consultation for the site at the north of Ravenscraig (Carfin end). Project not now projected to be taken forward until next capital programme. Abronhill Community Hub This project has been deferred, as reported to the Policy and Strategy Committee on 16th March 2023. This project is not now projected to be taken forward until the next capital programme. Page 99 of 167
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NORTH LANARKSHIRE COUNCIL - HUB DELIVERY TEAM Appendix 3 KPI - BENEFIT TRACKER DETAILS AS AT: March 2023 KPI REFERENCE KPI DESCRIPTION TOTAL COMMITMENT TOTAL ACHIEVED TO DATE 7.1 CONSIDERATION CONSTRUCTORS SCORE 110 124 7.2 NO. OF COMMUNITY DESIGN PRESENTATIONS 6 12 7.3 ANNUAL COMMUNITY BENEFIT DAYS (ACTIVITIES) 9 17 8.1a SKILLS ACADEMY - GRADUATES RECRUITED 3 2 8.1b SKILLS ACADEMY - APPRENTICE STARTS 18 15 8.1c SKILLS ACADEMY - APPRENTICE COMPLETIONS 9 6 8.1d SKILLS ACADEMY - LOCAL ADVERTISEMENT OF JOBS (JOBS CREATED OTHER THAN GRADUATES OR APPRENTICES) 12 7 8.1e SKILLS ACADEMY - WORK EXPERIENCE/PLACEMENT (14+) 51 26 8.1f SKILLS ACADEMY - EXISTING APPRENTICES 15 20 8.1g SKILLS ACADEMY - OVERALL DELIVERY OF PROJECT OUTCOMES AVERAGE ACROSS ALL CBA 2017 RELATED TARGETS FOR HUBSW COMPLETED PROJECTS 01 8.1h SKILLS ACADEMY - TRAINING EVENTS DELIVERED (QUALIFYING THE WORKFORCE) 47 33 8.1i/j SKILLS ACADEMY - EDUCATIONAL ACTIVITY - SMEs AND TEACHING STAFF 21 48 8.1k SKILLS ACADEMY - SOCIAL IMPACT EVENT OR CONTRIBUTION 1 PROJECT PER ANNUM, HUB WIDE, ALL TIER 1s. PROPOSAL TO COME FROM TIER 1s 2 8.2a COMPANIES INVOLVED WITH LOCAL EMPLOYMENT AND TRAINING PROJECTS 15 5 8.2b SUPPLY CHAIN INSTITUTE - CONTRACT OPPORTUNITIES FOR TERRITORY BASED CONTRACTORS (%) 70% Riverbank 50.43% Chryston 40.7% Newmains & St Brigid’s 75% 8.2c SUPPLY CHAIN INSTITUTE - LOCAL SUPPLY CHAIN EVENTS TO ENGAGE LOCAL COMPANIES 30 35 8.2d SUPPLY CHAIN INSTITUTE - LOCAL COMPANIES GIVEN PRICING/TENDERING OPPORTUNITIES FOR FIRST TIME BY TIER 1 OR M&E CONTRACTORS 15 44 Page 100 of 167
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KPI REFERENCE KPI DESCRIPTION TOTAL COMMITMENT TOTAL ACHIEVED TO DATE 8.2e SUPPLY CHAIN INSTITUTE - LOCAL COMPANIES GRADUATED FROM THE BUILDING FOR GROWTH PROGRAMME HUB TARGET TO GET 12 GRADUATE COMPANIES EACH REPORTING YEAR 25 8.2f SUPPLY CHAIN INSTITUTE - LOCAL BUSINESS IMPROVEMENT SUPPORT AND WORKSHOPS 30 54 8.2g SUPPLY CHAIN INSTITUTE - BUSINESS EXPANSION SUPPORT AND WORKSHOPS 30 43 8.2h SUPPLY CHAIN INSTITUTE - CONSTRUCTION SPECIFIC LEARNING EVENTS AND WORKSHOPS 60 57 8.2i SUPPLY CHAIN INSTITUTE - THIRD SECTOR BUSINESSES - HUBSW PROJECTS CONTRACTS AWARDS/OPPORTUNITIES TARGET OF 10 OPPORTUNITIES ACROSS ALL PROJECTS PER ANNUM - ALL TIER 1s 2 1 It should be noted that the identified indicators are expected to be ‘zero’ in relation to ‘total achieved to date’ at this time. If you would like more detailed information on any of the projects, please contact Pamela Ross (email address: RossP@northlan.gov.uk) Page 101 of 167
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Appendix 3 (continued) – definitions for KPIs outlined in section above KPI REF KPI DEFINITION KPI ACHIEVEMENT Arrangements & Delivery 7.1 Consideration Constructors Score Tier 1 Contractors to implement the Considerate Contractors Scheme for Construction Contractor and reach a minimum score of 35 on each project Tier 1 Contractors to implement the Considerate Contractors Scheme for Construction Contractor 7.2 Number of Community Design Presentation Presentation events engaging with the local community to present and consult on proposed design plans Engage with the Local Authorities, local community groups, professional service provider. Includes any community design presentations which may have taken place before tier 1 appointment and gather evidence. 7.3 Annual Community Benefit Days (Activities) One off events, activities, or sponsorships which have an effect on certain local communities, organisations or institutions Engage with local community groups / organisations and identify potential activities, these may be for example sponsorship of local football team, scout hut roof replacement, community garden projects, support local charities, etc. 8.1a Skills Academy - Graduates Recruited University - Graduate/Post Graduate as follows: Graduated within last 3 years. Employed Main Contractors, Sub- Contractor or Professional Services provider. Identify opportunities, within and with sub-contractors, Professional services providers. Meeting between tier1 and sub- contractor/supplier, and vehicles such as hub SW Recruitment and Training Advisory Days 8.1b Skills Academy - Apprentice Starts New entrant apprenticeship, new entrant trainees and new entrant technical/higher level qualifications, on a formal apprenticeship framework in Level 2 or above N/SVQ. e.g. new start apprentices employed on project by Main Contractors, Sub-Contractor or Professional Services provider. Identify opportunities, within and with sub-contractors, Professional services providers. Meeting between tier1 and sub- contractor/supplier, and vehicles such as hub SW Recruitment and Training Advisory Days. Potential candidates can be identified through engagement with schools and colleges. Page 102 of 167
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Appendix 3 (continued) – definitions for KPIs outlined in section above KPI REF KPI DEFINITION KPI ACHIEVEMENT Arrangements & Delivery 8.1c Skills Academy - Apprentice Completions Apprentice who will complete their formal apprenticeship programme whilst employed on project by tier 1 Contractors, Sub-Contractor or Professional Services provider. Identify within and with Sub-Contractors, Professional Services providers through tier 1 meetings, hub SW Training and Recruitment Advisory Days, any existing or redundant/displaced apprentices who will complete their apprenticeship whilst working on the project. (tier 1 contractor can elect to designate an Apprentice completer as an existing Apprentice instead if they wish to do so) 8.1d Skills Academy - Local Advertisement of Jobs (Jobs created other than graduates or Apprentices) Creation of a new and sustainable job with 12 weeks minimum continued employment. Job opportunities to be advertised locally through Job Centre Plus or local organisations such as CEIS, TAP, Routes to Work, Local Authorities Economic Development Teams or other Local Training Employment Initiatives. to be employed on project by Main Contractor, Sub-Contractor or Professional Services provider. Identify within and with Sub-Contractors, Professional Services providers through tier 1 meetings, hub SW Training and Recruitment Advisory Days. include pre-construction meetings engage with local Job Centre Plus, CEIS, Ingeus, Routes to Work, Local Authorities Economic Development Teams, other local training employment Initiatives. Page 103 of 167
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Appendix 3 (continued) – definitions for KPIs outlined in section above KPI REF KPI DEFINITION KPI ACHIEVEMENT Arrangements & Delivery 8.1e Skills Academy - Work Experience/Placement (14+) Work experience attendance for students from schools, colleges and Universities (14 years plus) who undertake a work-experience placement . This KPI is aimed at providing students with the opportunity to carry out tasks agreed by the education provider and the employer enabling the learner to gain a meaningful insight into the construction sector. This target also describes work experience attendance for persons who are not enrolled in a course of education/study. Minimum 5 working days. Tier 1 to engage with local educational services schools, colleges, universities, can include individuals from organisations such as Princes Trust, Probation Service, Job Centre Plus, Women into Construction, Armed Forces re-settlement programmes or local community organisations, to identify suitable candidates. Engage with sub-contractor, suppliers professional service providers to identify possible placement opportunities in their companies/organisations. It may also be appropriate for individuals seeking a career change 8.1f Skills Academy - Existing Apprentices An apprentice persuing a formal apprenticeship framework in level 2 or above N/SVQ employed on project by Main contractor, sub-contractor or Professional service provider. Identify within and with Sub-Contractors, Professional Services providers through tier 1 meetings, hub SW Training and Recruitment Advisory Days, any existing or redundant/displaced apprentices who have to potential to work on the project during their apprenticeship (tier 1 contractor can elect to designate an as a completer instead should they complete during the time) 8.1g Skills Academy - Overall Delivery of Project Outcomes HSW to over achieve by a minimum of 10% across the average of our CITB Client Based Approach based KPI's. This is a measure of all our Tier1s aggregated performance on projects completed during the year. HSW to over achieve by a minimum of 10% across the average of our CITB Client Based Approach based KPI's Page 104 of 167
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Appendix 3 (continued) – definitions for KPIs outlined in section above KPI REF KPI DEFINITION KPI ACHIEVEMENT Arrangements & Delivery 8.1h Skills Academy - Training Events Delivered (Qualifying the Workforce) SVQ Level 2 or above, diplomas, professional qualifications, including Advance H&S (SSSTS, SMSTS, IOSH, NEBOSH) Industry related certification, held externally or in-house, project / sector specific learning, eg.Leadership & Management, Supervisory, Installation, environmental related training courses. Includes also Apprentice Completers. Identify within and with Sub-Contractors, Professional Services providers through tier 1 meetings, hub SW Training and Recruitment Advisory Days, to Identify any ongoing or upskills requirements, can include hub SW bespoke in house 1 day training courses, or accredited training courses providers such as CITB or other training providers. Identify anyone likely to complete apprenticeship during the project. 8.1i/j Skills Academy - Educational Activity (CCIAG) - SMEs and teaching staff. Construction related events to support the educational curriculum. Events/activities delivered - topics could include; enterprise, technology, maths, science, engineering or careers advice, aimed to increase awareness and the opportunities available in the construction industry. Focus on improving the image of the sector. Construction supported community benefit initiative delivered to SME's and Teaching Staff (including Recruitment and Training Advisory Days, DEC, Primary Engineering, and others) 1. Tier 1's to engage with local educational services, early years, schools, colleges, universities, adult influencers, career advisors, learning providers, community groups, to identify opportunities to deliver events, can include Construction Ambassador Programme / STEM activities, 2. Tier 1 to hold hubSW Recruitment and Training Advisory Days, or own equivalent, aimed at SME's 3. Workshop sessions delivered for example local educational services, schools, colleges, PS, DEC, Primary Engineering 8.1k Skills Academy - Social Impact Event or Contribution Programme-wide Tier 1 annual community project. Aimed at disadvantaged groups within the local community, which have a positive impact. Supporting council initiatives, organisations, and Institutions such as Princes Trust, for example young people in care/post care, people with learning difficulties - e.g.: mentoring, a series of support measures to produce a positive outcomes Page 105 of 167
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Appendix 3 (continued) – definitions for KPIs outlined in section above KPI REF KPI DEFINITION KPI ACHIEVEMENT Arrangements & Delivery 8.2a Companies involved with local employment and training projects Companies working on the project including main contractor, working with organisations promoting local employment, education, volunteering or placement opportunities. Contractor to identify sub-contractors involved with local employment and training projects, and any involvement by Contractor direct. hub will coordinate placements from agencies such as Ayr College or through CITB which will count in meeting KPIs. School / College organised visits will also count to meet this KPI. 8.2b Supply Chain Institute -Contract opportunities for Territory based contractors (%) Opportunities afforded to South West Territory based companies through market testing or tendering as a percentage of total opportunities created. Ensure that at least 55% (rising to max 70% in 2018-19) of tendering opportunities go to companies in the hub SW area. 8.2c Supply Chain Institute - Local supply chain events to engage local companies This involves events where Tier 1 Contractors will come face to face with local sub-contractors and suppliers with an opportunity to talk about potential projects This will involve events such as 'Meet the Buyer' events, Supplier Showcases and hub Club Networking meetings. 8.2d Supply Chain Institute - Local companies given pricing/ tendering opportunities for first time by Tier 1 or M+E Contractors First timers in hub located locally and under contract to Tier 1s or the appointed M+E Contractor. Have never worked on a HSW contract before. Ensure that local first timers are included in the market testing/tendering process. Contact HSW Community Benefits team who can confirm status. 8.2e Supply Chain Institute - Local companies graduated from the Building for Growth Programme Companies based in HSW area or Scotland based professional Services practices completing the programme. (hub SW Target) Recruitment and delivery by Community Benefits team in conjunction with the Tier 1 contractors. Organised twice per annum. Max 10 companies per programme. Page 106 of 167
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Appendix 3 (continued) – definitions for KPIs outlined in section above KPI REF KPI DEFINITION KPI ACHIEVEMENT Arrangements & Delivery 8.2f Supply Chain Institute - Local business improvement support and workshops One to many workshops or one to one support to local companies to help improve their business. This could cover a range of subjects and delivery methods. Topics include Business Health Checks, business and people management, business strategy, planning, HR development, financial management, succession planning, time management, accreditation support etc. These can be delivered either to an individual company, or as a learning event attended by people of different companies. The Tier 1 can claim this KPI by attending and participating in the event programme facilitated by the SCI. One to one interventions will be allocated by the SCDM on an equitable and as need basis to a hub project. 8.2g Supply Chain Institute - Business Expansion Support and Workshops One to many workshops or one to one support to local companies to help expand their business. This could cover a range of subjects and delivery methods. Topics include marketing, sales, tendering, web development, social media etc. These can be delivered either to an individual company, or as a learning event attended by people of different companies. The Tier 1 can claim this KPI by attending and participating in the event programme facilitated by the SCI. One to one interventions will be allocated by the SCDM on an equitable and as need basis to a hub project. 8.2h Supply Chain Institute - Construction Specific Learning Events and Workshops One to many workshops or one to one support to local companies to help improve construction specific aspects of their business operations. These are most likely to be on-site training events such as BIM workshops, Waste, Environment and Health and Safety Tool Box talks organised by the Tier 1 Contractors for their team and sub- contractors. There may also be some one to many events organised for the wider supply chain by the SCDM. 8.2i Supply Chain Institute - Third Sector Businesses – hubSW projects contracts awards/ opportunities Not for profit organisations with a trading arm which can supply hub projects in some way afforded contract opportunities or award a contract on a hub project. Could bid normally as part of the project procurement or be awarded a special project by the Tier 1 as part of its community engagement activities. The site catering contract if going to a not for profit public good organisation could qualify as well an org winning a regular work package. Page 107 of 167
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Appendix 3 (continued) – KPIs linked to DBFM contracts Cumbernauld Academy DATES COMMENTS/NOTES DELIVERED APPRENTICESHIP 2021 APPRENTICESHIP 2022 APPRENTICESHIP 2023 FES FM MECHANICAL AND ELECTRICAL APPRENTICESHIPS 23/04/2021 PRESENTATION DELIVERED VIA MICROSOFT TEAMS JOINT WITH GREENFAULDS HIGH (6 PUPILS FROM CUMBERNAULD AC PRESENT) 1 1 STUDENT - ELECTRICIAN APPRENTICESHIP 1 STUDENT FES FM - TRAINING CENTRE 22/10/2021 TRAINING SESSIONS FOR STUDENTS WISHING TO APPLY FOR APPRENTICESHIPS (no students attended) 08/12/2021 1 (4 students attended) 22/02/2022 (no students attended) 23/03/2022 (no students attended) 20/04/2022 cancelled (exam time) 15/06/2022 cancelled as per FES 14/09/2022 1 (3 students attended) 18/01/2023 1 (4 students attended) 24/01/2023 1 (4 students attended) Page 108 of 167
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Appendix 3 (continued) – KPIs linked to DBFM contracts Greenfaulds High School DATES COMMENTS/NOTES DELIVERED APPRENTICESHIP 2021 APPRENTICESHIP 2022 APPRENTICESHIP 2023 FES FM MECHANICAL AND ELECTRICAL APPRENTICESHIPS 23/04/2021 PRESENTATION DELIVERED VIA MICROSOFT TEAMS JOINT WITH CUMBERNAULD AC (22 PUPILS FROM GREENFAULDS HIGH PRESENT) 1 0 FES FM - TRAINING CENTRE 22/10/2021 TRAINING SESSIONS FOR STUDENTS WISHING TO APPLY FOR APPRENTICESHIPS 1 (8 students attended) 08/12/2021 1 (2 students attended) 22/02/2022 1 (4 students attended) 23/03/2022 1 (7 students attended) 20/04/2022 cancelled (exam time) 15/06/2022 cancelled as per FES 14/09/2022 1 (5 students attended) 18/01/2023 1 (4 students attended) 24/01/2023 1 (4 students attended) 10 November 2022 – FES FM and Apprentice (former pupil of Cumbernauld Academy) presented career opportunities at S2 Careers’ event at Cumbernauld Academy 27 & 31 January 2023 – FES FM Training Officer delivered interview skills workshops at Cumbernauld Academy & Greenfaulds High School. 2 March 2023 – FES FM delivered pre-employment BTEC assessment. Assessment for plumbing and heating engineers. Further training centre sessions to be arranged for September – November 2023 for both Greenfaulds High School and Cumbernauld Academy. FES FM 2023 Apprenticeship interviews taking place May 2023 Page 109 of 167
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Appendix 3 (continued) – KPIs linked to DBFM contracts • Tigers Training/Morgan Sindall Joint Venture – total of 29 North Lanarkshire young people started 13 week pre-apprenticeship training on 23 January 2023. • Primary 7 Construction Pilot - Tigers and NLC Pathways; first steps into construction. Site visits arranged with Tier 1 contractors at Chryston and Riverbank. • Working in collaboration with Vocational Education – work placements for Foundation Apprentices with Tier 1 contractors and their supply chain. To date 16nr FAs placed in June and October 2022. Two of these students were successful in gaining Graduate Apprenticeships with Tier 1 contractors: Morgan Sindall and Kier Construction. Employer engagement – 29 sessions delivered to date to Level 4/5 construction classes. Page 110 of 167
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Appendix 4 GUIDELINES ON TIMESCALES FOR PROJECT DEVELOPMENT AND CONSTRUCTION FOR NEW BUILD HUB PROJECTS INVOLVING SCHOOLS Overall Timeline Committee Approval Stages Core Project (New Build) Procurement to Occupation Project Development Construction Start / Duration Community Hub incorporating a single primary school - Two stream (Up to 434 pupils) 2.25 years* 12 months* 15 months Community Hub incorporating a single primary - Three stream (435-651 pupils) 2.75 years* 15 months* 18 months Community Hub incorporating a High School 3.4 years* 18 months * 22 months Community Hub incorporating more than one primary school. This scenario usually includes either two schools, or school/s and community facilities. 3.2 years* 18 months * 20 months Town Hub/Community Hub incorporating more than one education sector. This scenario may include: High school; primary school(s); early years; ASN; community; partnership; sport and leisure zones; etc. Town hubs with more elements/zones will be require more time at ‘project development’ stage and may require more time at ‘construction stage’ dependant on complexity of project. At least 3.7 years* At least 20 months * At least 24 months Overall Timeline - Procurement to Occupation The timeline for the Delivery Programme starts from all committee approvals being in place, a site in council title and a project being approved for progression through appropriate governance processes (such as Hub Deliver Board). Page 111 of 167
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Project Development This Delivery Project Development process includes the procurement to appoint the contractor and their external design team; the technical site surveys to allow design to commence; Stage 1 concept design development, 12 weeks statutory pre planning consultation; Stage 2 detailed design and work package tender preparation; 5 months statutory full planning approval, tendering to external supply chain for all construction activity; Pricing and Contract negotiation, committee approval for the final price and execution of the construction contract. * As the council transitions to building Town and Community Hubs – due to the specific nature of each project and the expected engagement with local communities, an intelligent brief will be developed for each project. This may be because of the complexity of the site; multiple service users within a shared campus environment; Carbon reductions strategies; constructions phasing risks to existing users; etc. This added element inevitably adds time to the process but will ensure alignment with the Town and Community Hub guiding principles. The project development timescales outlined in the table above, may therefore be extended. Construction Duration The start of construction requires committee approval to agree a contract is to be entered into as this constitutes approx 95% of the total funding. This depends on size of building, the extent of site abnormals and their remediation and any construction phasing. Construction will be longer if new school/s being built on a site of an existing school that will remain in operation and requires to be demolished in order to complete all of the new development. The indicative average timeline reflects the first phase of construction which is normally that the new building is first to be built for occupation. Page 112 of 167
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North Lanarkshire Council Report Education, Children and Families Committee Does this report require to be approved? ☒ Yes ☐ No Ref SP/LP Date 23/05/23 Community Asset Transfer Request – Cumbernauld Cottage Trust From Stephen Penman, Chief Officer – Strategic Communication and Engagement E-mail penmanste@northlan.gov.uk Telephone 07947997750 Executive Summary The purpose of this report is to provide the Education, Children and Families Committee with the details of a Community Asset Transfer (CAT) request relating to the Former Cumbernauld Theatre and to provide information on the outcome of the assessment process together with a recommendation for decision. Details of the application and supporting documentation can be accessed here. Recommendations It is recommended that the Education, Children and Families Committee: - 1. Acknowledge the detailed assessment of the application against approved criteria and the recommendation for rejection of the proposal by the CAT Leadership Group; and 2. approve the rejection of the proposal for Community Asset Transfer of the former Cumbernauld Theatre (shown on map at appendix 1) as outlined in the application which can be accessed here and reflecting the council’s Community Asset Transfer Policy. This is based on the assessment findings summarised in this report and set out in full in Appendix 2 of this report. The Plan for North Lanarkshire Priority Improve North Lanarkshire's resource base Ambition statement (22) Facilitate a North Lanarkshire wide approach to asset rationalisation, including with communities and partners AGENDA ITEM 9 Page 113 of 167
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1. Background 1.1 Part 5 of the Community Empowerment (Scotland) Act 2015 places a statutory duty on local authorities and certain other public sector agencies to develop a clear process for supporting community participation and ownership of assets. The associated guidance for the delivery of Community Asset Transfer (CAT) articulates that the council’s responsibilities are to: • establish, maintain, and make available a register of land owned or leased by the council to the best of its knowledge and belief; • develop clear decision-making criteria, review, and appeals procedure for Community Asset Transfer; • actively provide information and promote the process for Community Asset Transfer and Participation Requests aligned to other participation opportunities; • assess the capacity of the organisation making a CAT request and provide support to assist them to fulfil their aspirations around community empowerment and participation outcomes; and • publish information relating to requests; and produce and publish annual reports. 1.2 The council’s Community Asset Transfer (CAT) process and assessment criteria were approved in 2019 by the then Community Empowerment Committee. The North Lanarkshire Council Community Asset Transfer policy can be viewed here. 2. Report North Lanarkshire Decision Making 2.1 Following initial engagement with groups interested in submitting a CAT request support is provided to the community organisation by key staff to assist them to understand the process and requirements and to self-assess their ‘readiness’ and capacity to take on an asset. 2.2 Upon a formal application being made, the council is bound to carry out an assessment of the request, establish that the applicant is a qualifying body and assess both the sustainability and likely benefit of the asset transfer. Benefits can include social wellbeing, economic benefit and provision of services and activities that would not otherwise be provided. The council must adhere to the following process. • acknowledge the request and provide information regarding timescales – the acknowledgement date is known as the validation date. • the timescale for a decision relating to a CAT request is normally 6 months from validation date. • the council and the group can mutually agree a different timescale if required (ie linked to committee cycles, funding decisions, etc). • If the CAT request is not approved, the group must be provided with information relating to review and appeals procedures. 2.3 On receipt of a CAT request made under the terms of Community Empowerment (Scotland) Act 2015 a panel of senior officers from across council services undertakes an assessment of the application. Thereafter the CAT Leadership Group made up of the Chief Officers for Strategic Communication & Engagement and Assets & Procurement are presented with the assessment information in order to consider and make recommendations to the committee for the relevant holding service. Page 114 of 167
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2.4 The legislation makes no distinction between operational and surplus assets. Where an asset is operational or it has been declared surplus, and a current or alternative use is identified as the most beneficial option for the council, a CAT application must demonstrate that its proposed use brings a higher level of community benefit. This is a key consideration in the council’s decision making, as is sustainability of the business model, evidence of community support or community benefit and organisational capacity to manage the asset. 2.5 Cumbernauld Cottage Trust CAT application Cumbernauld Cottage Trust submitted a formal CAT request on 14th September 2022. The application included all required supporting information and met the criteria for it to be assessed under the terms of the Community Empowerment (Scotland) Act 2015 and in line with the council’s CAT policy and process. A panel of senior officers from key services met on 19th January 2023 to undertake an initial assessment of the application. This included: • Estates (Assets and Procurement) • Active and Creative Communities • Community Partnership Team • Community Facilities • Financial Solutions The findings of the Officer assessment panel were reported to the CAT Leadership Group on 1 March 2023 for consideration. The outcome of the assessment is attached as appendix 4. A summary of the assessment is below. 2.6 Assessment of CAT Request Summary Grading Very Strong Strong Moderate Weak Very Weak 1.Details of the asset x 2.Organisation information x 3.Type of Request x 4.Link to the NL Plan x 5.Community Proposal x x 6.Support x 7.Financial Information X 8.Risk/Social Impact x 2.7 Cumbernauld Cottage Trust are a not-for-profit voluntary group formed by local people for the benefit of the local community. Underpinning the CAT request is an aim to retain and restore the Former Cumbernauld Theatre site for use by individuals and community groups. Details of the application can be accessed here. 2.8 It is evident from the application that the Cottage Trust has in place a Board with a range of skills, expertise, and experience around delivery of the proposed activity and service provision. The governance arrangements meet the criteria for the submission of the CAT to be considered by the council. However, several key factors led to the conclusion that the community benefits of transferring this asset on the terms proposed Page 115 of 167
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do not outweigh the risk and concern identified through the assessment process. The main risks identified are around the potential for duplication of service and therefore both the possibility of detriment to the Trust and the successful implementation of their business plan and to existing providers especially where the council has reprovisioned and invested in a similar asset and service offer through the Lanternhouse Theatre site. 2.9 An overview of areas of challenge are as follows: Potential for duplication of service: The case for the transfer of the asset is built upon a service delivery model that is likely to create duplication with existing services that the council has already invested in. An operational decision was taken to close and cease delivery from this site and to relocate provision previously delivered to the new Lanternhouse Theatre site at Cumbernauld Academy Campus (approximately 1km away). The capital investment in relocating the theatre and café provision to the new campus has been significant (in the region of £37 million) and the council contributes a further resource of approximately £110k recurring revenue supported through a Service Level Agreement. The application does not adequately refer to how the services being offered as part of the CAT proposal add value to those already being delivered via other local venues and organisations in the Cumbernauld area, nor does it explore or evidence through market research that the potential for competition regarding income streams has been considered. The map of facilities at appendices 3 and 4 shows the range of services and facilities currently available in the area. Any duplication could undermine the financial projections and reduce the Trust’s ability to meet income targets. Project Delivery: While there is reference to staffing and management around service delivery at the point that the project is operational, it is unclear how the project would be robustly managed throughout the early stages including attracting and securing capital investment, procurement and construction. A project of this scale, risk and cost requires to be carefully project managed. The submission does not reflect this or provide full consideration of the operating model and ensuring that this is sustainable and can balance the required generation of capital investment, building and construction with the likely need for phased delivery and maintenance (including the potential for further decline for areas of the site that resource may not allow to be prioritised for delivery). Evidence of need/community benefit: There was some community engagement through public meetings in 2018 and a survey in 2019. The survey received 1500 responses, (3% of Cumbernauld population). This was pre pandemic and prior to the opening of the new theatre site in 2021. There is little evidence in the application of more recent engagement or assessment of need reflecting current provision and changes in behaviour/trends arising from the Covid-19 pandemic or indeed the impact of the recent cost of living crisis. The council has witnessed a 50% drop in use post pandemic in its own community facilities, with a slow rise in activities through recovery. This information could inform a negative impact on the ability of the Trust to meet projected income targets from lets, hiring of space and community use of income generating activity such as the café. Financial viability: A site visit was undertaken by the assessment group and showed the extent of the work required to bring this site to operational standard. This is further evidenced in a condition survey undertaken in February 2023. The application does not adequately evidence how the significant investment for capital works would be resourced nor does it show how the community body will financially support the operation of the building while the construction works are ongoing. The Trust has had Page 116 of 167
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the property valued at £45k, which is within an acceptable tolerance of the council’s anticipated market value of £40k . An offer of £20k for purchase of the asset has been made. Under the requirements of the Community Empowerment (Scotland) Act 2015 the group are entitled to make an offer at this level. An offer significantly below market value should evidence substantial community benefit which balances with the level of discount. The application in this case does not strongly enough evidence that the planned ‘offer’ to communities adds value to, compliments or provides an alternative to existing provision. The projected income generation does not reflect comparable incomes levels of sites operated by the council providing similar service provision. In terms of the council’s duties around best value, as outlined above there has been significant investment through a funding agreement and capital works for the Lanternhouse Theatre (building) and transfer of the asset at the offer price would present financial risk. Overall the capital works to bring the building into operation and the expected income generation from operation of the services planned are aspirational. The application did not provide sufficient reassurance of the financial sustainability of the project to balance the potential risk to the council of transferring the asset. There is no evidence that costs provided have been assessed in the context of the current ‘cost of living and ‘energy’ crisis and how these may impact on the operating costs in the short/medium term. Potential for ongoing maintenance burden/revenue implications for the council: The submitted request does not include the group taking on maintenance of the associated car park and access road which service the site and provide access to the parking provision for the buildings. The CAT application includes part but not all of the car park area. Agreeing to these terms may create a maintenance burden and liabilities for the council where there is not currently an operational budget associated with this asset. The closure of the site was assumed following the relocation of the provision to an alternative location. It would be challenging and complex to consider the transfer of the building in isolation from the car park and access road. 3. Measures of success 3.1 Consideration is given to a Community Asset Transfer request in accordance with the requirements of the Community Empowerment (Scotland) Act 2015, associated Scottish Government Guidance and the Council’s Community Asset Transfer Policy. Performance measures in respect of Community Asset Transfer and Participation are included in the Plan for North Lanarkshire – Strategic Performance Framework. The current performance. 3.2 Measures cover the following: - • numbers of successful Participation and CAT requests; • number of community groups engaged in Participation and CAT requests; • support provided to community groups and organisations as a result of initial CAT or Participation Request enquiries; and • positive outcomes or referrals because of initial CAT or PR enquiries Page 117 of 167
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4. Supporting documentation 4.1 Appendix 1 – Map 4.2 Appendix 2 – CAT Assessment report 4.2 Appendix 3 – Map of existing facilities 4.4 Appendix 4 – Cumbernauld Asset Map Links • North Lanarkshire Council information on Community Asset Transfer process • North Lanarkshire Councils Community Asset Transfer (CAT) Policy • Cumbernauld Cottage Trust CAT application • Condition survey • Lanternhouse Theatre Service Level Agreement Stephen Penman Chief Officer Strategic Communication & Engagement Page 118 of 167
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5. Impacts ( http://connect/report-template-guidance ) 5.1 Public Sector Equality Duty and Fairer Scotland Duty Does the report contain information that has an impact as a result of the Public Sector Equality Duty and/or Fairer Scotland Duty? Yes ☒ No ☐ If Yes, please provide a brief summary of the impact? The Community Asset Transfer and Participation process assists the council to deliver on both the Fairer Scotland and key equality duties. In particular, the policy will further the public sector equality duties to advance equality of opportunity and foster good relations. An integrated Fairer Scotland/Equality Impact Assessment has been undertaken in respect of the CAT policy. No concerns have been highlighted as a result of the assessment. An EQIA will be undertaken to assess the impact of any decisions taken and published accordingly If Yes, has an assessment been carried out and published on the council’s website? https://www.northlanarkshire.gov.uk/your-community/equalities/equality-and-fairer- scotland-duty-impact-assessments Yes ☒ No ☐ 5.2 Financial impact Does the report contain any financial impacts? Yes ☒ No ☐ If Yes, have all relevant financial impacts have been discussed and agreed with Financial Solutions? Yes ☒ No ☐ If Yes, please provide a brief summary of the impact? Financial Solutions have been involved in assessment. Concern and risk highlighted regarding financial viability of the project and potential for duplication of service that the Council has already reprovisioned and invested in from another site. Offer of £20k is below anticipated market value of £45k. 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? However may impact on and link with the development of the Council’s Volunteering strategy and approach 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? Page 119 of 167
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Yes ☒ No ☐ If Yes, please provide a brief summary of the impact? Legal representative involved in CAT process in an advisory capacity. This application was submitted under the Community Empowerment (Scotland) Act 2015 and has been assessed in line with the associated statutory guidance. 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 ☒ Adequate procedures in place to manage the handling of personal information in line with the data protection procedures If Yes, has a Data Protection Impact Assessment (DPIA) been carried out and e- mailed to dataprotection@northlan.gov.uk Yes ☐ No x ☒ 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? Information linked to Community Asset Transfer applications, decision making and outcomes require to be published on the Council’s website North Lanarkshire Council information on Community Asset Transfer process 5.9 Risk impact Is there a risk impact? Yes ☒ No ☐ Page 120 of 167
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If Yes, please provide a brief summary of the key risks and potential impacts, highlighting where the risk(s) are assessed and recorded (e.g. Corporate or Service or Project Risk Registers), and how they are managed? The CAT process is reflected and managed as per the Council’s Risk Management approach. Details of specific identified risks relating to this application around outlined throughout the report. The main risk concerns are around potential duplication of services, financial viability and maintenance burden on the Council, project management and insufficient evidence of need. 5.10 Armed Forces Covenant Duty Does the report require to take due regard of the Armed Forces Covenant Duty (i.e. does it relate to healthcare, housing, or education services for in-Service or ex- Service personnel, or their families, or widow(er)s)? Yes ☐ No ☒ If Yes, please provide a brief summary of the provision which has been made to ensure there has been appropriate consideration of the particular needs of the Armed Forces community to make sure that they do not face disadvantage compared to other citizens in the provision of public services. Page 121 of 167
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Appendix 1 Page 122 of 167
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Appendix 2 Assessment Report Assessment framework used to inform the recommendation on a Community Asset Transfer Request Name of Organisation/Applicant Cumbernauld Cottage Trust Details of the Asset Former Cumbernauld Theatre Community Area/Ward Cumbernauld East (Ward 4) Date submitted 14 September 2022 Date of Assessment Panel 19th January 2023 Date of Leadership Group 1st March 2023 Date of committee decision May 2023 Summary comments from assessment panel Assessment undertaken by . • Community Partnership Manager • Strategic Asset Manager • Group Manager, Estates) • Surveyor, Estates • Active and Creative Communities Manager • Facility Support Services Manager • Financial Solutions Manager Final Recommendation from Leadership Group based on outcome of assessment by Corporate Assessment Panel Reject CAT Leadership Meeting 1st March 2023, 3.30pm, MS Teams Summary Grading Very Strong Strong Moderate Weak Very Weak 1.Details of the asset x 2.Organisation information x 3.Type of Request x 4.Link to the NL Plan x 5.Community Proposal x x 6.Support x 7.Financial Information X 8.Risk/Social Impact x Page 123 of 167
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1 Details of the Asset – Includes asset status and proposed use This section asks the council to ensure they are in a position to transfer the asset ÿ Very Strong: The proposal has a cost saving, does not impact on council direct delivery or service and there are no restrictions on the asset transfer ÿ Strong: The proposal is cost neutral to the council; it does not impact on council direct delivery of services and there are no restrictions on the asset transfer. ÿ Moderate: the proposals present difficulties on the council in terms of one or two of the following – direct cost, council direct delivery of services and or restrictions on the assets transfer. x Weak: the proposals present difficulties to the council in terms of cost, council direct deliver of services and restrictions on the asset transfer. ÿ Very Weak: unlikely to proceed because of ownership restrictions on the asset this would prevent a transfer of responsibility or ownership to another organisation. Comments The transfer of this asset is likely to present challenge to the council in relation to • The case for the transfer of the asset is built upon a service delivery model that is likely to create duplication with existing services that the council has already heavily invested in. The asset was historically transferred to North Lanarkshire on a commercial basis as part of the legacy estate and was previously leased to the theatre group to deliver previously agreed provision. An operational decision was taken to close and cease delivery from this site and to relocate provision previously delivered to another site (specifically the new Lanternhouse Theatre site at Cumbernuald Academy Campus). The investment in this site and relocation of provision was on the assumption that delivery from the old theatre site would cease through closure. There has been significant capital investment (£37million) in relocating the theatre and café provision to the new campus and approximately a further £110k recurring revenue contribution from the Council supported by a Service Level Agreement . • the request is for transfer of the asset and part of the car park. The request does not cover the group taking on maintenance of the associated car park and access road which both services the site and supports the parking provision of the buildings use. Agreeing to these terms may create a maintenance burden and as outlined above the council has not identified an operational budget associated with this asset as the closure of the site was assumed following the relocation of the provision to an alternative location. It would be challenging and complex to consider the transfer of the building in isolation from the car par and access road. • A site visit undertaken by assessment group and the extent of the work required to bring this site to operational standard was witnessed. This is further evidenced in a condition survey (Feb 2023) and further highlights concern relating to the viability of the project. Page 124 of 167
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2 Organisational Information – Includes governance and capacity to deliver Very Strong: Applicant has clearly evidenced that they are a robust and viable organisation with effective governance arrangements in place. ÿ Strong: Applicant has provided adequate evidence that they are a robust and viable organisation with satisfactory governance arrangements. X Moderate: Applicant has evidenced some signs of being robust and viable and partial information provided on governance arrangements. ÿ Weak: Applicant has shown no evidence of being robust and viable and no/little information being provided on governance arrangements. ÿ Very Weak: Applicant has provided no evidence of being robust or viable. Governance arrangement does not meet the criteria for asset transfer. Comments It is evident from the application that the Cottage Trust has a strong Board with a range of skills, expertise, and experience particularly around delivery of the proposed activity and service provision. They have robust governance arrangements in place that meet the criteria for the submission of the CAT to be considered by the Council. However, there appear to be some gaps identified in relation to evidence to suggest whether the Trust in its current format has the capacity or resource to project manage the whole process for a project of such scale. For example, there is reference to staffing around service delivery when the project is operational, but it is unclear how the project would be robustly managed throughout the early stages including attracting and securing capital investment, procurement and construction. A project of this scale, risk and cost would ideally require a full time Project Manager. The submission does not reflect this and appears to be grounded more in sentimental affiliation with the building itself without full consideration of the actual operating model and future proofing for success in relation to demand for the services they have to offer and that it is suggested may already exist within a short proximity from the potential project. Page 125 of 167
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3 Type of request, payment, and conditions This section confirms the type of request and seeks and whether or not the price reflects a fair price for the asset taking into consideration community benefit ÿ Very Strong: Applicant has proposed acceptable terms, with prices reflecting Market/Fair Value. (score would reflect acceptable terms; for example – the right timescale for being able to complete the sale or lease and funds are already in place) ÿ Strong: Applicant has proposed terms, with prices reflecting Market/Fair Value. X Moderate: Applicant has proposed terms, with prices well below Market/Fair Value. ÿ Weak: Applicant has failed to propose terms or prices. ÿ Very Weak: Applicant unsure of securing funding to afford costs. Comments The Trust has had the property valued at £45k in a similar region to the councils anticipated market value of £40k. An offer of £20k has been made and the Trust are entitled to make an application for this level of discount under the requirements of the Community Empowerment (Scotland) act 2015. Given the status of the asset the offer in theory would not impact negatively on the council from a financial perspective. However, an offer significantly below market value should evidence substantial community benefit which balances with the level of discount. The application in this case does not strongly enough evidence that the planned ‘offer’ to communities adds value to, compliments or provides an alternative to existing provision. The application and business plan references some community consultation pre pandemic and does not provide a current assessment of need to justify the level of discount. The terms of the application excluding the access road and the carpark is likely to create a maintenance burden on the council when the council decision to close the asset following its re- location of the provision means that there is no operational budget associated with the site or its maintenance. There is also concern around likely duplication of service across the activity associated with the CAT proposal, which delivered by the Lanternhouse Theatre which the council has significantly invested in and those available and delivered via other local venues and organisations in the cumbernauld area. The application fails to mention these other facilities and competition regarding income streams is a concern if they have not undertaken sufficient market research before submitting the application. The attached map of facilities shows the range of services and facilities available and how there is the potential for duplication of services in the area. This calls into question the projected income generation outlined in the application as any duplication could reduce the Trusts ability to meet income targets. The projected income generation does not reflect comparable incomes levels of sites operated by the council which provided similar service provision. Page 126 of 167
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4 Link to Strategy– How the project links into the vision and ambitions set out in the Plan for North Lanarkshire (TPFNL) ÿ Very Strong: Applicant has clearly evidenced that their project links in to the key themes of TPFNL ÿ Strong: Satisfactory evidence that the applicant understands the importance of linking to the outcomes of the TPFNL ÿ Moderate: Limited evidence that the applicant understands the need to ensure the projects reflect one of more of the strands of the TPFNL. X Weak: Little or no evidence that the applicant has made a clear connection to the TPFNL ÿ Very Weak: Applicant has no understanding of the TPFNL Comments The submission outlines how it will support the key priorities across TPFNL and maps how the proposal fits with priority areas. This is however a desktop exercise that talks about how the proposal in a more general sense supports the ambitions rather than specifying or evidencing how the proposal provides additionality or a different offer that supports the vision for NL and the future operating model. The offer at the Lantern house Theatre (approx. one km away) and the range of existing community facilities in the area mean that the services as outlined in the application could present competing pressures as it duplicates the service provision and fails to align to the future hub operating model. The council has reprovisioned and invested in services and capital improvement linked to the Lanternhouse site. Information relating to the funding agreement with the Lanternhouse Theatre can be accessed hereatt96641.pdf (northlanarkshire.gov.uk). As well as the ongoing annual investment from the Council of £110k outlined in the funding agreement, the council has invested capital resources in the new Lanternhouse Theatre (to the value of £37million. Page 127 of 167
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5 Community Proposal – Includes project aims, community engagement and community benefit/need ÿ Very Strong: Full consideration has been given to the aims, objectives, and vision with clear thought to the future direction of the proposal. The proposal provides, for example, a social/economic/environmental impact. Comprehensive evidence of need/demand provided including consultations, research, and surveys. ÿ Strong: Adequate description of aims, objectives and vision for the proposal. A good understanding of the community benefits including adequate evidence. Need/demand evidence include some consultation and research. X Moderate: Limited description of the aims, objectives, and vision for the proposal. Some understanding of the community benefit but not underpinned by substantive evidence. Some evidence of need/demand provided including limited consultations, research, and surveys. X Weak: Inadequate or no description of aims, objectives and vision for the proposal. Limited reference to community benefit and associated opportunities. No evidence of need/demand provided. ÿ Very Weak: No description of aims, objectives and vision for the proposal. No reference to community benefit. No evidence of need or demand provided. Comments While the aims of the Trust and the proposal are clear in terms of their aspirations, as outlined throughout this assessment the main concern is around • duplication of services with the new theatre and school campus • the management of the earlier stages of the project to balance generating capital investment, building and construction and phased delivery and maintenance (including the potential for further decline for areas of the site not prioritised for early work). There was some market evaluation with public meetings in 2018 and a survey in 2019. This was pre pandemic and prior to the opening of the new theatre site in 2021. There is no evidence of any more recent engagement or assessment of need reflecting current provision and changes in behaviour/trends arising from the Covid 19 pandemic. There is little evidence of additionality in the proposal. Overall, the application is light on evidence of current community engagement and need. Survey completed in 2019 received with 1500 responses, (3% of Cumbernauld population). The council within its own community facilities has witnesses a 50% drop in use post pandemic, with a very slow rise in activities. The council in light of this are currently reviewing their own assets. With other third-party community activities, this is potentially a high-risk area for the group to take on Page 128 of 167
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6 Support – Includes stakeholder engagement and partnership working This section looks Including evidence community and stakeholders have been engaged ÿ Very Strong: Applicant has clearly demonstrated links with relevant stakeholders and groups as well as strong local partnership and community engagement. Evidence of joint responsibility for delivery of other projects/service. ÿ Strong: applicant has evidenced some partnership working arrangements. Relevant links with groups also evidenced along with strong community engagement activity. ÿ Moderate: Applicant has demonstrated limited links with groups and community engagement activity. Some evidence of partnership working provided. X Weak: No/poor evidence of community involvement. No/poor evidence of partnership Working. ÿ Very Weak: No evidence of community involvement. No evidence of partnership working. Comments There was some market evaluation with public meetings in 2018 and a survey in 2019. This was pre pandemic and prior to the opening of the new theatre site and there is no evidence of any more recent engagement or assessment of need reflecting current provision and changes in behaviour/trends arising from the Covid 19 pandemic. There is little evidence of additionality in the proposal. Overall, the application is light on evidence of current community engagement and need. Survey completed in 2019 received with 1500 responses, (3% of Cumbernauld population). A bulleted list of partners has been provided. There are similarities between planned provision linked to this proposal and current services and other than providing a list of partners and stating that they do and will work in partnership there is limited evidence of how engagement with potential partners has taken place to inform complementary approaches. Further information would have been useful in relation to local partners providing similar types of services and how these have been mapped to avoid duplication. Some detail could have been provided of how they would work together to deliver complementary services and activities. There may be opportunities for the Trust to provide some proposed services with existing organisations and from existing buildings and facilities which would have more closely supported the councils ambitions around the Community Hub and future operating model. The application could be viewed as being more grounded in local heritage and nostalgia rather than need which is admirable, but the council needs to consider the major investment in service and capital at the Lantern house site and the risk associated with transferring this asset that could require significant investment. Page 129 of 167
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7 Financial Information – Includes fundraising, financial planning, and management We will seek clarification of funding being in place or any potential delay in funding being in place in time for the final transfer deadline. ÿ Very Strong: Clear Evidence that sufficient financial resources are/will be in place by the time of transfer and good resource planning for short/ medium/long term sustainability demonstrated. Detailed, realistic and achievable income and expenditure, cash flow forecast provided along with a comprehensive contingency plan. ÿ Strong: Evidence indicates that sufficient financial resources are/will be in place by the time of transfer and some resource planning has been demonstrated. Satisfactory income and expenditure and cash flow forecast. Some consideration has been given to contingency planning. ÿ Moderate: Applicant has demonstrated there are some financial resources in place but all finances may not be available within the timeframe. There is limited evidence of resource planning. Basic income and expenditure and cash flow forecast induced with limited consideration given to contingency planning. X Weak: Insufficient financial resources currently in place and unlikely to be ready within the Time frame. No evidence to demonstrate resource planning. No income and expenditure and cash flow forecast provided, and no contingency plan outlined. ÿ Very Weak: No evidence of financial resources in place. No evidence of resources or financial forecast to predict cash flow. Comments The projected capital works to bring the building into operation and the expected income generation from operation of the services planned are very aspirational raising some potential concerns and gaps in the application around • A lack of evidence of contingency planning (re expected income if delays with build, emergencies, Cost of Living, pandemic, scenario planning, impact on costs) • etc) • Potential for competing services and facilities and the impact on income have not been factored into financial plans • Crowd Funding is mentioned which is not considered a reliable income stream • Capital investment is very significant and as outlined above it is unclear how the major construction project will be operationally managed The business case and application moves straight to delivery and does not fully lay out the scale of the project or how it will be financially managed in terms of • Set up costs • Build costs • Future delivery costs • Contingency planning Some points noted about revenue income • High level Income and Expenditure Table presented. However, production of an indicative cashflow (indicates income v expenditure on a month by month basis) would have Page 130 of 167
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provided reassurance that upward or downward trends in income and expenditure have been considered, ensuring that obligations can be covered each month. • Café/Bar projected revenue of £120k seems optimistic when compared to existing NLC facilities as is let income for hire of spaces £10-20 p/h – there is no information provided regarding what this has been benchmarked against or how these figures have been reached • There is a projection of £300 per month from local businesses taking space however there is already challenge in filling existing available empty space in Cumbernauld. Again it is unclear if this is comparable to market evidence of need • There is no evidence that costs provided have been assessed in the current ‘cost of living’ and ‘energy’ crisis and how this impacts on the operating costs in the short/medium term? (Contingency planning) • There is no evidence in costings relating to assessment of technical support for delivering arts and theatre activity as part of cost projections • It is not clear how factoring of cost of owning/maintaining asset has been considered to cover the period prior to mobilisation and generating income ( ie during construction, early phases of delivery) As outlined above the council has invested through a funding agreement £110k revenue resource as well as capital resources for the new Lanternhouse Theatre (building) to the value of £37 million The funding agreement can be accessed here att96641.pdf (northlanarkshire.gov.uk). Page 131 of 167
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8 Risk/Social Impact – Includes potential impact and barriers/challenges and understanding of managing the asset. ÿ Very Strong: Full evidence that applicant has in place the necessary capabilities to manage the asset. Considerable awareness of the potential impact of the transfer on others, and barriers/challenges clearly identified. Comprehensive information provided on the anticipated social benefit/impact of the transfer and how this will be measured. ÿ Strong: Satisfactory evidence that applicant has the necessary capabilities to manage the asset. Sufficient awareness of the potential impact of the transfer on others with consideration given to potential barriers/challenges. Adequate information provided on the anticipated social benefit/transfer. ÿ Moderate: Limited evidence to demonstrate capabilities to manage the asset. Some awareness of the potential impact of transfer on others and consideration given to potential barriers/challenges. Minimal information provided on the anticipated social benefit/impact of the transfer. X Weak: Inadequate or no evidence of capabilities in place to manage the asset. Little or no awareness of the potential impact of the transfer on others or possible barriers/challenges identified. No social benefit/impact monitoring outlined. ÿ Very Weak: applicant has provided no evidence of capabilities to manage the asset. No awareness of the potential impact of the transfer on others. No social benefit or impact monitoring in place. Comments As outlined at 7 and throughout assessment the business case and application does not fully reflect the scale of the project or how it will be financially managed in terms of • Set up costs • Build costs • Future delivery costs • Contingency planning The main risks are around • Potential duplication of service and therefore both the possibility of detriment to the Trust and the successful implementation of their business plan and to existing providers especially where the council has reprovisioned and invested in a similar asset and offer through the Lanternhouse site. • Much of the income generation projected is linked to café, bar and letting of space. This is an area that is still recovering from the pandemic and the cost-of-living crisis is impacting further. Community use of leisure, recreation and social services and facilities has been affected as previously stated. Participation in non-sport activities within the council remit have dropped almost 50% post pandemic and social habits have changed. This is reflected in the councils operating model plans and there is limited evidence that market need, and trends have been assessed in the current climate Page 132 of 167
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Appendix 3 Map of existing facilities Page 133 of 167
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Appendix 4 Cumbernauld Asset Map Page 134 of 167
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North Lanarkshire Council Report Education, Children, and Families Committee Does this report require to be approved? ☒ Yes ☐ No Ref AG Date 23/05/23 Strategic Performance Framework - latest performance results for Children’s Social Work and Protection From Alison Gordon, Chief Social Work Officer (Children, Families, Justice, and Integrated Practice) E-mail GordonAl@northlan.gov.uk Telephone 01698 332001 Executive Summary For strategic overview and scrutiny purposes, this report provides Members of the Education, Children, and Families Committee with an update of the latest results for a suite of specific performance indicators for the Chief Social Work Officer (Children, Families, Justice, and Integrated Practice) that can be compared nationally and are within the remit of this Committee. This information complements information on social work performance and improvement activity provided annually to committee through the Annual Report of the Chief Social Worker (CSWO). The most recent CSWO report for the period 2021/22 was presented to Education. Children and Families Committee in February 2023. The information in this report and its Appendix 1 focuses more specifically on a statutory areas of children’s social work services and provides additional national benchmarking information for key indicators. Children’s Social Work Services are delivered within a wider partnership context with oversight and strategic direction also provided through the Chief Officers Public Protection Group and Children’s Services Partnership, for which the CSWO is lead officer. A key driver of improvement and transformation over the past three years has been the Promise as reflected in the Children’s Services Plan 2021-23 and two key programmes of work: Keeping the Promise -Care and Keeping the Promise – Family Support, which have been the subject of regular reporting to Committee over the past two years. Recommendations It is recommended that the Education, Children, and Families Committee: (1) Review the high-level performance overview presented in Appendix 1, and the supporting data contained within the linked Excel spreadsheet and identify where further information is required to understand or investigate performance further. AGENDA ITEM 10 Page 135 of 167
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1. Background 1.1 There are six inter-related strategic frameworks which are key to assessing the success of The Plan for North Lanarkshire and monitoring delivery towards achieving the overall vision by ensuring each stage is appropriately planned, guided, implemented, and governed. 1.2 The six frameworks focus on ensuring a corporate one council approach in respect of Policy, Governance, Performance, Self-Evaluation, Project Management, and Demonstrating Improved Outcomes for Communities. 1.3 The Strategic Performance Framework comprises performance measurement at three levels (as per the diagram on the right). This aims to collectively provide an overview of performance to help understand the impact of council activities on improving services and outcomes for the people and communities of North Lanarkshire. The measures in this Framework allow for day-to- day activities, and progress towards achieving the long-term vision set out in The Plan for North Lanarkshire, to be regularly monitored, reported, assessed, and scrutinised. 1.4 The Strategic Performance Framework is aligned to the Accounts Commission statutory direction which places a requirement on councils to report a range of information in terms of (1) improving local services and outcomes, and (2) demonstrating Best Value. Key points of note in this respect are that the Accounts Commission also expect to see: (a) A balance in reporting areas of improvement that have been achieved and not achieved. (b) Reporting that is undertaken in a timely manner. (c) Easy access to performance information for all citizens and communities. 1.5 A Performance Reporting Schedule supports the timely submission of a range of performance information that facilitates Elected Members and senior management to undertake regular performance reviews that inform scrutiny, challenge, and decision- making processes. This Schedule, endorsed by the Audit and Scrutiny Panel in February 2023, includes Chief Officer’s individual six monthly Performance Reviews at Service Committees in line with the Strategic Performance Framework. 1.6 This report therefore presents the Education, Children, and Families Committee with the latest performance results for the Children’s Social Work and Protection areas of service for Members’ further review and scrutiny. The Plan for North Lanarkshire Priority All priorities Ambition statement All ambition statements Page 136 of 167
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2. Strategic Performance Framework Education, Children, and Families Committee responsibilities 2.1 In line with the terms of reference outlined in the Scheme of Administration, the Education, Children, and Families Committee is responsible for monitoring and reviewing performance information for the following Ambition Statements from The Plan for North Lanarkshire: 7. Enhance collaborative working to maximise support and ensure all our children and young people are included, supported, and safe. 9. Invest in early interventions, positive transitions, and preventative approaches to improve outcomes for children and young people. 14. Ensure the highest standards of public protection. 2.2 The high-level performance overview in Appendix 1 presents Members with a summary of the latest results for each performance indicator within the remit of the Chief Social Work Officer (Children, Families, Justice, and Integrated Practice). 2.3 The information in Appendix 1 comprises the following: • An ideal direction arrow - this indicates whether a higher or lower figure is the preferred direction of travel. • Measurement unit - for example whether the result is a %, a number, a unit cost (in £), or a ratio. • Performance results for the last four financial years (depending on availability of data) along with the latest year’s target and corresponding RAG status (for indicators where it is appropriate to set targets). • The most recent monthly or quarterly results, along with the corresponding target and RAG status. Note the inclusion of this information is dependent on the measurement frequency of the indicator and availability of data as at the time of reporting. • A trend graph - this captures the direction of travel achieved over the four financial years and includes the most recent monthly or quarterly results where available. • Comments - narrative summarising the current position and providing an explanation for any significant variations in performance. Where applicable, this narrative also highlights the effect of the pandemic on service delivery, e.g., any increase or decrease in the volume of transactions or enquiries processed. 2.4 A large volume of data supports the high-level performance overview in Appendix 1. This is outlined in the latest performance results for Children’s Social Work and Protection Excel spreadsheet which is available through the following link for Members to carry out a deep dive and review and scrutinise each performance indicator further. The Menu on the second tab of the spreadsheet contains built in hyperlinks that automatically take the user to a tab for each performance indicator and therefore provides a useful navigation aid to review the contents of the file. • Latest performance results for Children's Social Work and Protection.xlsx A higher figure is better A lower figure is better Key to RAG status Performance is on target and/or within acceptable thresholds Performance does not meet target and is outwith acceptable thresholds Performance surpasses the target and exceeds expectations Page 137 of 167
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Current context 2.5 The most recent Children’s Services Plan 2021-23 was published in spring 2021 and is framed around the foundations of the Promise and the United Nations Convention on the Rights of the Child (UNCRC). Young people were integral to the development of the plan with the Promise Development Team leading on the development of the vision and the Youth Council undertaking a survey focusing on awareness of rights and leading on identification of actions within the plan to promote and embed these rights. 2.6 The task groups supporting the delivery of the plan have been reconfigured in line with the updated priorities with new groups focusing on Voice and Family Support, the Corporate Parenting Task Group evolving into the Promise Partnership Care and a refreshed Mental, Health, Wellbeing and Resilience Task Group. Social Work plays a key role in each of these strands and the council’s Chief Social Work Officer is lead officer for the Children’s Service Partnership and chairs the Improving Children’s Services Group which has oversight of the work of task groups together with the Scaffolding and People elements of the Children’s Services Plan. 2.7 Children’s Social Work is uniquely placed to drive and connect the key strands of work required to support the ambitions of the Promise and the required transformation of systems, outcomes and experience for children and families. This is due to the key statutory role social work plays in supporting children and young people and their families both for children in need and those experiencing or who have experienced care and the underpinning values of inclusion and empowerment alongside a culture of partnership working. This is reflected in two key stands of the Council’s previous Programme of Work supporting the Plan for North Lanarkshire, Keeping the Promise - Care and Keeping the Promise – Support for Families, which although led by social work were built on integrated working across a range of partners. 2.8 New national guidance for child protection in Scotland published in 2021 also frames the delivery of the delivery of the children and families social work service. This updated national guidance places the safeguarding of children and young people within the wider context of GIRFEC and further emphasises the impact of poverty and the role of early family support whilst focusing also on emerging harms including extra-familial harm, the latter a driver for the development of the contextual safeguarding approach in North Lanarkshire. 2.9 It is important to note that the latest data reflected in Appendix 1 of this report is for the period 2020/21 and therefore covers a period heavily impacted by the COVID 19 pandemic. During this period some areas of statutory activity were suppressed, not only in North Lanarkshire, but nationally due to a range of factors including some aspects of harm and need being less visible and the suspension during periods of highest restrictions of non-emergency business in the children’s hearing and court systems. As reflected in the most recent CSWO, demand on children’s social work has since risen with referrals to children and families social work services growing over the past two years and in 2021/22 these were 15% higher than in 2018/19. This appears to reflect an increase in the need for support from children and families within the community. Although further work is needed to fully understand the picture which sits behind this, the change is perhaps unsurprising given the evidence that the pandemic impacted disproportionately on those who already faced the greatest adversities, including on children’s early development and wider wellbeing, and that families are now also adversely affected by the emerging cost of living crisis. Page 138 of 167
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Performance highlights 2.10 1.1% of the North Lanarkshire’s population (aged 0 to 17) are currently looked after by the local authority. The figures for 2021 show a decrease of 11.9% in the number of young people looked after compared to 2020. National average figures over the same period show 1.3% of children are looked after, with an 8.3% decrease from 2020 to 2021. A focus on family support, strengths-based practice, and integrated working has enabled North Lanarkshire to continue to achieve fewer children looked after per head of population than the national average however it should be noted that the biggest fall over this period, in both North Lanarkshire and nationally, related to children and young people experiencing care at home, with this change in part relating to the impact of the pandemic on children’s hearing system activity. 2.11 The council continues to show year on year improvement in terms of children ‘looked after in the community’. 2020/21 figures show that 96.5% of children experiencing care within North Lanarkshire were looked after in the community in family placements. This compares to 90.3% nationally and a family group average of 88.7%. The council has consistently performed in the top quartile in Scotland in this indicator and the latest results show the council to be ranked at 1. A significant element of this relates to the role of kinship care. 2.12 The need for a safe, stable place to live and ongoing secure relationships is central to a child’s plan. Latest figures show there are 4.4% of children in NL with more than one placement in the last year 2020/21 This compares to 16.8% nationally and a family group average of 13.8%. The council has consistently performed in the top quartile in Scotland in this indicator and has remained ranked at 1 for the last 7 years. This demonstrates the extent of the council’s commitment to maintaining the need to secure and maintain attachments in care planning, while recognising that no two cases will be the same, and each child must be placed in a situation that is appropriate to them. Again, however a level of caution must be applied when considering the fall in moves during this period for children and young people experiencing care in North Lanarkshire when compared with the previous year as again the pandemic had some impact on care planning and for a period on non-urgent moves, including to permanent placements. The exceptionally low figure for this period may not therefore be maintained going forward. Areas of performance requiring improvement 2.13 For this period the gross cost of children looked after in residential based services per child per week was higher in North Lanarkshire than the national and family group averages. This is an area which will continue to be monitored closely as whilst there were some pandemic related cost pressures, for example related to additional cover requirements, and there are also inflationary pressures in this sector, most notably with respect to external placements, the council remains a relatively low user of external residential care. Instead, the primary driver of the jump in costs against this measure appears to have been a temporary reduction in numbers of young people in residential care at the specific point of reporting and the associated rise in unit costs. 2.14 While traditionally the council uses residential care proportionality less than the national average, there has been a subsequent increase in young people in our own children’s houses for three main reasons: - the council’s commitment to providing support to unaccompanied children seeking asylum in a nurturing and safe environment, openness to taking older young people back into care when they need and ask for it, and the growth in continuing care. Page 139 of 167
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2.15 Following a drop of a third in numbers of children and young people supported in external residential placements over 2018-21 the number has plateaued despite a longer-term commitment to providing support Close to Home. This is due to a range of factors relating both to demand, complexity of need, and the long-term nature and supporting relationships associated with some of these placements. Nonetheless it remains a key priority of the council to ensure increased capacity to support young people with complex needs within the North Lanarkshire community. 2.16 This also drives efforts to recruit more in-house foster carers. While there are currently slightly fewer in children in foster care, the focus on supporting and encouraging young people to remain with their carers for as long as they need means a continued and sustained increase in the use of continuing care, with the effect that some foster and kinship carers are now continuing carers. 2.17 With respect to child protection, a trend over recent years has been the increase in the number of concerns recorded in relation to individual children. Whilst this remains lower than the national average it reflects increased complexity and adversities impacting on children and their families. North Lanarkshire also saw an increase in the number of children and young people who were re-registered on the Child Protection Register over this period. Whilst the primary driver of decisions in this area will always require to be individual circumstances, this is an area where on average performance is below that nationally suggesting further focus is required on support for sustainable improvement in family circumstances and safeguarding including after de-registration. This will therefore be an area which is monitored closely going forward. Next steps 2.18 As noted in paragraph 1.5, the Strategic Performance Framework is supported by a Performance Reporting Schedule. This sets out the arrangements for service, statutory, and Strategic Performance Framework reporting to committee. In this respect the relevant Committee can expect to receive the following in respect of Children’s Social Work and Protection areas of work during 2023/24. Report Description Committee Committee cycle Annual Report of the Chief Social Work Officer The Chief Social Work Officer (CSWO) of each local authority is required to provide an annual report and a standard template for this purpose is issued by the office of the Chief Social Work Advisor to the Scottish Government. The North Lanarkshire CSWO report provides information on the delivery of statutory functions, and performance and improvement activity across the range of social work services over the last year. Education, Children and Families Committee / Adult Care and Social Work Committee Cycle 1 in 2023 reverting back to cycle 4 in 2023 annually thereafter Page 140 of 167
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3. Measures of success 3.1 Measures of success include: • Regular oversight and monitoring of performance across the organisation to gain assurances in terms of governance and accountability. • Regular review and challenge processes to scrutinise the performance of the council to ensure effective use of resources and that resources are directed in accordance with agreed policy and according to priorities, while ensuring sound decision making and clear accountability for the use of resources in achieving improved outcomes for service users and the local community.  • Performance monitoring, management, and reporting arrangements that support the demonstration of improved performance in local services and outcomes, and the delivery of Best Value. 4. Supporting documentation 4.1 Appendix 1 - High-level performance overview Alison Gordon Chief Social Work Officer (Children, Families, Justice, and Integrated Practice) Page 141 of 167
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5. Impacts 5.1 Public Sector Equality Duty and Fairer Scotland Duty Does the report contain information that has an impact as a result of the Public Sector Equality Duty and/or Fairer Scotland Duty? Yes ☐ No ☒ If Yes, please provide a brief summary of the impact? If Yes, has an assessment been carried out and published on the council’s website? https://www.northlanarkshire.gov.uk/your-community/equalities/equality- and-fairer-scotland-duty-impact-assessments Yes ☐ No ☐ 5.2 Financial impact Does the report contain any financial impacts? Yes ☐ No ☒ If Yes, have all relevant financial impacts have been discussed and agreed with Finance? Yes ☐ No ☐ If Yes, please provide a brief summary of the impact? 5.3 HR policy impact Does the report contain any HR policy or procedure impacts? Yes ☐ No ☒ If Yes, have all relevant HR impacts have been discussed and agreed with People Resources? Yes ☐ No ☐ If Yes, please provide a brief summary of the impact? 5.4 Legal impact Does the report contain any legal impacts (such as general legal matters, statutory considerations (including employment law considerations), or new legislation)? Yes ☐ No ☒ If Yes, have all relevant legal impacts have been discussed and agreed with Legal and Democratic? Yes ☐ No ☐ If Yes, please provide a brief summary of the impact? 5.5 Data protection impact Does the report / project / practice contain or involve the processing of personal data? Yes ☐ No ☒ If Yes, is the processing of this personal data likely to result in a high risk to the data subject? Yes ☐ No ☐ If Yes, has a Data Protection Impact Assessment (DPIA) been carried out and e- mailed to dataprotection@northlan.gov.uk Yes ☐ No ☐ 5.6 Technology / Digital impact Does the report contain information that has an impact on either technology, digital transformation, service redesign / business change processes, data management, or connectivity / broadband / Wi-Fi? Yes ☐ No ☒ If Yes, please provide a brief summary of the impact? Page 142 of 167
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Where the impact identifies a requirement for significant technology change, has an assessment been carried out (or is scheduled to be carried out) by the Enterprise Architecture Governance Group (EAGG)? Yes ☐ No ☐ 5.7 Environmental / Carbon impact Does the report / project / practice contain information that has an impact on any environmental or carbon matters? Yes ☐ No ☒ If Yes, please provide a brief summary of the impact? 5.8 Communications impact Does the report contain any information that has an impact on the council’s communications activities? Yes ☐ No ☒ If Yes, please provide a brief summary of the impact? 5.9 Risk impact Is there a risk impact? Yes ☒ No ☐ If Yes, please provide a brief summary of the key risks and potential impacts, highlighting where the risk(s) are assessed and recorded (e.g. Corporate or Service or Project Risk Registers), and how they are managed? Managing and monitoring service performance supports the ongoing monitoring of the service’s risk register. 5.10 Armed Forces Covenant Duty Does the report require to take due regard of the Armed Forces Covenant Duty (i.e. does it relate to healthcare, housing, or education services for in-Service or ex- Service personnel, or their families, or widow(er)s)? Yes ☐ No ☒ If Yes, please provide a brief summary of the provision which has been made to ensure there has been appropriate consideration of the particular needs of the Armed Forces community to make sure that they do not face disadvantage compared to other citizens in the provision of public services. Page 143 of 167
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Appendix 1 Children’s Social Work and Protection High-level performance overview - as at March 2023 (Note, some indicators with national comparisons are based on a return that records figures as at July each year, for this reason 2021/22 figures will not be available until later spring 2023.) Appendix 1 Page 144 of 167
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North Lanarkshire Council Report Education, Children and Families Committee Does this report require to be approved? ☐ Yes ☒ No Ref: DB / TO’H Date 23/05/23 Revenue Budget Monitoring Report From: Derek Brown (Deputy Chief Executive) E-mail: BrownD@northlan.gov.uk Telephone 01698 302 517 Executive Summary This report provides a summary of the financial performance of the Education, Children and Families Service for the period 1 April 2022 to 3 March 2023 (Period 12). The report highlights the projected outturn position as at 31 March 2023, including explanations of major variances in accordance with North Lanarkshire Council’s approved Financial Regulations. The Education, Children and Families Service has a Net Revenue Budget of £466.620m for the 2022/23 financial year. Incorporated within the Revenue Budget are approved savings totalling £6.830m. It is anticipated that £3.969m (58.11%) of these savings will be realised during the current financial year. The Service is currently forecasting an overspend of £2.613m for the current financial year. The overspend is primarily the result of in-year contractual inflation uplifts. Recommendations It is recommended that the Education, Children and Families Committee: (1) Review the financial position of the Education, Children and Families revenue budget (2) Review the contents of the report The Plan for North Lanarkshire Priority All priorities Ambition statement (25) Ensure intelligent use of data and information to support fully evidence based decision making and future planning AGENDA ITEM 11 Page 147 of 167
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1. Background 1.1. North Lanarkshire Council’s approved Financial Regulations require Deputy Chief Executives and Heads of Service to remain within their approved budgetary provision, and to report all significant deviations - defined as the higher of £100,000 or 5% - within their budget monitoring reports. Where significant deviations are identified, officers must provide explanatory commentary, outline the action required to rectify such deviations and where relevant, must also highlight the impact this has on other budget headings. 2. Report 2.1. Summary of Financial Position 2.1.1. North Lanarkshire Council approved its General Fund Revenue Budget on 17 February 2022 of which £465.120m (52.4%) represented the approved Net Revenue Budget for Education, Children and Families. During 2022/23 there has been a net budget increase of £1.500m to £466.620m following operational realignments between Council Services. These movements include incorporation of 2022/23 redeterminations of £6.428m offset by the transfer of staff groups to the Chief Executives Service including the Administrative & Finance Assistant (AFA) team and Technicians Service (£2.994m) along with legislative changes in respect of employers’ national insurance contributions and other budget realignments (£1.934m). 2.1.2. The Service is forecasting a net overspend of £2.613m to the end of the financial year. Further analysis of major variances is provided within Section 2.2 of this report. 2.1.3. Included within the net overspend projection are significant, in-year, inflationary cost pressures. There are material inflationary pressures linked to increases in utility costs across the Service’s educational and Active & Creative Communities estate (£4.977m), coupled with further increases to mainstream and ASN pupil transport contracts (£3.702m). As part of the Council’s financial planning process, resources were previously earmarked following the closure of the 2021/22 annual accounts to help offset the projected inflationary pressures faced by Services during the current financial year. The consolidated position summarising in-year inflationary pressures and funding options across each Service will be presented in the Council’s summary budget monitoring report. 2.1.4. In the period up to 3 March 2023, several teacher trade union staff groups had participated in strike days in relation to pay award uplifts for 2022/23 and 2023/24. At the close of Period 12 pay deductions totalling £1.847m have been accrued in relation to action taken on 24 November, 7 December, and 10 / 11 / 19 January. Although this dispute is now resolved there are outstanding pay deductions for action taken on 28 February and 1 March which are not incorporated within this report. The financial impact of the teacher’s strike is not included in the Service’s monitoring reports because school DSM budgets were adjusted on an ongoing and equivalent basis through to the cessation of the industrial action. However, similar to Section 2.1.3 above the financial impact of the strike days is reflected in the Council’s summary budget monitoring report. 2.1.5. The current 2022/23 budget incorporates £6.830m of savings previously approved by the Council on 17 February 2022. Further information regarding particularly challenging savings, along with associated management actions and replacement in-year savings, are included within this report at Appendix 5. Page 148 of 167
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2.2. Analysis of Significant Variances 2.2.1. The Service has a total employee budget of £381.843m and currently anticipates a projected underspend of £7.664m. The underspend reflects actual and projected vacancies, along with the roll out of finalised HQ, cluster, and school staffing structures. 2.2.2. Service employee budgets are partly devolved to establishments per the Devolved School Management (DSM) scheme, with the remaining budgets held at HQ level. Under the DSM scheme devolved staffing budgets for teaching and non-teaching posts are delegated to Head Teacher management. Establishments receive allocations based on agreed formulas and distribution methods. Devolved staffing budgets for financial year 2022/23 total £221.632m. 2.2.3. The Service is anticipating an overspend of £5.646m within Property Costs predominantly linked to increased costs in relation to utilities / energy inflation (£5.293m) along with other minor overspends across the Service (£0.353m). 2.2.4. The Service is anticipating an underspend of £1.925m within Supplies & Services primarily due to synergies with external funding, management action and the curtailment of non-essential expenditure within Cluster / HQ support (£1.469m), Active and Creative Communities (£0.412m), HQ funded support to the ASN sector (£0.060m), offset by other minor overspends across the Service (£0.017m). 2.2.5. The Service is anticipating an overspend of £5.490m within Transport and Plant which reflects ongoing demand pressures within ASN transport (£2.678m) and increases to mainstream transport contract rates (£2.861m) along with minor underspends across the Service (£0.049m). 2.2.6. The Service is anticipating an underspend of £0.102m within Administration Costs primarily due to management action and the curtailment of non-essential expenditure. 2.2.7. The Service is anticipating an overspend of £1.145m within Payments to Other Bodies primarily in relation to demand led external placements within Family Fostering and Kinship awards (£0.448m), ASN service provision (£0.652m), along with other minor overspends across the Service (£0.045m) as outlined in Appendix 3. 2.2.8. The Service is anticipating an underspend of £0.433m within Transfer Payments in relation to reduced demand for childrens’ support services and applications for clothing grants. 2.2.9. The Service is anticipating an underspend of £0.826m within Other Expenditure primarily due to the curtailment of non-essential expenditure within Cluster / HQ support (£0.845m) partially offset by minor overspends within other Service areas (£0.019m). 2.2.10. The Service is anticipating an under recovery of income of £1.282m in relation to actual membership and visitor’s fees for Active and Creative Communities (£1.482m) being lower than the budget target, coupled with reduced cross-boundary ASN placements within NLC establishments (£0.366m), partially offset by a HRA funding contribution to the Tackling Poverty Team along with various minor over recoveries across the Service (£0.567m). Page 149 of 167
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2.3. Earmarked and One-Off Resources 2.3.1. In finalising North Lanarkshire Council’s annual accounts to 31 March 2022, the Education, Children and Families Service was given approval to earmark £104.983m of resources represented by £85.701m (Non-Covid) and £19.282m (Covid) to fund key projects and initiatives. Most of this reserve (£54.175m) is earmarked for existing school building contractual commitments. Other specific reserves include Pupil Equity Fund (PEF) carry forwards, Devolved School Management (DSM) carry forwards, and ring-fenced 1140 Hours grant. Future monitoring reports will continue to provide updates on use of these reserves during 2022/23, and future financial years if applicable, as outlined in Appendix 4. 2.4. 2022/23 Budget Savings and Growth 2.4.1. The Council previously approved total savings of £16.484m during 2022/23. The initial Education, Children and Families Service savings target for 2022/23 was £6.830m. The Service uses a variety of information, records, and processes to monitor achievement of its approved budget savings. As at Period 12, it is anticipated that £3.969m (58.11%) of the approved savings target will be realised in the current financial year as outlined in Appendix 5. 2.4.2. The unachieved savings of £2.861m have predominantly arisen due to temporary operational timing delays, the phased introduction of new staffing structures, consideration of the school academic calendar, and impact of Covid-19. In year management action has been taken to address this funding gap and the savings are expected to be fully achieved during future financial years. 2.4.3. As part of the Council’s approved General Fund Revenue Budget for 2022/23, the Education, Children & Families Service were allocated £3.470m towards several one- off investments. Further information on use of these one-off investment allocations during 2022/23 is provided in Appendix 6. 2.5. Management Actions 2.5.1. Management will continue to review and implement actions through to financial year end with the aim of minimising the projected overspend position. These actions will include: a) Vacancy management b) Creating efficiencies through use of grant / external funding c) Curtailment of non-essential expenditure d) Application of earmarked reserves to offset one-off cost pressures 3. Measures of success 3.1. The Service operates within approved budget resources. Page 150 of 167
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4. Supporting documentation 4.1. Appendix 1: Objective Analysis Appendix 2: Subjective Analysis Appendix 3: Payments to Other Bodies Appendix 4: Status of Earmarked Reserves Appendix 5: Savings Appendix 6: ‘Recover NL’ One-Off Investments Derek Brown Deputy Chief Executive Page 151 of 167
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5. Impacts ( http://connect/report-template-guidance ) 5.1 Public Sector Equality Duty and Fairer Scotland Duty Does the report contain information that has an impact as a result of the Public Sector Equality Duty and/or Fairer Scotland Duty? Yes ☐ No ☒ If Yes, please provide a brief summary of the impact? If Yes, has an assessment been carried out and published on the council’s website? https://www.northlanarkshire.gov.uk/your-community/equalities/equality- and-fairer-scotland-duty-impact-assessments Yes ☐ No ☐ 5.2 Financial impact Does the report contain any financial impacts? Yes ☒ No ☐ If Yes, have all relevant financial impacts have been discussed and agreed with Finance? Yes ☒ No ☐ If Yes, please provide a brief summary of the impact? As stated within the main body of the report 5.3 HR policy impact Does the report contain any HR policy or procedure impacts? Yes ☐ No ☒ If Yes, have all relevant HR impacts have been discussed and agreed with People Resources? Yes ☐ No ☐ If Yes, please provide a brief summary of the impact? 5.4 Legal impact Does the report contain any legal impacts (such as general legal matters, statutory considerations (including employment law considerations), or new legislation)? Yes ☐ No ☒ If Yes, have all relevant legal impacts have been discussed and agreed with Legal and Democratic? Yes ☐ No ☐ If Yes, please provide a brief summary of the impact? 5.5 Data protection impact Does the report / project / practice contain or involve the processing of personal data? Yes ☐ No ☒ If Yes, is the processing of this personal data likely to result in a high risk to the data subject? Yes ☐ No ☐ If Yes, has a Data Protection Impact Assessment (DPIA) been carried out and e- mailed to dataprotection@northlan.gov.uk Yes ☐ No ☐ 5.6 Technology / Digital impact Does the report contain information that has an impact on either technology, digital transformation, service redesign / business change processes, data management, or connectivity / broadband / Wi-Fi? Page 152 of 167
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Yes ☐ No ☒ If Yes, please provide a brief summary of the impact? Where the impact identifies a requirement for significant technology change, has an assessment been carried out (or is scheduled to be carried out) by the Enterprise Architecture Governance Group (EAGG)? Yes ☐ No ☐ 5.7 Environmental / Carbon impact Does the report / project / practice contain information that has an impact on any environmental or carbon matters? Yes ☐ No ☒ If Yes, please provide a brief summary of the impact? 5.8 Communications impact Does the report contain any information that has an impact on the council’s communications activities? Yes ☐ No ☒ If Yes, please provide a brief summary of the impact? 5.9 Risk impact Is there a risk impact? Yes ☒ No ☐ If Yes, please provide a brief summary of the key risks and potential impacts, highlighting where the risk(s) are assessed and recorded (e.g. Corporate or Service or Project Risk Registers), and how they are managed? The approach outlined in this report supports the Council’s actions in managing financial sustainability and financial management risks. Financial pressures and risks are reviewed on a regular basis by the Service Management Team, CMT and Committee. 5.10 Armed Forces Covenant Duty Does the report require to take due regard of the Armed Forces Covenant Duty (i.e. does it relate to healthcare, housing, or education services for in-Service or ex- Service personnel, or their families, or widow(er)s)? Yes ☐ No ☒ If Yes, please provide a brief summary of the provision which has been made to ensure there has been appropriate consideration of the particular needs of the Armed Forces community to make sure that they do not face disadvantage compared to other citizens in the provision of public services. Page 153 of 167
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APPENDIX 1 [1] [2] [3] [5] [6] [8] [9] [10] Early Years 31,110,808 31,110,808 0 31,920,353 31,920,353 0 0.0% 0 Balanced Budget Primary Schools 123,260,986 123,260,986 0 137,042,002 137,042,002 0 0.0% 0 Balanced Budget Secondary Schools 120,361,343 120,361,343 0 128,673,940 128,673,940 0 0.0% 0 Balanced Budget Special Schools 18,768,485 18,768,485 0 20,762,878 20,762,878 0 0.0% 0 Balanced Budget Education Service Delivery 19,764,164 20,357,849 (593,685) ADV 73,536,780 75,191,566 (1,654,786) ADV (2.3%) 1,155,009 Overspends within transportation costs linked to ASN service delivery and contract inflation pressures partially offset by underspends contained within employee costs budgets. Children & Families 34,548,073 34,539,828 8,245 FAV 38,918,528 38,898,332 20,196 FAV 0.1% (269,013) Underspends contained with employee cost budgets partially offset by overspends within Family Placements, External Fostering & Kinship Placements Justice Services 19,551 (143,498) 163,049 FAV 73,431 (122,883) 196,314 FAV 267.3% 216,746 Underspends in employee costs due to grant synergies Active & Creative Communities 8,819,026 9,920,766 (1,101,740) ADV 25,037,035 26,567,127 (1,530,092) ADV (6.1%) (199,202) Overspends linked to increased utitlities costs along with reduced income in relation to membership fees and site visitors a result of Covid partially offset by underspends contained within employee cost budgets. Employability 6,831,349 6,789,772 41,577 FAV 3,906,759 3,864,032 42,727 FAV 1.1% 12,000 Minor underspend Community Learning 4,074,867 3,861,356 213,511 FAV 4,765,748 4,457,875 307,873 FAV 6.5% 8,712 Underspends contained within employee cost budgets with over-recovery of external funding. Welfare 2,272,919 2,270,745 2,174 FAV 1,982,434 1,977,355 5,079 FAV 0.3% 25,914 Minor underspend NET EXPENDITURE 369,831,572 371,098,440 (1,266,868) ADV 466,619,888 469,232,577 (2,612,689) ADV (0.6%) 950,166 As stated above [4] [7] PROJECTED OUT-TURN PROJECTED OUT-TURN VARIANCE % PERIOD MOVEMENT ANALYSIS NORTH LANARKSHIRE COUNCIL Revenue Budget Monitoring Report - Objective Analysis Period 12 (01 April 2022 - 03 March 2023) Education, Children & Families DIVISION OF SERVICE BUDGET TO DATE ACTUAL TO DATE YEAR TO DATE VARIANCE ANNUAL BUDGET Page 154 of 167
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APPENDIX 2 [1] [2] [3] [5] [6] [8] [9] [10] EMPLOYEE COSTS 332,818,362 326,196,417 6,621,945 FAV 381,843,198 374,179,245 7,663,953 FAV 2.0% 749,635 Underspend primarily due to phasing of external funding with recruitment reflecting academic not financial year along with vacancy management. PROPERTY COSTS 59,407,028 64,298,928 (4,891,900) ADV 66,212,116 71,858,135 (5,646,019) ADV (8.5%) (59,878) Impact of projected increased utitlity costs across the school estate and Active and Creative Communities and other minor overspends across the Service. SUPPLIES & SERVICES 15,606,659 13,794,151 1,812,508 FAV 27,662,942 25,737,844 1,925,098 FAV 7.0% 103,124 Management action, curtailment of non-essential expenditure and synergies with external funding to support increased costs and demands within other areas of the Service TRANSPORT & PLANT 12,283,794 16,302,252 (4,018,458) ADV 13,937,414 19,427,106 (5,489,692) ADV (39.4%) 23,155 Overspend in relation to ongoing cost pressures linked to ASN service delivery and observed market increases for mainstream transport contracts. ADMINISTRATION COSTS 5,239,697 5,208,521 31,176 FAV 7,615,018 7,513,219 101,799 FAV 1.3% 89,762 Management action, curtailment of non-essential expenditure and synergies with external funding to support increased costs and demands within other areas of the Service PAYMENTS TO OTHER BODIES 37,211,741 38,173,323 (961,582) ADV 44,801,520 45,946,023 (1,144,504) ADV (2.6%) (152,888) Overspend in relation to external ASN placements and external fostering / kinship placements. TRANSFER PAYMENTS 3,882,741 3,524,739 358,002 FAV 4,494,399 4,061,527 432,872 FAV 9.6% 252,872 Underspend in relation to clothing grant applications and children's support services CAPITAL FINANCING COSTS 1,385,300 1,385,300 0 43,710,875 43,710,875 0 0.0% 0 Balanced budget REVENUE FINANCING COSTS 0 0 0 0 0 0 0.0% 0 Balanced budget OTHER EXPENDITURE 9,740,587 9,042,616 697,971 FAV 23,679,731 22,853,552 826,179 FAV 3.5% 206 Management action, curtailment of non-essential expenditure and synergies with external funding to support increased costs and demands within other areas of the Service TOTAL EXPENDITURE 477,575,909 477,926,247 (350,338) ADV 613,957,213 615,287,526 (1,330,313) ADV (0.2%) 1,005,988 As stated above INCOME (107,744,337) (106,827,807) (916,530) ADV (147,337,325) (146,054,949) (1,282,376) ADV 0.9% (55,823) Reduced income in relation to Active and Creative Communities membership fees and site visitors and fewer cross-boundary ASN placements within NLC NET EXPENDITURE 369,831,572 371,098,440 (1,266,868) ADV 466,619,888 469,232,577 (2,612,689) ADV (0.6%) 950,165 As stated above [4] [7] PROJECTED OUT-TURN PROJECTED OUT-TURN VARIANCE % PERIOD MOVEMENT ANALYSIS NORTH LANARKSHIRE COUNCIL Revenue Budget Monitoring Report - Subjective Analysis Period 12 (01 April 2022 - 03 March 2023) Education, Children & Families CATEGORY BUDGET TO DATE ACTUAL TO DATE YEAR TO DATE VARIANCE ANNUAL BUDGET Page 155 of 167
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APPENDIX 3 [1] [2] [3] [5] [6] [8] [9] [10] GENERAL PTOBS 8,681,680 8,779,487 (97,807) ADV 11,574,461 11,684,032 (109,572) ADV (1.0%) (36,672) Minor overspends across various PTOB budget heads ADDITIONAL SUPPORT NEEDS 4,139,265 4,690,599 (551,334) ADV 7,741,252 8,392,829 (651,577) ADV (8.4%) (322,503) Increased costs in relation to out of authority ASN provision for day placements, residential and secure accommodation EARLY YEARS 13,993,995 14,024,394 (30,399) ADV 13,929,454 13,953,104 (23,650) ADV (0.2%) (23,650) Minor overspend VOLUNTARY ORGANISATIONS 997,515 929,513 68,002 FAV 1,279,484 1,191,411 88,073 FAV 6.9% 98,437 Minor underspend FAMILY PLACEMENTS 9,339,401 9,689,595 (350,194) ADV 10,054,583 10,502,361 (447,778) ADV (4.5%) 131,500 Impact of increased costs as result of contract inflation pressures along with continued demand within this service area CHILDRENS SERVICES - GENERAL 59,885 59,735 150 FAV 222,286 222,286 0 0.0% 0 Balanced budget TOTAL EXPENDITURE 37,211,741 38,173,323 (961,582) ADV 44,801,520 45,946,023 (1,144,504) ADV (2.6%) (152,888) As stated above [4] [7] PROJECTED OUT-TURN PROJECTED OUT-TURN VARIANCE % PERIOD MOVEMENT ANALYSIS NORTH LANARKSHIRE COUNCIL Revenue Budget Monitoring Report - Payments to Other Bodies Period 12 (01 April 2022 - 03 March 2023) Education, Children & Families CATEGORY BUDGET TO DATE ACTUAL TO DATE YEAR TO DATE VARIANCE ANNUAL BUDGET Page 156 of 167
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APPENDIX 4 Value % Service Specific Earmarked Reserves: School Carry Forward / Support 5,331,815 0 5,331,815 3,814,990 5,331,815 100.0% 0 0 5,331,815 PEF Carry Forward 5,122,022 0 5,122,022 4,728,020 5,122,022 100.0% 0 0 5,122,022 Seemis Replacement Project 36,399 0 36,399 33,599 36,399 100.0% 0 0 36,399 Early Learning and Childcare 14,248,598 (6,759,000) 7,489,598 5,227,456 7,489,598 100.0% 0 0 7,489,598 CYPMHW Framework 18,881 0 18,881 0 18,881 100.0% 0 0 18,881 Shotts Prison 46,844 0 46,844 0 0 0.0% 46,844 0 0 Spend anticipated over multiple financial years School Contractual Obligations 54,174,844 (54,174,844) 0 0 0 0.0% 0 0 0 Asylum Seeker 32,333 0 32,333 29,846 32,333 100.0% 0 0 32,333 Whole Family Wellbeing 233,272 0 233,272 0 0 0.0% 233,272 0 0 Spend anticipated over multiple financial years Student Social Worker Resumption Funding from Universities 21,380 0 21,380 0 0 0.0% 21,380 0 0 Spend anticipated over multiple financial years ESF Match Funding - Pipeline 406,136 0 406,136 374,895 406,136 100.0% 0 0 406,136 Active & Creative Communities 2,568,303 0 2,568,303 2,568,303 2,568,303 100.0% 0 0 2,568,303 Youth Guarantee Funding 2,908,913 0 2,908,913 856,169 1,454,413 50.0% 1,454,500 0 1,454,413 Spend anticipated over multiple financial years Legacy Flexible Fund 67,157 0 67,157 67,157 67,157 100.0% 0 0 67,157 DigitalNL Savings 310,825 0 310,825 310,825 310,825 100.0% 0 0 310,825 Roots Opportunity for Growth (LAA Children) 173,208 0 173,208 112,447 173,208 100.0% 0 0 173,208 SUB-TOTAL (Non-Covid) 85,700,930 (60,933,844) 24,767,086 18,123,707 23,011,090 92.9% 1,755,996 0 23,011,090 Service Specific Earmarked Reserves (COVID-19): Education Services Head Quarters 1,301,807 (134,000) 1,167,807 509,068 1,078,307 92.3% 89,500 0 1,078,307 Spend anticipated over multiple financial years Education Services Schools 12,075,284 (1,628,888) 10,446,396 5,712,625 5,243,396 50.2% 5,203,000 0 5,243,396 Spend anticipated over multiple financial years Social Work Services - Criminal Justice 57,341 0 57,341 30,875 57,341 100.0% 0 0 57,341 Active & Creative Communities 702,425 0 702,425 702,425 702,425 100.0% 0 0 702,425 Financial Insecurity / Welfare 4,645,208 0 4,645,208 2,296,074 2,440,958 52.6% 2,204,250 0 2,440,958 Spend anticipated over multiple financial years Community Renewal Fund 500,000 0 500,000 0 250,000 50.0% 250,000 0 250,000 Spend anticipated over multiple financial years SUB-TOTAL (Covid) 19,282,065 (1,762,888) 17,519,177 9,251,067 9,772,427 55.8% 7,746,750 0 9,772,427 TOTAL 104,982,995 (62,696,732) 42,286,263 27,374,774 32,783,517 77.5% 9,502,746 0 32,783,517 Commentary Regards UsageDESCRIPTION OF EARMARKED RESOURCE Reserve Allocation Adjustments In Year Approved Reserve Total Spend to Date Projected Spend Reserves No Longer Required Reserves Required In Year Reprofiled to Future Years FINANCIAL YEAR - 2022/23 NORTH LANARKSHIRE COUNCIL Revenue Budget Monitoring Report - Status of Earmarked Reserves Period 12 (01 April 2022 - 03 March 2023) Education, Children & Families Page 157 of 167
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APPENDIX 5 £000 £000 £000 £000 £000 Reconfiguration of Secondary School Week to Facilitate Transformative Practice 626 626 0 0 Reconfiguration of Secondary Management Structures 474 474 0 0 Management Models for Future Campuses 159 159 0 0 Realignment of Early Years Grant Cash Flow to Match Expenditure 1,000 1,000 0 0 Residential / Family Placements / Throughcare 600 300 300 Current level of service demand is in excess of budgetary provision Management Action within other areas of the Service to offset savings gap. 300 0 Merger / Rezoning School Catchments 675 175 500 Delay in the implementation of the associated saving Approval in place to rephase saving and delay full-year implementation until 2023/24. In-year Management Action within other areas of the Service to offset savings gap. 500 0 Librarians 238 177 61 Delay in the implementation of the associated saving Management Action within other areas of the Service to offset savings gap. 61 0 Reduce management fees to Culture and Leisure NL 3,058 1,058 2,000 Delay in the implementation of the associated saving In-year allocation of approved Earmarked Reserve to manage delay in the implementation of the associated saving. 2,000 0 TOTAL 6,830 3,969 2,861 As stated above As stated above 2,861 0 58.11% 41.89% 41.89% 0.00% Delivered Gap Replacement Revised-Gap DESCRIPTION Value Revised Savings Gap CommentarySavings Gap NORTH LANARKSHIRE COUNCIL Revenue Budget Monitoring Report - Savings Period 12 (01 April 2022 - 03 March 2023) Education, Children & Families APPROVED SAVINGS REPLACEMENT SAVING / FUNDING DESCRIPTION OF APPROVED SAVING Target Value Value Deliverable Reasons for Savings Gap Page 158 of 167
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APPENDIX 6 Value % Recover NL One-Off Investments Active & Creative Communities Culture, Leisure and Sport Facility Improvement Programme Following the insourcing of culture, leisure and sport services it is recognised that there is investment required to ensure customers experience a positive and safe environment from the Council's facilities which will, in turn, support increased use of facilities and participation in active and creative activities. 1,000,000 1,000,000 1,000,000 100.0% 0 Usage in line budget motion approval Active & Creative Communities Active60 Pass Building on the success of the Council's Active65 membership pass at £50 for the year, continuation for one more year and extending the scheme to over 60s. 550,000 550,000 550,000 100.0% 0 " Active & Creative Communities Keeping the Promise Free provision of sport and leisure facilities for care experienced children and young people to promote physical and mental wellbeing. This would include AccessNL memberships, family passes to Time Capsule Waterpark and nutritional wellbeing support for one year. 300,000 300,000 300,000 100.0% 0 " Active & Creative Communities Active Teens Extending the successful Active Teen programme of free gym memberships for 11-15 year olds during the working week for one more year. 300,000 300,000 300,000 100.0% 0 " Education, Children & Families Scottish Attainment Challenge Reinstate Scottish Attainment Challenge funding for one year only. 1,020,000 979,038 1,020,000 100.0% 0 " Education, Children & Families School and Early Years Clothing Grants Continuation of enhanced grant value for school aged pupils and NLC scheme for early years children for one more year. 300,000 300,000 300,000 100.0% 0 " TOTAL 3,470,000 3,429,038 3,470,000 100.0% 0 Projected Spend Projected Spend Variance Commentary Regards Usage FINANCIAL YEAR - 2022/23 NORTH LANARKSHIRE COUNCIL Revenue Budget Monitoring Report - Recover NL One-Off Investments Period 12 (01 April 2022 - 03 March 2023) Education, Children & Families DIVISION PRIORITY AREA COUNCIL MOTION AREA Approved Investment Total Spend to Date Page 159 of 167
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North Lanarkshire Council Report Education, Children & Families Committee Does this report require to be approved? ☐ Yes ☒ No Ref AT/JMcK Date 23/05/23 Contracts awarded below Committee approval threshold From James McKinstry, Chief Officer (Assets and Procurement) Email mckinstryj@northlan.gov.uk Telephone James McKinstry 07939 281102 1. Background 1.1 The Councils General Contract Standing Orders (the ‘GCSOs’) outline financial approval thresholds for contracts for goods, works and services. Contract awards above £500,000 for Supplies and Services and above £2,000,000 for Works require approval by the Committee. These contract awards are considered by the Committee on a case-by-case basis. 1.2 Where the value of a contract award is between £50,000 and £500,000 for Supplies and Services and between £500,000 and £2,000,000 for Works, GCSOs require that the Chief Officer of Assets and Procurement award these contracts on behalf of the appropriate Chief Officer. 1.3 The Chief Officer of Assets and Procurement is required to notify Committee on a regular basis of any such contracts awarded on behalf of Procuring Service Areas. Executive Summary This report notifies the Committee of the contracts awarded between 1 January 2023 to 31 March 2023. It sets out those contracts awarded with a value below the financial threshold requiring Committee approval. Recommendations It is recommended that the Education, Children and Families Committee: • advised of the Contracts awarded below Committee approval threshold between 1 January 2023 to 31 March 2023 as per the process within the Council’s General Contract Standing Orders. The Plan for North Lanarkshire Priority Improve North Lanarkshire's resource base Ambition statement (18) Ensure our digital transformation is responsive to all people's needs and enable access to the services they need AGENDA ITEM 12 Page 161 of 167
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2. Report 2.1 The GCSOs require that contracts in excess of £500,000 for supplies and services and £2,000,000 for works are approved, on a case-by-case basis, by the Committee before award. 2.2 The GCSOs require that contracts with a value above £50,000 but less than £500,000 for Supplies and Services and above £500,000 but less than £2,000,000 for Works are awarded by the Chief Officer of Assets and Procurement on behalf of the appropriate Chief Officer. 2.3 The contracts awarded by the Chief Officer of Assets and Procurement that are under the £500,000 Committee financial approval threshold for Supplies and Services and £2,000,000 for Works in the period from 1 January 2023 to 31 March 2023 are detailed in Appendix 1. 3. Measures of success 3.1 Contracts support the delivery of Council and service priorities. 3.2 Appointment of contractors who have suitable experience and capability to deliver the required supplies, services or works. 3.3 Contracts awarded by the Council are compliant with GCSOs and procurement legislation. 3.4 The Council’s Contract Register is kept updated by services and management information is comprehensive and accurate. 3.5 Best Value is both demonstrable and achieved. 4. Supporting documentation 4.1 Appendix 1 - Summary of contracts awarded. James McKinstry Chief Officer (Assets and Procurement) Page 162 of 167
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5. Impacts ( http://connect/report-template-guidance ) 5.1 Public Sector Equality Duty and Fairer Scotland Duty Does the report contain information that has an impact as a result of the Public Sector Equality Duty and/or Fairer Scotland Duty? Yes ☐ No ☒ If Yes, please provide a brief summary of the impact? If Yes, has an assessment been carried out and published on the council’s website? https://www.northlanarkshire.gov.uk/your-community/equalities/equality-and-fairer- scotland-duty-impact-assessments Yes ☐ No ☒ 5.2 Financial impact Does the report contain any financial impacts? Yes ☒ No ☐ If Yes, have all relevant financial impacts have been discussed and agreed with Finance? Yes ☒ No ☐ If Yes, please provide a brief summary of the impact? Where Financial impacts have been identified, they have been established and addressed in each specific Contract Strategy and incorporated into the project. The Council’s Procurement Strategy proposes methods of maximising the delivery of procurement benefits that could bring improved financial return to the Council and the areas wider economy. Certain benefits have a monetary value attached and these will be monitored on a project-by-project basis. 5.3 HR policy impact Does the report contain any HR policy or procedure impacts? Yes ☒ No ☐ If Yes, have all relevant HR impacts have been discussed and agreed with People Resources? Yes ☒ No ☐ If Yes, please provide a brief summary of the impact? Where HR impacts have been identified, they have been established and addressed in each specific Contract Strategy and incorporated into the project. Contracts awarded by the Council are compliant with GCSOs and procurement legislation. 5.4 Legal impact Does the report contain any legal impacts (such as general legal matters, statutory considerations (including employment law considerations), or new legislation)? Yes ☒ No ☐ If Yes, have all relevant legal impacts have been discussed and agreed with Legal and Democratic? Yes ☒ No ☐ If Yes, please provide a brief summary of the impact? Where Legal impacts have been identified, they have been established and addressed in each specific Contract Strategy and incorporated into the project. Page 163 of 167
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Contracts awarded by the Council are compliant with GCSOs and procurement legislation. 5.5 Data protection impact Does the report / project / practice contain or involve the processing of personal data? Yes ☐ No ☒ If Yes, is the processing of this personal data likely to result in a high risk to the data subject? Yes ☐ No ☒ If Yes, has a Data Protection Impact Assessment (DPIA) been carried out and e-mailed to dataprotection@northlan.gov.uk Yes ☐ No ☒ 5.6 Technology / Digital impact Does the report contain information that has an impact on either technology, digital transformation, service redesign / business change processes, data management, or connectivity / broadband / Wi-Fi? Yes ☒ No ☐ If Yes, please provide a brief summary of the impact? All contracts listed have been assessed by the Enterprise Architecture Governance Group (EAGG). Where the impact identifies a requirement for significant technology change, has an assessment been carried out (or is scheduled to be carried out) by the Enterprise Architecture Governance Group (EAGG)? Yes ☒ No ☐ 5.7 Environmental / Carbon impact Does the report / project / practice contain information that has an impact on any environmental or carbon matters? Yes ☒ No ☐ If Yes, please provide a brief summary of the impact? Sustainable procurement is one of the key objectives of the Council’s Procurement Strategy and will have a positive impact, including, embedding sustainable procurement as business as usual and incorporating community benefits into the Councils contracts. Supporting local businesses and SMEs through closer working with colleagues in the Council’s Enterprise department and by making our processes more streamlined and accessible. Where Environmental/Carbon impacts have been identified, they have been established and addressed in each specific Contract Strategy and incorporated into the project. 5.8 Communications impact Does the report contain any information that has an impact on the council’s communications activities? Yes ☐ No ☒ If Yes, please provide a brief summary of the impact? 5.9 Risk impact Is there a risk impact? Yes ☒ No ☐ If Yes, please provide a brief summary of the key risks and potential impacts, highlighting where the risk(s) are assessed and recorded (e.g. Corporate or Service or Project Risk Registers), and how they are managed? Page 164 of 167
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Where Risk impacts have been identified, they have been established and addressed in each specific Contract Strategy and incorporated into the project. Contract award procedures may be susceptible to legal challenge if they are not discharged in accordance with GCSO and procurement legislation. 5.10 Armed Forces Covenant Duty Does the report require to take due regard of the Armed Forces Covenant Duty (i.e. does it relate to healthcare, housing, or education services for in-Service or ex-Service personnel, or their families, or widow(er)s)? Yes ☐ No ☒ If Yes, please provide a brief summary of the provision which has been made to ensure there has been appropriate consideration of the particular needs of the Armed Forces community to make sure that they do not face disadvantage compared to other citizens in the provision of public services. Page 165 of 167
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APPENDIX 1 – SUMMARY OF BELOW THRESHOLD CONTRACT AWARDS Contract Description Contract Award Date Contract Start Date Contract End Date Contract Extension Contract Value (inc extension) (£s) Successful Tenderer Supplies Services Works No of Tenders Received Route* FF: Solutions for ASN Pupils (Equipment & Adaptations) 31/01/2023 01/02/2023 31/01/2024 31/01/2026 £480,000.00 Activate for Kids Limited, James Leckie Design Limited, Jenx Limited T/A Jiraffe, SchuchmannLLP Services 4 FO Counselling Service for Care Experienced Young People 15/03/2023 10/04/2023 09/04/2024 09/04/2027 £200,000.00 Therapeutic Counselling Services Ltd Services 5 CO Bespoke Early Years Agreement 10/03/2023 01/08/2023 31/07/2024 N/A £427,000.00 Kidstore Childcare Ltd Services 1 *N Support Services for Domestic Abuse 2021-25 03/03/2023 01/06/2023 31/05/2024 31/05/2025 £350,000.00 Sacro Services 1 **EXT *N - Contract awarded via the use of the Negotiated Tendering Procedure to best value provider as an interim arrangement to ensure continuity of care. ** - Contract Extension to incumbent provider delivering best value. Provision for extension made in original contract award reported to a previous Committee. Key – Procurement Route CO - Contract Open Procedure CR - Contract Restricted Procedure FO - Framework Open Procedure FR - Framework Restricted Procedure FMCC - Mini Comp Council Framework FMC3 - Mini Comp 3rd Party Framework Page 166 of 167
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DAFC - Direct Award Council Framework DAF3 - Direct Award 3rd Party Framework DAH&SC - Direct Award Health & Social Care Related Services N - Negotiated Contract EXT - Extension to Contract/Framework Page 167 of 167