Agenda Document Pack - Education, Children and Families Committee - 12/09/2023
North Lanarkshire Council · 12 September 2023
Back to Education, Children and Families Committee — 12 September 2023 and its agenda
Text extracted from the council's PDF. Layout and reading order may differ from the original.
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1 September 2023 Members of the Education, Children and Families Committee Chief Executive’s Office Archie Aitken Chief Officer (Legal & Democratic) Civic Centre, Windmillhill Street, Motherwell ML1 1AB www.northlanarkshire.gov.uk Notice is given that a Meeting of the Education, Children and Families Committee is to be held in the Council Chamber, Civic Centre, Windmillhill Street, Motherwell, ML1 1AB on Tuesday, 12 September 2023 at 14:00 PM which you are requested to attend. The agenda of business is attached. Archie Aitken Chief Officer (Legal & Democratic) Members : Clerk Name: Clare Louise McDonald Clerk Telephone: 01698 302190 Clerk Email: mcdonaldcl@northlan.gov.uk A Campbell, M McBride, D Ashraf, A Ballinger, C Barclay, M Boyd, H Brannan-McVey, B Burgess, C Costello, M Coyle, S Coyle, G Currie, P Di Mascio, H Dunbar, F Fotheringham, W Goldie, M Hughes, T Johnston, J Jones, P Kelly, A Khan, K Larson, G Lennon, H Loughran, A Masterton, B McCluskey, B McCulloch, P McDade, F McKay, R McKendrick, C McManus, M McPake, A McVey, L Mitchell, P Patton, D Robb, K Stevenson, A Stubbs, J Toner, N Wilson. Page 1 of 484
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Agenda 1 Declarations of Interest In Terms of the Ethical Standards In Public Life Etc. (Scotland) Act 2000 OPERATIONAL 2 Progress Update on Digital Learning and the Digital School Submit report by the Chief Officer (Education - North) outlining the progress made in the development of the Digital School 2022/2027 workplan (copy herewith) 5 - 42 3 Developing Gaelic Language within North Lanarkshire - Leasachadh Dealdhadh Gaidhlig ann an Comhairle Shiorrachd Lannraig a Tuath Submit report by the Chief Officer (Education - North) providing an update on the year 1 progress of the current Gaelic Language Plan 2022/2027 (copy herewith) 43 - 92 4 Proposals for Statutory Public Consultations on the Reconfiguration of Early Learning and Childcare and Primary Education in the West Area of Cumbernauld Submit report by the Chief Officer (Education - North) setting out proposals for statutory public consultations on the proposed amalgamation of Condorrat Primary with Baird Memorial Primary School and the relocation of the Gaelic Medium Education into Baird Memorial Building (copy herewith) 93 - 108 5 1140 Hours Expansion Programme Submit report by the Chief Officer (Education - North) providing an update on the 1140 Hours Early Learning and Childcare (ELC) expansion programme within North Lanarkshire (copy herewith) 109 - 120 6 Getting it Right for Every Child Submit report by the Chief Officer (Education - North) detailing progress with the Roadmap to Recovery and the Strength and Difficulties Questionnaire survey (copy herewith) 121 - 164 7 Pathways to Employment Progress Report 2022/23 2023/24 Submit report by the Chief Officer (Education - South) setting out progress made and targets set within the Developing the Young Workforce Delivery Plan (copy herewith) 165 - 196 8 Resilient People and Brighter Futures: Report on Progress in Relation to Community Learning and Development Activity Submit report by the Chief Social Work Officer (Children, Families, Justice and Integrated Practice) providing an overview on progress in relation to community learning and development activity for the year 2022/23 (copy herewith) 197 - 250 9 School Holidays - Consultation on Reducing Summer Break Submit report by the Chief Officer (Education - North) setting out the results of the school holiday consultation recently undertaken (copy herewith) 251 - 256 10 Proposed Relocation of Mavisbank School to the existing Carnbroe Primary School Site Submit report by the Chief Officer (Education - North) providing an update on the statutory consultation process, with regard to the proposed relocation of Mavisbank School to the existing Carnbroe School site (copy herewith) 257 - 302 11 Proposed Relocation of Gartcosh Primary School to a New Site Submit report by the Chief Officer (Education - North) providing an update on the outcome of the statutory consultation process, on the proposed relocation of Gartcosh Primary School to a New Site Incorporating a Language and Communication Support Centre and Early Learning and Childcare provision (copy herewith) 303 - 346 Page 3 of 484
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12 Consultation Outcome on Rezoning Dunlop Estate Area Submit report by the Chief Officer (Education - North) providing the outcomes of a statutory public consultation on proposals to rezone the Dunlop Estate area at Cardowan, Stepps into North Lanarkshire Council school catchment areas (copy herewith) 347 - 360 13 Proposals for use of Whole Family Wellbeing Fund in North Lanarkshire Submit joint report by the Chief Social Work Officer (Children Families, Justice and Integrated Practice) and the Chief Officer (Education - North) outlining proposals for the investment of the Whole Family Wellbeing Fund (WFWF) in North Lanarkshire (copy herewith) 361 - 416 FINANCIAL 14 Revenue Budget Monitoring Report Submit report by the Chief Officer (Education - South) providing a summary of the financial performance of the Education, Children and Families Service for the period 1 April to 21 July 2023 (Period 4) (copy herewith) 417 - 428 15 Annual Bad Debt Write-Off Exercise Submit report by the Chief Officer (Education - South) providing a summary of outstanding debtor accounts relating to previous financial years, deemed to be uncollectable following all attempts at recovery or not economically viable to continue pursuing (copy herewith) 429 - 434 PERFORMANCE 16 Strategic Performance Framework - Latest Performance Results for Education Submit joint report by the Chief Officer (Education - South) and Chief Officer (Education -North) providing an update of the latest performance results against the identified measures and key areas of progress (copy herewith) 435 - 448 REMIT 17 Remit Adult Health and Social Care - Quality Assurance Annual Report Submit report by the Acting Chief Officer (Performance, Planning and Quality Assurance) providing an update on the Quality Assurance activity over the annual period of 1 April 2022 to 31 March 2023 (copy herewith) 449 - 484 Page 4 of 484
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North Lanarkshire Council Report Education Children and Families Committee Does this report require to be approved? ☐ Yes ☒ No Ref GMcL/JW Date 12/09/23 Progress Update on Digital Learning and the Digital School From Gerard McLaughlin, Chief Officer (Education - North) E-mail mclaughling@northlan.gov.uk Telephone 07793 599269 Executive Summary Education and Families, in establishing its Digital School, set an ambitious strategic direction for digital learning in all establishments. This has been integral to the continued development of Digital pedagogical approaches and skills for young people following the focus on remote learning during periods of lockdown. This work involves increasing the digital literacy, skills and knowledge of children and young people, through strengthening digital pedagogies applied by staff. Importantly, the report is structured around three key measures and stretch aims of the Digital School 2022-2027 workplan, which the service has identified to benchmark its achievements in this critical phase of activity, and as a basis of future planning and reporting. • Transformational change. Focus on the transformation of the digital infrastructure and connectivity across the school estate. This will also include project management of devices and experiences such as interactive panels and Immersive Classrooms • Building Capacity. Continual development of sustainable CLPL for all staff. This will progress to the development of digital pedagogical approaches across learning, teaching and assessment and empower establishments to lead digital improvement priorities. There will be continued promotion of Digital Schools Award Scotland and Microsoft Educator. • Learning Experience Linking very much to the first area of transformational change, this will focus on the devices and technologies in establishments and the impact these have on individual learners’ experiences. As well as continuing to develop consistent experiences and access for learners across North Lanarkshire. This work is part of the wider planning within We Aspire and the Plan for North Lanarkshire to enable the economic prosperity of people, by ensuring a digitally skilled workforce. Recommendations It is recommended that Education, Children and Families Committee: 1) Acknowledge the continued progress made in the development of the Digital School; Item 2 Page 5 of 484
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1. Background 1.1 Digital technology is recognised as making a significant contribution to learning and teaching practices within North Lanarkshire. Previous papers to the Education, Children and Families Committee have highlighted that when used appropriately and with staff being supported, digital technology enriches learning and teaching, helps to raise levels of attainment, and helps address learning loss. 1.2 Online tools and resources have been used in classroom across North Lanarkshire to enrich children and young people’s experiences. Digital approaches give the ability for learning teaching and assessment to take place remotely as well as in school. 1.3 In developing a digital approach to learning and delivering teaching, it is important that all stakeholders have a shared understanding of the key concepts and expectations of them. 1.4 The 5-year work plan for the NL Digital School, is intended as guidance which can be used by class teachers and school leaders when developing their own approaches to a digitally rich curriculum. The workplan will set out stretch aims that the NL Digital School will measure impact and quality assure its own improvement. 1.5 The service has developed the established approach to school-based validation to include wider areas. The Validated Self-Evaluation visit enables the service to add depth and robustness to reporting and: • Ensures the alignment of the policy in the strategic areas planning. • Is the service area having an impact on the NL aims? • Approval of SMT for actions and planning • Continual self-evaluation to measure outcomes. 1.6 The Digital School focussed the VSE on the two areas of the workplan. In line with the self-evaluation paper the team planned two days of meetings, evidence, and learning experiences. 1.7 The Education and Families Committee has overseen and approved the strategic and operational approach to developing digital learning and teaching to meet the needs of schools and learners now and in the future. 2. Report 2.1 Through the workplan of the Digital School the service has strengthened their commitment to ensuring a consistent high quality digital learning experience for children and young people. The workplan details stretch aims under the three key priorities: 2) Acknowledge the development of the Virtual classroom as the universal resource for young people and staff. 3) Approve the three key measures of success, as described in section 2.1. 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 Page 6 of 484
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• Transformational Change - Developing a high-quality, aspirational digital learning environment across all establishments and sectors. • Building Capacity - Have all staff undertake continuous lifelong professional learning in digital pedagogical approaches, evidenced through consistent, high- quality learning experiences. • Learner Experience - All children and young people across all educational sectors will receive consistent, high-quality digital learning and teaching experiences across CfE. These digital learning experiences will improve pupils’ digital skills and knowledge which will lead to sustained positive destinations. Glow 2.2.1 The graph below shows the combined totals of unique sessions and unique users in NLC from August 2021 to our most recent data set in May 2023. Unique sessions accounts for every individual login made by staff and pupils. 2.2.2 Usage has continued to remain strong, post-lockdown with over 340000 sessions per month, on average. Unique user sessions have also remained consistent with just over 25000 unique logins every month. 2.2.3 Usage across each month remains varied (as expected with holiday periods and exam leave) but stays considerably higher than the periods pre-covid. The pre-Covid levels can be found in the graph below in the period leading up to February 2020, where overall monthly sessions never exceeded 100000. The current monthly average for session 2022/23 now sits at 362,637. Page 7 of 484
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2.2.4 It is expected that Glow use across NLC will continue to grow in session 2023/24 due to a variety of factors that include the relaunch of the NL Virtual Classroom, the addition of new requested tiles on the Glow launchpad and the continued endorsement from the NL Digital School. Digital Classrooms and Consortium 2.3.1 Above is the development of the digital consortium, which is detailed in the Digital School workplan. The planned milestones support the OECD recommendation that learners should be facilitated with more independent learning opportunities. As previously reported to SLT this supports young people to engage with current further education models of delivery. 2.3.2 For session 2023/24 the Digital School will work in partnership with the Locality/Consortium leads to map a digital offer which meets the needs and options of the young people. This will be the delivery of 10-15 subjects. 2.3.3 The planning guidance for the Digital Consortium was refreshed following the first meeting with the Locality leads this session. Through the strategic leadership of the Education and Families manager, the Digital School will work in partnership with the curriculum manager and establishments who have already sourced a wider curricular choice through partnerships. This will be included as part of the additional digital consortium choice for session 2023/24. 2.3.4 Following work with the education projects team procurement has been completed for a further 6 Digital Classrooms. These will be installed in o Our Lady’s Motherwell o Coltness High o St Margarets High o Caldervale o St Maurice’s o Chryston High These establishments are a balance across the localities and denominational and non- denominational sectors. They were selected based on their delivery of AH digitally over the last two sessions. These will be installed in term 4 of session 2022/23 2.3.5 From August 2023 North Lanarkshire will have in use, 8 digital classrooms in secondary establishments. The previous schools were Airdrie Academy and Greenfaulds. There are a further 2 digital classrooms for wider use, these are in Bellshill wellbeing hub and the Learning Hub at Noble Primary. Programmes of work Baseline Year 1 Measure Year 3 Measure Year 5 Measure Digital Consortium Current engagement and attainment from session 2020/21 and 2021/22 Tracking system developed for attainment and attrition within the digital consortium. Digital Consortium offer structured centrally and issued to all schools by April 2023, to inform session 2023/24 planning A quality assured programme of level 6 and 7 courses which will be delivered through the digital consortium annually. All schools contribute to and promote the digital consortium as an options pathway Consortium leads developed planning and tracking of digital consortium offer. Tracking system informs annual improvement in attainment figures for schools. The remote learning offer has equal attainment and attrition as the in class offer. Development of the digital consortium to support individualised learning pathways. Page 8 of 484
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2.3.6 The phased rollout of Digital classrooms is mapped out below. The final 17 classrooms will be installed in all secondaries from August 2023, following the final procurement exercise. This is being done in partnership with Business and Digital. Device Refresh 2.4.1 As part of the service ambition to ensure a consistent high quality digital learning and teaching for all children and young people there has been a planned refresh of laptop devices across establishments. 2.4.2 Using Capital Funding Business and Digital have supported Education, Children and Families proposed spend to refresh devices over the next two years. This is a commitment of £700,000 from Business and Digital over two years. With education committing the full £300,000 refresh budget over the last academic session (August 2022) and academic session commencing August 2023 this to device refresh programme. 2.4.3 This will enable education to support establishments with a device refresh programme, targeting over 3000 devices. The proposal is in year two, to target some of the spend on ICT departments within secondaries, where devices are used for specific digital skills in senior phase qualifications. The programme will be to support Windows devices. 2.4.4 Within 2022/23 there was additional funding for early years with an investment of £100,000 to purchase iPad devices for younger children. 2.4.5 The refresh for session 2022/23 was separated into 3 phases with 2818 laptop devices in total. Our 23 FLCs were also allocated 249 iPads. 2.4.6 There are also a significant number of pupil home use devices in use across NLC. We currently have 5673 laptop devices spread out in households across all 23 clusters as well as almost 2000 connectivity solutions. Page 9 of 484
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2.4.7 These devices have supported our most disadvantaged learners and their use going forward will be integral to how schools continue to support their communities. 2.4.8 Going forward into session 2023/24, these devices will continue to stay cluster based and any recycled devices from school leavers will be remain in the cluster and redistributed to those most in need. Immersive Experiences 2.5.1 The Plan for North Lanarkshire sets out our vision and plans to deliver a world class digital infrastructure capable of enhancing digital skills and levels of participation within our communities. The planned digital transformation is to be responsive to the needs of communities and enhance the opportunities to engage with services. In line with this and the ambition to support all children and young people to realise their full potential the council sought to lead on innovative digital approaches such as 360 Immersion. 2.5.2 The immersive classroom at Muirfield was launched in March 2021 and has been piloted by 4 schools in the local area. Kildrum and Carbrain are mainstream primary schools and Glencryan and Redburn being 5-18 ASN schools. In addition, a local community nursery has also begun use of the facility. Since opening there have been 1,793 young people use the experience. 2.5.3 Initial use of the immersive experience focussed on the impact this approach had on learners' literacy skills, in particular listening and talking and writing. Evaluations have shown that almost all learners have engaged positively with the experience. All have shown progress in literacy skills over the period measured. Staff too have been positive about using the Immersive experience. The Digital pedagogy team have continued to support all staff accessing the facility and leading development of content and learning aims. 2.5.4 The Immersive experience project team was formed in December 2021, to complete the options appraisal on potential future immersive experience sites across North Lanarkshire. Page 10 of 484
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2.5.5 To fit with the scale of the council’s vision, immersive experience pods should be regarded as ‘blank canvases’ where immersive content can be projected onto the walls providing a 360-degree experience. 2.5.6 Some examples of where these experiences can be used include: • Education – The space can be used by any subject or age group from early years to further education. • Sports and Leisure – The space can be used for group leisure activities of all ages. • The Arts – the space can be used to project a subject specific backdrop onto the walls allowing participants to immerse themselves in that subject. • Professional Services – The space can be used for meetings where visual overviews of plans are required. • Live Events – Participants in the space can be connected via apps to live locations that are broadcasting 360 or VR (Virtual Reality) content. This content can be an enhanced experience not requiring use of headsets. • Content Creation – With the use of a 360-degree camera content can be created and used within the space 2.5.7 All planning for expansion of the current Immersive experience is in line with the new programme of work. Immersive experience will contribute to several of the 7 POW areas. In particular: • Digital NL • Brighter Futures • Transforming Places. 2.5.8 This session, The NL Digital School provided sessions to support establishments at the Immersive Classroom in two workstreams – Targeted intervention blocks (in line with SIP targets) and experience days (to enhance a topic for teaching and learning). There were 7 different intervention blocks planned for this year with a focus on Writing and Health and Wellbeing and 35 different experience days planned. Immersive Classroom 22/23 Total Engagement Numbers Number of pupils who have experienced the Immersive Room 1, 511 Number of classes who have accessed the room 42 2.5.9 There were 25 schools across ASN, FLC, Primary and Secondary establishments within North Lanarkshire who accessed the immersive classroom this year. 42 different classes experienced the room through a combination of experience days and intervention blocks. 708 pupils took part in the experience days and 161 in targeted intervention blocks meaning 869 pupils have impacted from the use of the immersive classroom this year. 2.5.10 North Lanarkshire’s commitment to Digital learning experiences for children, young people and communities will be developed through a further 3 immersive experiences being installed during this academic session. These will be in: • Motherwell Library • Summerlee Heritage Centre • Airdrie Library Page 11 of 484
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The expansion will also include an update of the technology in the existing site at Muirfield. 2.5.11 A User Intelligence Group (UIG) was tasked with evaluating potential sites for further experiences. The UIG identified Summerlee Heritage Park as the first ranked site to meet all criteria. As part of this procurement the supplier selected has completed a site visit and confirmed this a suitable location. 2.5.12 Active & Creative Communities have also secured funding (UK Prosperity Fund) to install an immersive experience within the Motherwell Library Digital Community Hub, planning for this is currently under way and the procurement has been incorporated within this exercise. This procurement stipulates the initial contractual commitment for Motherwell Library, and one other site within central North Lanarkshire. The procurement has allowed for further experiences should funding become available to ensure continuity across North Lanarkshire. 2.5.12 The options appraisal considered sites from across all areas of North Lanarkshire. The site chosen for this phase scored highest across the measures : • SIMD Data of locality • Deliverability • Accessibility • Connectivity • Workplan Integration 2.5.13 All services areas will continue to work collaboratively and should additional Capital Funding become available the project will look to expand into other locations. Immersive in terms of VR and interactive equipment will be considered in planning at the universal and additional levels Digital Schools Award Scotland Page 12 of 484
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2.6.1 The service set the target of achieving 40 DSAS accreditation by the end of session 2022/23 and this has been met. 138 establishments in total have registered for the DSAS award. There are also 2 schools who have been successful in achieving Digital Wellbeing status. 2.6.2 North Lanarkshire are currently 2nd in Scotland for total DSAS awarded with 40 accredited establishments and this accounts for 26% of all schools in the authority and approximately 12570 pupils. 2.6.3 35 of the North Lanarkshire schools who are DSAS schools accredited are also mentor schools and they have been added to a Scotland wide DSAS support MS Team. 2.6.4 The Digital Progression Pathways have supported schools in going for their award as they help provide and scaffold a more sustainable approach to digital learning and teaching, as per the Digital School Workplan this will help support digital to be a comment on all VSE feedback, the service is aiming for further self-evaluation for digital learning to feature in HMIe reports. 2.6.5 The table below shows a list of our Digital School accredited establishments and their clusters. There are now 22 out of 23 of our clusters with accredited establishments. Next session, the NL Digital School will work with successfully accredited Mentor schools across each cluster to support the other establishments in their cluster on their digital journey. School Name Cluster Mentor school Sector Airdrie Academy Airdrie Yes Secondary Chapelhall Primary School Airdrie Yes Primary New Monkland Primary School Airdrie Yes Primary Rochsolloch Primary School Airdrie Yes Primary Victoria Primary School Airdrie Yes Primary Mossend Primary School Bellshill Yes Primary Tannochside Primary School Bellshill Yes Primary Logans Primary School Braidhurst Yes Primary Keir Hardie Primary School Brannock Yes Primary Allanton Primary School Calderhead No Primary Stane Primary School Calderhead Yes Primary Plains Primary School Caldervale Yes Primary Sacred Heart Primary School Cardinal Newman Ye Primary Jigsaw FLC Chryston No Nursery/FLC Berryhill Primary School Clyde Valley No Primary Newmains Primary School Clyde Valley Yes Primary Orchard Primary School Clyde Valley Yes Primary Thornlie Primary School Clyde Valley Yes Primary Coatbridge High School Coatbridge Yes Secondary Glenboig Primary School Coatbridge Yes Primary Greenhill Primary School Coatbridge Yes Primary Kildrum Primary School Cumbernauld No Primary Redburn School Cumbernauld Yes ASN Whitelees Primary School Cumbernauld Yes Primary Dalziel High School Dalziel Yes Secondary Ladywell Primary School Dalziel Yes Primary Greenfaulds High School Greenfaulds Yes Secondary Balmalloch Primary School Kilsyth Yes Primary Cathedral Primary School OLHS – M’Well Yes Primary St Bernadette’s Primary School OLHS – M’Well Yes Primary Condorrat Primary School OLHS – C’Nauld Yes Primary St Pat’s Primary School (Shotts) St Aidan’s Yes Primary St Augustine’s Primary School St Ambrose Yes Primary Page 13 of 484
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St Kevin’s Primary School St Ambrose Yes Primary St Stephen’s Primary School St Andrew’s Yes Primary St Andrew’s PS (Airdrie) St Margaret’s Yes Primary St Edward’s Primary School St Margaret’s Yes Primary Holy Cross Primary School St Maurice’s Yes Primary St Michael’s Primary School St Maurice’s Yes Primary St Mary’s Primary School (Cleland) Taylor Yes Primary Learning Communities 2.7.1 To expand the learning offer through the virtual classroom the Digital School developed a range of recorded video content which supports learning and skills of life and work. The first area was a Women in STEM careers fair. 2.7.2 There have been continuous developments in this area to support learning and teaching. 2.7.3 Following planning across service areas within the council the Intergenerational project launched in August 2022. The first school involved was Thornlie working with residents in the Drummond Drive Residential complex. These residents had previously been issued with an iPad device as part of the COVID recovery planning. Three digital sessions were planned and run for 6 of the residents partnered with 6 Digital Leaders from the school. 2.7.4 Throughout academic session 2022/23 further partnerships were created between Greenhill primary and James Dempesy Gardens and then Kirk O’Shotts Primary and Lorne Gardens. Planning for academic session 2023/24 will develop the work with a further 3 residential complexes. 2.7.5 Further engagement with young people has been developed through Future Fridays. In October 2021, the Digital School launched its first online live session to introduce the Young Stem leaders award. This ran over 6-week sessions. 2.7.6 Further engagement has included a Future Friday Coding club, with weekly challenges in Scratch and Python coding platforms. These allow young people to engage with Future Fridays in school or remotely. By March 2023, almost all secondary schools have had specific in school sessions on coding, delivered by one of the Digital Pedagogy team. 2.7.7 During academic session 2022/23 The Digital leadership Academy was launched as part of future Fridays. To date young people from Dalziel High, Braidhurst High, St June 2022- Apprenticeship Week & careers fair content. September 2022 - Phase 1 NHS careers filming, focussing on routes to work April 2023 Phase 2 Care academy filming May 2023- Careers area developed on Virtual classroom to include 5 different careers areas. Page 14 of 484
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Maurice’s High and Our Lady’s High Motherwell have participated in this offer. This will now be rollout across other establishments. 2.7.8 January to June 2023 also brought collaboration between the NL Digital School and the Virtual School. The Virtual School is set up to provide support for care experienced young people across NLC. Initial digital training was provided to all Virtual School staff, and this led to the design of a project to support school engagement. 2.7.9 The joint project targeted some care experienced young people at risk of not attending school was hosted by the Digital Pedagogy practitioners at the Immersive Experience at Muirfield. 2.7.10 7 young people (some with family members) attended intervention blocks at the Immersive Space, with learning outcomes tailored to the interests of the children and designed to explore potential DYW pathways for the young people. This work will continue 2023/24 where impact will be tracked and recorded. NL Virtual Classroom 2.8.1 The North Lanarkshire Virtual Classroom was established in December 2020 and launched to all schools at the time of the second lockdown in January 2021. The aim of the classroom was to give a universal learning offer to all children and young people, which was planned in line with Curriculum for Excellence Es&Os and is quality assured. 2.8.2 Since launch there have been 869,443 visits to the Virtual classroom and the learning experience for children and young people has been expanded to include core learning for literacy, numeracy and Health and Wellbeing, exemplified learning to support progression planners and thematic learning rooms. 2.8.3 In academic session 2022/23 the Digital School team tracked an increased usage of the Virtual Classroom. In part this was attributed to exemplified learning such as Tech Tuesdays, which gives a focus on a computing science and digital literacy skill, which staff can use in class. The image below shows the progress to date of Tech Tuesdays as an example of the progression in the Virtual Classroom. Page 15 of 484
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Pedagogy Team 2.9.1 The service has remained committed to developing Digital pedagogy across all establishments and increasing educations cross service partnerships whilst delivering on the digital aspects of the Plan for North Lanarkshire. 2.9.2 The current structure of the Digital School is detailed below. With further information on roles and responsibilities contained in Appendix 2. 2.9.3 The team has been used across all empowering clusters and establishments to support and develop the approaches to digital learning and teaching. During academic session 2022/23 the support offered from the start of term included tailored support for a cluster or individual school, specific learning support and curricular development. Engagement numbers for this session are 2.9.4 The NL Digital School has developed 2 new digital progression planners that were launched in August 2022. The Digital Literacy Skills and Computing Science planners have been developed with the support and guidance of partners at Education Scotland and will allow for a consistent approach to the delivery of these curricular areas across the authority. Staffing Structure Page 16 of 484
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2.9.5 The planners are split into 3 different parts: 1. the interactive overview document 2. the interactive thematic planner with exemplified learning 3. the planner website 2.9.6 The overview document shows progression across the level by each E and O. The thematic planner with exemplified learning sits in behind this overview document and will provide practitioners with practical examples and case studies on how each area could be delivered. This document will be continually updated, providing relevant examples that are in line with technological and digital advancements in industry and the wider world. The website will contain a mix of the 2 interactive documents and will also include a blog section for news, CLPL opportunities and social media feeds. Digital Pedagogy Practitioner Support 22/23 Total Engagement Numbers How many establishments have the Digital Pedagogy Practitioner supported this year? 232 How many clusters have been supported? 23 How many FLC’s have been supported? 23 On average how many classes across the clusters have accessed Digital Pedagogy Practitioner support? 410 How many pupils have been supported through Digital Pedagogy Practitioners by direct in school support 9,258 How many CLPL Twilight sessions have Digital Pedagogy Practitioners offered at the intensive level? 367 Page 17 of 484
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2.9.7 Currently each planner will support Early Years to Second level with the content for Third level being launched in academic session 2023/24. Professional learning for the use of all documentation has been provided for all staff via both online webinars and more bespoke support direct to clusters by the Digital Pedagogy staff. 2.9.8 The planning documents have been enhanced with Self-evaluation support materials for establishments. An example of the Progression Pathways has been attached in , Appendix 3. 2.9.9 The NL Digital School have created a series of resources for translation relating to Microsoft Translate, Office Lens and the Immersive Reader for our families and young people who are accessing English as an additional language. These resources are available under the NL Virtual Classroom 2.9.10 The NL Digital School Team have consulted with EAL Teachers to created bitesize videos and guides on how to create inclusive lessons for both Ukrainian and Russian speaking pupils, this resource will digitally support both our families and learners. A step-by-step video and hand out guide for each tool have been created and will be hosted on the Tech Tuesdays SharePoint so it is accessible for all. Tech Tuesday's link will give an overview of how the tools can be used in the classroom. 2.9.11 A targeted intervention block has taken place in Greenhill Primary School where two Digital Pedagogy Practitioners led a series of twilight lessons with staff and with a pupil digital leaders’ group. So that children could then support the use of these tools within the classroom where appropriate. We have focused specifically on Office 365 ‘out of the box’ apps to make it fully accessible across every establishment in North Lanarkshire. 2.9.12 All accessibility materials have been shared with HT’s and cluster teams and as Translation tools link will give an overview how the translation tools can be used in the classroom. The Digital School have also launched a series of three Tech Tuesday lessons embedding these accessibility tools across the curriculum. 2.9.13 In continuing development work with children and young people, the Digital School hosted a Digital Leaders Conference on December 13th, 2022, with the aim of giving our pupil Digital Leaders the opportunity to hear from digital sector leaders such as Google, Skoog, XMA and Education Scotland on what they can expect to find in the future digital workplace. 2.9.14 Over 800 young people from all clusters and sectors attended the conference where they heard from Anu Manthri (Google for Education – Head of Education in Scotland), Michael Conlon (XMA - Education Transformation Consultant), Ben Schogler (Founder and CEO of Skoog Music) and George Milliken (Education Scotland – Digital Skills Development Officer). The speakers each gave their insights on what a digital leader could look like and what skills they think are important in the future digital workplace. Page 18 of 484
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2.9.14 In March 2022 the Digital School launched its first Code-along sessions. These sessions are live for staff and children to join for their establishment and as part of team develop coding knowledge and skills. There have been 2 further sessions and focus months during academic session 2022/23. The engagement with the code-alongs are detailed below Code Along 1 – Space Stars March 2022 Engagement Numbers How many establishments took part in the Live code-along (Primary, Secondary, ASN) 71 How many clusters were involved? 23 How many classes accessed this Code-along 206 How many pupils have been supported (approximately) through this project 4,941 Code Along 2 – Christmas Challenge December 2022 Engagement Numbers How many establishments took part in the Live code-along (Primary, Secondary, ASN) 89 How many clusters were involved? 23 How many classes accessed this Code-along 237 How many pupils have been supported (approximately) through this project 5,354 Code Along 3 – Micro:bit June 2023 Engagement Numbers How many establishments took part in the Live code-along (Primary, Secondary, ASN) 31 How many clusters were involved? 15 Page 19 of 484
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3. Measures of success 3.1 Continued development and improvement to infrastructure and digital equity across establishments. 3.2 Continued improvement and opportunities for children and young people when using digital technologies to enhance learning. 3.3 Staff across establishments continue to engage in CLPL opportunities which have a direct impact on classroom practice and establishment improvement planning. 4. Supporting documentation Appendix 1 – Digital Work Plan Appendix 2 – Process Structure Appendix 3 – Digital Progression Pathways Gerard McLaughlin Chief Officer (Education - North) How many classes accessed this Code-along 42 How many pupils have been supported (approximately) through this project 1,021 Page 20 of 484
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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 been discussed and agreed with Finance? Yes ☒ No ☐ If Yes, please provide a brief summary of the impact? Due to the previous investment in the devices for pupils at risk of digital exclusion there is a recurring revenue cost of £0.250m for connectivity charges. The Service has committed to identifying a recurring funding source to support these costs. The capital spending proposals will be subject to review and approval through the Strategic Capital Delivery Group. 5.3 HR policy impact Does the report contain any HR policy or procedure impacts? Yes ☒ No ☐ If Yes, have all relevant HR impacts been discussed and agreed with People Resources? Yes ☒ No ☐ If Yes, please provide a brief summary of the impact? The Curriculum Manager post detailed is partly funded through SAC (£15,539) the remaining £80,481 will be funded through central core funding Funding for the temporary posts has been supported through 21hrs teaching and this is the proposal to continue for session 23/24. This would see the ESO post continue for a further 11 months until June 2024 and the 23 pedagogy practitioners, who are all class teachers be reduced from 23 FTE to 15 FTE. These posts would follow North Lanarkshire recruitment processes, following this 8 FTE will return to their substantive posts. 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 been discussed and agreed with Legal and Democratic? Yes ☐ No ☐ Page 21 of 484
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If Yes, please provide a brief summary of the impact? 5.5 Data protection impact Does the report / project / practice contain or involve the processing of personal data? Yes ☐ No ☐ If Yes, is the processing of this personal data likely to result in a high risk to the data subject? Yes ☐ No ☐ If Yes, has a Data Protection Impact Assessment (DPIA) been carried out and e- mailed to dataprotection@northlan.gov.uk Yes ☐ No ☐ 5.6 Technology / Digital impact Does the report contain information that has an impact on either technology, digital transformation, service redesign / business change processes, data management, or connectivity / broadband / Wi-Fi? Yes ☒ No ☐ If Yes, please provide a brief summary of the impact? All information in the report impacts on Education’s strategic planning of digital systems and technologies. This is all tracked against council priorities. 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? 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 22 of 484
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5.11 Children’s rights and wellbeing impact Does the report contain any information regarding any council activity, service delivery, policy, or plan that has an impact on children and young people up to the age of 18, or on a specific group of these? Yes ☒ No ☐ If Yes, please provide a brief summary of the impact and the provision that has been made to ensure there has been appropriate consideration of the relevant Articles from the United Nations Convention on the Rights of the Child (UNCRC). If Yes, has a Children’s Rights and Wellbeing Impact Assessment (CRWIA) been carried out? Yes ☐ No ☒ Page 23 of 484
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Digital School Programme of Work Planning Page 24 of 484
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Digital technology is recognised nationally as making a significant contribution to current learning and teaching practices. When used appropriately and with staff being supported, digital technology can enrich learning and teaching, help to raise levels of attainment, and close the attainment gap. Online tools and resources have been used in classroom across North Lanarkshire to enrich children and young people’s experiences. Digital approaches give the ability for learning teaching and assessment to take place remotely as well as in school. In developing a digital approach to learning and delivering teaching, it is important that all stakeholders have a shared understanding of the key concepts and expectations of them. This document is the 5 year work plan for the NL Digital School, intended as guidance which can be used by class teachers and school leaders when developing their own approaches to a digitally rich curriculum. The workplan will set out stretch aims that the NL Digital School will measure impact and quality assure it’s own improvement. Creation of NL Digital School Setting the Scene Page 25 of 484
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North Lanarkshire Council’s Education and Families Directorate, in establishing its Digital School set an ambitious strategic direction for digital learning in all establishments. This was an integral response to the Covid-19 emergency and lockdown periods, with the move to remote learning for almost all children and young people. This work involved increasing the digital literacy skills and knowledge of children and young people, through strengthening digital pedagogies applied by staff. The emergency triggered the acceleration of existing plans to: • Maximise access to digital learning for economically disadvantaged children • Develop the digital skills of our current and future workforce • Strengthen the digital curriculum and improve the quality of remote learning. Importantly, the report is structured around eight key measures of digital improvement, which the service has identified to benchmark its achievements in this critical phase of activity, and as a basis of planning for the future. This work is part of the wider planning within We Aspire and the Plan for North Lanarkshire to enable the economic prosperity of people, by ensuring a digitally skilled workforce. Creation of NL Digital School History Page 26 of 484
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Creation of NL Digital School History Page 27 of 484
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Creation of NL Digital School History – Initial 8 Key Measures Increased digital connectivity for North Lanarkshire’s families, measured by: 1. Numbers of devices and connectivity solutions released as part of the Connecting Scotland programme 2. Levels of engagement of vulnerable children in remote and on-line learning during the lockdown period (January 2021 onwards). Increased teacher confidence in utilising on-line learning tools and approaches to learning, measured by: 3. Numbers of participants in CLPL programmes 4. Extent of the positive endorsement of these programmes by participants 5. Comments made which give qualitative information as to the impact of programmes on participants. Consistent, high quality digital learning experiences for learners is measured by a range of output measures, such as: 6. Evaluation of the quality of planning at school level 7. Stakeholder feedback taken in surveys (quantitatively and qualitatively) 8. Levels of digital engagement. Page 28 of 484
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Creation of NL Digital School 3 Revised Key Measures In continuing the development of the Digital School and driving forward the Council’s priority of Digital First, the aims of the Digital School have been consolidated into 3 linked areas. • Transformational Change – focus on the transformation of the digital infrastructure and connectivity across the school estate. This will also include project management of devices and experiences such as interactive panels and Immersive Classrooms • Building Capacity – continual development of sustainable CLPL for all staff. This will progress to the development of digital pedagogical approaches across learning, teaching and assessment and empower establishments to lead digital improvement priorities. There will be continued promotion of Digital Schools Award Scotland and Microsoft Educator. • Learning Experience – linking very much to the first area of transformational change, this will focus on the devices and technologies in establishments and the impact these have on individual learners experiences. As well as continuing to develop consistent experiences and access for learners across North Lanarkshire. Page 29 of 484
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Key Documents for the Digital School National: • Features of highly effective digital learning, teaching and assessment in schools • Enhancing learning and teaching through the use of digital technology Local: • Digital Self-Evaluation Toolkit.pdf • Digital Learning and Teaching Approaches V15.pdf • Digital Literacy Skills Progression Pathway and Exemplified Learning • Computing Science Progression Pathway and Exemplified Learning Page 30 of 484
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Transformational Change Focus on the transformation of the digital infrastructure and connectivity across the school estate. This will also include project management of devices and experiences such as interactive panels and Immersive Classrooms Developing a high-quality, aspirational digital learning environment across all establishments and sectors. Programmes of work Baseline Year 1 Measure Year 3 Measure Year 5 Measure Interactive panels Current Estate • Procurement framework in place. • Refresh programme planned and communicated to schools • Panels accessing network • Majority +10 year old panels replaced and removed from estate • All +10 year old panels replaced and removed from estate Digital Classrooms 4 currently installed • Majority of the new classrooms installed across secondary estate • Procurement framework in place to enable establishment self-purchase • 23 new classrooms installed across secondary estate. • All digital classrooms used for learning and community benefits Device Refresh Graph of current picture • Refresh of 2500 devices to FLC, Primary, ASN and Secondary establishments - old devices removed and decommissioned. • All new devices purchased must remove a +7 device from the network (where applicable) • Desktop replacement for secondaries averaged on school roll. • Majority of +7 year old devices removed and decommissioned. Page 31 of 484
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Transformational Change Focus on the transformation of the digital infrastructure and connectivity across the school estate. This will also include project management of devices and experiences such as interactive panels and Immersive Classrooms Developing a high-quality, aspirational digital learning environment across all establishments and sectors. Programmes of work Baseline Year 1 Measure Year 3 Measure Year 5 Measure Virtual Reality Experiences POC Muirfield Orchard VR • Procurement framework in place. • Community use of POC Muirfield. • ACC Immersive VR Experience installed in Motherwell • VR Headset solution procured and universal network access. • 3 Additional Immersive VR experiences installed across NL. • Most young people in NL have access to VR learning in their core curriculum. • All communities have access to VR experiences. Connectivity Upgrade Current installed Virgin media speeds • Existing provision survey completed • All of establishments receive connectivity upgrade as per Commsworld POW. • Public Access Networks available in all educational establishments 1-1 devices Government Programme Government pledge • Establish programme of readiness for the government 1 to 1 device release. • Planned programme shared with relevant SLT. • All devices released to pupils across NL (in line with SG planning). Page 32 of 484
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Building Capacity Continual development of sustainable CLPL for all staff. This will progress to the development of digital pedagogical approaches across learning, teaching and assessment and empower establishments to lead digital improvement priorities. There will be continued promotion of Digital Schools Award Scotland and Microsoft Educator. Have all staff undertake continuous lifelong professional learning in digital pedagogical approaches, evidenced through consistent, high-quality learning experiences. Programmes of work Baseline Year 1 Measure Year 3 Measure Year 5 Measure Probationer and NQT Compulsory CLPL Programme Voluntary CLPL numbers since 2021. Up until this point, training has not yet been targeted towards probationers and CLPL. CLPL tailored to NQT and Probationer teachers for session 2023/24. • All NLC Probationers to have undertaken core digital skills training. • All NQT to have undertaken core digital skills training. • All all NQT to have undertaken advanced digital skills training. • Probationer plus programme established and implemented to enhance digital skills. Digital Schools Award Scotland (DSAS) and Digital Wellbeing • 26 DSAS accredited schools • 1 Wellbeing Award accredited. • 40 DSAS accredited schools • 3 Wellbeing awards accredited. • 90 DSAS accredited schools • 10 Wellbeing awards accredited. • All NLC schools registered for DSAS • 150 DSAS accredited schools • 30 Wellbeing awards accredited. Page 33 of 484
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Building Capacity Continual development of sustainable CLPL for all staff. This will progress to the development of digital pedagogical approaches across learning, teaching and assessment and empower establishments to lead digital improvement priorities. There will be continued promotion of Digital Schools Award Scotland and Microsoft Educator. Have all staff undertake continuous lifelong professional learning in digital pedagogical approaches, evidenced through consistent, high-quality learning experiences. Programmes of work Baseline Year 1 Measure Year 3 Measure Year 5 Measure Progressive Digital Skills – Digital Pedagogy, Digital Assessment, Digital Policy and Digital Systems Current CLPL engagement figures • 4 programmes of CLPL developed and running - Digital Pedagogy, Digital Assessment, Digital Policy and Digital Systems • All clusters engaged with DPP • All establishments engaged with Digital school to inform improvement and progression. • Self-led progressive digital skills programmes universally available within the Digital School for all 4 areas. • Progressive digital skills are evidenced through all VSE undertaken. • Progressive digital skills are evidenced in all HMIe inspection visits in North Lanarkshire. Digital Leadership Programme Participation stats 2020, 2021 and 2022 • Refreshed Digital Leadership programme content in line with digital developments • Percentage engagement of participation across all sectors – most primaries, most of secondary, majority of FLC and ASN. • All establishments will have engaged in the digital leadership programme (since 2020) Page 34 of 484
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Building Capacity Continual development of sustainable CLPL for all staff. This will progress to the development of digital pedagogical approaches across learning, teaching and assessment and empower establishments to lead digital improvement priorities. There will be continued promotion of Digital Schools Award Scotland and Microsoft Educator. Have all staff undertake continuous lifelong professional learning in digital pedagogical approaches, evidenced through consistent, high-quality learning experiences. Programmes of work Baseline Year 1 Measure Year 3 Measure Year 5 Measure Digital Champions Current Digital Champion returns • All Digital champions will have attended NL Digital School seminars across the session. • All digital champions complete self-led learning paths booklet • Refresh programme embedded into current practice across all establishments • Digital Champions leading digital learning and teaching events across their clusters. Digital Learning Communities Informal arrangements through DPP programme • Digital Library established with a booking system. • In line with family group planning digital learning communities will be established for all establishments. • Innovation and progression of digital transformation evidenced within annual improvement reports and action plans. Page 35 of 484
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Learning Experience Linking very much to the first area of transformational change, this will focus on the devices and technologies in establishments and the impact these have on individual learners’ experiences. As well as continuing to develop consistent experiences and access for learners across North Lanarkshire All children and young people across all educational sectors will receive consistent, high-quality digital learning and teaching experiences across CfE. These digital learning experiences will improve pupils’ digital skills and knowledge which will lead to sustained positive destinations. Programmes of work Baseline Year 1 Measure Year 3 Measure Year 5 Measure Digital qualification for every child/young person Current SQA data for those subjects which have a majority focus on digital skills • Establishment of an attainment dashboard for digital qualifications at SCQF levels 3-7. • Mapping exercise completed for Digital literacy and computing science qualifications across the SQA subjects. • Digital leadership engagement figures from session 2020/21 to now. • In line with progression pathways and benchmarks establish measurement of attainment in digital skills for P7 and S3 . • All young people offered the opportunity to undertake a qualification in digital skills. • All children and young people leaving education with an SCQF Level 3 or above in digital literacy or computing science. • All schools using the digital attainment data to inform curricular pathways. Digital Consortium Current engagement and attainment from session 2020/21 and 2021/22 • Tracking system developed for attainment and attrition within the digital consortium. • Digital Consortium offer structured centrally and issued to all schools by April 2023, to inform session 2023/24 planning • A quality assured programme of level 6 and 7 courses which will be delivered through the digital consortium annually. • All schools contribute to and promote the digital consortium as an options pathway • Consortium leads developed planning and tracking of digital consortium offer. • Tracking system informs annual improvement in attainment figures for schools. • The remote learning offer has equal attainment and attrition as the in class offer. • Development of the digital consortium to support individualised learning pathways. Page 36 of 484
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Learning Experience Linking very much to the first area of transformational change, this will focus on the devices and technologies in establishments and the impact these have on individual learners’ experiences. As well as continuing to develop consistent experiences and access for learners across North Lanarkshire All children and young people across all educational sectors will receive consistent, high-quality digital learning and teaching experiences across CfE. These digital learning experiences will improve pupils’ digital skills and knowledge which will lead to sustained positive destinations. Programmes of work Baseline Year 1 Measure Year 3 Measure Year 5 Measure Procure and establish an approved catalogue of software applications which can be used to enhance core digital learning. Current procedures where schools can purchase programmes outside of frameworks. • Clear and robust guidance on Software catalogue for establishments following procurement. • DPIA in place for all approved software applications. • iPad software approve catalogue developed. • Developed protocols are established and used across all sectors. NL Virtual Classroom Current offer from January 2021 and usage stats. • Usage statistics with the aim of 1million by December 2023. • Refreshed curricular content, reflective of the needs of children and young people post pandemic. • Young Scot rewards programme established on the Virtual classroom • Established as a staff resource base as well as a learning area for Children and young people. • The majority of potential users have accessed the virtual classroom. • Content will be across all areas of CFE for learners within the BGE across all sectors. • Most of potential users have accessed the virtual classroom. • Content will be across all areas of CFE for all learners. • The virtual classroom will offer live learning experiences beyond the classroom. Page 37 of 484
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Learning Experience Linking very much to the first area of transformational change, this will focus on the devices and technologies in establishments and the impact these have on individual learners’ experiences. As well as continuing to develop consistent experiences and access for learners across North Lanarkshire All children and young people across all educational sectors will receive consistent, high-quality digital learning and teaching experiences across CfE. These digital learning experiences will improve pupils’ digital skills and knowledge which will lead to sustained positive destinations. Programmes of work Baseline Year 1 Measure Year 3 Measure Year 5 Measure All children and young people experience high quality digital learning across the curriculum Establishments who have prioritised digital learning through: DSAS SIP Digital leadership • Digital pedagogy practitioners have had input in almost all establishments. • SAM group input is tracked and dashboard issued to EFMs. • Progression pathways are launched for S1-3. • Digital progressions pathways and exemplified learning embedded across all establishments • High quality digital learning experiences are evidenced in all of VSE completed. • High quality digital learning experiences are evidenced in all of HMIe completed in North Lanarkshire. Page 38 of 484
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Education and Families Manager with Strategic Remit for Digital – Jill Woodward Jill’s key focus is the overall strategic direction. This includes the overall strategic direction for digital transformational change, training on key policies, developing frameworks / guidance for hardware acquisition, representation on cross-service groups and the overall lead on school digital operational systems Digital Pedagogy and Improvement Lead – Alan Cooper Alan will take the lead role in developing approaches to and supporting clusters to continue to build staff skills in digital pedagogy. He will be a point of contact for clusters in developing digital learning environments, managing the refresh of devices and coordinating acceptable use software. Alan will also be the Glow Key contact and lead on developments of the Virtual Classroom. Digital Education Support Officer – Lauren McIntyre Lauren is the newly appointed Education Support Officer for digital pedagogy. Lauren will be a key link for clusters in their planned improvements in digital learning and teaching across the curriculum. Lauren will coordinate specific interventions for the cluster and lead on the Digital Schools Award programme across all North Lanarkshire establishments. She will lead on cluster developments of flipped learning and development of assessments to track learner progress. Meet the Team Page 39 of 484
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Digital Pedagogy Teachers Digital Pedagogy Staff will strengthen digital pedagogical approaches and staff skills in using technologies across their assigned cluster. As a team they will contribute to the universal offer of the Digital School, Virtual Classroom, Progression Pathways and Curriculum Resources. Each Digital Pedagogy Teacher will support the Empowered Cluster system by offering CLPL, in class digital pedagogy support and advising on how to access local and national e-learning offers. The link digital pedagogy teacher for each cluster will be available to attend cluster meetings and tailor support to cluster improvements. The SAM (Support by Assistive Media) Group The SAM Group are an integral part of the NL Digital School, offering bespoke training and support for schools, families and young people. They are focused on the use of assistive media in education but their extensive knowledge of digital pedagogy means they are a key resource for all learners across the authority. The SAM Team links with schools, in conjunction with the Digital School, to develop staff skills and provide information on current assistive technology practices. Digital Champions All establishments have nominated a member of staff who will be their Digital Champion. The roll of the Digital Champion is to liaise with the Digital School and to promote Digital approaches in their own establishment. There will also be a bespoke offer of CLPL for Digital Champions throughout the session and Digital Champions have been asked to highlight and share universal CLPL offerings with colleagues in their establishments. This sustainable model will enable clusters to share and develop digital practices and skills in digital systems. Meet the Team Page 40 of 484
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Appendix 2 Page 41 of 484
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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 12/09/23 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 update Education, Children and Families Committee on the year 1 progress of 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. 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 and update from the paper brought to committee in May 2022. Recommendations It is recommended that the Education, Children and Families Committee: • Endorse the contents of the paper. • Acknowledge the progress made in year 1 of the Gaelic Language Plan. • Acknowledge the results of the survey on the expansion of GME which was carried out in June/July 2023. • Acknowledge the additional funding awarded to support and enhance planning 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 Item 3 Page 43 of 484
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1. Background 1.1 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. 1.2 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. 1.3 For session 2022/23 there will be 249 children and young people learning engaging with GME within North Lanarkshire. (will update with 23/24 figures on schools return) 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 1.4 Bòrd na Gàidhlig has recently commissioned new research into the impact of Gaelic language learning after a recent survey on Scottish Social Attitudes revealed that 70 per cent of those learning Gaelic believed it contributed to their wellbeing. 1.5 Recent results from the latest Young Scot survey on engaging with Gaelic online indicate that Among Gaelic learners, the percentage stating that they wanted to learn Gaelic because it is an important part of Scottish culture and national identity had increased from 66.0% in the second survey to 83.9%for this years survey. 1.6 North Lanarkshire is currently working on Year 2 of its 5 year Gaelic Language Plan which was published in June 2022. 1.7 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). Page 44 of 484
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2. Report 2.1 This report further updates Committee on the report presented in May 2023 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 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 The high Level aims and actions for year 1 of the plan (June 2022-June 2023) are detailed in the table below. All of the actions for year 1 have been started, with almost all being completed and detailed within this report. NLC High Level Aim Actions Establish and maintain a Gaelic language plan implementation group with senior representation from all Council departments. Work collaboratively across the Council to identify officers to sit on the group. Establish the Gaelic Improvement Group and ensure that the group meets quarterly to report progress on the implementation of the plan. Plans agreed for the establishment of a Gaelic Medium Set up a Parent Consultation Group to inform the establishment of any new GME provision. 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 45 of 484
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NLC High Level Aim Actions 3-18 campus within the Council Area. Set up an internal working group to support the establishment of a GME 3-18 campus with all relevant departments represented to ensure all milestones are being met. Undertake the duty under the Education (Scotland) Act 2016 to promote and support, as appropriate, the potential for Gaelic Medium Education to NLC residents, including the opportunity that exists under this Act for parents to request the establishment of Gaelic Medium Education (GME). We will establish a baseline for current L2 and L3 delivery. We will establish a baseline for early years, primary and secondary GME provision. Deliver a promotional campaign annually to encourage greater uptake across early years, primary and secondary. This will be monitored annually, and progress will be reported in the monitoring reports. Establish a baseline of the current GME curriculum offer available at Greenfaulds Secondary School. Provide annual improvement planning and standards and quality reporting on the curriculum secondary school offer improvement. Undertake an audit of all cultural additionality provided within early years, primary and secondary provision. 2.6 All three consultation groups have been established and met through year 1. Dates have been set for the Council’s Gaelic Improvement group and the Gaelic Cluster for all GME establishments. 2.7 Gaelic language reporting will continue to be evaluated in the service’s Standards and Quality report. Risk governance planning has been completed and actions added to the Council’s Risk Register. 2.8 As was detailed to Committee in May 2023, there is additional Grant funding available to support GME and GLE. A primary source of this is the Bord na Gaidhlig. For year 2 of the Gaelic Language plan and in line with Bord timelines for funding applications North Lanarkshire has been awarded £11,500 for the following: • £7,500 for a Gaelic Conference and learning event • £4,000 towards the expansion of community Gaelic Language classes. 2.9 North Lanarkshire council has secured funding from Fèisean nan Gàidheal to deliver traditional music workshops to pupils at Greenfaulds High School. The purpose of the workshops is to give young musicians the tools and skills to play for Ceilidh Dancing. Officers will work to establish links with CLD and Comunn nam Pàrant to offer performance opportunities at Gaelic community events. 2.10 Condorrat Primary were awarded funding from the Scottish Books Council to develop Gaelic literacy learning as part of Book Week Scotland. A weekly Gaelic Bookbug session has been established at Condorrat Library. This is delivered by staff from Page 46 of 484
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Condorrat Nursery during term time. Staff from Tollbrae Nursery have signed up to the training programme to support the expansion of this offer to parents and children in early years in Airdrie. 2.11 CLD have recently appointed two Gaelic assistant support workers to work alongside the Gaelic Language tutor to deliver a Stratagan group. This is a Gaelic youth club that allows young people to socialise and use their Gaelic language skills outside the school environment. Increasing the Use and Learning of Gaelic 2.12 All of North Lanarkshire’s GME provisions are fully staffed for this session. The service has funded additionality to strengthen the planned provision. The additionality in Greenfaulds will be used across the empowering cluster to enhance to L3 language offer and develop approaches to transition. A further member of staff has completed a CertHE Gaelic with Immersion, funded by Bòrd na Gàidhlig. The staff member has been allocated to Greenfaulds High School. 2.13 The Gaelic language plan implementation group with senior representation from all Council departments has been established and members are aware of priorities and responsibilities in relation to the Gaelic Language Plan. The Service lead and ESO are meeting with group members on Gaelic specific projects. 2.14 One of the Year 2 High Level aims and resulting action of the Gaelic language Plan is Carry out a feasibility study into the creation of a Gaelic hub as part of the cluster approach to public services within the council area on approval of the plan • Undertake the feasibility study for establishing a Gaelic Hub with consideration given to using current available estate. The establishment of a Gaelic hub would need to be aligned to the Council’s operating model of town hubs and their planned development. 2.15 In accordance with the GLP, The Gaelic Parents Consultation Group met in June at Greenfaulds High School. The group met to discuss and decide on questions relating to the Gaelic Medium Education Consultation. The consultation survey was issued on 20th June to all parents of children in Early Years, Primary and Secondary education. The survey was also distributed on North Lanarkshire Council’s social media platforms. 2.16 The survey has received 862 responses. 62 responses indicated that they were parents of children currently attending GME in North Lanarkshire and 15 responses indicated that they currently teach GME in North Lanarkshire. 2.17 The first question in the survey was : Do you think that North Lanarkshire should increase the GME provision? 56% of the total responses indicated that they would like to increase the GME provision in North Lanarkshire. Figure 3 (below) shows that 67% of teacher responses would like to see expansion and 95% of parents indicated that that they would like expansion increased. Figure 1 outlines the responses by locality. Page 47 of 484
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Figure 1 Figure 2 Total Consultation responses 0 10 20 30 40 50 60 70 80 90 100 Do you think that North Lanarkshire should increasethe GME provision? Yes No 56% 44% Do you think that North Lanarkshire should increase the GME provision? Yes No Total Responses Page 48 of 484
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Figure 3 GME parent and teacher responses 2.18 The other questions asked in the survey were: • If the number of GME establishments is to be expanded within North Lanarkshire, what additionality do you feel is most required? • What model(s) do you think are best suited for Gaelic medium education in North Lanarkshire? • Can you rate in order of importance the factors to be considered for the expansion of Gaelic Medium Education Provision? • Are there adult Gaelic speakers in your household? Detailed analysis of the responses is attached in Appendix 2. 2.19 Qualitative comments were also tracked through the survey and social media posts. These have been collated into main themes identified below. Committee should note that these were balanced between use of Gaelic within Education and those who felt this was not relevant. 95% 5% Do you think that North Lanarkshire should increase the GME provision? Yes No Parental Responses 67% 33% Do you think that North Lanarkshire should increase the GME provision? Yes No Teacher Responses Page 49 of 484
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2.20 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. A further paper will be brought to committee on planning for GME. 2.21 A further update on leaver destinations will be brought to a subsequent committee. There will be a snapshot of data published in October 2023. Current Insight data from Greenfaulds High School indicates that pupils in GME sit amongst the top 20% in Scotland. 2.22 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. Education issued a languages survey to all establishments in April 2023. Expansion of Gaelic nursery to full day. All children should have basic Gaelic language skills. Gaelic should be taught as part of 1+2 Investment should be comparable to Welsh There is a need for a Gaelic school in another area of North Lanarkshire Could there be a Gaelic teacher in each school then children would not need to travel. More support needed for Gaelic in NLC More focus on Gaelic in the community Gaelic is part of Scottish history and heritage Money should be spent on other languages Funds should be spent on mainstream schools British Sign Language would be more beneficial Money should go to ASN provision. Gaelic is not relevant in society. Language is only used in Highlands Gaelic is not part of lowland Scotland heritage. Focus should be on mental health and basic speech and language skills. Gaelic is a nationalist agenda Parents should pay for own transport if they want their children to attend GME 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 50 of 484
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The results from this survey showed that some schools would be interested in a Gaelic L3 Digital offering. Subsequently staff at Greenfaulds High School will work alongside the ESO to create and deliver a digital L3 which will be offered to schools across the authority. 2.23 In addition to the digital learning offer, within North Lanarkshire’s Virtual Classroom a set of Progression pathways will be developed during academic session 2023/24. These will be for use all schools to support GLE at second and third level of Curriculum for Excellence. 2.24 North Lanarkshire Council was successful in securing funding to deliver a Gaelic Conference to outline the opportunities for learning and using Gaelic across the authority. The conference will provide information to Heads of Establishment and the wider Education service on the background of Gaelic Education, including GLE and GME. This will be the launch event for the progression pathways. 2.25 Attendees will be introduced to a number of Gaelic organisations and will be given the opportunity to sign up for cultural workshops to be delivered in schools. 2.26 Following the Gaelic conference there will be the opportunity for practitioners to sign up for Gaelic professional learning that will allow them to deliver Gaelic as an L3 in their school. The training is delivered in partnership with the University of Strathclyde. This will allow the authority to work towards the 40% target as outlined in the Gaelic language plan. 2.27 Under the Gaelic Language Plan priorities of Increasing the use of Gaelic and Increasing the learning of Gaelic there are 2 aims and 5 actions for year 2. •Undertake the feasibility study for establishing a Gaelic Hub with consideration given to using current available estate. Carry out a feasibility study into the creation of a Gaelic hub as part of the cluster approach to public services within the council area on approval of the plan •Using information acquired from the staff audit, we will set up an L3 training programme. This will be monitored annually to ensure the 40% target is achieved. •We will audit all parents/carers in GME regarding Gaelic language learning needs and by working with Comann nam Parant deliver within the first two years of the plan services to ensure that all parents/carers have access to Gaelic learning. •Undertake an audit of all current services available to the community for Gaelic learning and deliver an annual improvement plan for provision. •Using school improvement and standards and quality reporting processes, we will ensure annual improvement on cultural additionality in every GME establishment. Undertake the duty under the Education (Scotland) Act 2016 to promote and support, as appropriate, the potential for Gaelic Medium Education to NLC residents, including the opportunity that exists under this Act for parents to request the establishment of Gaelic Medium Education (GME). Page 51 of 484
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Promoting a Positive Image of the Language 2.28 The planned promotional campaign is currently being developed to celebrate 25 years of Gaelic Medium education within North Lanarkshire. The recording of this is will take place in August 2023.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. 2.29 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%. In addition there will be a page for parents to easily access the wide range and variety of information and resources surrounding Gaelic Education and Culture 2.30 A North Lanarkshire Gaelic Education Twitter account has been launched this August. This will share information on GME and GLE to staff and parents. It will also be used to share any information or resources from Scottish Government and Education Scotland surrounding Gaelic Education and will contribute towards our GLP aim of increasing the amount of Gaelic on Social Media by 5% each year. 2.31 The Gaelic ESO is currently liaising with service leads in early years on the possibility of outlining Gaelic Medium Education options to parents that are considering enrolment for nurseries. 2.32 Gaelic language classes are run weekly across the authority and use the ‘Speak Gaelic’ Resources, developed by the National Gaelic College Sabhal Mòr Ostaig. The monthly conversation circle Na Sieseanan srubag is well established giving learners the opportunity to use their Gaelic skills in a more informal setting and increase their levels of fluency. 2.33 Following the success of last year’s Gaelic Picnic Event, which is for children and families in GME there was another event organised for this summer. The event was delivered at Summer museum in Coatbridge. There were 21 adults and 20 children in attendance. 2.34 Fèis Lannraig a’ Tuath is now in its 20th Year allowing young people from ages 2-18 to come together and learn about Scottish Gaelic music and Culture. This years Fèis takes place on 31st July and will be hosted in Greenfaulds High School. 2.35 The high level aims and resulting actions of the Gaelic Language plan for the theme of promoting a positive image of the language will involve cross service working. This will be led by Education with report being brought to future committees. There are 10 high level aims which have actions in year 2. Page 52 of 484
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Next Steps 2.36 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. 2.37 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. 2.38 Through the delivery of the Gaelic conference and encouraging the uptake of Gaelic as an L3 in schools the aim is that 40% of primary schools in North Lanarkshire deliver Gaelic as an L3. 2.39 By creating opportunities to engage with Gaelic music and culture through the range of activities outlined in this paper. North Lanarkshire Council wants to increase the number of learners attending classes and have 60% of learners continue with language classes by June 2024. 2.40 Working alongside service leads in early years to promote GME as an option to parents with the aim of increasing the number of children entering GME in North Lanarkshire. Written Communication Logo and Brand Reception & Phone Public Meetings Social Media Website Corporate Publications Language Utility Language Training Awareness Training Page 53 of 484
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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. 3.3 Delivery of the GLP and the high level aims and associated key actions detailed within the plan. 3.4 Increase in the number of schools delivering Gaelic as an L3. 4. Supporting documentation Appendix 1 Gaelic language Plan Appendix 2 Wider Survey Responses Gerard McLaughlin Chief Officer (Education - North) Page 54 of 484
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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 been discussed and agreed with Finance? Yes ☒ No ☐ If Yes, please provide a brief summary of the impact? The grant funding for Gaelic provision only part supports the overall cost of the core programme. The Service has to provide supplementary funding to ensure the overall costs of the programme (including transport) are met. Whilst the Service receives an annual grant and has earmarked recurring funding there remains an ongoing burden of approximately £0.400m. The Service is currently in dialogue with Scottish Government officials regarding the future level of funding in respect of both the existing financial burden and potential funding which could underpin further rollout of the Council’s Gaelic plan. As advised in previous Committee reports the sustainability and expansion of Gaelic provision is dependent on the Service identifying a robust and recurring funding model. Future Committee reports on Gaelic provision will provide updates on service delivery and associated costs and funding. 5.3 HR policy impact Does the report contain any HR policy or procedure impacts? Yes ☒ No ☐ If Yes, have all relevant HR impacts 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. Page 55 of 484
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5.4 Legal impact Does the report contain any legal impacts (such as general legal matters, statutory considerations (including employment law considerations), or new legislation)? Yes ☒ No ☐ If Yes, have all relevant legal impacts been discussed and agreed with Legal and Democratic? Yes ☒ No ☐ If Yes, please provide a brief summary of the impact? Discussions have started with legal on statutory consultations which will 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? All information in the report impacts on Education’s strategic planning of digital systems and technologies. This is all tracked against council priorities. 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 will be developed with communications to enhance the existing dual language and Gaelic provision within communications. 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 56 of 484
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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. 5.11 Children’s rights and wellbeing impact Does the report contain any information regarding any council activity, service delivery, policy, or plan that has an impact on children and young people up to the age of 18, or on a specific group of these? Yes ☒ No ☐ If Yes, please provide a brief summary of the impact and the provision that has been made to ensure there has been appropriate consideration of the relevant Articles from the United Nations Convention on the Rights of the Child (UNCRC). If Yes, has a Children’s Rights and Wellbeing Impact Assessment (CRWIA) been carried out? Yes ☐ No ☒ Page 57 of 484
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Gaelic Language Plan 2022 – 2027 10 May 2022 This plan was prepared under the Gaelic Language (Scotland) Act 2005 by officers of North Lanarkshire Council with support from Bord Na Gaidhlig Page 58 of 484
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North Lanarkshire Council Gaelic Language Plan 2022-27 2 Foreword This is the latest edition of our Gaelic Language Plan for North Lanarkshire Council, and 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. In this five year edition of our plan, we set out how we are going to meet the national aims of increasing the use of Gaelic, increasing the learning of Gaelic and promoting a positive image of the language. We are committing to some ambitious plans to research the desire for Gaelic Medium Education and provide access to those who wish to use it, both in primary and secondary education and more widely through our Community Learning and Development Services and Culture NL. We are further ensuring that Gaelic is given equal status as a modern, vibrant language by committing to increase the offer to pupils in schools to learn Gaelic as part of the 1+2 Language Plan as well as ensuring that opportunities exist for the wider community to learn the language and use it in daily life. North Lanarkshire has long had links to the wider Gaelic Community right across the Central Belt, and we are committed to further strengthening these through corporate commitments to ensuring equal status for Gaelic in all areas of council business, and through working with our partners in neighbouring authorities and beyond. The pandemic has caused a number of negative impacts on our local area, but it has also shown us that we can work in partnership with a wide range of stakeholders to ensure best outcomes for our learners and, over the life of this edition of the plan, it is hoped that we can use this new-found knowledge and expertise to give genuine access to a broad range of Gaelic experiences and activities for all in the community. Your faithfully Des Murray Chief Executive Page 59 of 484
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North Lanarkshire Council Gaelic Language Plan 2022-27 3 Contents 1. Introduction • Context • Gaelic within North Lanarkshire Council • Gaelic Medium Education • Potential Growth in Gaelic Medium Education • Potential Growth in Gaelic Learning • The National Gaelic Language Act and Plan 2. Key Principles • Equal Respect • Active Offer • Mainstreaming 3. Plan Commitments 4. Consultation Process 5. Links to National Performance Framework 6. Links to Regional and Local Performance Frameworks 7. Publication 8. Resourcing the Plan 9. Monitoring the Plan 10.The Gaelic Language Plan and the Public Authority Page 60 of 484
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North Lanarkshire Council Gaelic Language Plan 2022-27 4 1. INTRODUCTION Our Context North Lanarkshire occupies around 181 square miles in the Central Belt of Scotland. The area is mainly urban with some rural areas. There are three main urban areas in North Lanarkshire: Cumbernauld and Kilsyth and the Northern Corridor, Airdrie and Coatbridge, and Motherwell, Wishaw and Shotts. The council area has a population of 340,000, making it Scotland’s fourth largest local authority. In 2017, the council established the North Lanarkshire Fairness Commission to develop policy recommendations aimed at tackling poverty and inequality in the area and the recommendations have been reflected in The Plan for North Lanarkshire. The vision for North Lanarkshire is to be ‘the place to live, learn, work, invest and visit’. This is embedded in The Plan for North Lanarkshire which was approved and published in March 2019 and is based on an analysis of the area and the challenges and opportunities that exist. One of the council’s key priorities is supporting children and young people to realise their full potential. This includes reducing childhood inequalities, which is a priority for both the council and its partners. The council receives additional funding as one of nine Scottish Attainment Challenge authorities. Scottish Government guidance says that this funding should be used to target support for children affected by poverty to achieve their full potential. Gaelic within North Lanarkshire Council Background In the 11th-12th century the Lanarkshire area was predominantly Gaelic speaking. The Gaelic origin of many place names, for example Cumbernauld, Airdrie, Glenboig and Mollinsburn is evidence of this history. The 2011 census recorded that some 2127 people in the council area had speaking, reading or writing skills in Gaelic, which is less than 1% of the population. However, the National Mod held in Airdrie in 1993 and the opening of Gaelic Medium Education (GME) provision in Cumbernauld have increased general awareness of and support for Gaelic language development in North Lanarkshire. Links have been made between the Irish heritage and Scottish Gaelic development in our council area. Gaelic Medium Education Gaelic Medium Education has been a part of the offer to pupils at Condorrat Primary School 1997, with pupils educated in GME moving on to provision in Greenfaulds High School. Currently there are around 250 pupils in GME in the Cumbernauld area, though a significant proportion of those pupils come from outwith the locality, mainly from Airdrie and Coatbridge, with further nursery provision at Tollbrae PS and NC. These figures show the breakdown of children in GME at the time of creating Page 61 of 484
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North Lanarkshire Council Gaelic Language Plan 2022-27 5 the original plan. However, these numbers have increased in session 21-22 and there are now 16 children in GME in Tollbrae, 178 in Condorrat and 97 accessing GME at some points in the week at Greenfaulds High. “Gaelic-medium education is considered a success story and the benefits of it, and its encouragement of bilingual competency in general, have been well publicised. Research shows it provides improved cognitive development and pupils going through GME perform at least as well, if not better, in English than their monolingual peers”. (Holyrood Magazine Dec 2018) Gaelic is a community language and opportunities to use it in as many settings as possible for our pupils who are undertaking GME is crucial to its success. This includes opportunities to use it in a variety of community settings, with other speakers of Gaelic from across the generations. The importance of Gaelic provision in growing and sustaining the language informs the council approach in accordance with the following: “We will implement new legal duties and rights to support Gaelic medium education as part of our on- going commitment to stabilise and increase the number of Gaelic speakers…ensuring that the growing population of young Gaelic speakers is supported to continue using the language, and to pass it on to the next generation, is critical to the maintenance of Gaelic as a living language.” National Gaelic Plan 2018-23 Potential for Growth in GME This provision is greatly valued by the community and the opportunity to expand will be taken as part of this edition of the plan. A preliminary survey of potential users of Gaelic Medium Education was undertaken in autumn 2020, and interest in GME provision was expressed by residents across North Lanarkshire. The following table illustrate the numbers who would wish to enrol their children in GME at nursery stage: School Tollbrae Nursery Condorrat PS & Nursery Greenfaulds High Cumbernauld and Kilsyth 125 27 Airdrie 5 (8 by Feb 20) 39 26 Coatbridge and Bellshill 1 (Feb 20) 8 4 Motherwell and Wishaw 1 4 1 Outwith North Lanarkshire 9 12 Total 6 (10 by Feb 20) 185 70 Page 62 of 484
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North Lanarkshire Council Gaelic Language Plan 2022-27 6 The table below illustrates the number who would wish to have their children in GME in the Senior Phase: There is a full list of the charts in the appendix. Extrapolating from this information, there would appear to be significant interest from across the authority in using GME from nursery to the end of the senior phase. While this preliminary data is indicative only, there is a pressing need to establish the likely demand for GME and to ensure that this demand is met as soon as possible. Further work will be done on this to establish how best to meet this demand, with the establishment of a stand-alone campus as a priority. This work will include identifying the most appropriate location, design, funding streams and a strategy for recruiting both staff and pupils. The required work will be done in the first year of this edition of the plan. Further, a consultation group drawn from parents with children currently in GME or expressing an interest in GME will be set up in August 2021, to advise on a number of areas while establishing this provision. Page 63 of 484
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North Lanarkshire Council Gaelic Language Plan 2022-27 7 Potential for Growth in Gaelic Learning As part of this, we intend to ensure that Gaelic is part of the active 1+2 offer in our primary schools. Currently, pupils in the Greenfaulds Cluster are offered Gaelic as an additional language and a number of these go on to take Gaelic as a Modern Language at secondary. We intend to increase this offer to ensure that all pupils who wish to take Gaelic as a second or additional language are able to do so, in accordance with our recent preliminary survey of parents regarding this. Please see table below: While this requires further investigation, the high level of positive responses indicates that there appears to be a genuine appetite for this provision. This naturally provides an apt time to offer significant training opportunities to upskill staff to enable them to deliver this. A recent General Teaching Council report on the numbers of teachers who wished to acquire Gaelic Language skills also showed a promising picture, with around 40 staff in North Lanarkshire already indicating an interest in this. Gaelic in Our Community Our Community Learning and Development team also promote a positive image of Gaelic language and culture, publishing opportunities and showcasing Gaelic on its social media channels, including regular features in local newsletters and by working in partnership with both new and well- established Gaelic community organisations and projects such as the Gaelic Choir. An enthusiastic tutor team promote Gaelic through community-based language and conversation classes. CLD also organise large-scale public events aimed at both speakers and non-speakers such as the Spring Fling, Leap into Gaelic and the recent ‘Big Ceilidh’ which was delivered virtually. Closer working between the sectors delivering Gaelic skills and opportunities will be fostered over this edition of our plan. We continue to promote a positive image of Gaelic by ensuring visibility and through sharing information and resources on social media, as well as in the schools. Our schools use social media channels such as Twitter and the school Blog to inform parents/carers and the wider community about the learning and teaching, attainment and achievements of the young people in their schools. Page 64 of 484
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North Lanarkshire Council Gaelic Language Plan 2022-27 8 The Gaelic Activities Lead frequently posts on social media (Instagram & Twitter) sharing useful information about Gaelic events within the community, Gaelic word banks and sharing schools and pupils’ work. The GAL also networks with Gaelic influencers and communities online, helping create connections and establish Gaelic within NLC. The Gaelic Language (Scotland) Act 2005 The Gaelic Language (Scotland) Act 2005 was passed by the Scottish Parliament with a view to securing the status of the Gaelic language as an official language of Scotland commanding equal respect to the English language. One of the key features of the 2005 Act is the provision enabling Bòrd na Gàidhlig to require a public authority to prepare a Gaelic language plan. This provision was designed to ensure that the public sector in Scotland plays its part in creating a sustainable future for Gaelic by raising the status and profile of the language and creating practical opportunities for its use. This is North Lanarkshire Council’s third edition of our Gaelic Language Plan which has been prepared within the framework of the Gaelic Language (Scotland) Act 2005. It sets out how we will use Gaelic in the operation of our functions, how we will enable the use of Gaelic when communicating with the public and key partners, and how we will promote and develop Gaelic. This edition of the plan has been prepared in accordance with statutory criteria set out in the 2005 Act and having regard to the National Gaelic Language Plan and the Guidance on the Development of Gaelic Language Plans. The National Gaelic Language Plan North Lanarkshire Council supports the aim of the National Gaelic Language Plan 2018-23 that “Gaelic is used more often, by more people and in a wider range of situations.” We are committed to the achieving this aim by focussing our work through these three platforms:- • Increasing the use of Gaelic within our organisation and encouraging more people to use Gaelic more often when they interact with us • Increasing the opportunity for people to learn Gaelic as part of our day-to-day operations • Promoting a positive image of Gaelic as part of our day-to-day operations as an organisation Internal Gaelic Capacity Audit Number of staff that received Gaelic training 12 Number of posts where Gaelic is an essential skill 25, mainly based in education Number of staff within the organisation with Gaelic skills 95 Page 65 of 484
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North Lanarkshire Council Gaelic Language Plan 2022-27 9 2. KEY PRINCIPLES Equal Respect Under the terms of the 2005 Act, Bòrd na Gàidhlig works with a view to securing the status of the Gaelic language as an official language of Scotland commanding equal respect to the English language and the Bòrd in turn expects that public authorities will demonstrate in their plans how the principle will be achieved and maintained in practice. North Lanarkshire Council will ensure that where Gaelic is included as part of our operations and services, we will ensure they are of an equal standard and quality as those that we provide in English. Active Offer North Lanarkshire Council will make an active offer of our Gaelic services to our employees and the public. This will ensure that where Gaelic services are created, Gaelic users are made aware of their North Lanarkshire Council recognises the importance of creating opportunities for the practical use of Gaelic in a wide range of everyday situations and is committed to increasing its level of provision in this area. Our Gaelic Language Plan 2016-2021 (English) / Gaelic Language Plan 2016-2021 (Gàidhlig) details the actions we have been taking to develop awareness and use of the Gaelic language over the life of the plan. This edition of our Gaelic Language plan has been co-ordinated by our Education Team, in consultation with relevant stakeholders, both internally and externally. This edition of the plan has been created in line with National Gaelic Language Plan 2018-2023 priorities: • Increasing the use of Gaelic • Increasing the learning of Gaelic • Promoting a positive image of Gaelic Our High Level Aims for Gaelic across all areas of council services informs our Gaelic Plan, and were created in co-operation with Bòrd na Gàidhlig and approved by the Bòrd na Gàidhlig on the 2nd February 2021. These aims cover all aspects of the provisions made for increasing the cachet and visibility of Gaelic language and culture, for enhancing and expanding the educational offer to children and adults, and for engaging with stakeholders to identify their wants and needs in relation to Gaelic. Taken together, these amount to a bold vision for the strategic expansion of Gaelic Language activity in North Lanarkshire, which is grounded in the understanding of the significant opportunities that investing in Gaelic language provides. North Lanarkshire Council will ensure that where Gaelic is included as part of our operations and services, we will ensure they are of an equal standard and quality to those we provide in English. Page 66 of 484
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North Lanarkshire Council Gaelic Language Plan 2022-27 10 existence, and are actively encouraged to use them. This will take the responsibility away from the individual to ask for the service and will give Gaelic users the confidence to know that their needs will be met if that is their choice. We will ensure that our Gaelic language services are as accessible as our English language services. Mainstreaming North Lanarkshire Council will ensure that opportunities for the public and our staff to use Gaelic are highlighted, in support of the National Gaelic Language Plan 2018-23 aim that Gaelic is used more often, by more people and in a wider range of situations. We will ensure key communications with residents of North Lanarkshire will be made available in both Gaelic and English and that a positive image of Gaelic is promoted. Page 67 of 484
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North Lanarkshire Council Gaelic Language Plan 2022-27 11 3. PLAN COMMITMENTS. High-level aims INCREASING THE USE OF GAELIC High-level Aim Carry out a feasibility study into the creation of a Gaelic hub as part of the cluster approach to public services within the council area on approval of the plan Desired Outcome A plan is established to create a Gaelic language community hub within the North Lanarkshire Council area that will create further opportunities for the learning and usage of Gaelic within the community. Current Practice There is no Gaelic language community hub within North Lanarkshire Council are. Actions Required Undertake the feasibility study for establishing a Gaelic Hub with consideration given to using current available estate. Target Date Year 2 Responsibility Education and Families Manager High-level Aim Establish and maintain a Gaelic language plan implementation group with senior representation from all Council departments. Desired Outcome A Gaelic implementation group (GIG) is established with representation from all departments within the Council. All departments are aware of their responsibilities regarding the implementation of the Gaelic Language Plan and the group works successfully across the council to ensure progress is being made with the implmentaiton of the plan. Current Practice There is currently no Gaelic Implementation group within the Council. Actions Required Work collaboratively across the Council to identify officers to sit on the group. Establish the GIG and ensure that the group meets quarterly to report progress on the implementation of the plan. Target Date Year 1 and annually Responsibility Education and Families Manager Page 68 of 484
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North Lanarkshire Council Gaelic Language Plan 2022-27 12 INCREASING THE LEARNING OF GAELIC High-level Aim Plans agreed for the establishment of a Gaelic Medium 3-18 campus within the Council Area. Proposed Outcome Plans will be agreed to establish a 3-18 campus within the area and work will be commenced within the lifetime of this plan. Current Practice There are currently 2 early years provisions, 1 primary school and 1 secondary offering Gaelic medium education at separate sites. Actions Required Set up a Parent Consultation Group to inform the establishment of any new GME provision. Target Date Year 1 Actions Required Set up an internal working group to support the establishment of a GME 3-18 campus with all relevant departments represented to ensure all milestones are being met. Target Date Year 1 Responsibility Education and Families Manager High-level Aim Undertake the duty under the Education (Scotland) Act 2016 to promote and support, as appropriate, the potential for Gaelic Medium Education to NLC residents, including the opportunity that exists under this Act for parents to request the establishment of Gaelic Medium Education (GME). Proposed Outcome 20% increase in the number of pupils attending across GME settings. 40% of our 110 primary schools will offer Gaelic as part of 1+2. Increase the offer to the wider community to learn Gaelic annually. Increased promotion of Gaelic medium Education annually. Annual improvement on the Gaelic medium secondary curriculum offer. Increased access to pupils in GME to activities promoting Gaelic Culture such as Music, Art, Drama. Parents who wish to learn Gaelic are accommodated through existing resources such as CLD and the Gaelic Activities Lead. Community Learning and Development are enabled in increase their offer to the wider community to learn Gaelic. Current Practice In School year 2020-2021 there was 1 school offering Gaelic as L3 in primary school, 1 secondary offering Gaelic Learners as a subject, 2 nurseries offering GME, 1 Primary School and one Secondary school. Actions Required We will establish a baseline for current L2 and L3 delivery. Target Date Year 1 Responsibility Education and Families Manager Actions Required We will establish a baseline for early years, primary and secondary GME provision. Page 69 of 484
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North Lanarkshire Council Gaelic Language Plan 2022-27 13 Target Date Year 1 Responsibility Education and Families team Action Using information acquired form the staff audit, we will set up an L3 training programme. This will be monitored annually to ensure the 40% target is achieved. Target Date Year 2 Responsibility Education and Families team Action Deliver a promotional campaign annually to encourage greater uptake across early years, primary and secondary. This will be monitored annually, and progress will be reported in the monitoring reports. Target Date Year 1 then annually Responsibility Education and Families team Establish a baseline of the current GME curriculum offer available at Greenfaulds Secondary School. Target Date Year 1 Responsibility Education and Families team Action Provide annual improvement planning and standards and quality reporting on the curriculum secondary school offer improvement. Target Date Year 1 then annually Responsibility Education and Families team Action We will audit all parents/carers in GME regarding Gaelic language learning needs and by working with Comann nam Parant deliver within the first two years of the plan services to ensure that all parents/carers have access to Gaelic learning. Target Date Year 2 Responsibility Education and Families team Action Undertake an audit of all current services available to the community for Gaelic learning and deliver an annual improvement plan for provision. Target Date Year 2 Responsibility Education and Families team Action We will undertake a community satisfaction audit on Gaelic learning in the community. Target Date Year 5 Responsibility Education and Families team Action Undertake an audit of all cultural additionality provided within early years, primary and secondary provision. Target Date Year 1 Responsibility Education and Families team Action Using school improvement and standards and quality reporting processes, we will ensure annual improvement on cultural additionality in every GME establishment. Target Date Year 2 then annually Responsibility Education and Families team PROMOTING A POSITIVE IMAGE OF GAELIC In addition to the High Level Aims that have been set out above, North Lanarkshire Council commits to delivering on the third key priority that is set out in the National Gaelic Language Plan 2018-2023 Page 70 of 484
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North Lanarkshire Council Gaelic Language Plan 2022-27 14 to promote a positive image of Gaelic. We will be doing this through the implementation of our commitments for increasing the learning and usage of Gaelic along with the implementation of our corporate service aims that are set out below. Corporate Service Aims STATUS Desired Outcome Logo and brand The council’s corporate logo and branding in both Gaelic and English will be incorporated as part of any renewal process. The logo should demonstrate equal prominence for both languages. Current Practice All communications are currently in English and using accessible platforms and action is required. Actions Required • As part of any future renewal of branding, we will render the new corporate Council logo as bilingual. • We will approve a programme of work to apply the bilingual logo, upon its completion, to council branding on key platforms and council stationary on a renewals basis. Target Date Year 2 Responsibility Education and Families, Corporate Communications Desired Outcome Signage Prominent signage will include Gaelic and English as part of any renewal process. Current Practice A programme of signage updates is currently underway for the council’s brand re-fresh. Actions Required • Ensure that Gaelic versions of the logo and appropriate signage are included in the renewal programme. • Establish a programme of work to render new signage near all GME setting bilingual on a renewals basis. Target Date Year 4 Responsibility Corporate Communications, Property COMMUNICATING WITH THE PUBLIC Desired Outcome Promotion That the public are aware that Gaelic education for children and young people is available in North Lanarkshire and that Gaelic language can be communicated on a range of platforms. Current Practice Currently the offering is through education provision and letters are sent to parents/carers of all prospective pupils to inform them of the Gaelic offer available. Actions Required • Conduct a review of all council communication platforms to assess Gaelic language application. Apply Page 71 of 484
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North Lanarkshire Council Gaelic Language Plan 2022-27 15 recommendations of review to council communication channels. • Create a dedicated page on the council website to Gaelic learning provision and promote on social media signposting people to the page Target Date Year 1 Responsibility Education and Families and Corporate Communication Desired Outcome Written Communication Written communication in Gaelic is always accepted (post, email and social media) and replies will be provided in Gaelic in accordance with the general policy. Current Practice This is not current practice Actions Required • Identify members of the service with a public facing role who can deal with enquiries etc submitted in Gaelic • Offer appropriate training for staff who express an interest in learning Gaelic • Where possible, ensure that staff in public-facing roles are available for Gaelic speakers who request this Target Date Year 2. Responsibility Heads of Service/Equivalent Desired Outcome Reception and phone Where Gaelic speaking staff can provide this service, they are supported to do so, and the service is promoted to the public. Current Practice This is not current practice in reception services. Actions Required • Identify members of reception/admin staff who are able to converse in Gaelic. • Offer appropriate training for staff who express an interest in learning Gaelic. • Where possible, ensure that reception staff are available for Gaelic speakers who request this. Target Date Year 2 Responsibility Admin Desired Outcome Public meetings Opportunities to hold public meetings bilingually or in Gaelic are regularly explored and promoted. Current Practice Public meetings are not routinely held in Gaelic Actions Required • Establish an internal policy for the inclusion of Gaelic within public meetings and promote its use regularly. Target Date Year 2 Responsibility All INFORMATION Page 72 of 484
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North Lanarkshire Council Gaelic Language Plan 2022-27 16 Desired Outcome News releases High profile news releases and all news releases related to Gaelic are circulated in both Gaelic and English. Current Practice This is not current practice. Actions Required These commitments should be changed to the following: • Establish a process to identify topics that will be covered bilingually. • Publish 5 bilingual news releases annually. Target Date Year 5 Responsibility Corporate Comms team Desired Outcome Social Media Gaelic content distributed regularly through social media, guided by the level of actual and potential users Current Practice Schools which offer Gaelic Medium Education and CLD regularly post content in Gaelic. Major announcements and key policy/plans (to be identified) should be translated into Gaelic. Actions Required • Establish a baseline for the amount of Gaelic content that is currently being distributed on all social media channels. • Expand the use of Gaelic on all Council social media channels with the aim of increasing content annually by 5%. Target Date Year 2 Responsibility Corporate Comms Desired Outcome Website Gaelic content should be available on the council’s website, with emphasis on key policies and plans and those pages with the highest potential reach. Current Practice Only for Gaelic provision. Actions Required • Undertake a review of the current website and implement the Bòrd na Gàidhlig national advice on local authority websites. • Create a designated page which will cover information on Gaelic learning in North Lanarkshire and opportunities for Gaelic usage in the area. Target Date Year 2 Responsibility Education and Families Page 73 of 484
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North Lanarkshire Council Gaelic Language Plan 2022-27 17 Desired Outcome Corporate Publications Produced in Gaelic and English, with priority given to those with the highest potential reach. Current Practice This is not current practice. Actions Required • Undertake a review of all corporate publications and designate those with the highest potential reach to be translated into Gaelic upon renewal. • Publish 5 corporate communications bilingually Target Date Year 2 Responsibility Corporate Communications Desired Outcome Language utility A process is in place to ensure that the quality and accessibility of Gaelic language in all corporate information is high. Current Practice This is not current practice Actions Required • We will ensure that we will seek the services of a professional translator when seeking services for translation on publications, website and social media when required Target Date Year 2 Responsibility Corporate Comms Desired Outcome Exhibitions Opportunities to deliver public exhibitions bilingually or in Gaelic should be explored on a regular basis, with priority given to those with the highest potential impact. Current Practice This is not current practice Actions Required • Deliver 2 Public exhibitions bilingually Target Date Year 1 Responsibility Culture NL STAFF Desired Outcome Internal audit Conduct an all-staff internal audit of Gaelic skills Current Practice This is not common practice across all areas of the service. Actions Required • Conduct an all staff internal Gaelic language skills audit. Target Date Year 1 Responsibility EFM/ Steering group Page 74 of 484
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North Lanarkshire Council Gaelic Language Plan 2022-27 18 Desired Outcome Induction Include content about the Gaelic Language Plan in all induction programmes for new staff and councillors. Current Practice This is not common practice. Actions Required • Include content about the Gaelic Language Plan in all induction programmes for new staff and Councillors. Target Date Year 1 Responsibility EFM/HR Desired Outcome Language training Gaelic language skills training and development offered to staff, particularly in relation to implementing the public authority’s Gaelic language plan. Current Practice GLS for staff are part of the CLD offer. Teaching and support staff are offered Gaelic training as part of the CLPL offer. Actions Required • From baseline information from the staff audit, we will increase Gaelic learning opportunities for all interested staff. • We will work collaboratively with other public authorities to provide online learning opportunities to staff. Target Date Year 2 Responsibility EFM/ Steering group Desired Outcome Awareness training Gaelic awareness training offered to staff, with priority given to directors, board members, councillors and staff dealing directly with the public. Annual updates and refresher courses provided annually Current Practice Not routinely offered. Actions Required • Offer Gaelic Awareness sessions annually to all staff and councillors. • Ensure that all staff and councillors are offered refresher Gaelic awareness sessions. Target Date Year 2 Responsibility Steering group Desired Outcome Recruitment Recognising and respecting Gaelic skills within the recruitment process throughout the public authority. Current Practice This is the case when recruiting staff in the Gaelic sector. Page 75 of 484
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North Lanarkshire Council Gaelic Language Plan 2022-27 19 Actions Required • We will establish a policy and procedure for identifying where posts should be considered as being Gaelic desirable or Gaelic essential. Target Date Year 3 Responsibility HR/ All Desired Outcome Recruitment Gaelic named as an essential and / or desirable skill in job descriptions in order to deliver the Gaelic language plan and in accordance with the Bòrd na Gàidhlig recruitment advice. Current Practice Where it is a requirement for the role. Actions Required • We will identify post where Gaelic language skills would be essential or desirable, with an initial focus on posts within the communications, corporate and community development teams. Target Date Year 3 Responsibility Talent Team Desired Outcome Recruitment Bilingual or Gaelic only job adverts for all posts where Gaelic is an essential skill. Current Practice This is not current practice. Actions Required • We will ensure that all job adverts where Gaelic is an essential skill are published bilingually. Target Date Year 3 Responsibility Talent Team GAELIC LANGUAGE CORPUS Desired Outcome Gaelic Orthographic Conventions The most recent Gaelic Orthographic Conventions will be followed in relation to all written materials produced by the public authority. Current Practice This is current practice. Actions Required • Continue to ensure that recent Gaelic Orthographic Conventions are adhered to in all written materials we produce. Target Date Year 1 Responsibility Corporate Comms Desired Outcome Place-names Page 76 of 484
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North Lanarkshire Council Gaelic Language Plan 2022-27 20 Gaelic place name advice from Ainmean-Àite na h-Alba is sought and used. Current Practice Where new signage is required, and where funding for this is available, this is current practice. Actions Required • We will continue to use Ainmean-Àite na h-Alba whenever we require information relating to placenames for signage. Target Date From Year 1 Responsibility Enterprise and Communities Team Page 77 of 484
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North Lanarkshire Council Gaelic Language Plan 2022-27 21 4. CONSULTATION PROCESS The draft GLP was put to a six-week public consultation in April, with a closing date of 7th June 2021. The plan was publicised via the council website, social media channels and via the schools currently offering GME. Further, it was publicised to staff via the weekly bulletin. Meetings were held with parents and stakeholders via telephone (3), Teams (3)and Webex (20). There were 16 written responses received. The key points mentioned were: You said… We did… Availability of GME is not advertised widely enough Began work on refreshing information on Council website to highlight GME offer Over-emphasis in the draft plan on learning Gaelic in schools as part of 1+2 Refocused the first section to highlight the importance of Gaelic Medium Education to the overall strategy Timescales were too vague Ensured that clear realistic timescales were included in the redrafted plan Lack of wider offer in cultural activities for schools Engaged a Gaelic Activities Lead to provide a range of extracurricular activities including drama and art activities. Strengthened collaboration between Education and CLD in Gaelic offer Page 78 of 484
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North Lanarkshire Council Gaelic Language Plan 2022-27 22 5. LINKS TO THE NATIONAL PERFORMANCE FRAMEWORK In line with the aims of the National Performance Framework, which can be accessed here, https://nationalperformance.gov.scot/ North Lanarkshire Council aims to ensure that all of the residents have access to the best possible opportunities to fulfil their potential and ambitions in line with the National Outcomes. In particular to: • grow up loved, safe and respected so that they realise their full potential • live in communities that are inclusive, empowered, resilient and safe • are creative and their vibrant and diverse cultures are expressed and enjoyed widely • are well educated, skilled and able to contribute to society • respect, protect and fulfil human rights and live free from discrimination • are open, connected and make a positive contribution internationally. The social and cultural benefits of learning in Gaelic, learning to speak Gaelic and appreciating the importance of Gaelic underpin this latest iteration of the Gaelic Language Plan. Page 79 of 484
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North Lanarkshire Council Gaelic Language Plan 2022-27 23 6. LINKS TO LOCAL AND REGIONAL FRAMEWORKS North Lanarkshire Council has created a bold strategic plan for the area to make North Lanarkshire the place to live, learn, work, invest and visit: The Plan for North Lanarkshire[929kb] This plan will inform all of the developments right across the work of the authority and will impact on the lives of all of the stakeholders in North Lanarkshire. Ensuring that the cultural heritage of the area is recognised, valued and enhanced is a key part of this vision. North Lanarkshire Council Education and Families Service is actively involved in the Education Regional Improvement Collaborative in a number of areas, and our young people are benefitting from this shared approach to good practice in areas including Learning and Teaching, Assessment and Moderation and Leadership. Page 80 of 484
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North Lanarkshire Council Gaelic Language Plan 2022-27 24 7. PUBLICATION Publishing and publicising the Plan Following this consultation the Gaelic Language Plan 2021-26 draft plan will be updated as Gaelic Language Plan 2022-2027, and amended as appropriate and will be published in Gaelic and in English on our website. In addition, we will:- - issue a bilingual press release announcing the plan - publicise the plan through a variety of social media platforms - distribute copies to arms-length organisations and other third-party organisations, explaining their role in the delivery of the plan - distribute copies of the plan to key stakeholders in the public, private and third sectors - distribute copies of the plan to relevant Gaelic organisations and other interested bodies - make hard copies available on request. Page 81 of 484
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North Lanarkshire Council Gaelic Language Plan 2022-27 25 8. RESOURCING THE PLAN The first year of the implementation of the plan will be accommodated within existing budgets which includes the funding from external sources. Further expansion within GME and GLE will require to be costed and appropriate funding will be sought to support this both internally and externally. We will work towards normalising the costs associated with implementing our corporate commitments as we have set out in the plan, within our existing budgets. URCING THE PLAN Page 82 of 484
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North Lanarkshire Council Gaelic Language Plan 2022-27 26 9. MONITORING THE PLAN The on-going monitoring of approved Gaelic language plans is a requirement of the Gaelic Language (Scotland) Act. The relevant Education and Families Manager with responsibility for the plan will ensure this is carried out and an annual progress report will be provided to Bòrd na Gàidhlig and made available to the public. Page 83 of 484
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North Lanarkshire Council Gaelic Language Plan 2022-27 27 10. THE GAELIC LANGUAGE PLAN IN THE PUBLIC AUTHORITY Responsibility for the plan The Head of Service (Education and Families) has overall responsibility for preparation, delivery and monitoring of North Lanarkshire Council’s Gaelic Language Plan. Mrs J O’Neill Head of Service oneillja@northlan.gov.uk An Education and Families Manager has day-to-day responsibility for the delivery and monitoring of North Lanarkshire’s Gaelic Language Plan. Mrs J Cahill Education and Families Manager cahilljac@northlan.gov.uk Gaelic Language plan implementation and monitoring group A steering group will be convened with appropriate representation from across the services. It will also encompass guidance on how to engage with third sector organisations to ensure that Gaelic is given due prominence and North Lanarkshire Council’s commitment to the promotion of the language and culture is clear and unambiguous. Page 84 of 484
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Appendix 2 GME Survey Questions 2-5 Q2 If the number of GME establishments is to be expanded within North Lanarkshire, what additionality do you feel is most required? Figures 1 shows that 35% of parents indicated that additionality to primary is most required. Followed by additionality to secondary 34% and early years 31%. In figure 2 GME teachers indicated that additionally in early years and primary was most required with both 40% All other responses indicated similarities with GME parents. Primary additionality is most required 42% followed by early years 31% and secondary 27%. Figure 2 teacher responses Early Years 31% Primary 35% Secondary 34% If the number of GME establishments is to be expanded within North Lanarkshire, whatadditionality do you feel is most required? Early Years Primary Secondary Early Years 40% Primary 40% Secondary 20% If the number of GME establishments is to be expanded within North Lanarkshire, whatadditionality do you feel is most required? Early Years Primary Secondary Figure 1 Parent responses Page 85 of 484
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Figure 3 Q3 What model(s) do you think are best suited for Gaelic medium education in North Lanarkshire? Six options were given for this question and respondents were asked to rank each option in what they felt was the most important model of expansion. The options were, additional unit within an existing primary school, additional unit within secondary, standalone early years/primary, standalone early years, 3- 18 whole campus and standalone primary. Responses have been broken into parental, teacher and those that responded yes to question one. As outlined below figure 1 and 2- 55% of parents would like to see a 3-18 whole campus provided. The most popular first choice selections from teachers was an additional primary within an existing school 37% and a 3-18 whole campus 37% Figure 3 shows all other responses indicated a preference for a 3-18 whole campus and additional unit in existing primary. Figures 4 and 5 show the breakdown of selection from parents and staff. Early Years 31% Primary 42% Secondary 27% If the number of GME establishments is to be expanded within North Lanarkshire, what additionality do you feel is most required? Early Years Primary Secondary Page 86 of 484
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Figure 1 Figure 1 55% 5% 5% 14% 16% 5% What model(s) do you think are best suited for Gaelic medium education in North Lanarkshire? 3 to 18 Standalone Primary Standalone Early Years Standalone Early Years/Primary Additional Unit in Primary Additional Unit in Secondary Parent Responses 27% 6% 7% 20% 27% 13% What model(s) do you think are best suited for Gaelic medium education in North Lanarkshire? 3 to 18 Standalone Primary Standalone Early Years Standalone Early Years/Primary Additional Unit in Primary Additional Unit in Secondary Teacher responses Page 87 of 484
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36% 3% 8% 9% 36% 8% What model(s) do you think are best suited for Gaelic medium education in North Lanarkshire? 3 to 18 Standalone Primary Standalone Early Years Standalone Early Years/Primary Additional Unit in existing Primary Additional unit in Secondary Yes responses Figure 2 Page 88 of 484
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Figure 3 Parents of GME pupils Figure 4 GME teachers 0 5 10 15 20 25 30 35 40 3 to 18 Standalone Primary Standalone Early Years Standalone Early Years/Primary Additional Unit in Primary Additional Unit in Secondary What model(s) do you think are best suited for Gaelic medium education in North Lanarkshire? 1st 2nd 3rd 4th 5th 6th 0 1 2 3 4 5 6 7 3 to 18 Standalone Primary Standalone Early Years Standalone Early Years/Primary Additional Unit in Primary Additional Unit in Secondary What model(s) do you think are best suited for Gaelic medium education in North Lanarkshire? 1st 2nd 3rd 4th 5th 6th Page 89 of 484
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Q4 Can you rate in order of importance the factors to be considered for the expansion of Gaelic Medium Education Provision? Figures 1,2 & 3 show the percentages taken from the number one choice of respondents from the seven options in question 4. GME Parents 55% of parents and indicated that trained staff was the most important factor to be considered for the expansion. The most frequent second response according to parents was to be near the child’s catchment 34% third. Figure 1 GME staff Similarly 67% of GME staff indicated that trained staff is the most important factor to be considered. The most popular second response is near secondary GME 33% third most frequent is near child’s catchment locality with 47%. See figure 2 Figure 1 55% 16% 2% 6% 15% 6% Can you rate in order of importance the factors to be considered for the expansion of Gaelic Medium Education Provision? Trained Staff Communication for enrolement Provision Transition Events Access to Digital Technologies 0% Community learning space Near child's catchment locality Near secondary GME Page 90 of 484
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Figure 2 Figure 3 42% 6%4%4%6% 31% 7% Can you rate in order of importance the factors to be considered for the expansion of Gaelic Medium Education Provision? Trained Staff Communication for enrolement Provision Transition Events Access to Digital Technologies Community learning space Near child's catchment locality Near secondary GME 67%6% 7% 20% Can you rate in order of importance the factors to be considered for the expansion of Gaelic Medium Education Provision? Trained Staff Communication for enrolement Provision Transition Events Access to Digital Technologies 0% Community learning space 0% Near child's catchment locality Near secondary GME 0% Page 91 of 484
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Q5 Are there adult Gaelic speakers in your household? Information from the survey figures 1&2 showed that 80% of responses were from households with no Gaelic. 16% indicated that they are Gaelic learners with some to moderate use of the language and 4% indicated that they have fluent speakers in the household. Cumbernauld is the locality with the highest number of fluent speakers followed my Chryston/Stepps/Moodiesburn. Figure 1 Figure 2 4% 16% 80% ARE THERE ADULT GAELIC SPEAKERS IN YOUR HOUSEHOLD? Fluent Gaelic Speaker Learner Gaelic Speaker None Airdire Bellshill Chyston /Stepps/ Moodie sburn Coatbrid ge Cumber nauld Kilsyth Mother well Shotts Wishaw Other LA Fluent 6 1 7 2 11 1 6 0 0 4 Learner 30 14 5 12 30 4 13 1 17 9 None 99 50 61 102 122 29 110 29 73 28 0 20 40 60 80 100 120 140 No of speakers Are there adult Gaelic speakers in your household? Page 92 of 484
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North Lanarkshire Council Report Education, Children and Families Committee Does this report require to be approved? ☒ Yes ☐ No Ref GMcL/MD Date 12/09/23 Proposals for statutory public consultations on the reconfiguration of Early Learning and Childcare and primary education in the West area of Cumbernauld. From Gerard McLaughlin, Chief Officer (Education North) E-mail mclaughling@northlan.gov.uk Telephone 01236 812 221 Executive Summary This report outlines proposals for statutory public consultations on the proposed amalgamation of Condorrat Primary with Baird Memorial Primary School and the relocation of the Gaelic Medium Education into Baird Memorial Building. If approved, a statutory consultation will take place involving all statutory consultees, other stakeholders and interested parties. The key reasons for this proposal are: • To build on the Councils planning for 1140 hours for Early Learning and Childcare (ELC) provision by increasing both the provision of and English-speaking nursery and a GME nursery provision. • To deliver on the Council’s approved Gaelic Language Plan by establishing a GME hub within the education provision. • The pupils currently at Baird Memorial and Condorrat Primary Schools will benefit educationally by attending a one school which can offer a wider range of educational opportunities. Recommendations It is recommended that the Education, Children and Families Committee: 1) Endorse the contents of the report; 2) Agree that a formal consultation take place on the proposed amalgamation of Condorrat and Baird Memorial Primaries and the relocation of the GME provision to the current Baird Memorial building 3) Endorse the attached statutory consultation document appendix 1; 4) Agree the timeline for consultation outlined 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 Item 4 Page 93 of 484
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1. Background 1.1 Schools (Consultation) (Scotland) Act 2010 The provisions of the above Act place a statutory duty on education authorities to carry out formal consultations on new build proposals for schools when the proposal is to build the school out with its current curtilage or when a joint campus is proposed involving a non-denominational and a denominational primary school. 1.2 The Act requires education authorities prepare an educational benefits statement, to prepare (and publish) a proposal paper in respect of any proposal which falls within the terms of the Act, give notice of the proposal to the relevant consultees (and invite representations) in accordance with the Act, to hold (and give notice of) a public meeting, involve Education Scotland. 1.3 Following the period of consultation, the education authority must review the proposal in accordance with the Act and prepare (and publish) a consultation report in accordance with relevant sections of the Act. 1.4 After publication of the education authority report, HMIE publish a report on the consultation taking account of the previously published education authority report before a final decision is made by the Council. 1.5 The Service will undertake a statutory consultation on the proposed amalgamation of Condorrat and Baird Memorial primaries and the relocation GME provision the existing Baird Memorial site. Appendix 1. 1.6 Proposals outlined in this paper have been developed by Education, Children and Families Managers including staff from the ELC team. Key considerations derived from these meetings have been incorporated into the models proposed, which include: • Impact assessment and improvement planning for the ELC sector. • The High-Level aim within the Council’s Gaelic Language Plan to develop a GME hub within the existing education estate. 1.7 The Service has adopted a formal project management governance structure to lead and monitor the delivery of new build schools which will encompass the achievement of the programme. 1.8 The final decision of the education authority is subject to review and possible call in by the Scottish government which must operate to a strict timeline set out in Appendix 2. 1.9 The timeline mentioned above may be subject to review due to unforeseen circumstances. 2. Report 2.1. This report establishes the methodology by which the services redesign was envisaged by officers, in response to the Council’s priorities. A core team of officers in Education and Families assessed a range of propositions to establish their viability, using a RAG status approach to highlight most promising options for implementation. Page 94 of 484
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2.2. A number of factors were used to establish an approach to prioritising potential rationalisation activities. These are described in the following section. Transfer of ELC Provision 2.3.1 The current provision for ELC within the catchments are a Gaelic medium nursery offering mornings over 48 weeks, English-speaking nursery offering afternoons over 48 weeks and an ASN service offering term-time provision (38 weeks). Within existing facilities there is no scope to increase capacity to offer parents/carers choice or flexibility in terms of children’s patterns of attendance. 2.3.2 The children currently attending Baird ASN nursery will continue to attend until they reach school age or stage, if a parent/carer chooses to defer entry to primary 1 this will be supported. This will ensure continuity of ELC provision is in place until the point of the natural transition to the child’s next placement. Efficient Use of Resources and Affordability of Proposals 2.4.1 The historic estate provision of North Lanarkshire has meant that there are a number of smaller schools which can be more susceptible to staffing shortages and therefore less sustainable as a result. Consideration has been given to allowing these smaller establishments to become incorporated into some of the more modern campus facilities which have been established, and in which there is capacity for them to be relocated. Delivery of the Gaelic Language Plan 2.5.1 The current Gaelic Language Plan sets out in this five year edition of our plan, how we are going to meet the national aims of increasing the use of Gaelic, increasing the learning of Gaelic and promoting a positive image of the language. 2.5.2 Further to this was to agree plans for a Gaelic Medium 3-18 campus. Planning for a campus would be in line with the Council’s Town and Community Hub Programme. 2.5.3 Previously reported to Education, Children and Families Committee was the service’s planning for the expansion of GME. Establishing a Hub within the current locality of Primary provision would be the first part of this. Educational Benefits Statement 2.6.1 Through the planned proposals it is expected that a number of educational benefits will be achieved on behalf of children and young people with the expansion of GME and e ELC provision for all children. 2.6.2 This proposal will provide opportunities for children and young people to learn in the community. It will facilitate increased immersive learning experiences within GME. NLC High Level Aim Actions Carry out a feasibility study into the creation of a Gaelic hub as part of the cluster approach to public services within the council area on approval of the plan Undertake the feasibility study for establishing a Gaelic Hub with consideration given to using current available estate. Page 95 of 484
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Relocation of Existing Establishments within Alternative/Higher Quality Facilities 2.7.1 In line with the policy established in the Plan for North Lanarkshire to ensure that young people are catered for within high-quality facilities, it is also proposed that consultation takes place to strengthen the provision experienced by pupils in both Condorrat and Baird Memorial Primary Schools. Each of these propositions is outlined in what follows. 3. Measures of success 3.1 Stakeholder support for the options brought forward. 3.2 Successful implementation of planned proposals. 3.3 Achievement of budget savings target in line with approved budget savings agreed by Council March 2020 3.4 Greater alignment with Plan for North Lanarkshire community hub model. 3.5 Improved quality of service and provision to effectively meet the needs of children, young people and families. 3.6 Increased Gaelic Medium Education provision within the Primary and ELC 4. Supporting documentation Appendix 1 - Statutory Consultation Condorrat and Bair Memorial Primaries Appendix 2 - Statutory Consultation Timeline Appendix 3 - Location plan Gerard McLaughlin Chief Officer (Education - North) Page 96 of 484
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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? An Equality Impact Assessment has been completed and will underpin planning for these proposals, since a number of the young people involved are considered as being from a protected group, due to disability. 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 Service is currently assessing the value of this capital investment with support from colleagues in Asset and Procurement Solutions. It is anticipated the proposals outlined above will not incur additional revenue costs. It is expected the number of Gaelic pupils attending the facility will remain constant going forward. Future expansion of facilities will be subject to consideration and approval of the Strategic Capital Delivery Group (SCDG). 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? Affected staff will be managed in accordance with the appropriate Workforce Change Policies and in with the signatory trades unions. Considerations would include Compulsory Transfer, Premature/Early Retirement, Redundancy/Redeployment. The Service would be required to follow the requirements for consulting as set out in the Schools (Consultation) (Scotland) Act 2010. Further stakeholder, community and parental consultation would be required in the event that the Service proceeds with any of the recommendations. An indicative timeline for the consultation process is outlined in Appendix 2. 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 ☐ Page 97 of 484
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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? 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 ☐ The carbon footprint will reduce if the numbers of establishments operating was reduced and pupils were catered for in our newer and more energy efficient campuses. 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 ☐ A Programme Board has been established for the Implementation of the ASN Review. 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 98 of 484
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5.11 Children’s rights and wellbeing impact Does the report contain any information regarding any council activity, service delivery, policy, or plan that has an impact on children and young people up to the age of 18, or on a specific group of these? Yes ☒ No ☐ If Yes, please provide a brief summary of the impact and the provision that has been made to ensure there has been appropriate consideration of the relevant Articles from the United Nations Convention on the Rights of the Child (UNCRC). It is the right of children and young people to have an education. The proposal has potential for positive impacts on the learning environment for children and young people and increasing the right to play, particularly with the expansion in early years. If Yes, has a Children’s Rights and Wellbeing Impact Assessment (CRWIA) been carried out? Yes ☐ No ☒ Page 99 of 484
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Appendix 1 Statutory Consultation Proposals for statutory public consultations on the reconfiguration of Early Learning and Childcare and primary education in the West area of Cumbernauld. EDUCATION AND FAMILIES Page 100 of 484
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NORTH LANARKSHIRE COUNCIL: EDUCATION AND FAMILIES Proposal to amalgamate Condorrat and Baird Memorial Primary Schools and relocate the Gaelic Medium Provision to existing Baird Memorial Primary Building. 1. INTRODUCTION Condorrat and Baird Memorial Primary Schools are located in the village of Condorrat situated between Cumbernauld and Airdrie. Both are non-denominational. There is 0.5 miles between the two school buildings, and both are associated with Greenfaulds High School. The school capacity of the Condorrat Primary School is 342 with the current roll of 93 English-speaking pupils and 145 pupils within GME. The school capacity for Baird Memorial Primary is 291, with a current role of 183. The current mainstream nursery is provided at Condorrat Primary, with morning provision for English-speaking children and afternoon provision for Gaelic speaking provision. 2. CONSULTATION REQUIREMENTS 2.1 In terms of the schools (Consultation) (Scotland) Act 2010, the Education Authority is required to publish details of, and consult on any proposal to establish a new school and on any proposal to establish, terminate or otherwise alter the catchment area of a school. 2.2 North Lanarkshire Council will not make any decision, or put any changes into effect, until the consultation period has been concluded in line with statutory requirements. 2.3 The consultation period will be a minimum of 57 days, which include 30 school days. It begins on ###### and finishes on ######. 2.4 The consultation will involve pupils, parent/carers, Parent Councils and staff of the schools involved, as well as other associated stakeholder and statutory consultees. 2.5 A public meeting will be held on week beginning #######. 2.6 Council officers will be present at the public meeting to discuss the proposal. There will be limited time at the meeting to discuss all issues fully. To ensure that all issues are covered and that those who may be uncomfortable with speaking publicly are heard, advance notice of specific questions or issues to be raised will be accepted in writing up to two days in advance of the meeting – see contact details at 2.9. 2.7 At the end of the consultation process, a report will be prepared for North Lanarkshire Council detailing all responses received, summaries of their content and a statement from Education Scotland on the educational aspects of the proposal. Responses to the issues raised through the consultation will also be incorporated in the report. Copies of the report will be available, prior to consideration by the council, in the affected schools and online. It is envisaged that the report will be published on ########. 2.8 An online version of the document and other items related to the consultation can be Page 101 of 484
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found online at ########## 2.9 Further information on the proposal can be obtained by sending an email to ########### 2.10 All interested parties are invited to submit their comments on or before ######. 3. PROPOSAL 3.1 The proposal in this document is to amalgamate the existing Condorrat and Baird Memorial primaries and relocate the existing GME facilities to the current Bair Memorial building. • The pupils currently at Baird and Condorrat Primary School, English-speaking will benefit educationally by attending one larger school which can offer a wider range of educational opportunities (see Educational section below). • The existing pupils within GME will benefit from increased opportunities to have immersive Gaelic education across the Primary and ELC stages. • The children within ELC will be offered increased flexibility of provision. 3.2 If, following this statutory consultation, the Council proceeds with the proposed amalgamation, then the statutory planning process will be followed as required. Prior to that, Condorrat and Baird Memorial Primaries will continue to operate on their current sites. 4. EDUCATION BENEFITS STATEMENT 4.1 Through the planned proposals it is expected that several education benefits will be achieved on behalf of children and young people including: • Improved access to high quality facilities • Improved access to a greater variety of different education experience • Access to outdoor learning experiences • Strengthened practice in pedagogy and learning and teaching • Increased opportunities for professional learning and sharing good practice • Increased immersion within GME • Strengthen the year years model available to families. 4.3 Improved high quality facilities for learning will be designated in such a way as to allow a range of teaching styles and approaches, including active learning, interdisciplinary learning and outdoor learning. 4.4 The curriculum will provide the opportunity for learners to achieve across all curricular areas and to develop skills, attributes and capabilities aligned with the design principles of Curriculum for Excellence: challenge and enjoyment, breadth, progression, depth, personalisation and choice, coherence and relevance. 4.5 Children and young people will be provided with a broad range of opportunities for personal achievement and interdisciplinary learning across all curricular areas by building on best practice in curriculum design in North Lanarkshire Schools. Page 102 of 484
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4.6 The development of a separate school for GME will increase the inclusion that can be offered from ELC through to Primary 7. This hub will also increase places available through GME within North Lanarkshire and further empower the model of GLE across the cluster and locality. 4.7 The proposal would see increased flexibility of the ELC provision enabling full day placements for both children in the English-speaking medium and Gaelic-speaking medium. 5. COMMUNITY IMPACT 5.1 As an amalgamation, Baird Primary School is being considered for closure. Education provision for the area would be within Condorrat Primary School. Gaelic Medium Education is not being considered for cessation. 5.2 Opportunities would be maximised to integrate with the wider community and support local events/initiatives. 5.3 Work is being done to determine mitigation of any adverse impact on those using the facilities (wider access to identified areas may be possible in the evenings for example). 5.4 Work will now be done between Education and Families and Enterprise and Communities to: • Assess the impact on community use • Assess the budget implications income streams • Engage effectively/co-producing the approach with communities/users • Sight the CLNL Board on the proposals and impact as required. 6. IMPLICATIONS OF THE PROPOSALS 6.1 Transport to School Council Policy currently provides free transport to those pupils living more than one mile from their zoned Primary School or where an appropriate walking route is not available. Education & Families will arrange for an assessment of the walking routes to the site of a new school and appropriate road crossing patrols will be established if considered necessary. Transport is currently provided for all pupils within GME as part of the specialist provision. This is has no significant increase in distance. 6.2 Staffing The proposal should not have significant implications for staffing, either teaching or non- teaching. Any matter which arises will be dealt with within the terms of local and national agreements. 6.3 Secondary Education The current zoning arrangement for secondary education is that pupils attending both Condorrat and Baird Memorial Primary Schools attend Greenfaulds High School. No change to the primary to secondary transfer arrangements will be required as a result of this proposal. Parents who wish their children to attend an alternative secondary school Page 103 of 484
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will require to submit a placing request for their preferred school. 6.5 Class Sizes Class structures are decided by the head teacher in accordance with authority guidelines and take account of a range of factors, including teacher deployment, school policies, the available accommodation and pupil numbers at each stage. 6.6 Future use of the existing school buildings Education & Families will as part of this consultation look to use Baird Memorial’s existing building as the new Gaelic Medium Education hub. 6.7 Financial implications Based on previous experience of new build projects within North Lanarkshire, it is anticipated this proposal will have a limited impact on school revenue budgets. 6.8 Placing Requests It is anticipated that there will be no impact on pupils attending either school on a placing request. The following options exist for pupils in this position. Firstly, they can transfer to the new school. Secondly, they can enrol in their designated catchment area school or thirdly, submit a placing request to another School. The parents of these pupils will be given the opportunity to discuss their preference with Education & Families staff. Parents remain responsible for transport costs where an existing placing request to the new build school is continued. 7. EQUALITY IMPACT ASSESSMENT An Equality Impact Assessment has been completed and will underpin planning for these proposals, since a number of the young people involved are considered as being from a protected group, due to disability. 8. INACCURACIES OR OMISSIONS 8.1 There is a statutory requirement for the Council to consider any allegation of an inaccuracy or omission in the proposal paper and determine whether the allegation has foundation. Where inaccuracies or omissions are notified to, or discovered by, the Council within this proposal document, the Council will determine if relevant information has, in its opinion been omitted or whether there is in fact an inaccuracy. Notifiers of any omissions or inaccuracies will be informed of the Council’s decision and the reasons for that decision. Notifiers will also be informed of any action. The Council will invite the notifiers to make further representations to the Council should they disagree with the Council’s determination or its decision as to whether to take action. 8.2 If the Council has found, either itself or through a concern being raised, that there is an inaccuracy or omission in the proposal paper, it must decide whether this relates to a material consideration relevant to the proposal. Where the confirmed inaccuracy or omission relates to a material consideration, there is a duty on the Council to correct it. Page 104 of 484
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8.3 Appropriate action will then be taken by the Council depending on whether the inaccuracy or omission relates to a material consideration. Such action may include withdrawing the proposal and issuing a revised proposal paper for the whole consultation period, or issuing a corrected proposal paper with, if, an extension of the consultation period. In any of these eventualities, all relevant consultees (and, where applicable, the notifier(s) of any omissions or inaccuracies) and HMIE (Education Scotland) will be advised of the action. Where inaccuracies or omissions are discovered within the proposal document, the Council will determine whether relevant information has been omitted or if there has been an inaccuracy. action will then be taken by the Council, which may include issuing corrections, issuing a corrected proposal document, or an extension of the consultation period. In any of these eventualities, all relevant consultees (and where applicable, the notifiers(s) of any action) will be advised. 8.4 Notifiers of any omissions or inaccuracies will also be given the opportunity to make representations if they disagree with the Council’s determination of any action on the matter, which may result in the Council making a further determination/decision on the matter. 9. THE STATUTORY CONSULTATION PROCESS – ADDITIONAL INFORMATION 9.1 The current requirements for consulting are set out in the Schools (Consultation) (Scotland) Act 2010. This consultation will be carried out in accordance with the Act. 9.2 This consultation has been planned in order to meet the statutory requirements. 9.3 The consultation document sets out the details of the proposal. • The proposal paper details the educational benefits of the proposal and other relevant information. • The proposal paper will be published and widely advertised. • North Lanarkshire Council will seek to determine whether there are inaccuracies or omissions within the proposal paper and take such action as it considers necessary. • The consultation period will be a period of at least 6 weeks including at least 30 school days. 9.4 Prior to the commencement of the consultation period, the authority will give notice of the proposal to the relevant consultees. The relevant consultees are defined in the Schools (Consultation) (Scotland) Act 2010, and are as follows: (a) The parent council or combined parent council of any affected school (b) The parents of the pupils at any affected school (c) The parents of any children expected by the education authority to attend the affected school within two years of the date of publication of the proposed paper (d) The pupils at any affected school (in so far as the education authority considers them to be of suitable age and maturity) (e) The staff (teaching and other) at any of the affected school(s) (f) Any trade union which appears to the education authority to be representative of the persons mentioned above Page 105 of 484
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(g) The community council (if any) (h) The community planning partnership (within the meaning of section 4(5) of the Community Empowerments (Scotland) Act 2015 for the area of the local authority in which any affected school is situated (i) Any other community planning partnership that the education authority considers relevant (j) Any other education authority that the education authority considers relevant (k) Any other users of any affected school that the education authority considers relevant. 9.4 During the consultation period, the authority will hold and be represented at public meetings on the relevant proposal. 9.5 The council will involve Education Scotland and Bord na Gaidhlig in the consultation process. This will culminate in Education Scotland preparing and submitting an independent report on the educational aspects of the proposal. 9.6 Following the consultation period, the council will prepare and publish a consultation report. The report will be published at least three weeks before a final decision is taken on the proposal. 9.7 The consultation timeline provides further information on the timescales for various staged in the statutory process. Please click on the link below to share your views on the proposal (Ctrl + Click to follow link) Page 106 of 484
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Appendix 2 Indicative Timeline for Amalgamation of Condorrat and Baird Memorial Primaries and ELC and the relocation of GME. Stages Timeline Date 1. Committee Date 12th September 2023 2. Consultation Starts Phase 1 Minimum of 6 weeks To include 30 calendar days 6th November 2023 3. Public Meeting Mid way through consultation 4. Consultation Ends 30 Days 5. Report to Education Scotland Phase2 3 weeks 6. Education Scotland produce report 3 weeks 7. Consultation report published Phase 3 No specified timescale 8. Time for further consideration 3 weeks from publication date 9. Final Committee Decision May 2024 10. Implement proposal if approved by Committee 3 weeks Page 107 of 484
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North Lanarkshire Council Report Education, Children and Families Committee Does this report require to be approved? ☐ Yes ☒ No Ref GML/JOH Date 12/09/23 1140 expansion programme From Gerard McLaughlin, Chief Officer (Education – North) E-mail mclaughling@northlan,gov.uk Telephone 01236 812269 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. 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 position regarding Heathery Park Family Learning Centre. (2) Endorse the current position in relation to the budget setting progress and the impact on the ELC workforce. (3) Endorse the ELC service updates including admissions, the annual entry point to the ELC framework and the Loving Lunches programme. 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 Item 5 Page 109 of 484
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1.2 The ELC team continues to progress with plans to ensure children and families fully access the benefits of 1140 hours. 2. Report Infrastructure Projects 2.1 Table 1 provides an update regarding the outstanding infrastructure project: Table 1 Site Start Date Completion Date Heatherypark FLC April 2022 TBC 2.1.1 Work continues within Heatherypark FLC, however the project continues to be delayed. This is being closely monitored by A&PS. Regular meetings are taking place with the contractors to ensure progress continues to be made. 2.1.2 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. Workforce 2.2 Committee will recall from 2021, 536 additional ELC staff were employed to support the full implementation of 1140 hours. Over 320 positions were temporary (Support Workers NLC4 & Keyworkers NLC7) and since November 2022 a recruitment process has been progressed to secure permanency for these positions. 2.2.1 It is anticipated that the exercise will be completed by October 2023. Further updates will be presented to future Committees. Budget Setting Process 2023 2.3 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. 2.3.1 A project plan was developed to ensure that all 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. 2.3.2 During the month of June 2023, the service engaged with representation from Trade Unions, in individual one-to-one meetings with all affected staff. This was to discuss the options available to individuals in accordance with the Workforce Change Policy and to provide any further advice and support where required. 2.3.3 The service will continue to work through the project plan and further updates will be provided to Committee. Quality: Early Learning and Childcare (ELC) Training Calendar 2.4 A full catalogue of training for ELC Practitioners at all levels was established for August 2023 – June 2024. The training sessions offered are in response to need derived from Page 110 of 484
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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. All training sessions for session 2022-2023 will continue to be a hybrid model of face-to-face and virtual sessions. A further update regarding the impact of training and development across ELC will be presented to future committees. Quality Assurance 2.5 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. 2.5.1 The ELC service are the guarantors of quality for the delivery of ELC across North Lanarkshire, therefore it is essential all services are fully supported in meeting the National Standard level 4. 2.5.2 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. 2.5.3 Formal inspections / scrutiny is also a key aspect of the quality framework within ELC. Education Scotland completes announced inspections using a variety of models. In addition, Care Inspectorate carry out unannounced inspections of both nursery settings and childminders. 2.5.4 Committee are asked to note that currently 92.3% (132) of these settings are graded at level 4 and above and 7.7% (11) require additional support to fully meet the standards. 2.5.5 Appendix 01 provides an overview of the standards of quality across ELC as of July 2023. Each setting is inspected across 4 key areas, for the purpose of this report, an average grade has been applied based on the minimum grade awarded. Breastfeeding Friendly Scotland Early Learning (BFS EL) Scheme 2.6 North Lanarkshire Council Early Learning and Childcare continue to be committed to working across communities to change attitudes and create a positive culture around breastfeeding. Links were established with NHS Lanarkshire and the Scottish Government to achieve the Breastfeeding Friendly Scotland Early Learning Gold Award. 2.6.1 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. 2.6.2 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. In March 2023 the target was exceeded with 85% of our ELC settings accredited with the BFS EL Gold Award. A further 7% achieved the Gold Award by June 2023 and the remaining 8% are continuing to take the final steps in achieving the award. Page 111 of 484
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Early Learning and Childcare Framework 2.7 Committee will recall that the current Early Learning and Childcare Flexible Framework, for 2023/2027, allows for annual entry points, thus allowing new providers to join the framework during its lifetime. 2.7.1 Committee are advised that it is anticipated that entry point 2 will open on, or around, the end of September 2023. 2.7.2 Committee will be kept updated regarding the progress of entry point 2. Admissions 2023/2024 2.8 Committee are advised that while the admission process for session 2023/2024 has been completed, late applications continue to be received. Such applications will be progressed in accordance with the process in place. 2.8.1 To date a total of 3523 new applications have been received and processed for session 2023/24. The table below provides a comparison to session 2022/2023 and a breakdown of applications received. Table 2 2022/23 - Total 7,234 Provider Returners New Applications (Incl Cross Boundary) Cross Boundary Local Authority 2516 2475 12 Partner Nursery 1012 986 54 Childminders 103 74 2 3631 3535 68 2023/24 - Total (to date) 7,350 Provider Returners New Applications (Inc Cross Boundary) Cross Boundary Local Authority 2491 2352 22 Partner Nursery 1185 1066 51 Childminders 72 105 6 3748 3523 79 2.8.2 While first choice placements cannot be guaranteed, the graph below shows the number of applicants that were successful in obtaining their first-choice placement. Page 112 of 484
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Table 3 2.8.3 Following feedback from parents/carers who were unsuccessful in receiving their first- choice provider or operating model, it has been agreed that a review of the admissions policy and guidance will be undertaken to look at any potential improvements which can be made to those applications being moved to second, third and fourth choices. A short-life working group will be formed to support this process and further updates will be presented to future committees. Cross Boundary 2.9 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. 2.9.1 The table below details the number of children, who are not resident in North Lanarkshire, but are attending a North Lanarkshire ELC partner provider setting. The table also highlights North Lanarkshire children that are attending an ELC partner provider setting in another authority. Table 4 NLC Children Attending Other Authority Private Providers Other Authority Children Attending NLC Private Providers 101 123 These figures are inclusive of returning cross boundary children and new admissions for 2023/24. Deferred Entry 2.10 Committee will recall information provided for 2023/2024 deferrals, specifically the increase in automatic deferrals due to legislation changes. 2.10.1 This has been a fluid situation, and as such automatic deferrals have continued to increase. Updated figures are provided in table 5 below. 0 500 1000 1500 2000 2500 3000 3500 1st Choice 2nd Choice 3rd Choice 4th Choice 2022/2023 3349 131 42 13 2023/2024 3356 113 36 18 1st, 2nd, 3rd & 4th Choice Comparison 2022/2023 2023/2024 Page 113 of 484
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Table 5 2022/2023 2023/2024 Automatic Discretionary Automatic Discretionary Jan – Feb March – Aug Aug – Feb March - Aug 207 125 453 26 Total: 332 Total: 479 2.10.2 Table 6 provides an updated breakdown of the number of deferred entry placements to P1 across local authority and partner providers. Table 6 Aug -Dec Jan - Feb March - Aug 2023/2024 Local Authority Deferrals 148 189 23 2023/2024 Partner Provider Deferrals 40 66 3 2023/2024 Split Placement Deferral 3 4 0 2023/2024 Not Attending a ELC Setting 0 3 0 Total 479 External Partner Provider Commission Payments 2.11 Table 7 provides an overview of Partner Provider Commission Payments from 1 April 2023 to 23 June 2023 (Period 3): Table 7 External Commission Payments £'m 3-5- year-old payments 1140 Hours 3.294 eligible 2s payments 1140 Hours 0.283 meal payments 2–5-year-olds 0.256 Total 3.833 Healthy Milk & Snack Scheme 2.12 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 their figures, re children in their care. 2.12.1 Registration for session 2023/2024 initially closed on 21 July 2023, and more recently has reopened allowing those not already registered for the scheme to register. 2.12.2 Table 8 below shows registration to the scheme up to and including 21 July 2023. Further updates will be provided to committee. Page 114 of 484
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Table 8 Registrations up to 21 July 2023 Local Authority 102 Partner Provider Nurseries 32 Partner Provider Childminders 44 Other Childcare – Non-Partner Providers 3 Total 181 Communications 2.13 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. 2.13.1 The Corporate Communications team continue to support ELC with all communications to support the delivery of ELC services. Financial Update – Revenue Budget 2.14 The gross expenditure budget for ELC in 2023/24 is £62.867m which is partly offset by the ELC Expansion Grant of £35.310m. The projected outturn for 2023/24 as of 23 June 2023 (Period 3) is a balanced budget. Capital Budget 2.15 The Enterprise and Communities 2023/24 capital programme of £190.796m was approved by the Policy and Strategy Committee on 16 March 2023. The programme has since been increased by £22.403m relating to carry forwards from 2022/23 and reduced external funding of £5.785m. This results in a revised working capital budget of £207.414m. 2.15.1 Included in the approved 2023/24 capital programme for Enterprise & Communities, is £0.954m regarding ELC Expansion (1140 Hours). 2.15.2 As at Period 3, the Service is projecting a balanced budget in relation to the associated ELC Expansion (1140 Hours) capital workstreams. 3. Measures of success 3.1 Children have access to funded entitlement of 1140 hours of ELC. 4. Supporting documentation Appendix 01: ELC Standards of Quality Gerard McLaughlin Chief Officer (Education – North) Page 115 of 484
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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 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 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 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 116 of 484
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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? 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. 5.11 Children’s rights and wellbeing impact Does the report contain any information regarding any council activity, service delivery, policy, or plan that has an impact on children and young people up to the age of 18, or on a specific group of these? Yes ☐ No ☒ If Yes, please provide a brief summary of the impact and the provision that has been made to ensure there has been appropriate consideration of the relevant Articles from the United Nations Convention on the Rights of the Child (UNCRC). If Yes, has a Children’s Rights and Wellbeing Impact Assessment (CRWIA) been carried out? Yes ☐ No ☐ Page 117 of 484
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Appendix 01 Care Inspectorate information – July 2023 ELC settings: • 23 Family Learning • 79 Nursery Classes • 41 Partner Nurseries • 121 Childminders The chart below includes all LA and partner nurseries (143) Page 118 of 484
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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 12/09/23 Getting it Right for Every Child From Gerard McLaughlin, Chief Officer (Education - North) E-mail McLaughlinG@northlan.gov.uk Telephone Executive Summary In May of this year a report on Health and Wellbeing to this Committee showed progress in how the Roadmap to Recovery, health and wellbeing strategy had developed the experience of children going through schools in North Lanarkshire, as regards their health and wellbeing. This report further develops understanding of health and wellbeing and follows on from the previous report, updating Committee as regards progress and also looking at progress using the Wellbeing Quality Framework. The report will also update members on the first findings from the Strengths and Difficulties Questionnaire survey. SDQ is a brief, reputable assessment that has been previously used in North Lanarkshire to gather a picture of the wellbeing of children in schools in 2020/21. This covered the experience of the COVID 19 pandemic and the initial stages of recovery. The findings initially presented shows health and wellbeing following the end of the pandemic, the return to school and the start of the current economic pressures that families are facing. The report ends with some discussion of future direction as to the use of the GIRFEC framework and related approaches to target wellbeing of children and young people. Recommendations It is recommended that Committee: 1) Note progress with the Roadmap to Recovery and the SDQ survey set out below. The Plan for North Lanarkshire Priority Support all children and young people to realise their full potential Ambition statement (10) Engage with children, young people, parents, carers, and families to help all children and young people reach their full potential Item 6 Page 121 of 484
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1. Background 1.1 This report considers a number of developments related to the implementation and development of Getting it Right for Every Child (GIRFEC) in North Lanarkshire which has been driven by the Roadmap to Recovery health and wellbeing plan and relate to a number of other initiatives which have previously been included in reports to this Committee as key elements in the delivery of services to children, including: • The Wellbeing Quality Framework • Delivery of Family Support in line with the Promise • The Empowering Clusters Model • Partnership Links • The introduction and development of approaches to support young people’s mental health at an early stage • The use of Outcomes Star to measure effectiveness of interventions. • The use of Strengths and Difficulties Questionnaire (SDQ) to give a measure of wellbeing across the school population. 1.2 Members may recall the Roadmap to Recovery as the Health and Wellbeing Strategy for schools and partner services in North Lanarkshire. This plan was intended to focus efforts to support health and wellbeing in this complex and diffuse area of work. The plan was launched in August 2022. This report looks at aspects of the Roadmap that have been developed since the launch through the lens of the Wellbeing Quality Framework. 1.3 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 is structured around the policy drivers and developments, systems and process and the outputs and outcomes that are associated with the Roadmap to Recovery to focus on the developments and the results seen. 1.4 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 published in September 2022. Developments around GIRFEC, including development of the GIRFEC pathway, were reported to this committee in February 2023 Development of GIRFEC sits at the heart of the Roadmap to Recovery, as GIRFEC is the process that will deliver Health and Wellbeing improvements for our children. 1.5 In 2021 NLC conducted a school population wide survey focusing on the Wellbeing of all children and young people in schools in North Lanarkshire. This survey was based on use of the Strengths and Difficulties Questionnaire (SDQ). The SDQ has been used in many settings, as a screening tool for young people, to ascertain wellbeing needs. The results of this survey were shared with the then Education and Families Committee in September 2021. In November of 2022 this Committee approved a further population level survey of school students using the SDQ. This has now been carried out and some initial findings are reported as outcome measures in this report. Page 122 of 484
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2. Report Why we are doing this? – Policy and Governance 2.1.1 The Roadmap to Recovery health and wellbeing plan sets out a way forward in developing the health and wellbeing of our learners over three years, the first of which is now complete. This recognises the current context in North Lanarkshire, particularly following the impact of COVID19 which disrupted the lives of our children, young people and families. This has been followed by a cost-of-living crisis that followed the pandemic and has impacted significantly on families in North Lanarkshire. The plan is delivered through the development of approaches in North Lanarkshire in relation to health and wellbeing which are discussed in this report. Key elements of this are 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 was launched with schools and services with the intention of supporting improvements in day-to-day operations and presented in a format intended to assist schools, centres and teams to improve health and wellbeing. 2.1.2 Over the last year the existing GIRFEC pathway has been developed and updated. This followed the updating of national policy around GIRFEC, with new national materials published in September 2022. The GiRFEC pathway is still based on the three-level intervention model set out in the Roadmap to Recovery. This bases intervention on universal, additional, and intensive levels of planning and support. 2.1.3 The delivery of the GIRFEC pathway is closely linked to the Empowering Clusters Model. Most children and young people get all the help and support they need from their parents, wider family and community, but sometimes, they may need a bit of extra help. The cluster structure brings together all elements of the Education and Families Service, alongside partners to work in partnership with children and families to support them at the appropriate level., 2.1.4 The North Lanarkshire Children’s Services Plan 2021-23 is currently being updated. It is anticipated that the format will continue to be built around the framework of the Promise and UNCRC. This is aligned with the policy landscape within the Roadmap to Recovery aligning the policy direction in all of these plans. Maintaining this alignment is important in following the model of the Quality Framework. 2.1.5 The publication of the Promise in February 2020 which set out the findings of the Independent Care Review and the related Plan, which provides a path for the 10-year transformation programme for the delivery of care and family support. Full council passed a motion in August 2020 confirming a commitment to Keeping the Promise to Scotland’s children, young people and their families. The Promise Plan provides a national framework for the first phase of this transformation programme and a benchmark for local improvement activity. The Promise In North Lanarkshire has shaped approaches to the Children’s Service plan, GIRFEC and other policy elements that impact on children, young people and families, including the Roadmap to Recovery. The delivery of the Promise in North Lanarkshire requires a wide focus on holistic support for families, 2.1.6 The Children and Young People’s Health plan 2020-23 is an important partnership policy link to the Roadmap to Recovery. Through links to NHS Lanarkshire The Roadmap to Recovery recognises the challenges in the health inequalities facing North Lanarkshire and also recognises the need to work with partners to improve this. One Page 123 of 484
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example of this is the work carried out to allow the Council to Achieve the Breast- Feeding Friendly Award. This has required over 80% of schools to support breast feeding within their buildings by offering practical supports. This was achieved by June 2023 with 129 schools out of 155 achieving the standard for the award. In addition to this the service is working with partners in NHS Lanarkshire to integrate the School Nursing service within the GIRFEC pathway and Empowering Clusters Model. This will include a key partner more closely in the service delivery landscape through the cluster arrangements. 2.1.7 The Trauma Informed Practice in Education working group has been established (Jan 2023) with representation from all sectors of the service. Using the NHS Education Scotland framework (set out in the report to this Committee in May 2023), the group have looked at the levels to which staff should be trained and the professional development required to reach these levels. 2.1.8 As can be seen from the above information, the Roadmap to Recovery draws on a complex and overlapping multi-agency policy landscape. The above information indicates that integrating this policy landscape has been key to delivery of the plan drawing together the policy directions to make links and develop the cross sectoral approaches required to succeed in delivering the local policy context consistent with the plan. How we are doing it - Processes. 2.2.1 The GIRFEC Pathway was revised earlier this year in keeping with the Roadmap to Recovery and continues to use a three-stage intervention model. This sets intervention at the levels of universal, intensive and additional. These three levels of intervention allow the needs of children to be met at the earliest possible stage with interventions and approaches that are proportionate in response to the level of assessed need. Revision of the 2020 GIRFEC Pathway reflected the changing practice around the current GIRFEC pathway that has required to change with the development of the Empowering Clusters model and methods of practice which have become centred on keeping the child and family at the core of decision making, consistent with UNCRC. 2.2.2 The roadmap to Recovery committed to survey the clusters to look at the proportion of children and young people being supported at each of the GIRFEC pathway levels. It would be expected that most would be supported at universal level with decreasing numbers at additional and intensive. The survey showed that for all but one of the clusters: • Between 63% and 80% of children supported are being supported to remain at the Universal level • Between 13 and 30% of children supported are being supported at the additional level • Between 1% and 10% of children supported are being supported at the Intensive level 2.2.3 Clearly from the figures above there is wide variation across the clusters. Some variation is expected, and further work requires to be done to understand this variation and the messages for targeting interventions. This has identified an area for further development. 2.2.4 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 work has been carried Page 124 of 484
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out to develop systems and processes used to monitor and improve attendance. Over this year the following have been introduced to support attendance: • Attendance continues to be prioritised by all central officers and school leaders, with an expectation that individual establishment attendance targets are now set annually. • It is a key focus of all improvement events, reviews, and discussions. • A bespoke NLC data dashboard has been created to support. • A bespoke NLC planning tool – A Roadmap to Recovery -has been produced to support target setting in this area. • Teacher Networks have been established to support sharing good practice. • At Additional level: • Significant funding has been ring fenced to resource additionality in the form of personnel. This has included the creation of 15 Cluster Lead posts who work at a local level. • Currently, 18 Family Engagement Support Assistants are being recruited to work with schools to support parental engagement and improvements in this measure. • Improvements in Mental health support for children and young people accessible through schools i.e school counselling, KOOTH, DBI and LIAM. • At Intensive level: • The use of cluster-based planning for children’s wellbeing approaches to plan approaches with partner services for those requiring higher levels of support • The formation of a Virtual School to support care experience young people. 2.2.5 A key theme in the Roadmap to Recovery and the Promise, is the availability and development of family support approaches. The use of family support is acknowledged within the Promise as an important approach to tackle many of the difficulties that families and their children face. School attendance is a multi-faceted issue with a range of family problems impacting upon it. Although parents have a legal duty to ensure that their children are educated, family support, following the principles within the Promise, has improved engagement with families and help them identify any barriers that exist to their children achieving high levels of attendance and help them to identify the solutions that may be possible. Eighteen posts have been created through the use of Scottish Attainment Challenge funding to work around the school clusters with a view to supporting families to maximise school attendance of their children and minimise exclusion. At the time of writing eight staff are currently operational with an additional three due to start in August. The remaining seven posts are in the recruitment process. 2.2.6 In order to ensure appropriate targeting of the Family Engagement Support assistants a policy on their use has been put in place across clusters, to target the resource in a way that will offer the best results of success. The use of the Assistants has been reviewed and this is discussed in the next section covering outcomes. 2.2.7 A further development in the area of family support is the addition of Family Support staff to the early years service. This will operate with 6 six staff across the service providing family support to families with young children to intervene in any developing issues at an early stage. The service has currently recruited 4.5 of the 6 staff and is planned to launch in August. 2.2.8 Attendance Monitoring processes were put in place in December and March in school year 2022/23 and this has shown that the increase in attendance seen in December had reduced by March. The year ended with a small increase in attendance seen across all our clusters. This has illustrated that there are most likely fluctuations in attendance throughout the year, related to holiday times and other factors. These will be explored further in new arrangements for 2023/24. Page 125 of 484
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2.2.9 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 sits well within the GIRFEC Pathway and the cluster delivery model identified as key systems in the Wellbeing Quality Framework. Four areas of input were reported to Committee in May 2023 at this level of support: • The launch of Kooth – an online support service • School Based Counselling including Increased Counselling to P4 and 5 children. • LIAM • Pilot of Distress Brief Intervention (DBI 2.2.10 Of those, development of school-based counselling was a particular action identified in the Roadmap to Recovery. Information attached (Appendix 2) shows that school- based counselling is well used with 1830 young people supported in the first six months of 2023, a high rate of usage by young people. In order to support effective targeting of this resource, development of the policy around the approach has sought to locate it robustly within the staged interventions of the GIRFEC pathway. 2.2.11 One of the factors seen in the development of school-based counselling has been an increase seen in referrals on to other services. This may be related to the increase in efforts to tie this service in to the full GIRFEC pathway, creating a focus on broader needs. In 2022/23 out of 384 young people referred on the proportions to partner agencies have been as follows: • 30% CAMHS • 28% Social Work • 20% educational Psychology • 13% GPs • 9% Child Protection In some ways it is reassuring that children and young people are being referred on to services they need, however this will require to be looked at further to make sure that targeting of the right service is as robust as it can be when counselling is first identified. 2.2.12 An important partnership development that is underway to strengthen the GIRFEC pathway is the Review of School Nursing. Officers of this service have been involved with colleagues from NHS Lanarkshire to consider how this service can be developed to provide a strengthened school nursing service. A survey of young people has been carried out in North Lanarkshire Schools and this showed young people would want a range of means of contacting school nurses, including phone numbers, texts and the use of drop-in sessions. The issues they saw as important took in both physical and emotional health. In addition, the development of an improved Request for Assistance process from schools to school nursing is ongoing to include school nursing in the GIRFEC pathway. 2.2.13 Professional development processes continue to be important in taking the messages from the strategy to the frontlines staff. An area of development for staff is Trauma Informed Practice (TIP). Education Scotland along with staff from TIP working group will offer all staff in Education the opportunity to attend the “Keeping Trauma in Mind” course. This will be adapted for North Lanarkshire and will be in the form of online twilight sessions. These sessions will provide educators from all sectors with an opportunity to understand the impact of trauma and develop trauma responsive Page 126 of 484
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strategies to support children and young people affected by psychological trauma. These sessions will be offered through August and September 2023. What We Are Doing – Outcomes 2.3.1 This third section of the reports sets out information on outcomes and outputs from some of the measurement that has been undertaken as part of our approach to GIRFEC and wellbeing. This will look at: • Trends in attendance • Evaluation of the Family Engagement and Support Assistant Approach Support • Data from Outcomes Star 2.3.2 Attendance is noted in the Roadmap to Recovery as the major indicator of health and wellbeing with a well-established association between these factors. Attendance has been declining for a period, starting in 2020 during the COVID 19 pandemic and up to year 2021/22 was continuing to decline. Most recent figures for attendance in 2022/23 show the following: 20/21 21/22 22/23 Attendance Percentage 91.5% 87.9% 88.6% 2.3.3 Attendance trends are showing that what was a declining trend has now ceased to decline and is showing a very small improvement. As mentioned above a number of processes have been introduced to improve attendance and this will continue with monthly measurement and reporting being introduced to identify and respond to any negative trends as they occur. 2.3.4 As stated above the introduction of Family Engagement Support Assistants has been a strong development in the authority to address attendance issues through targeted family support approaches, in keeping with the Promise. As part of the evaluation of these posts a review has been carried out looking at attendance levels in the children that these officers are working with, and views of key staff in the clusters that they link with. The results of this are shown in Appendix 3 and show : • 55% of children and young people worked with show increased attendance. • A further 21% showed attendance levels being maintained (from a previously declining attendance pattern • Key staff in schools and clusters had a positive view of the work of the staff. 2.3.5 The use of Outcomes Star has been developing this year as a pilot of the use of the tool. Its use will be developed over the next year with the Family Engagements Support Assistants taking on the tool as a measure of improving wellbeing alongside the measures used in the recent evaluation. The most recent figures around use of the Outcomes Star are included in Appendix 4 and show: • 601 Stars have been completed in North Lanarkshire • 90% show at least one area of improvement. • 70% show at least two areas of improvement. • 53% show at least three areas of improvement. Page 127 of 484
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2.3.6 Outcomes star is clearly a useful tool to measure outcomes of intervention processes provided. This provides a clear picture of development following interventions, showing positive results in at least some areas of intervention most of the time. This shows a clear picture of what is working with target interventions but needs to be understood against the background of the overall picture of wellbeing amongst the school population in North Lanarkshire. This has been measured using the SDQ questionnaire. What We are Doing – SDQ Survey 2.4.1 Members will be aware of the Strengths and Difficulties Questionnaire (SDQ), which is a brief, reputable assessment. It is administered globally by YouthinMind, a company that we have contracted with to provide the current survey. The SDQ has been used in 5311 research publications across 104 countries. It is used widely in the UK, including Scotland. The questionnaire’s 25 items relate to: • children’s emotions (for example, excessive worrying) • behaviour/conduct (for example, often fighting with other children), • levels of hyperactivity (for example, constant fidgeting) • peer relationships (for example, not having close friends) • prosocial behaviour (for example, being kind to others 2.4.2 The survey was launched for secondary pupils on 17/04/2023 to allow a week for senior pupils to complete prior to study leave. It launched on 15/05/2023 for primary schools. The ASN sector was involved in a higher degree of consultation on how best to use the survey, to allow for the particular characteristics of the sector to be taken into account, and teacher completion and pupil completion to be used as appropriate. The survey then launched in ASN schools on 01/06/2023. The rates of completion for the survey are in the attached paper (Appendix 5). This shows some headline information about the overall population who completed the survey and two groups that are of high interest, care experienced young people and children on the child protection register. Further analysis will be carried out to explore the data more fully, but this will take more time. 2.4.3 The survey is carried out through self-report by secondary pupils and teacher report by those at primary. The initial findings are presented for each of these groups separately as the groups cannot be combined due to the different ways of collecting the information. 2.4.4 The SDQ results for primary schools included a total of 24,311 pupils aged between 4 and 12 years old across 117 North Lanarkshire primary schools. The response rate was 94%. The SDQs were completed by teachers, as self-report SDQ is only available for pupils aged 11 and up only. In North Lanarkshire’s primary schools, the proportion of pupils scoring in the ‘close to average’ category in SDQ areas ranged from 78% to 87%. This indicates that most pupils were rated by their teachers as being ‘close to average’ across the key SDQ scales (refer to table 4 and figure 2 of the interim report). 2.4.5 In looking at gender differences across all the key SDQ scales, the mean scores are within the ‘close to average’ score category. Male pupils show higher scores across all areas in comparison to female pupils (refer to table 6 of the technical report). With respect to total difficulties for primary school pupils, there is a greater proportion of female pupils rated in the ‘close to average’ score category (88%) compared to male (76%) pupils (refer to figures 3 & 4 of the interim report). Page 128 of 484
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2.4.6 Average total difficulties scores were higher for children who have care experience compared to those who do not. However, all scores fall within the ‘close to average’ range (refer to table 10 of the technical report). Total difficulties scores are relatively similar when comparing pupil scores across the categories of care experience at home, away or previously care experienced (refer to table 10 of the interim report). 2.4.7 Within the care experienced group, mean total difficulties scores for males are higher than females across each of these categories. Males with care experience at home and away in particular fall within the ‘slightly raised’ range of total difficulties scores (refer to table 12 of the technical report). Primary pupils cared for at home had a larger proportion of total difficulties scores falling in the ‘very high’ range (28%) than those cared for away from home (20%), previously care experienced (18%) or with no care (6%) experience (refer to figure 5 of the interim report). A greater percentage of care experienced primary aged pupils are in the close to average range than in 2021. There are also a higher percentage in the very high category for those experiencing care at home. 2.4.8 For children on the child protection register in the primary group, mean total difficulties scores were higher for males than females. Females scored in the ‘close to average’ range and males within the ‘slightly raised’ score range (refer to table 16 of the technical report). Mean total difficulties score for children not on the-child protection register (n=58, mean total difficulties score of 6) were lower compared to those on the child protection register (n=>24,000, mean total difficulties score of 12.7). However, caution must be exercised in interpreting the data due to the significant difference in sample sizes (refer to table 16 of the interim report). 2.4.9 The SDQ results for secondary schools included a total of 11,611 pupils aged between 11 and 17 years old across 23 North Lanarkshire secondary establishments. The response rate was 56%. The SDQs were self-reported by the young people. In North Lanarkshire’s secondary schools, the proportion of pupils scoring in the ‘close to average’ category in SDQ areas ranged from 56% to 66%. For Total Difficulties, 59% of pupils rated themselves in the ‘close to average’ category (refer to figure 7 of the interim report). 2.4.10 In looking at gender differences across all the key SDQ scales, the mean scores for total difficulties are within the ‘close to average’ score category. Female pupils scored higher across all SDQ subscales (except prosocial) compared to male pupils. Female pupils fell in the ‘slightly raised’ score category for Impact and Internalising difficulties (refer to table 20 of the technical report). With respect to total difficulties for secondary school pupils, there is a greater proportion of male pupils rated in the ‘close to average’ score category (67%) compared to female (51%) pupils (refer to figures 8 & 9 of the interim report). 2.4.11 Average total difficulties scores were higher for young people who have care experience compared to those who do not. However, scores of those cared for at home, and away from home fall within the ‘slightly raised’ range. Those with previous care experience and no care experience both fall within the ‘close to average’ range (refer to table 26 of the interim technical report). Mean total difficulties scores for females are higher than males across each of these categories. Females with care experience at home fall within the ‘Very High’ range, females with care experience away from home fall within the ‘high’ range, and those with previous care experience fall within the ‘slightly raised’ range compared with males who fall within the ‘close to average’ range for all care experience categories (refer to table 26 of the interim technical report). Secondary pupils cared for away from home had a larger proportion of total difficulties scores falling in the ‘very high’ range (32%) than those with previous Page 129 of 484
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care experience (25%), cared for at home (20%) or with no care (18%) experience (refer to figure 10 of the interim report). For those experiencing care at home a lower percentage fall into the very high and close to average categories than seen in 2021, with a greater concentration in the slightly raised and high categories.. 2.4.12 For children on the child protection register, mean total difficulties scores were higher for females than males. Females scored in the ‘slightly raised’ range and males within the ‘close to average’ range (refer to table 28 of the interim technical report). Mean total difficulties score for children not on the-child protection register (n>11,000 mean total difficulties score of 13.4) was lower compared to those on the child protection register (n=16, mean total difficulties score of 13.8). However, caution must be exercised in interpreting the data due to the significant difference in sample sizes (refer to table 28 of the interim report). 2.4.13 The overall picture from the data shows a great deal of similarity with the survey from 2021. Although average scores for some measures are slightly higher the scores are still within similar ranges to where they were in 2021. It would have been a major positive as regards our health and wellbeing interventions if the survey had shown a clear improvement in wellbeing. Given the changes since 2021 with a move back to school, a restart of exams and a financial crisis impacting on families, the fact that wellbeing is being broadly maintained should give some reassurance. 2.4.14 Further analysis is planned to look at the spread of scores across SIMD areas, comparison with those receiving clothing grant and the general population and a comparison with those who completed self-report SDQs in 2021 and have also taken part in 2023. Further analysis around attendance and attainment rates is also planned. Next Steps 2.5.1 The above report shows that a great deal of work has been carried out through the Roadmap to Recovery, relevant to the GIRFEC process, over the last year. At the policy level new GIRFEC material at the national level have been integrated into the GIRFEC model in North Lanarkshire and led to the updating of the GIRFEC in NL web site. In addition, the service continues to work with partners on developments like to North Lanarkshire Children’s Service update. 2.5.2 At the level of processes the GIRFEC pathway has been revised and additional support processes have been developed or added into the supports available at the cluster level, including FESAs , school counselling and family support approaches. 2.5.3 The information above shows that there is more work to be done around targeting of interventions. This will follow the SDQ data being shared with schools and clusters. It is planned to use the cluster model to highlight the need to look at targeted interventions particularly where the questionnaire shows a high level of difficulty being faced. Staff who know the child and family as part of the team around the child and in line with GIRFEC processes can use this information to provide further focus to interventions to address the identified difficulties. This will begin once schools re-start in August. 2.5.4 The information above shows that there is more work to be done around targeting of interventions. This will follow the SDQ data being shared with schools and clusters. It is planned to use the cluster model to highlight the need to look at targeted interventions where the questionnaire shows a high level of difficulty being faced and staff who know the child and family see the need with greater interventions to address the identified difficulties. This will begin once schools re-start in August. Page 130 of 484
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2.5.5 A continued focus of attendance will follow the start of the school year with monthly reporting leading to early identifications of potential difficulties and the use of interventions where appropriate. This will strengthen the process level response within the framework to address attendance difficulties. 2.5.6 The rollout of the outcome star approach will assist evaluation of our interventions on an ongoing basis. This combined with the rich data that we have from SDQ will provide both a background picture of need and an ongoing narrative as to the effectiveness of interventions to address this need. 2.5.7 The SDQ survey analysis is still progressing, and a further report will be presented to this committee regarding this. Follow up will also take place through clusters and schools to ensure that those who have been identified as having very high total difficulties are considered for appropriate supports. 3. Measures of success 3.1 The Roadmap to Recovery has bult in measures within it and these will continue to be reviewed going forward until the plan reaches its end in 2025. 3.2 The rollout of the outcome star approach well assists evaluation of our interventions on an ongoing basis. This combined worth the rich data that we have from SDQ will provide both a background picture of need and an ongoing narrative oz 2 the effectiveness of interventions to address this need. 4. Supporting documentation Appendix 1- Wellbeing Quality Framework Appendix 2 – Counselling in Schools Appendix 3 – Family Engagement Support Assistants Data Appendix 4 – Outcome Star Appendix 5 – SDQ Interim Report Gerard McLaughlin Chief Officer (Education - North) Page 131 of 484
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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 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 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 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 132 of 484
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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? Many of the interventions mentioned in this report are dependent of continued funding, at a time of reducing budgets, particularly around the Strategic Equity Fund (SEF) which funds some of the services and personnel who are key to this activity.. The future of Family Engagement Support Assistant posts and the related family support approach poses a risk going forward. Given the aims around improving attendance, the risk of failing to achieve or sustain these 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 SEF planning arrangements. Due to the downward taper of current funding within the SEF, 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. 5.11 Children’s rights and wellbeing impact Does the report contain any information regarding any council activity, service delivery, policy, or plan that has an impact on children and young people up to the age of 18, or on a specific group of these? Yes ☒ No ☐ Page 133 of 484
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If Yes, please provide a brief summary of the impact and the provision that has been made to ensure there has been appropriate consideration of the relevant Articles from the United Nations Convention on the Rights of the Child (UNCRC). The Roadmap to recovery focuses on children and young people and the development of their wellbeing. UNCRC and its principles are built in as a core element of the plan. If Yes, has a Children’s Rights and Wellbeing Impact Assessment (CRWIA) been carried out? Yes ☐ No ☒ Page 134 of 484
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Appendix 1 – Wellbeing Quality Framework Processes: GIRFEC Pathway, FESA/Attendance, School Counselling/MHWB, Partnerships, CLPL Offers, School Nursing Outcomes: Attendance, FESA evaluation, Outcomes Star, SDQ Policy: GIRFEC, NLCSP, Roadmap to Recovery, SAC, Corporate Parenting Plan/ Page 135 of 484
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Appendix 2 – Counselling in Schools Page 136 of 484
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Appendix 3 – Family Engagement Support Assistant Data Page 137 of 484
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Appendix 4 – Outcome Star Page 138 of 484
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Appendix 5 - SDQ Interim Report North Lanarkshire Strengths & Difficulties Questionnaire: Interim Technical Report (Version 2: 27/7/23) North Lanarkshire Strengths & Page 139 of 484
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Contents Background & Context ..................................................................................................................... 20 Technical Summary of the SDQ and its Administration ..................................................................... 20 The Strengths & Difficulties Questionnaire ................................................................................... 20 Administering the SDQ with North Lanarkshire’s School Population ............................................. 22 North Lanarkshire SDQ Response Rates and Key Demographics ....................................................... 23 Primary Establishment Data ............................................................................................................. 23 Primary Establishments – Exploration of SDQ scores and Gender ................................................. 24 Primary Establishments: Total Difficulties and Gender .................................................................. 25 Primary Establishments: Average SDQ Scores and Care Experience .............................................. 27 Primary Establishments: Average SDQ Scores & Child Protection Register .................................... 31 Secondary Establishment Data ......................................................................................................... 33 Secondary Establishments – Exploration of SDQ scores and Gender ............................................. 34 Secondary Establishments: Total Difficulties and Gender .............................................................. 35 Secondary Establishments: Average SDQ Scores and Care Experience .......................................... 36 Secondary Establishments: Average SDQ Scores & Child Protection Register ................................ 40 Page 140 of 484
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Background & Context Between April and July 2023, a population wide survey of the health and wellbeing of pupils in North Lanarkshire was conducted using the Strengths and Difficulties Questionnaire (SDQ). This was a repeat of the process that took place in 2021. Technical details on the SDQ and its administration can be found in the appendices. Technical Summary of the SDQ and its Administration The Strengths & Difficulties Questionnaire The Strengths and Difficulties Questionnaire (SDQ) is a 25-item emotional and behavioural screening questionnaire for children and young people. Different versions of the SDQ can be completed: a self- report questionnaire (for 11-17 year olds), parent report (4-17 year olds) and teacher report (4-17 year olds). Dependent on purpose, the SDQ can be used to score children and young people’s emotional and behavioural difficulties using either a single informant/version of the SDQ (e.g. self- report only), or by multi-informant (e.g. combining parent and teacher reported SDQs). The SDQ’s sensitivity as a measure can be increased in contexts where multi-informant methods are used (Goodman et al., 2000). All versions of the SDQ provide scores on the following five subscales: 1. Emotion (items related to somatic complaints, worries, fears, happiness) 2. Conduct (items related to temper, obedience, fighting, lying, stealing) 3. Hyperactivity/inattention (items related to restlessness, fidgeting, distractibility, reflectiveness, attentiveness) 4. Peer relationships (items related to friendships, popularity, bullying, relationships with adults, being solitary) 5. Prosocial (items related to being considerate, kind, sharing, caring, helpful) Subscales 1-4 above can also be combined to provide a general summary score for individuals known as the total difficulties score. This provides an accurate, general summary of an individual’s SDQ responses (Goodman & Goodman., 2011). The SDQ also provides an Impact score, which results from items enquiring to what extent the informant feels there is a problem (relating to the subscale areas), then asks for further information regarding chronicity, distress, social impairment and burden for others (Goodman, 1999). For the purposes of utilising the SDQ as a general screener for whole populations, it is recommended that an alternative, three subscale set of SDQ scores are used in addition to scores for total difficulties and impact (Goodman et al., 2010). Figure 1: 3 subscale SDQ model for use with general population samples. Externalising Conduct Hyperactivity Internalising Emotion Peer Prosocial Page 141 of 484
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The original five subscales (emotion, conduct, hyperactivity, peer relationship, prosocial) can however be used for ‘at risk’ subsets of a general population (Goodman et al., 2010). All SDQ subscales are categorised into four levels; ‘close to average’, ‘slightly raised’, ‘high’ or ‘very high’, with the scores and category labels reversed for prosocial scores. A previous Externalising Conduct Hyperactivity Internalising Emotion Peer Prosocial UK-wide, population-based survey identified that 80% of children scored in the ‘close to average’ range, 10% scoring ‘slightly raised’ and 5% each in the ‘high’ and ‘very high’ score categories (www.sdqinfo.org). Tables 1 and 2 below provide the score categories and corresponding scores for teacher and pupil/self-report SDQs so that they can be used as a reference point for reviewing mean subscale scores throughout this report. Table 1. Score bands for teacher completed SDQs SDQ Scores: Scale for Teacher Informants SDQ Scale Total Diff. Impact Score Internal- ising External- ising Prosocial Skills Emotion Conduct Hyper- activity Peer Close to Average 0-11 0 0-5 0-6 6-10 0-3 0-2 0-5 0-2 Slightly Raised/ Lowered (for prosocial) 12-15 1 6-7 7-9 5 4 3 6-7 3-4 High/Low (for prosocial) 16-18 2 8-9 10-12 4 5 4 8 5 Very High/Very Low (for prosocial) 19-40 3-6 10-20 13-20 0-3 6-10 5-10 9-10 6-10 Table 2. Score bands for pupil/self-report SDQs SDQ Scores: Scale for Pupil/Self-Report SDQ Scale Total Diff. Impact Score Internal- ising External- ising Prosocial Skills Emotion Conduct Hyper- activity Peer Close to Average 0-14 0 0-6 0-8 7-10 0-4 0-3 0-5 0-2 Slightly Raised/ Lowered (for prosocial) 15-17 1 7-8 9-10 6 5 4 6 3 High/Low (for prosocial) 18-19 2 9-10 11-12 5 6 5 7 4 Very High/Very Low (for prosocial) 20-40 3-10 11-20 13-20 0-4 7-10 6-10 8-10 5-10 Page 142 of 484
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Administering the SDQ with North Lanarkshire’s School Population Given the SDQ will be used as a screening tool within North Lanarkshire’s general school population, the alternative 3 subscale set of SDQ scores will be used (Goodman et al., 2010). In addition, the total difficulties and impact scores will also be used. This provides us with the following key scores to gauge the level and type of need of the general school population in North Lanarkshire: • Total Difficulties score - which is an overall summary score for difficulties, scored from 0 to 40. • Impact score - indicating the extent to which the difficulties impact on the individual’s daily life (score range is 0 to 6 for teacher report and 0 to 10 for self-report) • Internalising score – scored from 0 to 20, and is calculated by combining the scores from the emotion and peer subscales • Externalising score – scored from 0 to 20, and is calculated by combining the scores from the conduct and hyperactivity subscales • Prosocial score – scored from 0 to 10, indicating the extent of the individual’s positive behaviours (i.e., is helpful, considerate, shares, kind, volunteers help) The original 5 subscale set of the SDQ (including emotion, conduct, hyperactivity, peer relationship, prosocial scales) will be utilised only when looking in more detail to assess the needs of ‘higher risk’ samples of the school population (Goodman et al., 2010). For the purposes of this research, that will include those pupils scoring in the ‘very high’ category for total difficulties within the SDQ. Given the SDQ can be administered to children between the ages of 4-17 years old, it will be spread across both primary and secondary school populations in North Lanarkshire. Due to the large sample size (approximately 48,000 school pupils), single informant SDQs will be used. Self-report SDQ is only suitable from age 11 and up, so the self-report version of the SDQ will be utilised for the secondary school population, with teacher report SDQs (covering ages 4- 11) being used for the primary school population. The SDQ was administered to the school population using the online version of the SDQ (accessed via SDQscore.org). The administrative aspects of the assessment were supported by school staff who had received training and ongoing support from a team comprised of staff from Youth in Mind (youthinmind.com) and North Lanarkshire’s Education & Families service. Page 143 of 484
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North Lanarkshire SDQ Response Rates and Key Demographics The tables below provide a breakdown of the key demographics for SDQ returns for North Lanarkshire. There was a total response rate of 76% across all primary, secondary and ASN provision pupils in North Lanarkshire. Table 3: Breakdown of SDQ response rate for North Lanarkshire Number of completed SDQs % of SDQ returns for whole population Primary 24,311 94% Secondary 11,611 56% ASN Provisions 372 33% Overall total 36,294 76% Primary Establishment Data This report presents analysis of the SDQ results of 117 Primary establishments within the North Lanarkshire Authority area. In this instance, the questionnaires were completed by teachers for 24,311 pupils aged between 4 and 12 years old. Table 4 illustrates that across all the key SDQ areas, the mean scores for primary schools are within the ‘close to average’ score category. There is little variation in the trends and levels of scores between December 2021 and July 2023. Table 4. Average primary scores for five key SDQ subscales Primary School / Teacher Informant SDQ Score July 2023: Mean Score (n=24,311) Dec 2021: Mean Score (n=23,238) Total Difficulties 6.0 5.7 Impact Score 0.6 0.5 Internalising Difficulties Score (Emotion + Peer Score) 2.3 2.3 Externalising Difficulties Score (Hyperactivity + Conduct Score) 3.7 3.4 Prosocial Score 8.5 8.4 KEY Close to average Slightly raised (/Slightly lowered for Prosocial) High (/Low for prosocial) Very high (/Very low for prosocial) Figure 2 below provides a breakdown of the percentage of primary pupils in each score category of the SDQ’s key areas when used as a general population screener. Page 144 of 484
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Figure 2: % of primary pupils scoring in each category across key SDQ areas As seen above, the percentage of pupils scoring in each of the categories for total difficulties is in line with previous UK wide SDQ sampling (www.sdqinfo.org) which assigned ‘close to average’ scores to 80% of population sample. For North Lanarkshire primary pupils, all key scores have a proportion in the range of 78%-87% scoring in the ‘close to average’ category. Both the impact score and externalising score have the lowest proportion of pupils scoring in the close to average range (both have 78% of pupils scoring in close to average range). Primary Establishments – Exploration of SDQ scores and Gender Table 5 below provides a breakdown of primary school responses by gender. Table 5. SDQ responses by gender for Primary from July 2023 data Gender Number of Pupils Percentage of Cohort Male 12,333 51% Female 11,978 49% The table below provides the mean scores for the SDQ areas for primary school pupils, split by gender. Table 6: Mean SDQ score by gender for primary pupils for five key SDQ subscales from July 2023 data. 82% 78% 78% 86% 87% 8% 7% 10% 6% 6%4% 5% 6% 4% 3%6% 9% 6% 4% 4% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Total Difficulties Impact Externalising Internalising Prosocial Primary Pupils - % in Category of SDQ Score Close to Average Slightly Raised/(Slightly Lowered for prosocial) High/(Low for prosocial) Very High/(Very Low for prosocial) Page 145 of 484
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JULY 2023 DATA Primary school/ Teacher report -SDQ Score (n=24311) Female – Average Score Male - Average Score Total Difficulties 4.7 7.3 Impact Score 0.4 0.7 Internalising Difficulties Score (Emotion + Peer Score) 2.2 2.4 Externalising Difficulties Score (Hyperactivity + Conduct Score) 2.5 4.8 Prosocial Score 9.0 7.9 Table 7. Mean SDQ primary school scores split by gender for five key SDQ subscales from July 2021 data. JULY 2021 DATA Primary school/ Teacher report -SDQ Score (n=23238) Female – Average Score Male - Average Score Total Difficulties 4.4 6.9 Impact Score 0.3 0.6 Internalising Difficulties Score (Emotion + Peer Score) 2.1 2.5 Externalising Difficulties Score (Hyperactivity + Conduct Score) 2.3 4.5 Prosocial Score 8.9 7.9 KEY Close to average Slightly raised (/Slightly lowered for Prosocial) High (/Low for prosocial) Very high (/Very low for prosocial) Table 6 above illustrates that across all the key SDQ areas, the mean scores are within the ‘close to average’ score category. Male pupils show greater difficulty across all areas in comparison to female pupils. Primary Establishments: Total Difficulties and Gender With respect to total difficulties for primary school pupils, there is a greater proportion of female pupils rated in the ‘close to average’ score category (88%) compared to male pupils (76%). In addition, there is a greater proportion of male pupils scoring in all remaining score categories Page 146 of 484
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compared to female pupils – more male pupils scoring in ‘slightly raised’ (10% compared to 6% of female), ‘high’ (5% compared to 3%) and ‘very high’ (8% compared to 3%) categories. Figures 3 & 4: Percentages of Male and Female pupils across score categories for Total Difficulties Page 147 of 484
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Primary Establishments: Average SDQ Scores and Care Experience Table 8: Total numbers of primary pupils with Care Experience split by gender (according to SEEMIS records from July 2023). JULY 2023 DATA Total number of Primary pupils with Care Experience – split by Home, Away and Previously Care Experience Total Female Male No 23747 11701 12046 Home 83 37 46 Away 176 91 85 Previously 305 149 156 In July 2023, the total number of primary children who were recorded on SEEMIS as having care experience was 564. SDQ results were obtained for all 564 of these pupils. Table 9. Total numbers of primary pupils with Care Experience split by gender (according to SEEMIS records from November 2021). JULY 2021 DATA Total number of Primary pupils with Care Experience – split by Home, Away and Previously Care Experience Total Female Male No 22632 11183 11449 Home 87 41 46 Away 197 94 103 Previously 322 166 156 In July 2021, the total number of primary children who were recorded on SEEMIS as having care experience was 606. SDQ results were obtained for all 564 of these pupils. Page 148 of 484
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Table 10: Breakdown of Primary SDQ Scores and Care Experience from July 2023 data JULY 2023 DATA Primary school/ Teacher report -SDQ & Care Experience Scores Care Experience None (n=23747) Home (n=83) Away (n=176) Previously (n=305) Total Difficulties 5.9 11.8 11.5 10.7 Impact Score 0.5 1.7 1.4 1.4 Internalising Difficulties Score (Emotion + Peer Score) 2.3 4.4 4.3 4.2 Externalising Difficulties Score (Hyperactivity + Conduct Score) 3.6 7.7 7.2 6.5 Prosocial Score 8.5 6.9 7.6 7.5 Table 11: Breakdown of Primary SDQ Scores and Care Experience from July 2021 data JULY 2021 DATA Primary school/ Teacher report -SDQ & Care Experience Scores Care Experience None (n=22632) Home (n=87) Away (n=197) Previously (n=322) Total Difficulties 5.6 10.9 10.8 9.6 Impact Score 0.5 1.3 1.5 1.0 Internalising Difficulties Score (Emotion + Peer Score) 2.3 3.8 4.2 4.1 Externalising Difficulties Score (Hyperactivity + Conduct Score) 3.4 7.2 7.0 5.9 Prosocial Score 8.5 7.3 7.4 7.9 KEY Close to average Slightly raised (slightly lowered for Prosocial) High (/Low for prosocial) Very high (/Very low for prosocial) As can be seen from Table 10 above, there is an increase in total difficulties scores for children who have care experience compared to those who do not. However, all of the overall total difficulties scores fall within the ‘close to average’ range. Total difficulties scores are relatively similar when comparing pupil scores across categories of care experience at home, away or previously care experienced. Table 12: Mean total difficulties Primary Scores by Care Experience and Gender from July 2023 data Page 149 of 484
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JULY 2023 DATA Primary school / Teacher report SDQ & Care Experience Scores Care experienced pupils Overall Mean Scores Female Mean Scores Male Mean Scores Home (n=83) 11.8 8.6 14.3 Away (n=176) 11.5 9.5 13.7 Previously (n=305) 10.7 9.7 11.7 KEY Close to average Slightly raised (slightly lowered for Prosocial) High (/Low for prosocial) Very high (/Very low for prosocial) Table 13: Mean total difficulties Primary Scores by Care Experience and Gender from July 2023 data JULY 2021 DATA Primary school / Teacher report SDQ & Care Experience Scores Care experienced pupils Overall Mean Scores Female Mean Scores Male Mean Scores Home (n=87) 10.9 8.6 12.9 Away (n=197) 10.9 9.4 12.2 Previously (n=322) 9.6 8.0 11.3 KEY Close to average Slightly raised (slightly lowered for Prosocial) High (/Low for prosocial) Very high (/Very low for prosocial) Mean total difficulties scores for males are higher than females across each of these categories. Males with care experience at home and away in particular fall within the ‘slightly raised’ range of total difficulties scores. Sample sizes within the care experience subgroups are small and do vary, particularly between home (n=83) and previous care experience (n=305) so caution should be used when comparing scores. These figures are based on SEEMIS as of July 2023. Figure 5: Percentage primary pupils scoring in each SDQ category (for mean total difficulties) – across Care Experience categories from July 2023 data Page 150 of 484
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Figure 5 shows that the proportion of pupils scoring within the close to average range is lower for those with care experience than those with none. When comparing pupils who are looked after away from home or who had previous care experience showed similar proportions of scores across the categories. Pupils who are looked after at home had a larger proportion scoring ‘very high’ (28%) than those looked after away from home (20%) or previously (18%). Figure 6: Percentage primary pupils scoring in each SDQ category (for mean total difficulties) – across Care Experience categories from July 2021 data 52% 56% 59% 83% 16% 13% 13% 8% 5% 11% 10% 4%28% 20% 18% 6% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Home Away Previously No Care Experience JULY 2023 DATA % Primary Pupils in Each SDQ SCore Range (for mean total difficulties) - Comparison of Care Experience Close to Average Slightly Raised High Very High 62% 61% 61% 84% 18% 11% 16% 7% 3% 7% 7% 3%18% 21% 16% 6% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Home Away Previously No Care Experience JULY 2021 DATA % Primary Pupils in Each SDQ SCore Range (for mean total difficulties) - Comparison of Care Experience Close to Average Slightly Raised High Very High Page 151 of 484
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Primary Establishments: Average SDQ Scores & Child Protection Register Table 14: Total numbers of children within the Child Protection Register split by gender (according to SEEMIS records from July 2023). JULY 2023 DATA Total number of Primary pupils within the Child Protection Register Total Female Male 58 26 32 Table 15: Total numbers of children within the Child Protection Register split by gender (according to SEEMIS records from November 2021). JULY 2021 DATA Total number of Primary pupils within the Child Protection Register Total Female Male 44 25 19 Table 16: Breakdown of Primary SDQ Scores & Child Protection Register scores by gender from July 2023 data JULY 2023 DATA Primary school/ Teacher report -SDQ & Child Protection Register Scores Pupils on Child Protection Register (n=58) Those not on Child Protection Register Scores (n>24,000) Overall Mean Score Female Mean Score Male Mean Score Total Difficulties 12.7 9.2 15.5 6.0 Impact Score 1.9 0.9 2.7 0.6 Internalising Difficulties Score (Emotion + Peer Score) 5 3.8 5.9 2.3 Externalising Difficulties Score (Hyperactivity + Conduct Score) 7.7 5.4 9.6 3.7 Prosocial Score 7 8.3 5.9 8.5 Page 152 of 484
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Table 17: Breakdown of Primary SDQ Scores & Child Protection Register scores by gender from July 2021 data JULY 2021 DATA Primary school/ Teacher report -SDQ & Child Protection Register Scores Pupils on Child Protection Register (n=44) Those not on Child Protection Register Scores (n>23,000) Overall Mean Score Female Mean Score Male Mean Score Total Difficulties 9.9 6.5 13.9 5.7 Impact Score 1.4 0.5 2.5 0.5 Internalising Difficulties Score (Emotion + Peer Score) 4.0 3.3 4.9 2.3 Externalising Difficulties Score (Hyperactivity + Conduct Score) 5.9 3.9 8.5 3.4 Prosocial Score 8.0 9.2 6.5 8.4 KEY Close to average Slightly raised (slightly lowered for Prosocial) High (/Low for prosocial) Very high (/Very low for prosocial) At the time of data collection (July 2023), the total number of primary pupils who were recorded on SEEMIS as being on the child protection register was 66. SDQ results were obtained for 58 of these pupils. When examining the whole population of children on the Child Protection Register, the male population are scoring higher than females on total difficulties scores and are falling within the ‘slightly raised’ score category. Looking at the population of children on the Child Protection Register, the majority of their scores are falling within the ‘close to average’ category, with the exception of the male population, who score within the ‘high’ category on Impact scores and ‘slightly raised’ category on externalising difficulties and prosocial scale. Although there is a difference in the mean total difficulties score across the groups of non-child protection register (mean total difficulties score of 6) and child protection register populations (mean total difficulties score of 12.7), caution must be exercised in interpreting the data due to the significant difference in sample sizes (noted in Table 17 above). Page 153 of 484
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Secondary Establishment Data This report presents analysis of the SDQ results of 23 Secondary establishments within the North Lanarkshire Authority area. In this instance, the questionnaires were completed by 11,611 pupils aged between 11 and 17 years old. Table 18 below displays the average SDQ scores for secondary and is colour coded to indicate level of difficulty. Table 18. Average secondary scores for five key SDQ subscales from July 2023 and July 2021 Secondary School / Self- Report SDQ Score July 2023: Mean Scores (July 2021, n=11611) July 2021: Mean Scores (July 2021, n=14599) Total Difficulties 13.4 13.1 Impact Score 1.1 0.9 Internalising Difficulties Score (Emotion + Peer Score) 6.3 6.4 Externalising Difficulties Score (Hyperactivity + Conduct Score) 7.1 6.8 Prosocial Score 7.2 7.1 KEY Close to average Slightly raised (/Slightly lowered for Prosocial) High (/Low for prosocial) Very high (/Very low for prosocial) Table 18 above illustrates that across four of the five key SDQ areas, the mean scores for secondary schools are within the ‘close to average’ score category. Impact score is the only area falling within another category (‘slightly raised’). Page 154 of 484
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Figure 7 below provides a breakdown of the percentage of secondary pupils in each scoring category of the SDQ’s five key areas when used as a general population screener. Figure 7: % of secondary pupils scoring in each category across key SDQ areas As seen in the figure above, a majority of pupils are scoring ‘close to average’ across all SDQ subscales. For North Lanarkshire secondary pupils who completed the SDQ, all key scores have a proportion in the range of 56%-66% scoring in the ‘close to average’ category. Total difficulties and impact score have the highest proportion of pupils scoring in the ‘very high’ category (with 18% and 19% respectively). Secondary Establishments – Exploration of SDQ scores and Gender Table 19 below provides a breakdown of secondary school responses by gender. Table 19: SDQ responses by gender for Secondary from July 2023 data. Gender Number of Pupils Percentage of Cohort Male 5,670 48.8% Female 5,941 51.2% The table below provides the mean scores for the SDQ areas for secondary school pupils, split by gender. 59% 64% 64% 56% 66% 15% 10% 15% 16% 13%8% 7% 10% 13% 10% 18% 19% 11% 14% 11% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Total Difficulties Impact Externalising Internalising Prosocial Secondary Pupils - % in Category of SDQ Score Close to Average Slightly Raised/(Slightly Lowered for prosocial) High/(Low for prosocial) Very High/(Very Low for prosocial) Page 155 of 484
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Table 20: Mean SDQ secondary scores split by gender for five key SDQ subscales from July 2023 data. JULY 2023 DATA Secondary school/ self-report -SDQ Score (n=11,611) Female Average Score Male Average Score Total Difficulties 14.6 12.0 Impact Score 1.5 0.7 Internalising Difficulties Score (Emotion + Peer Score) 7.4 5.1 Externalising Difficulties Score (Hyperactivity + Conduct Score) 7.2 7.0 Prosocial Score 7.7 6.6 Table 21. Mean SDQ secondary scores split by gender for five key SDQ subscales from July 2021 data. JULY 2021 DATA Secondary school/ Self-report -SDQ Score (n=11,680) Female Average Scores Male Average Scores Total Difficulties 14.4 11.8 Impact Score 1.3 0.7 Internalising Difficulties Score (Emotion + Peer Score) 7.4 5.1 Externalising Difficulties Score (Hyperactivity + Conduct Score) 7.0 6.7 Prosocial Score 7.5 6.7 KEY Close to average Slightly raised (slightly lowered for Prosocial) High (/Low for prosocial) Very high (/Very low for prosocial) Table 20 above illustrates that the majority of mean scores across the subscales are within the ‘close to average’ score range. Impact score and internalising difficulties for female pupils fall within the ‘slightly raised’ category, with prosocial skills for male pupils also falling within the ‘slightly raised’ category. Female pupils show greater difficulty across all areas in comparison to male pupils, except for prosocial skills. Secondary Establishments: Total Difficulties and Gender With respect to total difficulties for secondary school pupils, there is a greater proportion of male pupils rated in the ‘close to average’ score category (67%) compared to female pupils (50%). In Page 156 of 484
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addition, there is a greater proportion of female pupils scoring in all remaining score categories compared to male pupils – more female pupils scoring in ‘slightly raised’ (16% compared to 13% of males), ‘high’ (10% compared to 6%) and ‘very high’ (24% compared to 13%) categories. Figures 8 & 9: Percentages of Male and Female pupils across score categories for Total Difficulties from July 2023 data Secondary Establishments: Average SDQ Scores and Care Experience Table 22: Total numbers of secondary pupils with Care Experience split by gender (according to SEEMIS records from July 2023). JULY 2023 DATA Total number of Secondary pupils with Care Experience – split by Home, Away and Previously Care Experience Total Female Male No 11355 5817 5538 Home 15 <10 <10 Away 96 45 51 Previously 145 74 71 In July 2023, the total number of secondary pupils who were recorded on SEEMIS as having care experience was 256. SDQ results were obtained for all 256 of these pupils. 51% 16% 10% 24% JULY 2023 DATA Secondary : Female % for Total Difficulties Categories Close to Average Slightly Raised High Very High 67% 14% 6% 13% JULY 2023 DATA Secondary : Male % for Total Difficulties Categories Close to Average Slightly Raised High Very High Page 157 of 484
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Table 23: Total numbers of secondary pupils with Care Experience split by gender (according to SEEMIS records from July 2021). JULY 2021 DATA Total number of Secondary pupils with Care Experience – split by Home, Away and Previously Care Experience Total Female Male None 11101 5689 5412 Home 23 <20 <20 Away 126 63 63 Previously 166 85 81 Table 24: Mean SDQ Secondary Scores and Care Experience from July 2023 data. JULY 2023 DATA Secondary school/ Self-report -SDQ & Care Experience Scores Care Experience None (n=11355) Home (n=15) Away (n=96) Previously (n=145) Total Difficulties 13.3 16.3 16.2 14.9 Impact Score 1.1 1.1 2.0 1.5 Internalising Difficulties Score (Emotion + Peer Score) 6.3 7.0 6.8 6.6 Externalising Difficulties Score (Hyperactivity + Conduct Score) 7.1 9.3 9.4 8.3 Prosocial Score 7.2 5.9 6.6 6.8 Page 158 of 484
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Table 25: Mean SDQ Secondary Scores and Care Experience from July 2021 data. JULY 2021 DATA Secondary school/ Self-report -SDQ & Care Experience Scores Care Experience None Home Away Previously Total Difficulties 13.1 15.7 13.8 15.3 Impact Score 1.0 1.7 1.0 1.1 Internalising Difficulties Score (Emotion + Peer Score) 6.3 6.9 6.4 7.0 Externalising Difficulties Score (Hyperactivity + Conduct Score) 6.8 8.8 7.5 8.3 Prosocial Score 7.1 6.6 7.1 6.9 KEY Close to average Slightly raised (slightly lowered for Prosocial) High (/Low for prosocial) Very high (/Very low for prosocial) As can be seen from Table 24 above, there is an increase in total difficulties scores for children who have care experience compared to those who do not. However, children cared for at home and away from home total difficulties scores fall within the ‘slightly raised’ range. Both those with no care experience and previous care experience fall within the ‘close to average’ range. Total difficulties scores are relatively similar when comparing pupil scores across categories of care experience at home, and away. Table 26: Mean total difficulties Secondary Scores by Care Experience and Gender from July 2023 data. JULY 2023 DATA Secondary school / Self-report SDQ & Care Experience Scores Care experienced pupils Overall Mean Scores Female Mean Scores Male Mean Scores Home (n=15) 16.3 20.0 14.5 Away (n=96) 16.2 18.2 14.5 Previously (n=145) 14.9 16.3 13.5 Page 159 of 484
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Table 27: Mean total difficulties Secondary Scores by Care Experience and Gender from July 2023 data. JULY 2021 DATA Secondary / Self-Report SDQ & Care Experience Scores Total difficulties Overall Mean Scores Female Mean Scores Male Mean Scores Home 15.7 16.1 15.5 Away 13.8 13.9 13.8 Previously 15.3 16.5 14.0 KEY Close to average Slightly raised (slightly lowered for Prosocial) High (/Low for prosocial) Very high (/Very low for prosocial) Mean total difficulties scores for females are higher than males across each of the care experience categories. All mean scores for Males with care experience fall within the ‘close to average’ range of total difficulties scores. Females with care experience at home fall within the ‘very high’ range, those with care experience away from home fall within the ‘high’ range, and those with previous care experience fall within the ‘slightly raised’ range. Sample sizes within the care experience subgroups are small and do vary, particularly between home (n=15) and previous care experience (n=145) so caution should be used when comparing scores. These figures are based on SEEMIS as of July 2023. Figure 10: Percentage secondary pupils scoring in each SDQ category (for mean total difficulties) – across Care Experience categories from July 2023 data. 33% 45% 44% 59% 27% 13% 19% 15%20% 10% 12% 8% 20% 32% 25% 18% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Home Away Previously No Care Experience JULY 2023 DATA % Secondary Pupils in Each SDQ Score Category (for mean total difficulties) - Comparison of Care Experience categories Close to Average Slightly Raised High Very High Page 160 of 484
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Figure 11: Percentage secondary pupils in each SDQ category (for mean total difficulties) – across care experience categories from July 2021 data. Figure 10 shows that the proportion of pupils scoring within the close to average range is lower for those with care experience than those with none. Pupils who are looked after away from home had a larger proportion scoring in the ‘very high’ (32.3%) than those previously looked after (25%), looked after at home (20%), and those with no care experience (18%). Secondary Establishments: Average SDQ Scores & Child Protection Register Table 26: Total numbers of children within the Child Protection Register split by gender (according to SEEMIS records from July 2023). JULY 2023 DATA Total number of Secondary pupils within the Child Protection Register Total Female Male 16 <10 <10 52% 60% 49% 60% 0% 17% 18% 15% 13% 6% 11% 8%35% 17% 22% 17% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Home Away Previously No Care Experience JULY 2021 DATA % Secondary Pupils in Each SDQ Score Category (for mean total difficulties) - Comparison of Care Experience categories Close to Average Slightly Raised High Very High Page 161 of 484
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Table 27: Total numbers of secondary pupils on the Child Protection Register split by gender (according to SEEMIS records from November 2021). JULY 2021 DATA Total number of Secondary pupils within the Child Protection Register Total Female Male 13 <10 <10 Table 28: Breakdown of Secondary SDQ Scores & Child Protection Register scores by gender from July 2023 data. JULY 2023 DATA Secondary school / Self-report -SDQ & Child Protection Register Scores Pupils on Child Protection Register (n=16) Those not on Child Protection Register Scores (n>11,000) Overall Mean Score Female Mean Score Male Mean Score Total Difficulties 13.8 16.4 11.1 13.4 Impact Score 2.1 4.1 0.0 1.1 Internalising Difficulties Score (Emotion + Peer Score) 6.1 7.6 4.5 6.3 Externalising Difficulties Score (Hyperactivity + Conduct Score) 7.7 8.8 6.6 7.1 Prosocial Score 6.8 7.8 5.9 7.2 Page 162 of 484
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Table 29: Breakdown of Secondary SDQ Scores & Child Protection Register scores by gender from July 2021 data. JULY 2021 DATA Secondary school/ Self-Report -SDQ & Child Protection Register Scores Pupils on Child Protection Register (n=13) Those not on Child Protection Register Scores Overall Mean Score Female Mean Score Male Mean Score Total Difficulties 15.8 18.6 12.7 13.2 Impact Score 1.7 2.9 0.3 1.0 Internalising Difficulties Score (Emotion + Peer Score) 7.4 9.3 5.2 6.3 Externalising Difficulties Score (Hyperactivity + Conduct Score) 8.5 9.3 7.5 6.8 Prosocial Score 6.5 6.0 7.2 7.1 KEY Close to average Slightly raised (slightly lowered for Prosocial) High (/Low for prosocial) Very high (/Very low for prosocial) At the time of data collection (July 2023), there was a total of 16 children who were on the Child Protection Register within North Lanarkshire’s primary population (based on the SEEMIS records). When examining the whole population of children on the Child Protection Register, the female population are scoring higher than males on total difficulties scores, scoring within the ‘slightly raised’ score category. As a whole, for the population of children on the child protection register the majority of their scores fall within the ‘close to average’ score category, with the exception of impact score (‘high’ score category) and prosocial score (slightly lowered). Although there is a difference in the mean total difficulties score across the groups of non-child protection register (mean total difficulties score of 13.4) and child protection register populations (mean total difficulties score of 13.8), caution must be exercised in interpreting the data due to the significant difference in sample sizes (CPR=16 to non CPR=11,595). Page 163 of 484
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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/PK Date 12/09/23 Brighter Futures: Pathways to Employment - Progress Report 2022/23-2023/24 From Janie O’Neill, Chief Officer (Education – South) E-mail oneillja@northlan.gov.uk Telephone Executive Summary Since 2015, the council’s education service has had a Developing the Young Workforce Delivery Plan with inputs from across council services and partners including New College Lanarkshire, Skills Development Scotland and employers. In 2019, a revised Delivery Plan was published reflecting the ‘Plan for North Lanarkshire’ and the council’s employability review. This was a whole council plan which extended to include key partners and stakeholders. It supported workforce development, inclusive economic growth and equity in education. In November 2022, an updated Developing the Young Workforce Delivery Plan for 2022- 2025 was published and approved by the Education, Children and Families Committee. The plan set out nine ambitious improvement targets in areas including: school leaver destinations, vocational education, Future Fridays, enterprise and employer engagement, and a universal and progressive skills framework. This work is closely linked to the wider employability work of the council – with these teams all sitting within the Education and Families Service under the Chief Officer – Education (South). This report charts shared progress made during academic session 2022-23 and sets out our ambitions for session 2023-2024. Recommendations It is recommended that Education, Children and Families Committee: 1) Endorse and approve the content of this report including progress made and ambitious targets set within the plan and by the teams. 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 Item 7 Page 165 of 484
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1. Background 1.1 Developing the Young Workforce (DYW) remains a national and North Lanarkshire cross-party priority led by Education and Families in North Lanarkshire and supported by other council services. At a national level, the Hayward Review, the Wither’s Report and the Career Review impact on this area of work, whilst at a local authority level our new Brighter Futures Programme of Work along with service restructures have and will continue to impact positively on this work. 1.2 Professor Hayward’s review of qualifications and assessment in Scottish education recommends reform of the current senior phase of learning (S4-6). The final report, published in June 2023 made a number of recommendations including: • A more flexible and personalised approach to learning; • Integration of academic and vocational learning in preparation for life beyond school and the world of work; • Reform of assessment to focus on personal learning and development as well as academic achievement. The Scottish Government has accepted the recommendations and is working towards implementation. This supports our vision in North Lanarkshire, to provide ‘…a curriculum which offers meaningful and work-related learning opportunities which equip children and young people with the skills, qualifications and experiences they need to flourish in life beyond school and the world of work… and to realise their full potential and contribute to the local and national economy.’ North Lanarkshire’s DYW Delivery Plan 2022-25 1.3 Whilst the focus of James Wither’s Skills Delivery Landscape Review, commissioned by the Scottish Government, was on post-school activity, it did stretch into schools and in particular to Foundation Apprenticeships as part of the apprenticeship family as well as to careers services. The Wither’s report highlights that there remains a lack of parity of esteem between Foundation Apprenticeships and Level 6 Higher qualifications with incoherent and disjointed pathways and a complex and fragmented funding environment. The report calls for greater consistency in careers advice and education and a streamlining of systems and structures around Developing the Young Workforce, Skills Development Scotland’s Careers Advisors and engagement with businesses and employers. This, along with the ten recommendations identified within the Career Review, supports and strengthens the council’s ambition to work with schools, partners and employers to provide a ‘…first class education and skills based curriculum for all children and young people from 3-18 years.’ North Lanarkshire’s DYW Delivery Plan 2022-2025 1.4 Internal to North Lanarkshire Council, replacing the Workforce for the Future Strategy, the Brighter Futures Programme of Work will contribute directly to the recovery and growth of North Lanarkshire’s labour market and economy aligned to our shared ambition of inclusive growth and prosperity for all. Our intention is to provide a sustainable programme of supports and interventions to ensure residents secure a bright future, whether that be by improving educational attainment and work skills, securing pathways to meaningful employment, becoming a successful entrepreneur or by making a difference in our communities through volunteering. Five key themes have been identified to take this work forward. These are: • North Lanarkshire Academies (Built Environment, Digital Skills and Inclusion and Health and Social Care) Page 166 of 484
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• Brighter Futures Curriculum Pathways • Employability • Volunteering • Entrepreneurship 1.5 Within Education and Families, a realignment of services now sees Developing the Young Workforce, vocational education, Future Fridays, Employability, Supported Enterprise and Employment and Active and Creative Communities all within the portfolio of one Chief Officer. This has led to a strengthening of joined up working across teams, a shared vision and values and most importantly, more effective deployment of resources leading to improved outcomes for young people both within and post-school. 1.6 Our very successful DYW/Employer Engagement Conference took place in October 2022 with over 300 delegates (school leaders and employers in attendance.) A number of positive actions have resulted from this event across all of the areas outlined in this report, as well as the establishment of an Advancing Equalities Employer Forum. This forum brings together schools, employers and key partners to work creatively and collaboratively to support young people facing barriers to learning and employment with a particular focus on additional support needs, care experience, non-attendance and disengagement from learning as well as gender and racial inequalities. Over 225 offers were made at the conference to support young people in a range of ways. 1.7 There has been considerable financial investment as well as staffing resource committed to Developing the Young Workforce, and this has led to improved outcomes for children and young people. 1.8 There have been significant developments for children and young people 3-18 years through the DYW Delivery Plan 2022-2025. However, this report focuses upon areas where there has been greatest development in 2022-2023 and 2023-2024. Updates on other areas of Developing the Young Workforce will be reported at future meetings. 2. Report 2.1 This report provides an update on progress made last session (2022-2023) and ambitious targets set for academic session 2023-2024, specifically in relation to the following themes within the DYW Delivery Plan: • School Leaver Destinations • Pathways Programme • Enterprise • Vocational Education • Future Fridays • Employability Team and Supported Employment Activity School Leaver Destinations 2.2 The 2021/22 national Initial Leaver Destination Report was published on 27 February 2023. 94.2% (3901) of North Lanarkshire young people left school and entered a positive post school destination. 42.9% entered Higher Education – this was higher than the national average of 41.2%. The percentage of young people entering Further Education has risen to 23.2% compared to 20.9% in the previous year. Young people entering employment rose to 25.3% from 24.4% the previous year. Follow up destinations were the highest they have been since 2018/19. Page 167 of 484
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2.3 Notwithstanding this, 5.8% (228) of North Lanarkshire young people did not enter a positive post-school destination. Our analysis of this illustrates that the majority of these young people were male, from areas of highest socio-economic deprivation, were care experienced and had additional support needs. Their attendance levels at school were lower than those entering a positive destination and their levels of academic attainment were consistently lower. 2.4 Ambitious targets have been set for 2022/23 – 96.5%, 2023/24 – 98% and 2024/25 – 98.5%. 2.5 To assist with and drive this ambition forward, a Developing the Young Workforce Taskforce has been established, chaired by the Education and Families Manager with responsibility for Developing the Young Workforce. The Taskforce is made up of colleagues from Pathways and Employability Teams, Virtual School, Social Work, DYW LED, Routes to Work and Skills Development Scotland. This group meets on a regular basis and has adopted a case management approach to identify and support schools with those young people most at risk of entering a negative post-school destination. 2.6 A number of training sessions, interventions and events have taken place and continue to take place to ensure school leaver destination targets are met. The focus is to support all young people at risk of a negative destination. Pathways Programme 2.7 In 2022-23 the Pathways Programme continued to evolve to support those young people at greatest risk of disengaging from school, entering a negative post school destination and at risk of long-term unemployment and the associated consequences. 2.8 In total 141 young people enrolled on Pathways in academic year 2022-23 with 16 returning to school within the first 6 weeks of the programme. Of the remaining 125 young people, 96% entered a positive post school destination. A breakdown of initial destinations are provided in the tables below. Cohort 1 Initial Leaver Destinations Jan 2022 Destination Number Apprenticeship 7 College - Full Time 13 Disengaged 3 Employment - Full Time 19 Employment - Part Time 2 Pathways - Cont. Support 18 Returned to School 6 Training Provider 6 Virtual School - Cont. Support 1 Grand Total 75 2.9 Of the 75 young people who registered, 6 returned to school within the first 6 weeks of the programme. Of the 69 young people who sustained the programme 95.7% entered a positive post school destination. Page 168 of 484
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2.10 Cohort 2 Initial Leaver Destinations June 2023: Initial Leaver Destination Count of Initial Leaver Destination College - Full Time 24 Virtual School - Cont. Support 12 Returned to School 10 Pathways - Cont. Support 9 Employment - Full Time 6 Disengaged 2 Training Provider 1 Activity Agreement 1 Employment - Part Time 1 Total 66 2.11 Of the 66 young people who registered 10 returned to school within the first 6 weeks of the programme. Of the 56 young people who sustained the programme 96.4% entered a positive post school destination. 2.12 The Pathways Team implemented a blended delivery model delivered between January and June 2023. This was for S4 pupils who were unable to sustain school on a full-time basis or not attending school at all and identified as being most likely to leave school with no or few national qualifications and move into a negative post school destination. This blended approach allowed young people to work towards national qualifications either in school or in the Pathways locality bases supported by Pathways staff one day a week, whilst also participating in personal development and employability activity and work-based learning opportunities that will provide them with the qualifications, skills and experience that will help them achieve and sustain a positive destination. 2.13 Evaluation of awards and qualifications achieved is ongoing, however initial feedback provided by young people, parents/guardians and schools suggests this model has been of benefit and has been incorporated into the Pathways delivery model for 2023- 24. 2.14 Following evaluation of the Pathways programme the delivery model for 2023-24 has evolved to ensure it meets the needs of all young people referred to the programme and provides the support required to assist them on their journey towards a positive destination. The three-stage model will ensure the most appropriate support is provided and greater capacity for more young people to access the programme and partner services to ensure ambitious leaver destination targets are met. 2.15 Future Fridays Pathways to Employment was launched in April 2023 to support the work of the DYW Taskforce. It delivers targeted support to young people furthest removed from the world of work and identified as most at risk of entering a negative post school destination. It provides opportunities for young people and their families to access information and support to help them on their journey towards employment, apprenticeships, training, and further education. 2.16 Currently the focus is on 2021-22/2022-23 school leavers who have yet to achieve a positive post school destination and are recorded as unemployed and seeking Page 169 of 484
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employment on the 16+ data hub as well as 2023-24 school leavers who require additional support towards a positive destination or are currently disengaged with school and not accessing school-based support. The Future Fridays Pathways to Employment sessions provide two key services for young people: an introduction to employability for those furthest from employment identifying individual’s skills, interests, and potential pathways into employment and also signposting to appropriate services and key contacts including North Lanarkshire’s Working, Routes to Work, Skills Development Scotland, New College Lanarkshire, Employability Hubs, No One Left Behind Training Provision, Tackling Poverty Team. The programme will be delivered by Pathways staff supported by NLC Employability Service, Virtual School, SDS, Routes to Work and other key service providers. Session take place in 3 locality bases in Motherwell, Coatbridge, and Cumbernauld with an online option to be offered to remove further barriers to support. 2.17 Young people who engage with Future Fridays Pathways to Employment will be supported in a positive post-school destination of Personal Skills Development (Employment) to ensure positive progression. This creative and innovative development supports the ambitious school leaver destination targets set out in the DYW Delivery Plan. North Lanarkshire Enterprise Pathway 2.18 In session 2022/23 several enterprise activities took place across schools. Following COVID-19, uptake by schools of our longstanding S3 Dragons’ Lair initiative is still to reach pre-pandemic levels. In line with recommendations set out in the SDS Scotland Career Review for ‘all children and young people to develop an understanding of enterprise, entrepreneurship and self-employment as a career opportunity’, this was identified as a universal entitlement within our DYW Delivery Plan 2022-2025. 2.19 To enable us to achieve this in session 2023/24, North Lanarkshire Council collaborated with Young Enterprise Scotland, Scotland’s Enterprising Schools, Elevator Business Gateway, SmartSTEMs, Youth Philanthropy Initiative and the Social Enterprise Academy to develop a progressive pathway that allows young people the opportunity to participate in enterprise activities at each stage of their 3-18 learner journey. A new North Lanarkshire Enterprising Schools Award will be introduced to recognise and celebrate the wide range of enterprise activity already taking place as part of the curriculum. A draft information pack (Appendix 1) has been developed providing more detail on these new initiatives and career long professional learning available to school staff. This will be shared across all educational establishments in August/September 2023. Vocational Education 2.20 The DYW Delivery Plan 2022-2025 also set ambitious targets to promote Foundation Apprenticeships at levels 4,5 and 6 and to increase the uptake of the work-based learning qualifications. In addition, targets were set to broaden Foundation Apprenticeship frameworks offered in line with labour market intelligence. The table below highlights the increased ambition to develop the young workforce of North Lanarkshire: DYW Target 2022/23 2023/24 2024/25 Increase uptake of Foundation Apprenticeships 206 young people 400 young people 600 young people Page 170 of 484
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Broaden FA frameworks offered in line with local drivers and labour market intelligence 3 at level 4/5 (max) 3 at level 6 3 at level 4/5 6 at level 6 3 at level 4/5 8 at level 6 2.21 The recruitment target for 2022-23 for the level 6 SDS funded programmes were as follows : FA Level 6 2022 – 2023 Framework September 2022 May 2023 Civil Engineering 17 12 Social Services & Healthcare 23 17 Social Services Children & Young People 85 52 Grand Total 125 81 2.22 The recruitment target for 2022-23 for the level 4/5 SDS funded programmes were as follows: FA Level 4/5 2022 -2023 Framework August 2022 May 2023 Construction 135 103 Automotive 20 15 Hospitality 9 0 Grand Total 164 120 2.23 The targets for 2022-23 were exceeded. However, targets for session 2023/24 are dependent on funding. 2.24 The recruitment targets for 2023-24 for the level 6 SDS funded programmes are as follows: Expected FA Level 6 numbers 2023 – 2024 Framework August Social Services & Healthcare 21 Social Services Children & Young People 62 Grand Total 83 Page 171 of 484
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2.25 The recruitment target for 2023-24 for the level 4/5 SDS funded programmes were as follows: Expected FA Level 4/5 Numbers 2023 – 2024 2.26 Under the current funding model, the SDS allocation to North Lanarkshire Council is for 246 young people. This, against our planned target of 400 highlights a deficit of 154. A further 52 SDS funded spaces have been requested to address this shortfall. The outcome of this request will not be known until August 2023. 2.27 In session 2023/24 a new and innovative approach to delivering Foundation Apprenticeships within our own establishments and utilising our own staff is being piloted in the hospitality sector with 32 young people from Cardinal Newman High School. These level 4/5 FAs will link with other vocational areas including barista skills and horticulture, supporting the seed to plate approach. 2.28 A further development is the refresh and relaunch of the Built Environment Academy based with the campus of Bellshill Academy. 2023/24 will see new developments here with links to other areas such as Pathways, Future Fridays and the Virtual School. An employer forum for this sector has been established and will meet for the first time on August 15 2023. 2.29 2023/24 will see the expansion (in partnership with New College Lanarkshire and University of the West of Scotland) of Higher National Certificate delivery to young people in S6. Successful completion will lead to year 2 of a Higher National Diploma which in turn will articulate to year 3 of a UWS degree in a relevant subject area. This coming session will see 59 young people take up this offer in three growth employment sectors: Computer Aided Design/Construction Management, Social Services and Cyber Security. 2.30 A further development for session 2023/24 is the earlier introduction of FAs into the S3 curriculum for those young people at risk of disengaging from learning. This earlier vocational offering will allow the development of skills for learning, life and work in a real-life, practical context. Future Fridays 2.31 As previously reported to this committee, attendance rates for Future Fridays have risen since its inception in August 2021, with around 25% of young people attending each week. The target attendance rate set out in the DYW Delivery Plan is 30% for session 2023/24 and 40% for session 2024/25. 2.32 The team has worked with a range of partners and council services to provide an equitable universal Future Fridays offer across all secondary schools. (Appendix 2). Framework August Construction 173 Auto 24 Hospitality 32 Grand Total 229 Page 172 of 484
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Over 100 sessions designed to develop skills for learning life and work are on offer each week. 2.33 A core annual budget for Future Fridays has been allocated and funds staffing, transport and costs for external provision. In addition, the successful implementation of the programme over year’s 1 and 2 has helped direct and align wider resources across the council and partner agencies. 2.34 In 2022/23 the Future Fridays Leadership Academy saw over 100 young people work with Primary Schools to lead sessions in areas including dance, STEM, enterprise, sport, creative arts and digital skills. Session 2023/24 will see this work expand to allow young people to achieve SQA levels 5 and 6 qualifications in Leadership. 2.35 A comprehensive evaluation of Future Fridays was undertaken in 2022/23 (Appendix 3). Positive and constructive feedback will assist in prioritising next steps to improvement. 2.36 For session 2023/24 schools will identify improvement priorities and how these will be achieved. Schools will use tracking data to ensure young people from targeted groups engage in Future Fridays. 2.37 Further accreditation opportunities will be provided through partnership working with Higher and Further Education establishments as well as through SQA, SCQF and wider achievement frameworks. Employability Team and Supported Employment Activity 2.38 The Supported Employment Team work closely with Education and Inclusion Teams to identify and support senior phase young people with additional support needs into employment. These include: • Job creation of seven posts as alternatives to Additional Support Needs Assistants and supporting young people with additional support needs in these roles. • Working with an Education Manager and twenty employers who indicated they would like to support young people with multiple barriers throughout Advancing Equalities Forum. • Working with Additional Support Needs Schools to support senior phase young people and their families to access and sustain meaningful employment. • Working in partnership with Volvo and New College Lanarkshire to establish the Sunnyside Training cafe. Young people with additional support needs are supported by a job coach to gain training, development and work experience in catering and hospitality. • No Limits Programme providing twelve months paid work placements for young people with additional support needs in a range of job sectors. In session 2021/22, eleven young people completed the project with all achieving a positive employment outcome. In session 2022/23 this was extended to support thirteen young people in paid work placements with 39% of these young people already in work and a further 30% having applied to Further Education courses. The third phase of this innovative programme will begin in September 2023 with a further fifteen young people enrolled. • The ROOTS: Opportunities for Growth programme supports care experienced young people to access and sustain a positive post-school destination. This twelve month flexible, paid placement creates a bespoke learning and development package that ensures young people are equipped and prepared for the world of work. Page 173 of 484
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• Project Ability is a twelve month paid placement for five young people with learning disabilities including autism. The young people are supported by a job coach and a workplace mentor to gain skills for learning, life and work. The programme has achieved 100% success rate with all ten young people over a two year period gaining employment. • Project Search – a partnership between North Lanarkshire Council, NHS Lanarkshire and New College Lanarkshire supporting young people with additional support needs to access employment in a variety of sectors linked to NHS. • Youth Hubs Support – these hubs engage with 16-24 year olds who have entered a negative post-school destination and face multiple challenges and barriers to accessing employment. In 2022/23 the team worked with thirty five young people with ten moving into further education or employment and in 2023/24 aim to increase the number of young people and successfully support them into employment and employability programmes. 3. Measures of success 3.1 Improve initial, sustained school leaver destinations and participation measure outcomes. 3.2 Increase uptake of Foundation Apprenticeships. 3.3 Broaden Foundation Apprenticeship Frameworks in line with local drivers. 3.4 Increase the number of HNC programmes delivered in schools. 3.5 Increase engagement of most vulnerable young people in Future Fridays activity. 3.6 Increase overall participation in Future Fridays programme. 3.7 Enhanced employer engagement. 4. Supporting documentation Appendix 1: North Lanarkshire Enterprise Pathway Information Pack Appendix 2: Universal Future Fridays Offer Appendix 3: 2022/23 Future Fridays Evaluation Janie O’Neill Chief Officer (Education – South) Page 174 of 484
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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 been discussed and agreed with Finance? Yes ☒ No ☐ If Yes, please provide a brief summary of the impact? Regular meetings take place between managers and colleagues from Financial Solutions. There are no additional financial requirements linked to the contents of this report. The Service has a combination of existing core revenue budgets, earmarked reserves (for 23/24 FY) and external funding mechanisms to support the aligned initiatives / service delivery noted. 5.3 HR policy impact Does the report contain any HR policy or procedure impacts? Yes ☒ No ☐ If Yes, have all relevant HR impacts been discussed and agreed with People Resources? Yes ☒ No ☐ If Yes, please provide a brief summary of the impact? Managers are supported HR Business Partners on HR related matters. 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 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 ☐ Page 175 of 484
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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? 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. 5.11 Children’s rights and wellbeing impact Does the report contain any information regarding any council activity, service delivery, policy, or plan that has an impact on children and young people up to the age of 18, or on a specific group of these? Yes ☒ No ☐ If Yes, please provide a brief summary of the impact and the provision that has been made to ensure there has been appropriate consideration of the relevant Articles from the United Nations Convention on the Rights of the Child (UNCRC). Young people will be impacted upon positively via the DYW delivery plan, incorporating a range of programmes which lead to positive destinations. If Yes, has a Children’s Rights and Wellbeing Impact Assessment (CRWIA) been carried out? Yes ☐ No ☒ Page 176 of 484
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NORTH LANARKSHIRE ENTERPRISE PATHWAY School Information Pack Page 177 of 484
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Overview A universal entitlement set out in our DYW Delivery Plan 2022-25 is for children and young people in North Lanarkshire to develop an understanding of enterprise, entrepreneurship, and self-employment as a career opportunity. To help achieve this North Lanarkshire Council, Young Enterprise Scotland, Scotland’s Enterprising Schools, Elevator Business Gateway, SmartSTEMs, Youth Philanthropy Initiative and Social Enterprise Academy have developed a progressive pathway that allows young people the opportunity to participate in enterprise activity and events at each stage of their 3-18 learner journey that can enhance the excellent work already taking place in school. A new North Lanarkshire Enterprising Schools Award will also be introduced to recognise and reward schools for the wide range of enterprise activity taking place within the curriculum. This information pack will provide more detail on both of these new initiatives and the CPD and support available to schools from the partners involved. 2 Page 178 of 484
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Suggested Enterprise Pathway The Enterprise Pathway set out below can be used in a number of ways to suit individual schools or clusters to enhance existing enterprise delivery. 1. Participate in all activity at the suggested stage ensuring young people have the chance to participate in activity throughout their time in school. 2. Take part in selected activity at the suggested stage 3. Request activity to be delivered to different year groups than those suggested. Some of the activities outlined in the pathway have limited capacity and spaces will be allocated on a first come, first served basis. More detail will be provided on this as activities open for registration. 3 Page 179 of 484
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Early Years & Primary Pathway Suggested Stage Activity Lead Provider Duration When Curricular Area Early years - P3 Scotland's Enterprising Schools (SES). Teacher Resources Scotland's Enterprising Schools Flexible Anytime IDL (all curricular areas) Activity Summary Free support for education practitioners to cultivate an innovative and creative curriculum that motivates young people to be all they can be in learning, life and work. We offer a variety of free resources covering ages 3 to 18, an extensive library of useful partnering organisations and interesting practice, and deliver professional learning sessions on teaching and learning approaches to enterprise education. https://enterprisingschools.scot P4 The Choccy Challenge YE Scotland One Day Sept IDL (all curricular areas) Activity Summary An exciting new Enterprise activity to launch the new Enterprise Pathway using pre-recorded sessions, lesson plans and resources to encourage as many schools as possible to take part. P4 Scottish Inventors Challenge YE Scotland/ Elevator Full Day Oct-Nov Literacy, Numeracy, Technologies, HWB Activity Summary The Scottish Inventors Challenge is a full day programme for upper primary delivered in- school by our school’s team, which encourages young people to learn about successful inventions hailing from Scotland. The programme is designed to encourage creative thinking among the young people and identify where modern-day products could soon become dated. In teams, pupils will ’reinvent’ a well-known product and will present their ideas back to their classmates. The programme will enable the pupils to build upon their enterprising skills in a product development context. Students will gain an understanding of the world of business and will create a company, a business plan and advertise their product or service with its own logo and tagline. 4 Page 180 of 484
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Suggested Stage Activity Lead Provider Duration When Curricular Area P5 Fiver Challenge YE Scotland/ Elevator 5 weeks Delivered by teachers at anytime Literacy, Numeracy, Technologies, HWB Activity Summary This programme is run by the teacher rather than a member of YE Scotland staff. We do offer support and guidance to the teacher led sessions, however. Pupils are pledged £5 from their school and use this capital to get their enterprise off the ground. They will work together in teams to decide what product or service they’ll invest their fivers in . The teams will need to source materials or products, prepare sales pitches, and plan selling events . By generating a business idea and creating a product or service to sell they gain a first hand experience of what it is like to be an entrepreneur. Pupils are encouraged to think ethically and sustainably while aiming to make as much profit as they can. They will then have the opportunity to make a positive contribution to society and give back when they decide how to spend or donate their profit. P6 Social Enterprise Shark Tank Social Enterprise Academy Flexible Between Aug-April IDL (all curricular areas) Activity Summary Social Enterprise Schools enables every young person to step up, realise their potential, and create the change they want to see in the world.By giving young people a real-life experience of running their own social enterprise in school, this fully-funded programme delivers transformational learning which impacts both them and their community. Social Enterprise Schools can begin in your school at any time throughout the year. Recognising that every school is unique and each one at a different stage in their enterprise journey, we provide the support you need to develop a pupil-led enterprise and celebrate its success. With Social Enterprise Schools you will have access to our online learning platform, CPD, one to one support, workshops facilitated by social entrepreneurs, Shark Tank event and national awards ceremony. P7 Circular Economy Workshop YE Scotland/ Smart STEMs full day 1 April Literacy, Numeracy, Technologies, HWB, Social Studies, Expressive Arts, Sciences Activity Summary The Circular Economy Workshop is a one day version of The Circular Economy Challenge where pupils gain an overview of the circular economy, create a business idea, and then pitch their business idea to their class. 5 Page 181 of 484
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Suggested Stage Activity Lead Provider Duration When Curricular Area P7 Circular Economy Challenge YE Scotland/Smart STEMs week 6-8 project *Jan-Mar Literacy, Numeracy, Technologies, HWB, Social Studies, Expressive Arts, Sciences Activity Summary This is suitable for P5-S2. Pupils are inspired by real-life case studies of circular economy businesses and are then tasked to come up with a new product or service of their own which will design waste out of the system. This could be in a variety of different formats. It could be a repair service, or a product made from rescued waste (such as gym leggings from plastic bottles, a playpark from discarded tyres, gaming chairs from old car seats, handbags from fire hoses!) It could be a product that never needs replaced, renting items, or sharing them instead of buying (e.g., tool libraries, jeans rental, washing machine rental) or even growing things from nature rather than creating them for plastics (e.g., packaging grown from algae, handbags grown from mushrooms or trainers grown from yeast!). They then create branding and marketing for their idea, with the project culminating in a Dragon’s Den like event where the pupils interact with judges from the real world of circular economy. This challenge helps with raising awareness of the circular economy while also building essential life skills. P5 - P7 STEM - prepairing 10-12 year olds for the world of work SmartSTEMs day event 1 TBC STEM education - prepairing 10-12 year olds for the world of work Activity Summary SmartSTEMs Flagship Event at New College Lanarkshire - approx 20 schools 10 pupils per school aiming to target pupils who are less engaged in STEM subjects. P5 - P7 STEM Careers Sessions SmartSTEMs Flexible to school requirements Anytime STEM education Activity Summary STEM Career Sessions – engagement with North Lanarkshire STEM role models in Virtual sessions for Primary Schools (targeting P5/6/7). P7 Transition P7 Secondary Transition Social Enterprise Academy May-June IDL (all curricular (areas Activity Summary A new addition to the Enterprise offer in North Lanarkshire linked to the senior phase Leadership Academy. Further details will be released soon. * delivered by teachers, initial info session delivered by YE Scotland, mid-way support visit from ambassador, final showcase facilitated by YE Scotland 6 Page 182 of 484
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Suggested Stage Activity Lead Provider Duration When Curricular Area P7 Transition P7 Seocndary Transition Social Enterprise Academy TBC May-June IDL (all curricular (areas Activity Summary This is suitable for P5-S2. Pupils are inspired by real-life case studies of circular economy businesses and are then tasked to come up with a new product or service of their own which will design waste out of the system. This could be in a variety of different formats. It could be a repair service, or a product made from rescued waste (such as gym leggings from plastic bottles, a playpark from discarded tyres, gaming chairs from old car seats, handbags from fire hoses!) It could be a product that never needs replaced, renting items, or sharing them instead of buying (e.g., tool libraries, jeans rental, washing machine rental) or even growing things from nature rather than creating them for plastics (e.g., packaging grown from algae, handbags grown from mushrooms or trainers grown from yeast!). They then create branding and marketing for their idea, with the project culminating in a Dragon’s Den like event where the pupils interact with judges from the real world of circular economy. This challenge helps with raising awareness of the circular economy while also building essential life skills. S1 Help My Business Elevator day tbc 1/2 Anytime IDL (all curricular (areas Activity Summary The Help My Business Programme is a 3-week long initiative (3 x 0.5 days this can be made longer or shorter if required) aimed at S1-2 which will educate students on the importance of entrepreneurship, teamwork, and enterprise. Students will hear from local entrepreneurs about their business, then form small teams and, over the course of the programme, evaluate one business and offer insight into how they could improve. Topics covered include: personality types in teamwork, entrepreneurial mindset, marketing, branding/personal branding, pitching and presenting. S1 The Design Dash Elevator hours 1-1.5 Sept IDL (all curricular (areas Activity Summary The ‘Design Dash’ is a super fast introduction to design thinking methods and mindsets. This bespoke, 59-minute workshop is activity using cutting edge Design Thinking tools straight from Stanford Business School. Redesign, define, prototype and test a business idea and learn the following: • Get used to externalizing ideas, through words, drawings, sketches, and prototypes. • Experience how working quickly and making fast decisions in teams leads to surprise, creativity, fun, and a lot of output. • Practice discovering and framing a challenge around human needs, only very slightly abstracted from a single person. • Get caught up in learning about their own ideas, rather than defending them Students will leave with real life examples of using teamwork, problem solving and communication skills – in under one hour! Secondary Pathway 7 Page 183 of 484
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Suggested Stage Activity Lead Provider Duration When Curricular Area S1-S3 Enspire Challenge YE Scotland/ Elevator Activity Summary This challenge, created by Developing the Young Workforce and utilising educational resources from Young Enterprise Scotland, Elevator & Business Gateway Lanarkshire, aims to ‘enspire’ every school in North Lanarkshire to set up their own business. With the help of bespoke resources, every participating school will be given the tools and knowledge to start their own business from scratch, with profits being put back into the school. Each participating school will be invited to submit an application detailing their process, learnings & profit. Schools are encouraged to engage with as many partners as possible to maximise learnings. The top prize will be £1000 for the winning school, and a trophy for every school who takes part. S1-2 STEM - prepairing S1-2 for the world of worK SmartSTEMs day event 1 TBC STEM education - prepairing S1-2 for the world of work Activity Summary SmartSTEMs Flagship Event at New College Lanarkshire - approx. 20 schools 10 pupils per school - aim to get pupils who are less engaged in STEM subjects. S2 Community Challenge YE Scotland/ Elevator full day 1 May-June Literacy, Numeracy, HWB, Social Studies, Expressive Arts Activity Summary The Community Challenge is a day-long session delivered to S1-S3 by our schools’ team. The young people generate ideas which will make their local community better for everyone. They consider retail and leisure spaces, green spaces, sites of interest etc and think of ways they can enhance the area for the people who live there. They consider volunteering, job and training opportunities for locals, accessibility for people with disabilities, spaces for children to play, environmental issues. At the end of the day each enterprise pitches their ideas. 8 Page 184 of 484
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Suggested Stage Activity Lead Provider Duration When Curricular Area S2 Youth and Philanthropy Initiative Wood Foundation 1 term 12- 16 weeks Aug-May RME, RMPS. Social Subjects. Wider Achievement, Activity Summary Through the Youth and Philanthropy Initiative (YPI), each school is responsible for directing a grant of £3000 to a local charity championed by its students through of teamwork, research, and competition. YPI engages a full year group of students, developing skills and confidence through a contextualised learning experience. The programme raises awareness of social issues and local charities and is a vital means of devolved, locally driven grant-making. YPI is managed and principally funded by The Wood Foundation. A dedicated team works in partnership with all participating schools to fully realise the opportunity for their settings. The programme typically takes 12-15 weeks to be delivered depending on where it is embedded in the curriculum. S2-S4 Prince’s Trust Enterprise Challenge The Prince’s Trust Flexible Flexible IDL (all curricular areas) Activity Summary Enterprise Challenge is an inter School competition for any group of pupils aged 12 to 16 (S2 to S4). The aim of the programme is to raise confidence, aspirations and increase awareness of the World of Work. Enterprise Challenge takes place over one School Day. Prince’s Trust Mentors will deliver the session for you. The session will involve Young People taking part in a fun online business simulation game in small groups as well doing some teambuilding activities. They will learn about Enterprise, teamwork and then create a short pitch about their proposed business at the end. The top 5 Teams with the highest online game score will then be invited to the Scotland regional final, where they will present their Social Enterprise business pitch to judges, with support from their mentor. The winning Scotland Team will receive £100 seed money to bring their idea to life. S3 Dragon's Lair North Lanarkshire Council 6 weeks Event in November IDL (all curricular areas) Activity Summary Dragons’ Lair is an initiative aimed at encouraging innovation and entrepreneurship in our young people. It seeks to introduce them to the world of business, its importance to the economy and as a possible career option they may not have considered. The initiative is aimed at all S3 pupils in North Lanarkshire schools. S3 pupils are asked to think of an innovative business idea and create a business plan for it. The business plans are scored and the top six plans will be invited to the Dragons Lair final where the pupils will present their ideas to the panel of Dragons. 9 Page 185 of 484
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Suggested Stage Activity Lead Provider Duration When Curricular Area S3/S4 The Business Challenge Scotland's Enterprising Schools & YE Scotland 6-8 week project Multi-school competition can run once per term, local dates will be announced Literacy, Numeracy, Technologies, HWB, Expressive Arts Activity Summary Pupils are presented with a fictitious scenario to promote collaboration, creativity, decision-making, organisation and working responsibly through a simulated and competitive digital game. Teachers will lead students through a series of 4 lessons from the early stages of product branding (name, logo, tagline/slogan) through development (identifying a target market, USP, packaging design) to running their business (testing the market, making business decisions). Teams ‘test their ideas on the market’ by uploading evidence of their work to an online marketplace, seeking ‘likes’ from other teams before the deadline. Remote entrepreneurial judges assign marks for all work and our ‘AI judge’ will rate their core values. Teams receive feedback from our expert judges and winners will be celebrated online via our communication channels. S3 - S6 (15+) Team Programme (ASN) YE Scotland Full academic year Begin June-Oct; registration deadline: mid-Oct Literacy, Numeracy, Technologies, HWB, Social Studies, Expressive Arts Activity Summary The Team is a version of the Company Programme suitable for students 15-19 with mild to moderate learning difficulties. Resources are available online and offline. Young people can participate as part of the Company Programme and attend trade fairs and finals. The programme can be used by teachers in ASN schools or in mainstream establishments. Accredited at SCQF Level 3 worth 15 credit points. S4 10X Challenge YE Scotland/ Elevator 4 weeks Feb-Mar for national competition (any time if you do not wish to enter competition) Literacy, Numeracy, Technologies, HWB Activity Summary In the 10X Challenge, pupils are pledged £10 and challenged to start their own companies, learning all about business planning, taking risks and making a profit in the process. This programme is run by the teacher rather than a member of YE Scotland staff. We do offer support and guidance to the teacher led sessions, however. Pupils are pledged £10 from their school and use this capital to get their enterprise off the ground. They will work together in teams to decide what product or service they’ll invest their tenner in. The teams will need to source materials or products, prepare sales pitches, and plan selling events. By generating a business idea and creating a product or service to sell, they gain a firsthand experience of what it is like to be an entrepreneur. Pupils are encouraged to think ethically and sustainably while aiming to make as much profit as they can. They will then have the opportunity to make a positive contribution to society and give back when they decide how to spend or donate their profit. To have the 10X work accredited by SQA, each young entrepreneur participating in the challenge can now use evidence of their participation and experience to meet the criteria of SQA’s Personal Development units in Self and Work, and Enterprise Activity. (L3 &4) 10 Page 186 of 484
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Suggested Stage Activity Lead Provider Duration When Curricular Area S4 Social Enterprise Shark Tank Social Enterprise Academy Flexible Between Aug- April IDL (all curricular areas) Activity Summary Social Enterprise Schools enables every young person to step up, realise their potential, and create the change they want to see in the world. By giving young people a real-life experience of running their own social enterprise in school, this fully-funded programme delivers transformational learning which impacts both them and their community. Social Enterprise Schools can begin in your school at any time throughout the year. Recognising that every school is unique and each one at a different stage in their enterprise journey, we provide the support you need to develop a pupil-led enterprise and celebrate its success. With Social Enterprise Schools you will have access to our online learning platform, CPD, one to one support, workshops facilitated by social entrepreneurs, Shark Tank event and national awards ceremony. S5-S6 Company Programme YE Scotland Full academic year Begin June-Oct; registration deadline: mid-Oct Literacy, Numeracy, Technologies, HWB, Social Studies, Expressive Arts Activity Summary The Company Programmes is the flagship programme for S5 and 6 pupils, enabling them to set up and run a real-life company over the course of an academic year. Pupils have opportunities to sell online as well as in local trade fairs. Each region holds a local final with the winners of each competing in the Scotland-wide final in June. Support is available via a board (Local Area Team) as well as a designated, volunteer business adviser. The Company Programme is now accredited at SCQF Level 6 (26-30 points), meaning young people can receive an award for all their hard work. S5-S6 Leadership Academy North Lanarkshire Council Full Academic year Future Fridays IDL (all curricular areas) Activity Summary Delivered as part of the Future Friday’s universal offer, the Leadership in Enterprise programme provides senior pupils the opportunity to explore new business ideas and build upon their teamwork, communication, and leadership skills. As a leader pupils will deliver enterprise activity in their cluster primary schools. Young leaders can work towards a Level 5/6 Leadership Award. 11 Page 187 of 484
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Suggested Stage Project Lead Duration Aug Sept Oct Nov Dec Jan Feb Mar Apr May June EARLY YEARS - PRIMARY ACTIVITY Early years - P3 Scotland's Enterprising Schools (SES). Teacher Resources Scotland's Enterprising Schools Flexible █ █ █ █ █ █ █ █ █ █ █ P4 The Choccy Challenge YE Scotland 1 Full Day █ P4 Scottish Inventors Challenege YE Scotland/ Elevator 1 full day █ █ P5 Fiver Challenge YE Scotland/ Elevator 5 weeks █ █ █ █ █ █ █ █ █ █ █ P6 Social Enterprise Shark Tank Social Enterprise Academy Flexible █ █ █ P7 Circular Economy Workshop YE Scotland/ Smart STEMs 1 full day █ P7 Circular Economy Challenge YE Scotland/ Smart STEMs 6-8 week project █ █ █ P5 - P7 STEM Careers Sessions SmartSTEMs Flexible to school requirements P7 Transition P7-Secondary Transition programme Scotland's Enterprising Schools Flexible █ █ Suggested Stage Project Lead Duration Aug Sept Oct Nov Dec Jan Feb Mar Apr May June SECONDARY ACTIVITY S1 Help My Business Elevator 3 x 0.5 days █ █ █ █ █ █ █ S1 The Design Dash Elevator 1 - 1.5 hours █ S2 Community Challenge YE Scotland/ Elevator 1 full day █ █ S2 Youth and Philanthropy Initiative Wood Foundation 1 term 12-16 weeks █ █ █ █ █ █ █ █ █ █ S3 Dragon's Lair North Lanarkshire Council 6 weeks █ █ S3/S4 The Business Challenge Scotland's Enterprising Schools & YE Scotland 6 - 8 week project █ █ █ █ S3 - S6 (15+) Team Programme (ASN) YE Scotland Full academic year █ █ █ █ █ █ █ █ S4 10X Challenge YE Scotland/ Elevator 4 weeks █ █ S4 Social Enterprise Shark Tank Social Enterprise Academy Flexible █ █ █ █ █ █ █ █ S5-S6 Team Programme (ASN) YE Scotland Full academic year █ █ █ █ █ █ █ █ S5-S6 Company Programme YE Scotland Full academic year █ █ █ █ █ █ █ █ 12 Page 188 of 484
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Launch Events September 2023 To launch new pathway we will be encouraging all schools to take part in one day of Enterprise Activity in September 2023. Pre-recorded sessions, lesson plans and resources will be provided for Primary and Secondary schools to join together and be part of two exciting activities. All Primary Stages – Choccy Challenge (Full day) Secondary 1 – New activity being Created for this event Contact Information For more information on any of these activities, to request support or CPD or to register your school for an activity please contact the lead provider identified in the pathway. Details of each partner are listed here. Scotland's Enterprising Schools Julie Degnan https://forms.office.com/e/wfkhp4t8XE https://enterprisingschools.scot Young Enterprise Scotland/Elevator Catherine Taylor catherinet@elevatoruk.com 07979346107 https://www.elevatoruk.com Social Enterprise Academy Steven Gillan Steven@socialenterprise.academy 07497454024 https://www.socialenterprise.academy/scot Young Enterprise Jan Fleming https://forms.office.com/e/wfkhp4t8XE https://yes.org.uk Young Enterprise /Smart STEMs Jan Fleming mel.brown@smartstems.org 07986 230 271 www.smartstems.org SmartSTEMs Mel Brown mel.brown@smartstems.org 07986 230 271 www.smartstems.org Elevator Catherine Taylor catherinet@elevatoruk.com 07979346107 https://www.elevatoruk.com Wood Foundation Alex Reid ypi@thewoodfoundation.org.uk 01224 619862 https://ypiscotland.org.uk North Lanarkshire Council Scott Black BlackSc@northlan.gov.uk 07581013930 The Prince’s Trust Kirsty Norwood Kirsty.Norwood@princes-trust.org.uk https://www.princes-trust.org.uk/ 13 Page 189 of 484
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NL Enterprising Schools Award There is already a wide range of enterprise activity taking place within the curriculum, which North Lanarkshire Council would like to recognise through the introduction of a North Lanarkshire Enterprising Schools Award. This award would be the first step on Enterprise certification ladder with schools encouraged to then work through the three levels of Scotland’s Enterprising Schools Certification towards a Gold award. 14 Page 190 of 484
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To apply for this award schools would complete a short MS form asking the following questions: • Does your school have an identified member of staff with responsibility for Enterprise and Entrepreneurship? (Yes/No) • Are enterprise themes includes in a range of curricular areas? (Yes/No) • Are links made between enterprise learning and development of skills for learning, life and work? (Yes/No) • Do some learners have the opportunity to participate in organising enterprise activities? (Yes/No) • Career Education in your school includes enterprise themes and is partially aligned with Building the Curriculum 4, Developing the Young Workforce and How Good is Our School 4? (Yes/No) • Please describe how your school has delivered enterprise activity in 2022-23. This could include information on events, classroom activity, pupils involved, etc. (open text) To apply please follow the link below https://forms.office.com/e/thi56FCC58 15 Page 191 of 484
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Universal Offer – 23/24 23/23 session 18.8.23 25.8.23 1.9.23 8.9.23 15.9.23 29.9.23 6.10.23 27.10.23 3.11.23 10.11.23 17.11.23 24.11.23 1.12.23 8.12.23 15.12.23 12.1.24 19.1.24 26.1.24 2.2.24 9.2.24 16.2.24 23.2.24. 1.3.24 8.3.24 15.3.24 22.3.24 26.4.24 3.5.24 10.5.24 17.5.24 School 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 Airdrie Academy RTW RTW RTW RTW SOCIAL ENT LIFE PREP IMPACT ARTS IMPACT ARTS QA IT INT MINDSET FINANCE TOK BEFIT YOGA BEFIT BEFIT Bellshill Academy BEFIT BEFIT BEFIT YOGA LIFE PREP CDWU CDWU CDWU CDWU IMPACT ARTS IMPACT ARTS RTW RTW RTW RTW INT FINANCE Tok MINDSET QA IT SOCIAL ENT Braidhurst High School QA IT BEFIT YOGA BEFIT BEFIT CDWU CDWU CDWU CDWU INT LIFE PREP IMPACT ARTS IMPACT ARTS RTW RTW RTW RTW FINANCE TOK SOCIAL ENT MINDSET Brannock High School BEFIT YOGA BEFIT BEFIT RTW RTW RTW RTW IMPACT ARTS IMPACT ARTS LIFE PREP DIGITAL DIGITAL MINDSET FINANCE TOK INT QA IT SOCIAL ENT Calderhead High School IMPACT ARTS IMPACT ARTS BEFIT YOGA BEFIT BEFIT RTW RTW RTW RTW LIFE PREP MINDSET FINANCE TOK INT QA IT SOCIAL ENT Caldervale High School IMPACT ARTS IMPACT ARTS RTW RTW RTW RTW BEFIT BEFIT BEFIT YOGA QA IT LIFE PREP MINDSET FINANCE Tok INT SOCIAL ENT Cardinal Newman High School QA IT SOCIAL ENT TOK BEFIT YOGA BEFIT BEFIT FINANCE LIFE PREP RTW RTW RTW RTW SOCIAL ENT INT IMPACT ARTS IMPACT ARTS MINDSET Chryston High School QA IT BEFIT YOGA BEFIT BEFIT RTW RTW RTW RTW LIFE PREP TOK INT SOCIAL ENT IMPACT ARTS IMPACT ARTS MINDSET Clyde Valley High School TOK IMPACT ARTS IMPACT ARTS FINANCE QA IT MINDSET INT SOCIAL ENT MINDSET LIFE PREP IMPACT ARTS IMPACT ARTS RTW RTW RTW RTW BEFIT BEFIT BEFIT YOGA Coatbridge High School QA IT IMPACT ARTS IMPACT ARTS FINANCE MINDSET RTW RTW RTW RTW TOK SOCIAL ENT LIFE PREP INT BEFIT BEFIT BEFIT YOGA Coltness High School BEFIT BEFIT BEFIT YOGA IMPACT ARTS IMPACT ARTS MINDSET FINANCE Tok QA IT SOCIAL ENT LIFE PREP INT RTW RTW RTW RTW Cumbernauld Academy QA IT IMPACT ARTS IMPACT ARTS MINDSET TOK FINANCE SOCIAL ENT BEFIT BEFIT BEFIT YOGA FINANCE RTW RTW RTW RTW LIFE PREP Dalziel High School CDWU CDWU CDWU CDWU RTW RTW RTW RTW TOK MINDSET SOCIAL ENT FINANCE QA IT BEFIT YOGA BEFIT BEFIT IMPACT ARTS IMPACT ARTS INT LIFE PREP Greenfaulds High School DRONES IMPACT ARTS IMPACT ARTS FINANCE MINDSET INT TOK QA IT SOCIAL ENT BEFIT YOGA BEFIT BEFIT LIFE PREP RTW RTW RTW RTW CDWU CDWU CDWU CDWU Kilsyth Academy DRONES IMPACT ARTS IMPACT ARTS FINANCE MINDSET LIFE PREP TOK QA IT SOCIAL ENT INT CDWU CDWU CDWU CDWU RTW RTW RTW RTW BEFIT BEFIT BEFIT YOGA Our Lady's High School - C'Nauld DRONES FINANCE MINDSET QA IT TOK LIFE PREP SOCIAL ENT BEFIT BEFIT BEFIT YOGA INT RTW RTW RTW RTW IMPACT ARTS IMPACT ARTS Our Lady's High School -M'well SOCIAL ENT DRONES MINDSET RTW RTW RTW RTW BEFIT YOGA BEFIT BEFIT INT QA IT LIFE PREP IMPACT ARTS IMPACT ARTS TOK St Aidan's High School FINANCE MINDSET DRONES TOK LIFE PREP SOCIAL ENT QA IT BEFIT BEFIT BEFIT YOGA IMPACT ARTS IMPACT ARTS INT CDWU CDWU CDWU CDWU RTW RTW RTW RTW St Ambrose High School LIFE PREP FINANCE MINDSET SOCIAL ENT TOK DRONES QA IT RTW RTW RTW RTW IMPACT ARTS IMPACT ARTS INT BEFIT BEFIT BEFIT YOGA St Andrew's High School FINANCE MINDSET LIFE PREP TOK SOCIAL ENT DRONES IMPACT ARTS IMPACT ARTS RTW RTW RTW RTW INT QA IT BEFIT YOGA BEFIT BEFIT St Margaret's High School MINDSET LIFE PREP RTW RTW RTW RTW SOCIAL ENT DRONES IMPACT ARTS IMPACT ARTS TOK INT QA IT BEFIT YOGA BEFIT BEFIT St Maurice's High School TOK SOCIAL ENT LIFE PREP BEFIT YOGA BEFIT BEFIT FINANCE DRONES INT MINDSET IMPACT ARTS IMPACT ARTS RTW RTW RTW RTW QA IT Taylor High School TOK SOCIAL ENT LIFE PREP RTW RTW RTW RTW DRONES FINANCE INT IMPACT ARTS IMPACT ARTS MINDSET QA IT BEFIT YOGA BEFIT BEFIT Page 193 of 484
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Future Fridays is helping to prepare for future in work and in life Some pupils like to use the time for recreational sessions in school Netball, Art, debating, football all feature highly on junior pupils returns. Pupils keen on more variety in sessions Helped me learn and engage in clubs which I then took up out with school Leadership academy has helped develop confidence and skills and have enjoyed working with the cluster primaries. Like to see more fitness, drama, gardening, boxing, science, coding, hair / beauty and baking Needs to be more wider options for seniors Some pupils feel peer pressured not to attend Common additional responsesQuestion responses - key -1 Strongly disagree 2 Disagree 3 Neither disagree nor agree 4 Agree 5 Strongly agree Great clubs and great choices although more wider activities and greater choice could improve even more. Fun and relaxing - good end to the week more enjoyable and engaging than 'normal' school Helped me find like minded people passionate about the same things Pupil surveys have other plans I do activities on a Friday afternoon in other places. I don't like being in school What does FF mean? Why not go? What would encourage you to go? Staying at school for longer Clubs after school not sure? Actvities after school? Something that helps our future more options of activities Make it feel less like school Friends going would encourage me to go. Tournnaments across schools Career activities More promotion about what is on each week. Rather go home I am tired at the end of the week Barista CSCS DofE level 4 Volunteer REHIS STEM leader Leadrship academy better promotion in and out of school Tournaments across schools more space for more options More College and Wk Exp make it feel less like 'school' Public speaking Communication Teamwork Determination Time management Sport based skills Social skills Resilience Enhance CV Friends - meet new people across year groups Teachers encourage it Activities suit me Qualifications on offer Bored at home Pupil focus groups in attendance Pupil focus groups NOT in attendanceWhy attend? What skills? how to improve? Accreditation? Appendix 3 – Evaluation data from those attending and those not attending Online Pupil surveys Focus group summaries Curriculum Manager evaluation - for Principal Teachers Page 194 of 484
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Better for mental health: Future Fridays has been shown to be beneficial for mental health. Variety of activities: There is a wide variety of activities available, so most pupils will be able to find something they are interested in. Curriculum m anager review Summary of the skills that have been developed by PTs as part of Future Fridays: Leadership: PTs have developed their leadership skills by leading and managing teams, developing and implementing policies and procedures, and working with a range of stakeholders. Increased attendance and accreditation: Pupils are more likely to attend school on Fridays and are more likely to achieve accreditation for their activities. Training in new skills: Pupils have the opportunity to learn new skills, such as barista skills, DoE engagement, and partnership with DYW. Encouraging disengaged pupils: Pupils who are disengaged from school are more likely to attend Future Fridays activities and enjoy them. Offering alternative awards and leadership opportunities for senior pupils: Senior pupils have the opportunity to earn alternative awards and leadership opportunities. Something meaningful for pupils to do rather than just go home and do nothing: Future Fridays provides pupils with something meaningful to do on Fridays, rather than just going home and doing Here is a summary of the strengths of Future Fridays: Universal offer: This has provided a range of activities for all pupils, regardless of their background or interests. Support from staff: There is a lot of support available from staff, including the Curriculum Manager, PTs, and Greg. Opportunities for socialising: Pupils have the opportunity to socialise with each other and make new friends. Opportunities for learning: Pupils have the opportunity to learn new skills and knowledge. Improved outcomes: Future Fridays has been shown to improve outcomes for pupils, such as attendance, attainment, and wellbeing. Overall, Future Fridays is a positive initiative that has a number of strengths. It provides a range of opportunities for pupils, regardless of their background or interests. It has been shown to improve outcomes for pupils, such as attendance, attainment, and wellbeing. Communication: PTs have developed their communication skills by communicating effectively with pupils, staff, parents, and the wider community. Time management: PTs have developed their time management skills by managing multiple projects and deadlines, and working effectively under pressure. Organisation: PTs have developed their organisational skills by planning and coordinating activities, managing resources, and ensuring that projects are completed on time and to budget. In addition to these specific skills, PTs have also developed a number of transferable skills, such as: Problem-solving: PTs have developed their problem-solving skills by identifying and solving problems, and making decisions under pressure. Summary of the other comments from Future Friday PTs re Year 2 of the programme: More sharing of practice amongst FF PTs: This would be helpful to all PTs, and should be made mandatory. It can be an isolating role, particularly when new to the post. More communication with colleagues within schools will improve club offerings. Review of the Universal Offer: Activities which attracted little to no attendance across many schools need to be replaced, and new opportunities that young people immediately see the value in and want to attend should be offered. More example courses for accreditation would be good. If some staff were tasked with creating course materials for fairly universal qualifications that all schools could offer, and then they were given out to schools, this would help everyone develop more accreditation opportunities. Sharing practice is great, but I think working groups among the PTs to target specific qualifications and awards, developing courses, then giving out to all would be a huge improvement. Continue PT sharing practice events: These events have been helpful, and could be even more beneficial if they were held more frequently. This would allow PTs to share ideas and best practices, and to build relationships with each other. Overall, the FF programme has been much more focused in Year 2, and the support given has been fantastic. Greg has been a fantastic support: He is always available for guidance and to discuss ways in which the programme can move forward. The funding this year made a huge difference to the offer: This will allow PTs to increase opportunities for young people in Year 3. More equity is needed in the college offer: Coatbridge and Motherwell colleges offered a wider variety of courses than Cumbernauld, putting learners in the North locality at a disadvantage. Transport links are infrequent and unreliable so travelling to Coatbridge/Motherwell wasn't a realistic option for pupils. Our pupils can walk to Cumbernauld college, so if there was a wider variety of courses on offer, this would engage more senior phase pupils. There was some duplication in the Universal offer: This made it challenging to engage pupils. For example, there were two mindset events and two finance/life skills events. It was also difficult to engage pupils in Social Enterprise, as there was an expectation that this would be an ongoing project, and we did not have the staffing to do this. However, pupils really enjoyed the university information sessions, coding and Impact Arts: These were opportunities they do not usually get in school. Having a revised Universal Offer next year, where schools can choose what best suits their needs, would better engage pupils. Staff perception remains one of the biggest challenges: However, having a budget and a permanent post means that school staff are taking Future Fridays more seriously, and are more likely to get involved. Greg has been an amazing support and very encouraging: He is always available for help and advice. It has the potential to be superb and provide great opportunities: However, I still feel I am fighting a losing battle with few staff willing to give up time and thus fewer opportunities for pupils to access. Parents have commented that there is not enough variety (that suits their child) but cannot be produced without staff support & resources. More opportunities to meet in the year would be good: Perhaps 6/8 rather than 4. These meetings are really valuable and reassuring. The pupils loved the active and practical activities in the core programme! Can we have more of them please? My big worry is accreditation: Although we have had support in this, it is finding the time to sit down and get started. I think within schools, FF needs to play a more central role as there are lots of overlap with DYW, Nurture, Accreditation courses. Teamwork: PTs have developed their teamwork skills by working collaboratively with others, and building relationships with colleagues and stakeholders. Adaptability: PTs have developed their adaptability skills by responding to change, and working in a flexible and dynamic environment. Resilience: PTs have developed their resilience skills by dealing with setbacks and challenges, and maintaining a positive attitude. Overall, PTs have developed a range of skills and experience as part of Future Fridays. These skills and experience will be invaluable in their future careers, both in education and in other fields. Page 195 of 484
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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 12/09/23 Resilient People and Brighter Futures: Report on progress in relation to community learning and development activity From Alison Gordon, Chief Social Work Officer (Children, Families, Justice and Integrated Practice) E-mail GordonAl@northlan.gov.uk Telephone 01698 332001 1. Background 1.1 The Programme of Work for 2022/23, as in previous years, set out a requirement to report on progress in relation to community learning and development activity, including both universal and targeted work with an emphasis on engagement with vulnerable people living in the lowest 20% data zones and other vulnerable groups as reflected within the national self-evaluation framework for community learning and development (CLD). 1.2 The new streamlined Programme of Work to 2028 (Policy and Strategy Committee, 16th March 2023) follows on from the previous plan with seven interdependent and cross cutting themes. Community learning and development activity is key to many of the actions outlined in the new Programme of Work. Executive Summary This report provides an overview on progress in relation to community learning and development activity for the year 2022/23. This includes both universal and targeted work with an emphasis on engagement with vulnerable people living in the lowest 20% data zones in Scotland and other vulnerable groups as reflected within the revised national self- evaluation framework for community learning and development. Recommendations It is recommended that the Education, Children and Families Committee: 1) Endorse the contents of this report. The Plan for North Lanarkshire Priority Enhance participation, capacity, and empowerment across our communities Ambition statement (6) Raise attainment and skills for learning, life, and work to enhance opportunities and choices Item 8 Page 197 of 484
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1.3 The development of the Community Learning & Development Action Plan for 2022- 2025 (Appendix 1) provides further details on the local objectives and actions that support both the Programme of Work and work with community learning and development partners through the current North Lanarkshire CLD Partnership Plan 2021-2024 (Community Empowerment Committee, 23rd of August 2021). The new Community Learning & Development Action Plan for 2022-2025 (Appendix 1) has merged the previous Adult Learning, Family Learning, Youth Work and Recovery plans into one CLD action plan to ensure a connected and cohesive approach to delivery. 1.4 This report highlights the outcomes for the year 2022/23 against the following Community Learning & Development (CLD) reportable indicators: • Percentage of children aged 0-7 participating in CLD programmes from the 20% lowest datazones in Scotland (SIMD 1 & 2) • Percentage of young people aged 8–15 participating in CLD programmes from the 20% lowest datazones in Scotland (SIMD 1 & 2) • Percentage of adults aged 16 and over participating in CLD programmes from the 20% lowest datazones in Scotland (SIMD 1 & 2) • Number of national qualifications gained by learners 16 and over participating in CLD programmes • Number of distinct learners 16 and over gaining national qualifications • Number of literacy, numeracy and digital learning outcomes achieved • Number of ESOL learning outcomes achieved • Number of youth work outcomes achieved • Number of youth accredited learning awards achieved • Number of distinct individuals achieving youth accredited learning awards • Number of family learning outcomes achieved by learners 16 and over in parenting and family learning programmes • Number of family learning outcomes achieved by learners 0-15 in family learning programmes 1.5 The 12 key indicators shown above have been updated for 2022/23 within the Strategic Performance Framework to ensure that they reflect current CLD approaches. The updates have included the addition of new indicators detailing outcomes in youth work and family learning and the merger of other indicators such as youth accredited learning. 1.6 These indicators, along with a wider suite of data not reported within the Strategic Performance Framework, assist Community Learning & Development in assessing impact alongside qualitative information such as feedback from learners and partners. In addition to this process of self-evaluation, CLD provision is also subject to The Requirements for Community Learning and Development (Scotland) Regulations 2013 and associated guidance for local authorities. The improvement of outcomes and the demonstration of positive impact is captured through the How Good Is Our Community Learning & Development? (4th Version) evaluation framework from Education Scotland. HM Inspectors evaluate and report on the quality of CLD provision across all local authorities in Scotland through local inspection and progress visits. The next round of visits by HM inspectors is due to take place from September 2023 onwards. Page 198 of 484
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2. Report Continued Recovery 2.1.1 As reported over the past three years, COVID-19 had a significant impact on individuals, families, communities and local services across North Lanarkshire. Community Learning & Development staff responded to these issues quickly by targeting resources at those most in need and developing alternative personalised support where traditional centre-based provision was affected by COVID restrictions. 2.1.2 Since the relaxation of COVID regulations, the number of unique learners engaging with CLD has continued to increase for the past two years in a row. As detailed below, the reintroduction of traditional learning activities alongside newly established methods of working (such as virtual group sessions and online learning), has seen yet another increase of distinct young people (aged 8-15) and adults (aged 16 and over) being supported by CLD. Although the performance indicator for children (0-7 years) has only recently been introduced, this too shows a large increase from the initial baseline set last year. Engagement in CLD Programmes 2.2.1 In 2022/23, 7710 individuals engaged with Community Learning and Development. This is a 40% increase on the previous year (5504), which itself was a 72% increase from the year before. This figure records the number of unique learners on CLD programmes (i.e. learners counted once per year regardless of how many times they engage) 2.2.2 The Scottish Index of Multiple Deprivation (SIMD) is used to identify datazones in North Lanarkshire where the highest deprivation occurs. Around 34% of the datazones in North Lanarkshire are classed as being in the most deprived 20% of datazones in Scotland (SIMD 1 & 2), accounting for just under 33% of the local population (SIMD - 2020). Although CLD provision is targeted using SIMD data, it is not confined solely to those datazones as deprivation and a lack of life chances can affect people wherever they live. 2.2.3 Over the past year 2981 adults, aged 16 and over, enrolled in CLD programmes (up from 2271 adults in 2021/22). Of those learners, 44% lived within the 20% most deprived areas in Scotland. This is an increase of 3 percentage points on last year. 2.2.4 A total of 3829 young people aged between 8 and 15 engaged in CLD provision (up from 2744 young people in previous year), with 43% living within the 20% most deprived national datazones. This is up 1 percentage point from the previous year. 2.2.5 Information on children up to the age of 7 has been recorded separately for reporting purposes from this year. A total of 900 children participated in CLD provision, with 50% coming from postcodes ranked in the lowest 20% of Scottish datazones (SIMD). This is an increase of 6 percentage points from the initial baseline set in 2021/22. 2.2.6 On average, this meant that 44% of all CLD participants (children, young people and adults) were from the most deprived datazones in Scotland. This is an increase of 2 percentage points on the previous year. As 33% of North Lanarkshire’s general population live in SIMD 1 and 2 datazones, this shows that CLD provision is effectively targeting those who may face the most barriers. Page 199 of 484
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2.2.7 CLD’s social media accounts have continued to actively promote the work of Community Learning & Development and recognise the achievements of learners and participants. Since being streamlined in 2021/22, social media channels have focused on key CLD themes such as Adult Learning & Resettlement, Family Learning and Parenting, Youth Work, Gaelic, and the Young Person’s Guarantee programme. 2.2.8 Youth Work social media accounts, across platforms such as Twitter, Facebook and Instagram, Twitter have a total of 7160 followers, which is an increase of 15% on the previous year (6246). Family Learning channels have seen a 53% increase in followers over the last year, rising from 1343 to 2058 followers. Adult Learning channels have 1094 followers, which is a 34% increase on the previous year (818). In total, CLD social media channels have a following of 11,738 people. In addition to social media, Community Learning & Development regularly update learners and partner organisations through the use of other digital tools and traditional media. Information is also communicated through newsletters and Sway documents, including the Council’s We Aspire update and CLD’s own newsletters. A copy of the CLD Newsletter (Spring 2023) is attached for information (Appendix 2) - https://sway.office.com/K6sBFcbFO6S6fkuq 2.2.8 The next section of the report provides an outline of some of the particular programmes and learning opportunities provided during 2022/23 and their related performance indicators. Adult Learning & Resettlement 2.3.1 CLD staff continue to provide a range of nationally accredited learning programmes for adults including core skills in areas such as literacy, numeracy, IT, communications, working with others and problem solving. Nationally recognised qualifications include SQA (Scottish Qualifications Authority) Units and Awards, of which 112 were achieved this year. This is an increase of exactly a third on 2021/22. 2.3.2 To better reflect the range of other awards achieved by adults, which can include non- SQA qualifications such as First Aid, REHIS Food Hygiene, Adult Achievement Award, Discovery Award and others, this indicator has been widened for 2022/23 to include all national qualifications. 2.3.3 Overall, 169 unique learners over the age of 16 gained a total of 238 qualifications. Although this is a new indicator, it represents an increase of 97% on the baseline set last year (121 national qualifications). As many of these qualifications can take some time to complete, this reflects the trend of increased learner engagement over both of the past two years. 2.3.4 There has been a large increase in the provision of English for Speakers of Other Languages (ESOL) during 2022/23. CLD responded to the needs of 457 learners whose first language is not English and supported them to achieve 2957 learning outcomes. This is a 54% increase in the number of individuals taking part and almost three times the number of outcomes recorded in 2021/22 (799). These figures include work with those under the age of 16 where relevant. 2.3.5 The multi-agency Resettlement Team sits within the remit of Community Learning & Development. In addition to existing ESOL provision, the support given by the Resettlement Team to Ukrainian learners over the past year has increased these figures, along with continued to support to those resettled through previous schemes relating to Syria, Afghanistan and other countries. Page 200 of 484
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2.3.6 As of 8th June, there are 555 known Ukrainian Displaced People living in North Lanarkshire. Accommodation is provided via local hosts (83 people) and Council arranged properties, including High Coats in Coatbridge (286 people) and Birkshaw Tower in Wishaw (107 people). To compliment the current ESOL classes already available in six North Lanarkshire venues, three times per week, additional classes have now been established for Ukrainian guests on site in High Coats and in Pather Community Centre, close to Birkshaw Tower. Transport to other venues and online twilight ESOL classes have also been established to allow flexibility for Ukrainian families and those working during the daytime. Resettlement staff work closely with partners from Routes to Work to develop employability skills and pathways. 2.3.7 Using a Community Learning & Development approach to working with Ukrainian families, youth provision has also been established by the Resettlement Team. Over the past year, this has included the development of a bespoke ESOL group for young people and the Connect Youth Group, which is currently supporting participants to achieve their Bronze and Silver Duke of Edinburgh’s Award. 2.3.8 Community Learning and Development provides support to adults aged over 16 to improve their literacy, numeracy and digital skills. In 2022/23 313 unique participants (an increase of 56%) engaged with adult literacy, numeracy and digital programmes where they achieved 1339 learning outcomes (up from 221 in 2021/22). These outcomes have now almost returned to pre-COVID levels. 2.3.9 CLD also contributes to the Council's Gaelic Language Plan through a range of programmes, classes and support to communities. 79 people attended Gaelic programmes during 2022/23. This is an increase of 80% on the previous year (44 individuals). Family Learning 2.4.1 Community Learning and Development plays a key role in raising the attainment of children and young people in North Lanarkshire through work with parents, carers and families. CLD teams are directly involved in school-based family learning, through Homelink Workers (Nursery), CLD Workers Schools (Primary) and Home School Partnership Officers (Secondary). Parents benefit from using learned family learning techniques at home and their children directly benefit from increased parental skills, confidence and ambition. 2.4.2 During 2022/23, 1955 unique individuals (an increase of 62% from 2021/22) took part in family learning programmes and 1119 learners participated in parenting support programmes (an increase of 39%). This reflects the work done by CLD staff to engage more families in learning programmes over the past two years since the post-COVID lifting of access restrictions in schools and early years establishments. 2.4.3 Parents, carers and children benefit from a range of family learning and parenting programmes with progress measured through thematic learning outcomes. In 2022/23, these outcomes were refreshed and updated to provide one consistent set of outcomes for families involved in both early years and primary establishments. 3559 of the new family learning outcomes were achieved in 2022/23 by adults aged 16 and over, with 1018 outcomes being achieved by children and young people aged 15 and under. This is a total of 4557 outcomes. Although these new combined outcomes cannot be directly compared to the previous two lists of outcomes used, as an indication only these have now exceeded the pre-COVID level of 4175 for the two processes combined in 2019/20. Page 201 of 484
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2.4.4 A new tracking process was embedded in the past year to deal with Requests for Assistance (RFAs), from colleagues in education establishments, health, social work and other services, seeking intensive family learning and parenting support for specific families. During 2022/23 a total of 277 unique individuals requiring intensive family support were referred to the CLD Family Learning team from schools, other council services and external agencies. This was increase of 42% from the initial testing period in 2021/22. Further use of the referral tracking process has now been developed for other aspects of CLD provision. Youth Work 2.5.1 The delivery of youth work services is based on a hybrid model of universal and targeted provision. This includes provision such as community-based youth groups, thematic groups, work with schools, individual support and diversionary work with young people. 2.5.2 Community Learning & Development has continued to target work with young people based on need, including young carers, young people with additional support needs, those with health issues and those who are experiencing, or have had experience of, care. Support is carried out by CLD staff within schools, geographic communities and communities of common interest across North Lanarkshire. Staff work directly with young people and, where appropriate, their families in addition to providing general information about wider youth services and support available through partnership working, signposting of provision and communication through social media. 2.5.3 In addition to quantitative measures of engagement, achievement and attainment for young people, a suite of National Youth Work Outcomes has been developed in conjunction with youth work practitioners across Scotland. As part of a wider Youth Work Outcomes and Skills Framework, these seven youth work outcomes describe the key overarching impacts of youth work and have been used locally for several years. The youth work outcomes have now been added to our formal reporting as part of the Strategic Performance Framework. During the first year of being formally recorded a total of 9346 youth work outcomes were achieved by young people across North Lanarkshire. This will be our initial baseline figure for 2022/23. 2.5.4 CLD has continued to ensure that the voices of young people CLD has continued to ensure that the voices of young people are heard by supporting local youth forums, the North Lanarkshire Youth Council and Members of the Scottish Youth Parliament (MSYPs). The views of young people have been fed into Council and local partnership discussions such as Community Board meetings, and national consultations through Scottish Youth Parliament Members’ motions. A total of 278 unique young people were formally involved in CLD led youth voice programmes in 2022/23, up from 200 the previous year. 2.5.5 Young people have continued to gain skills and knowledge throughout 2022/23 by participating in a range of youth accredited learning awards including the Duke of Edinburgh’s Award, Youth Achievement Award, Dynamic Youth Award, North Lanarkshire Challenge, Saltire Award, Hi5 Award and Outdoor Discovery Awards. 2.5.6 In order to streamline the number of performance indicators formally reported, all youth awards are now reported together, rather than the Duke of Edinburgh’s Award being reported separately. In 2022/23 a total of 1024 unique individuals received 1181 youth accredited learning awards. Although not directly comparable to previous indicators used for the Duke of Edinburgh’s Award, as the number of participants is not a unique Page 202 of 484
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count, the figure is largely similar to 2021/22 when 1087 individuals (not unique) received 1259 awards. 2.5.7 Although no longer recorded separately on the Council’s performance framework, the Duke of Edinburgh’s Award continues to grow in North Lanarkshire. A total of 420 Duke of Edinburgh’s Awards were achieved by local young people in 2022/23 (341 Bronze, 71 Silver and 8 Gold). This is an increase of 37% on the previous year (307 awards). 2.5.8 Community Learning & Development continues to be part of the strategic diversionary steering group that delivers weekly Friday Night and Saturday Night Projects for young people across eight venues and the popular Street Soccer programme. The overall aim is to provide community-based diversionary activities and safe spaces that support health and wellbeing, reduce anti-social behaviour and improve outcomes for young people who experience significant barriers to participation. On average, 800 young people attend diversionary activities each weekend, participating in free physical activity and youth work programmes leading to improved health and wellbeing outcomes. During 2022/23, a total of 5462 young people took part in Friday Night, Saturday Night and Street Soccer projects provided via the steering group, with many going on to access specific CLD provision as a result. Health & Wellbeing 2.6.1 As set out in the Community Learning & Development Action Plan for 2022-2025 (Appendix 1) there are a number of cross cutting themes delivered across Community Learning & Development including equality, diversity, the environment and health and wellbeing. As part of CLD’s post-COVID learning offer, a range of CLD opportunities are specifically designed to improve health and wellbeing, including the promotion of positive mental and physical health, in response to the needs of learners. 2.6.2 Mental health and wellbeing is supported across youth work and all other parts of CLD provision. Across Community Learning & Development activity in 2022/23, 4887 people took part in programmes aimed at promoting positive mental health including stress management, confidence building, emotional literacy and coping with bereavement or loss. This was an increase of 31% from the previous year (3718 people). 2.6.3 Many of the mental health and wellbeing programmes delivered are nationally recognised courses. 293 individuals attended Living Life to the Full programmes exploring cognitive and behavioural approaches, 152 people took part in Seasons for Growth programmes, dealing with bereavement and loss and 217 individuals participated in Let’s Introduce Anxiety Management (LIAM) programmes, looking at early interventions for young people around low-level anxiety. 2.6.4 Physical health and wellbeing are also supported across CLD activity through programmes designed to explore topics such as nutrition, sleep, exercise and sexual health or raising awareness of the impact of smoking, alcohol and substance misuse. In total 2041 people attended CLD health-related courses or programmes over the past year, which was an increase of 10% from 2021/22 (1851 people). 2.6.5 Again, wider physical health programmes delivered by CLD staff also include nationally endorsed courses such as sleep awareness for families (Sleep Scotland) and baby massage (International Association of Infant Massage). 168 people took part in sleep awareness programmes in 2022/23 and 370 participated in baby massage. Page 203 of 484
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3. Measures of success 3.1 Performance framework outcomes and indicators in 2023/24. 4. Supporting documentation Appendix 1 - Community Learning & Development Action Plan for 2022-2025 Appendix 2 - CLD Newsletter (Spring 2023) https://sway.office.com/K6sBFcbFO6S6fkuq Alison Gordon Chief Social Work Officer (Children, Families, Justice and Integrated Practice) Page 204 of 484
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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 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 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 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 205 of 484
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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? 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. 5.11 Children’s rights and wellbeing impact Does the report contain any information regarding any council activity, service delivery, policy, or plan that has an impact on children and young people up to the age of 18, or on a specific group of these? Yes ☐ No ☒ If Yes, please provide a brief summary of the impact and the provision that has been made to ensure there has been appropriate consideration of the relevant Articles from the United Nations Convention on the Rights of the Child (UNCRC). If Yes, has a Children’s Rights and Wellbeing Impact Assessment (CRWIA) been carried out? Yes ☐ No ☐ Page 206 of 484
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COMMUNITY LEARNING AND DEVELOPMENT ACTION PLAN 2022 – 2025 Page 207 of 484
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Document Control Title Community Learning and Development Action Plan 2022-2025 Owner Education and Families Contact Chief Social Work Officer (Education, Families, Justice and Integrated Practice Governance Group Education and Families Author Community Learning and Development Contact Community Learning, Development and Resources Manager Revision History Number Originator Date Review Commenced Revision description / record of change Document approvals Number Governance Group Date approval granted Date approval to be requested (If document still draft) Consultation Record (for most recent update) Status of document consulted upon Consultation carried out on draft policy to inform the final policy development Stakeholders consulted / date June 2022 - December 2022 Strategic Alignment Improve economic opportunities and outcomes. Support all children and young people to realise their full potential. Improve the health and wellbeing of our communities. Enhance participation, capacity and empowerment across our communities Next review date Review date March 2025 Page 208 of 484
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3 Community Learning and Development Action Plan 2022-2025 Contents page Introduction 04 CLD during 2020-2022 05 What is Community Learning and Development? 09 The Action Plan 17 Adult Learning and Resettlement 17 Family Learning 24 Youth Work 30 Appendix 1 41 Page 209 of 484
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4 Community Learning and Development Action Plan 2022-2025 Introduction Community Learning and Development service in North Lanarkshire is structured across 5 delivery teams: Adult Learning, Youth Work, Family Learning, Resettlement and Learning and Improvement. The teams work well together to improve outcomes for children, young people, adults, and families through learning, with a particular focus on engaging learners from more vulnerable communities. The workforce is made up of 52% full time posts and 48% part time posts (196 staff) with over 75% of the workforce living in North Lanarkshire. “Being in my youth group is very fun and creative, giving us lots of new experiences to try. We get to take part in games, group work, go outdoors and it gives us a range of opportunities to take part in” Page 210 of 484
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5 Community Learning and Development Action Plan 2022-2025 CLD during 2020-2022 CLD during 2020-2021 The COVID-19 pandemic has had significant impact on North Lanarkshire’s communities with a particular negative impact on mental health and wellbeing and digital inclusion. Many staff were immediately involved in a partnership-led response, through the provision of urgent supplies, personal support and local programmes, including practical daily support, seven days per week, for the children of keyworkers and the most vulnerable local families and individuals. CLD continued to offer support to the most vulnerable children, young people, adults, and families by adapting engagement methods and how the service operated. This approach has seen the service moving from one that functioned predominately through face-to-face delivery and group work provision, to online, telephone, doorstep and outside learning supports and services. Successful adapted interventions included: y CLD workers made over 6,500 engagements with vulnerable young people, adults and families between January and February 2021 y over 2700 unique young people aged 8 – 15 engaged with CLD during 2021 – 22 y over 2200 unique adults aged 16 and over engaged with CLD during 2021 – 22 y over 460 unique children aged 0 – 8 engaged with CLD during 2021 – 22 y 50 young people volunteered in the hubs during summer 2020 y 170 digital devices and MiFi data connectivity boxes were secured by CLD for local individuals and households as part of Phase 1 of Connecting Scotland. CLD has since supported Council colleagues in Education and Families and Health and Social Care to secure a further 703 devices and MiFi boxes. Every participant was given access to a trained Digital Champion y through the Digital North Lanarkshire partnership, CLD has helped to coordinate and score Connecting Scotland applications from a range of local organisations, with a total of 2437 devices coming into the area so far y In 2020 – 21 100 adult learners completed 193 SQA qualifications y 19 weekly ESOL (English as a second or other language) classes took place online y over 800 young people participated in the Big Sleep Out y In 2020 North Lanarkshire Duke of Edinburgh’s Award participants had a 5% higher completion rate than the national average. In 2020 the number of young people starting Duke of Edinburgh’s Award was 12% higher than the national average. In addition, 175 young people completed their Certificates of Achievements. y completion of Hi5 Awards doubled in 2020 (156 in 2019 and 348 in 2020) y over 1,000 Learning Bags distributed to families, adults, and young people to enable participation in blended learning programmes and learning at home. They covered a range of topics including STEM, cookery and mental health and wellbeing. y 8 staff trained in Sleep Counselling and 14 in Sleep Awareness enabling 190 distinct clients to benefit from the Sleep Scotland programme Throughout the recovery phase, Community Learning and Development continued to provide direct support to communities whilst meeting COVID regulations in place at the time. This has led to new ways of working for many, including online learning, and an increase in existing methods of engagement to meet the needs of learners and participants such as telephone support, outdoor education, and detached work. The workforce has become far more agile as a result. Page 211 of 484
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6 Community Learning and Development Action Plan 2022-2025 CLD during 2021-2022 The post-COVID recovery of local CLD provision continued throughout 2021-22. Many of the CLD programmes directly affected by restrictions were re- established alongside the continuation of alternative opportunities developed over the past two years (such as virtual group sessions, online learning and outdoor activities). These developments led to an increase in the number of unique learners engaging with CLD and will be further strengthened following the removal of most remaining COVID restrictions after April 2022. CLD delivery during 2021-22 included highlights such as: • 5504 individuals engaged with CLD (a 72% rise on the previous year). This figure records the number of unique learners on CLD programmes (i.e. learners counted once per year regardless of how many times they engage) • 2271 adults, aged 16 and over, enrolled in CLD programmes (up from 1851 adults in 2020/21). Of those learners, 41% lived within the 20% most deprived areas in Scotland (as defined by SIMD). • 2744 young people aged between 8 and 15 engaged in CLD provision (up from 1141 young people in previous year), with 42% living within the 20% most deprived national datazones. • CLD’s social media accounts were streamlined to help engage communities by age group and learning theme. Separate social media channels focus on Adult Learning, Family Learning and Youth Work, in addition to accounts dedicated to Gaelic and the Young Person’s Guarantee programme. • CLD staff continued to provide a range of Scottish Qualifications Authority (SQA) accredited learning programmes including core skills in areas such as literacy, numeracy, IT, communications, working with others and problem solving. • The service responded to the needs of 296 learners whose first language is not English (a rise of 60%) and supported them to achieve 799 learning outcomes. • 201 participants engaged with adult literacy and numeracy programmes (up from 147 the previous year). • 1208 parents (up from 367 in 2020/21) engaged in family learning programmes and achieved 1203 learning outcomes. This easing of access restrictions in schools and other educational establishments enabled more parents to take part in learning programmes. • 195 individuals requiring intensive family support were referred to the CLD Family Learning team from schools and other council services. This was supported by the roll out of a new CLD system to deal with Requests for Assistance (RFAs) from schools. • 44 people attended CLD’s Gaelic programmes during 2021/22. This contributed to the Council’s Gaelic Language Plan through a range of programmes, classes and support to communities. • 169 people participated in the Discovery Award programme for people aged 50 and over during 2021/22, up from 21 the previous year. • 120 adults were supported as part of the Adult Achievement Award (AAA), which gives adult learners the opportunity to gain a nationally recognised award for learning undertaken in the community, at work, in the home, or in volunteering programmes. • The voices of young people continued to be heard through CLD’s support of local youth forums, the North Lanarkshire Youth Council and local Members of the Scottish Youth Parliament (MSYPs). In November 2021, North Lanarkshire registered the highest number of votes in the Scottish Youth Parliament elections with 8,506 votes. • 780 young people achieved 952 youth accredited learning awards (107 more young people and 258 more awards than the previous year). These included Youth Achievement, Dynamic Youth, North Lanarkshire Challenge, Saltire, Hi5, and John Muir Awards. • In addition to the wider achievement awards noted above, young people gained 307 Duke of Edinburgh’s Awards (245 Bronze, 36 Silver and 26 Gold Awards), which was an increase from 277 awards achieved in 2020/21. Page 212 of 484
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7 Community Learning and Development Action Plan 2022-2025 • CLD continued to provide opportunities designed to improve health and well- being, including mental health and coping with stress. 115 individuals attended Living Life to the Full programmes and, in total, 1815 people attended CLD health-related courses and workshops with a focus on topics such as reducing the impact of smoking, addressing substance misuse and promoting healthy diet and weight. • Approximately 800 young people continued to attend diversionary activities each weekend, through Friday Night and Saturday Night Projects for young people across nine venues, including the popular Street Soccer programme. Young people participate in free physical activity and youth work programmes leading to improved health and wellbeing outcomes. Page 213 of 484
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8 Community Learning and Development Action Plan 2022-2025 Existing plans To respond to changing needs during the pandemic, thematic plans were developed in 2021 to meet the ambitions of the previous CLD Partnership Plan and respond to the needs of communities. These can be consulted on the links below: Family Learning Plan and update Adult Learning plan and update Youth Work plan and update To ensure a connected and cohesive approach to delivery, these plans will be merged into this one CLD Action Plan 2022 to 2025. “Youth Work has improved my communication skills, my ability to speak up and join in a conversation or debate and has allowed me to make some amazing new friends. I owe a lot of the confidence I’ve gained in the last year to youth work and the opportunities it has given me” Page 214 of 484
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9 Community Learning and Development Action Plan 2022-2025 What is Community Learning and Development? Community Learning and Development (CLD) is described nationally as: y A distinct sector of education alongside early years, primary, secondary, further and higher education y A discipline using a distinct set of competencies that can be utilised by staff in a range of settings across the public sector and third sector y A process of supporting disadvantaged or vulnerable groups and individuals of all ages to engage in learning, with a focus on bringing about change in their lives and communities y An area of activity, undertaken in a wide range of settings, that promotes the national outcomes for community learning and development. The Strategic Guidance for Community Planning Partnerships: Community Learning and Development (2012) continues to underpin national CLD policy in Scotland. The Guidance notes that CLD is ‘a distinctive process of engagement and support, with a learning content that is negotiated with learners.’ CLD ‘plays a central part in ensuring individuals, families and communities across Scotland reach their potential through lifelong learning, mutual self-help and community organisation - and that the available support and opportunities are community-led, built around people’s aspirations.’ The Purpose of CLD, as defined by the Scottish Government, is to empower people, individually and collectively, to make positive changes in their lives, and in their communities, through learning. The Community Learning and Development approach is based on a commitment to the principles of: y Empowerment - Increasing the ability of individuals and groups to influence matters affecting them and their communities y Participation - Supporting people to take part in decision-making y Inclusion, equality of opportunity and anti- discrimination - Recognising some people need additional support to overcome the barriers they face y Self-determination - Supporting the right of people to make their own choices y Partnership - Ensuring resources, varied skills and capabilities are used effectively. “I really enjoyed the youth work Fire Reach Course! It was a good opportunity to learn new skills……. Working as a team has helped my team building skills, and I’d recommend the course to anyone.” “We have learned that there is so much to explore on our doorstep and it’s free!” Parent involved in outdoor learning. Page 215 of 484
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10 Community Learning and Development Action Plan 2022-2025 Local and national context Community Learning and Development operates within the parameters of national and local acts, strategies and plans. CLD Action Plan Scottish Government National Performance Framework The Plan for North Lanarkshire UK and Scottish Government Strategies, Policies and Acts CLD Partnership Plan Local Outcome Improvement Plans Programme of Work National context - a short summary The Scottish Government has created a National Performance Framework (NPF) to provide a clear vision for public services and to enable progress to be monitored across the country. Five overarching strategic objectives guide the development of all public services in an integrated way. These objectives are: y Wealthier and Fairer - Enable businesses and people to increase their wealth and more people to share fairly in that wealth. y Smarter - Expand opportunities for Scots to succeed from nurture through to lifelong learning, ensuring higher and more widely shared achievements. y Healthier - Help people to sustain and improve their health, especially in disadvantaged communities, ensuring better, local and faster access to health care. y Safer and Stronger - Help local communities to flourish, becoming stronger, safer places to live, offering improved opportunities and a better quality of life. y Greener - Improve Scotland’s natural and built environment and the sustainable use and enjoyment of it. The relationship between the national and local context is described fully in the CLD Partnership Plan 2021–24. Underpinning these strategic objectives are 11 national outcomes: 1 We grow up loved, safe and respected so that we realise our full potential 2 We live in communities that are inclusive, empowered, resilient and safe 3 We are creative and our vibrant and diverse cultures are expressed and enjoyed widely 4 We have a globally competitive, entrepreneurial, inclusive and sustainable economy 5 We are well educated, skilled and able to contribute to society 6 We value, enjoy, protect and enhance our environment 7 We have thriving and innovative businesses, with quality jobs and fair work for everyone 8 We are healthy and active 9 We respect, protect and fulfil human rights and live free from discrimination 10 We are open, connected and make a positive contribution internationally 11 We tackle poverty by sharing opportunities, wealth and power more equally National plans and strategies can be accessed in Appendix 1. Have lots of information now to think about. Very inspired with the range of services, support, and organisations available in my area. I will follow up on these.’ Page 216 of 484
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11 Community Learning and Development Action Plan 2022-2025 Local context – a short summary The Plan for North Lanarkshire sets the direction for partners, the council, stakeholders, communities and people who live, learn, work, invest, and visit within North Lanarkshire. It is a Plan with a vision of inclusive growth and prosperity, with a shared ambition that aims to ensure the benefits reach all North Lanarkshire communities with a fairer distribution of wealth. Five Priorities are key elements of the Plan and Community Learning and Development’s input supports all of them in a variety of ways: y Improve economic opportunities and outcomes. y Support all children and young people to realise their full potential. y Improve the health and wellbeing of North Lanarkshire’s communities. y Enhance participation, capacity, and empowerment across North Lanarkshire’s communities. y Improve North Lanarkshire’s resource base. A Gaelic learner said: “The Gaelic class has become the highlight of my week due to the other people there, whose friendship, support and patience have become a valued part of my life. We also have the best tutor, who ensures everyone is involved, understands what teaches us, and encourages us to converse with each other in Gaelic. Direach sgoinneil, tha mo gaol orra tha uile” Adult learner attending a First Aid course said: “I have 6 grandchildren so it will come in handy. It’s gave me a lot more confidence and also the chance to save lives.” Page 217 of 484
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12 Community Learning and Development Action Plan 2022-2025 CLD Partnership The North Lanarkshire Community Learning and Development Partnership was formally established in its current form in 1999. The CLD Partnership brings together a wide range of local and national organisations involved in the development of learning, skills and community capacity building across North Lanarkshire. It is recognised that the three national CLD priorities around youth work, adult learning and family learning and community capacity building are delivered by many different local organisations, ranging from small voluntary sector projects to large public sector agencies. Whilst each member organisation continues to have its own specific purpose, the North Lanarkshire CLD Partnership aims to bring stakeholders together, as equal partners, to jointly assess needs, plan services, review outcomes and develop practice for the benefit of local learners and participants. The North Lanarkshire CLD Partnership works on behalf of the wider North Lanarkshire Partnership and delivers against the community planning partnership’s ongoing commitment to the Strategic Guidance for Community Planning Partnerships: Community Learning and Development (2012). Local Outcome Improvement Plans Local Outcome Improvement Plans (LOIPs) have been produced for the following Community Boards. Airdrie Cumbernauld Northern Corridor Bellshill Kilsyth Shotts Coatbridge Motherwell Wishaw The plans provide a focus for local planning and delivery which: y Outline the priorities highlighted by local people and support partnership action and approaches. y Provide a focus for the work of the Community Board. y Ensure that people have the opportunity to shape, influence and benefit from the vision and ambition outlined in the Plan for North Lanarkshire. They provide frameworks for local delivery across the nine Community Board areas. These are based on the needs and aspirations of local communities as well as an evidence-based understanding of each area. The overarching aim of the Local Outcome Improvement Plans is to ensure better use of shared resources to support the most disadvantaged people in local communities and tackle the inequalities that exist in North Lanarkshire as a result of poverty and social-economic disadvantage. They outline the key priorities for each Community Board area that have been identified through an extensive stakeholder engagement programme which was undertaken throughout 2020. Further details on the CLD Partnership and its Plan for 2021-24 can be found on: https://www.northlanarkshire.gov.uk/ sites/default/files/2022-04/North%20 Lanarkshire%20CLD%20Partnership%20 Plan%202021-24_.pdf Page 218 of 484
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13 Community Learning and Development Action Plan 2022-2025 Programme of work The Programme of Work is the key resource for delivering and sustaining the long-term vision set out in The Plan for North Lanarkshire. It provides a clear roadmap for work across all council services and with partners and allows for plans of action to be developed that inform the projects, activities, services, technologies and resources that need to be harnessed in order to seize opportunities to deliver on the long-term strategy, while achieving value for money. CLD will continue to contribute to the annual Programme of Work by identifying aspects of the service which particularly relate to the five priorities of the Plan for North Lanarkshire. The document is refreshed annually, and the latest version can be found on MARS. Local plans and strategies can be accessed in Appendix 1. Emerging cross cutting themes Within the five priorities in the Plan for North Lanarkshire, several cross-cutting themes have assumed significance for CLD services over the last year. Some of these are: poverty, mental health and wellbeing, employability and family support. CLD contributes to all of these themes through programmes and initiatives. Tackling Poverty In the last 2 years CLD has contributed to tackling poverty through locally accessible learning programmes and other targeted projects. Some examples are: y free bus travel cards issued to people aged 5 - 21 in North Lanarkshire (over 40,000 in 2022 – 23) y over 5,000 young people in North Lanarkshire are Young Scot members y #YSAttain Project targeted at young people disadvantaged by poverty and other impacts y Duke of Edinburgh’s Award costs met for young people actively participating in the Award (1123 in 2021 – 22) y free entry to Time Capsule Takeover events (500 young people in 2022) y free school prom outfits donated to the Prom Shop (70 young people benefitted in 2022) y free physical activity in 8 venues every Friday and Saturday evening (900 young people in 2022) y free summer learning programmes (2058 individuals attended in 2022) y referrals to welfare support agencies including Financial Inclusion, food banks, Citizen’s Advice, grant awarding bodies and clothing banks. (66 referrals in 2022) “Getting the opportunity to organise and present at NLC’s Duke of Edinburgh’s Awards Presentation was an absolutely amazing experience, and I would love to participate in an event like this again.” Page 219 of 484
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14 Community Learning and Development Action Plan 2022-2025 The following targets for participation by learners residing in the lowest 20% of Scottish datazones in the SIMD data have been set for the years 2022/23, 2023/24 and 2024/25: Participation targets 22/23 23/24 24/25 % of adult learners enrolled from the lowest 20% of Scottish datazones 48.5% 49% 49.5% % young people aged 8 - 15 participating in CLD programmes from the lowest 20% of Scottish datazones 46% 47.5% 48% % children aged 0 - 7 participating in CLD programmes from the lowest 20% of Scottish datazones 45% 45.5% 46% All CLD staff will make referrals to relevant council services and local organisations that can provide support. Through work with adults and young people CLD will provide financial education and money management skills. Health and Wellbeing Mental and physical health and wellbeing is a prominent theme of CLD service delivery. Living Life To The Full (LLTTF), Let’s Introduce Anxiety Management (LIAM), health walks, Mens’ Space and outdoor learning are some of the activities that have helped participants cope with the challenges of 2020 and 2021. Consultation with adults, young people and families has identified health and wellbeing as a continuing priority and therefore will remain an overarching theme of CLD service delivery during the life of this plan. Some examples of actions are: y Offer SQA wellbeing modules y Establish a health and wellbeing subgroup in Family Learning y Increase the number of health and wellbeing outcomes achieved through family learning and parental engagement programmes y Provide youth focused information on the North Lanarkshire Young Scot webpages and social media y Increase participation in LLTTF y Offer school and community-based Seasons for Growth groups Attainment and Employability Over 29,000 North Lanarkshire residents of working age (16 – 64) have no formal qualifications. This is 13.6% of the population and is 4.9 percentage points higher than the Scottish average. To help address this CLD has provided opportunities for participants to engage in accredited learning programmes such as SQA units and group awards, food hygiene awards (REHIS), Youth Achievement Awards, First Steps to Youth Work, Duke of Edinburgh’s Award, John Muir Award, Saltire Awards, and Adult Achievement Awards. In 2021 – 22 64 participants gained 84 SQA units, 307 Duke of Edinburgh’s Awards were achieved, and 780 individuals gained 980 accredited learning awards Nineteen young people were employed as Assistant Support Workers through the Scottish Government funded Young Person’s Guarantee Programme in 2021 – 22 with all progressing to positive destinations of employment, training or further education. Fifty young people took up the opportunity to volunteer at the summer hubs in 2021. “After the First Steps to youth work course, I feel that I am more confident and that I’m able to speak to more people. I have learned the skills you need to become a youth worker” Adult learner attending a First Aid course said: “It’s so helpful and useful and very handy to know. Enjoyed the class so much.” Page 220 of 484
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15 Community Learning and Development Action Plan 2022-2025 Actions are included in this plan which will support the Council’s priority to improve economic opportunities and outcomes. Some examples are: y To deliver a varied digital learning programme with clear progression routes to develop better ICT skill for life and work y Implement a development plan focused on delivering numeracy learning to adults aged 19 and over to meet the objective of the UK Shared Prosperity Fund Multiply programme y To develop and deliver a programme of training and paid work experience that meets the Scottish Government’s Young Person’s Guarantee y Increase the number of core skills outcomes achieved through family learning and parental engagement programmes y Provide volunteering opportunities and work experience options for young people y Increase the number of qualifications, awards and accreditations achieved by young people Support for individuals and families The CLD team takes a whole systems approach to supporting individuals and families to ensure that barriers to learning are removed. Through referrals from internal colleagues and external partners staff are able to tailor relevant support to each individual or family which can include one-to-one support, home visits, nurturing approaches, and onward referrals to other services. Support is available to families and individuals at key transition points and to groups with specific needs such as care experienced young people, people with disabilities or health issues, those whose first language is not English and those who have resettled in North Lanarkshire through government supported schemes. Care experienced young people and their families receive support from CLD as part of the Council’s commitment to The Promise and through the local Getting it Right For Every Child (GIRFEC) planning pathways. Parents receive additional support in areas such as breastfeeding, improving children’s sleep routines and attachment. Environment North Lanarkshire Council recognised the urgent need to tackle climate change and adverse environmental impact caused by human activity when it declared a climate emergency in June 2019 and in the report to Policy and Strategy Committee in December 2021, The Challenge: Net Zero by 2030 Post CoP26 Delivery of Meaningful Climate Action As part of CLD consultation events, climate change and the environment feature as a matter of concern, especially among young people. Over the last two years Youth Climate Ambassadors have been taking local action and raising awareness of these topics. CLD teams have been involved in outdoor learning, participation in the John Muir Award and inter- generational gardening projects. Some of the actions identified in the plan for 2022 – 25 which reflect this theme are: y Roll out environment themed workshops in youth work provision and schools y Continue to support the North Lanarkshire Youth Climate Ambassadors to raise awareness of climate change and environmental issues. y Continue to promote outdoor learning and train staff in Forest School provision Equality and diversity In the past 2 years there have been a number of projects aimed at increasing participation from under-represented groups or those facing barriers to participation: y LGBT+ youth groups y Work with New Scots families, particularly those coming to North Lanarkshire as part of resettlement programmes y ESOL (English as a second or other language) classes y Men’s Space project for those who have become isolated during the pandemic Development Officers have delivered training on United Nations Convention on the Rights of the Child (UNCRC) to colleagues in CLD and other Council services. Page 221 of 484
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16 Community Learning and Development Action Plan 2022-2025 During the life of this plan CLD intends to: y deliver a programme by the resettlement team that encompasses the integration of all New Scots families into communities and includes their community learning, education, employability, health and social needs y implement a revised ESOL offer y organise events for young people on the theme of equality and diversity y adults and young people will be involved in raising the profile of UNCRC Workforce development CLD has a continuing commitment to upskilling, training and developing the workforce. Staff training will be recorded through the CLD staff training matrix, the Performance Review and Development (PRD) process and LearnNL. All CLD staff will complete the mandatory training units and will receive training in Cognisoft IO where appropriate. The youth work team will continue to lead on UNCRC and deliver training both to CLD staff and other council services as required. All staff will undertake contextualised safeguarding training. This multi-agency training will be facilitated by North Lanarkshire Social Work. Training in outdoor learning and Forest Schools will continue for those already undertaking training with the intention of extending this throughout the life of the plan. Staff will be given training opportunities based on their required skills. This will include Numeracy, SQA assessment and verification, Health Issues in the Community (HIIC), Certificate of English Language Teaching to Adults (CELTA), internet safety, Relax Kids, LIAM, Sleep Scotland, forest schools, STEM, the Professional Development Awards (PDA) Introduction to Tutoring Adult Literacies Learning (ITALL), and Support Adult Literacies Learning (SALL). Other staff development opportunities will include LLTTF, drug and alcohol awareness, suicide prevention, Seasons for Growth and other aspects of equality and diversity including social media accessibility. Awareness raising sessions and training around the Young Scot National Entitlement card will also be offered. First Steps to Family Learning is new course created by CLD which is in the final stages of gaining SCQF Level 4 accreditation approval, supported by New College Lanarkshire. Having been successfully piloted by participants on the Young Person’s Guarantee Programme, this course will be used to upskill CLD staff and partners across the authority. Targeted provision and place- based programmes. CLD has systems in place to respond to the need for targeted provision and is able to respond to emerging needs through the work of the CLD Partnership, CLD staff involvement in Community Board meetings, the development of Local Outcome Improvement Plans (LOIPs) and GIRFEC planning pathways. Consultation Over 600 participants, as well as partner agencies and staff, have taken part in consultation events during 2021 and 2022. Online surveys and focus groups were used to gather participants’ opinions and several topics emerged which are reflected in the action plan below and in the emerging cross cutting themes highlighted above. These were: y Mental and physical health and wellbeing, drugs and alcohol awareness y Poverty, the cost-of-living crisis and money management y Equality and diversity y The environment and climate emergency y Youth participation and engagement - having your voice heard y Employment, training, awards, accreditation and qualifications y Information and activities for young people “Getting the opportunity to organise and present at NLC’s Duke of Edinburgh Awards Presentation gave me the confidence to talk in front of hundreds of people” Page 222 of 484
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17 Community Learning and Development Action Plan 2022-2025 The Action Plan Adult Learning and Resettlement The Adult Learning and Resettlement team works with adults across North Lanarkshire to develop better skilled, educated, confident and empowered people contributing to connected and inclusive communities. The CLD Adult Learning and Resettlement manager leads a team of CLD Development Officers, CLD Adult Learning and Resettlement Workers, Support Workers and Assistant Support Workers who all contribute to ensuring that the needs of adult learners are met. The Adult Learning and Resettlement Delivery Plan sets out actions to improve life chances for adult learners across North Lanarkshire. It focuses on both local and national priorities, with key themes including community based adult learning, health and wellbeing, Young Persons’ Guarantee, Multiply Project, health and Resettlement. The Adult Learning and Resettlement Team works with Syrian, Afghanistan and Ukrainian individuals and families who are part of UK and Scottish Government programmes and have resettled in North Lanarkshire after fleeing war in their own countries. The team provides ESOL classes and combined ESOL / Employability courses across North Lanarkshire supporting refugees and displaced people to improve on their English language skills, thereby increasing opportunities for learning, employment, and integration into local communities. Working closely with partner organisations and residents the team facilitates community activities, volunteering opportunities and provides links to community groups and local charities. As part of the wider Resettlement Team, the CLD Resettlement team works with other NLC services to ensure that all resettled people have access to suitable housing, health, and local schools, as available to all North Lanarkshire residents. Page 223 of 484
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18 Community Learning and Development Action Plan 2022-2025 Theme: Expanding and Extending Adult Learning The Adult Learning and Resettlement team wants adult learning to be available, accessible, and meaningful with more people understanding the value and impact of adult learning. The CLD Adult learning programme contributes to all 7 National CLD Outcomes as stated in the NL CLD Partnership Plan 2021-24 and Programme of Work. The team provides adult learning opportunities that are lifelong, learner centred and cover all areas of life – personal, work, family and community. Objectives • Development and delivery of a programme which meets objectives of National Strategies and NLC Plans which offers connected adult learning opportunities across North Lanarkshire communities and organisations, targeting the most excluded and disadvantaged. • To put learner needs, experiences and voice at the heart of adult learning and increase learner awareness around community engagement and in relation to the 9 town boards. • A varied programme with clear progression routes, including accreditation, to develop better ICT skills for life and work. • Family learning is available and accessible to help impact on raising attainment and closing the poverty-related attainment gap. • Adult learners are confident and capable to progress in life through achieving qualifications that are relevant to them. To develop skills and confidence and increase economic opportunities for adults through qualifications. To offer a broad programme of accreditation which provides progression routes and links from community-based education to further educational opportunities. • To create an ambition and delivery plan in line with Multiply Programme objectives. Reportable indicator/s to which this objective contributes: • Number of National Qualifications gained by learners over 16 participating in CLD programmes. • Number of distinct learners 16 and over gaining national qualifications • % Adults aged 16 and over participating in CLD programmes residing in the lowest 20% of Scottish datazones • Number of literacy, numeracy and digital learning outcomes achieved. • Number of ESOL (English for Speakers of Other Languages) learning outcomes achieved Actions Milestones Evidence Learners’ Voice – support regular consultation with learners and communities to empower learners to join the Adult Voice and influence the decisions that affect their lives. • Establish an initial range of NL Learner Forums by June 2023. • Visit CLD Parent Voice by March 2023 to discuss pathway into Learner Voice. • Survey results • Creation of 6 locality learners’ forums • Attendance of learners participating in forum • Staff attendance at CLD Parent Voice Digital – Deliver a varied programme with clear progression routes, including accreditation, to develop better ICT skills for life and work. • Completed review of current digital programme by March 2023. • Revised digital learning offer to begin Aug 2023. • Review digital learning offer every term from Dec 2023. • Create new materials and courses to reflect changes. • Learner consultation and review by June 2024 and June 2025. • Increased number of learners achieving SQA / national qualification in ICT/Digital Skills to pre-COVID levels of 52 by March 2023 and an annual 10% increase by March 2024 and 2025. • Continue to work with partners such as Digital North Lanarkshire and Driving Digital Locally to remove barriers to digital inclusion through increasing the number of sessions linked to digital learning outcomes. • Results of completed learner consultation. • New Online Programme in place across NL. • Shared resource bank available online. • Number of SQA qualifications achieved. • Increased attendance figures on Cognisoft IO. • Number of digital learning sessions. Page 224 of 484
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19 Community Learning and Development Action Plan 2022-2025 Theme: Expanding and Extending Adult Learning Family learning – support the delivery of family learning/ intergenerational learning by working with CLD Family Learning Team to promote family. • Staff involved in co-delivery and promotion of family learning events. • Number of Referrals made to CLD Family Learning Team. • Family Learning opportunities are delivered across localities. • Number of family learning outcomes achieved. Accreditation and Quality Assurance – through consultation with learners, develop a programme of accredited learning that provides progression routes and links from community-based education to further educational opportunities and employment. • Participation levels increased across CLD adult learning offer to pre-COVID levels by March 2025 to 300 adult learners each year. • Completion of standardised SQA assessment packs by June 2023. • Increase number of Discovery Award learners enrolled to pre-COVID levels by June 2024 to 156 and by 10% by March 2025. • Increase number of Discovery Awards achieved to 25 by June 2024 and a 10% increase by 2025. • SQA qualifications • Discovery awards gained • SQA assessment packs standardised Multiply – create and implement a development plan focused on delivering numeracy programmes to adults ages 19+ to meet objectives of Multiply/UK Prosperity fund. • Project Lead and plan in place by March 2023. • Full Multiply team in place by March 2023. • Baseline exercise completed by March 2023. • 405 adults achieving levels 2/3 maths qualifications by March 2024 and again by March 2025. • 135 adults achieving levels 4/5 maths qualifications by March 2024 and again by March 2025. • 1250 adults participating in maths courses by March 2025. • Increase number of adults into sustained employment and/or education by March 2025. • Multiply development plan • Attendance on numeracy courses • Number of qualifications achieved. • Staff Team in place. • Tracking of participants on exit and post course. Young person who attended Connect Youth Group said: I love coming to the group, it is a place for me to meet new people and try new things. I like helping others and it is great to help other young people to settle in Scotland. I am looking forward to coming to the group every week. Page 225 of 484
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20 Community Learning and Development Action Plan 2022-2025 Theme: Connecting the Adult Learning Journey The Adult Learning and Resettlement team wants adults to have access to the right information, advice, and guidance. This should be at all stages of learning. It should be accessible and fair to everyone. Objectives Develop and deliver a programme of training and paid work experience that meets the Scottish Governments Young Person’s Guarantee to provide young adults aged between 16 and 24 with the opportunity of employment, further/higher education or training. Reportable indicator/s to which this objective contributes: • Number of National Qualifications gained by learners over 16 participating in CLD programmes. • Number of distinct learners 16 and over gaining national qualifications • % adults aged 16 and over participating in CLD programmes residing in the lowest 20% of Scottish datazones • Number of literacy, numeracy and digital learning outcomes achieved. • Number of ESOL learning outcomes achieved Actions Milestones Evidence Young Person’s Guarantee – Develop and deliver a programme of training and paid work experience that meets the Scottish Government’s Young Person’s Guarantee to provide young adults aged between 16 and 24 with the opportunity of employment, further/higher education, or training. Work closely with every YPG participant to move towards a positive destination; employment, further/higher education or training depending on individual ambition. • All participants will have completed at least 5 new training courses relating to their current role with NLC by June 2023. • Participants will show improved core/transferrable skills in IT, Communication, Numeracy, Working with Others and Problem Solving by March 2023. • Every participant can reflect on their learning journey, articulate progression and has developed personal goals and plans. • SQA certificates, Participation records and certificates. • SQA certificates, Completion of NLC internal modules. No One Left Behind reports. Placement feedback sheets and evaluation forms. Adult Achievement Award (AAA) and Youth Achievement Award (YAA). Adult Learning Outcomes achieved • AAA, YAA, PRD and evaluation day Adult Learning Networks – The Adult Learning and Resettlement team will identify and participate in local, regional and national adult learning network events/groups. Cascade learning to colleagues and embed knowledge in adult learning groups and classes. Shared resources and partnership working – ensure an effective system of operational networks that makes best use of skills and experience across North Lanarkshire. Review and re-establish partner networks across adult learning. • A visible presence with 5 posts per week across networks including Twitter and Facebook by March 2023. • A connected workforce with local organisations and communities • Staff will present at the West Alliance in Feb 2023. • Staff to deliver West CLD Alliance Workforce Development workshop by February 2023. • A programme of engagement with partner organisations developed and in place by March 2025. • Shared resources, referral pathways and good practice established through partnership working. • Attendance at West Partnership, Learning Links. • Increased staff participation in networking events. • Increased knowledge base. • Posts on social media Page 226 of 484
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21 Community Learning and Development Action Plan 2022-2025 Theme: Access, Diversity and Inclusion Remove barriers to make sure support can be accessed and ensure adults are aware of learning opportunities. Objectives • Address effects of lockdowns and pandemic on mental health and increase participation in lifelong learning to create a positive impact on wellbeing and social integration. • Ensure there is a CLD Gaelic programme that meets the needs of learners across North Lanarkshire and the commitments set out in the NLC Gaelic Language Plan by providing increased opportunities for Gaelic learners to practise and use the language within community and social settings. • Deliver an ALN programme that positively impacts learners and their families within their everyday lives. • Ensure all ESOL learners, including New Scots, have access to provision in their locality. ESOL provision meets the needs of learners in all areas of their lives. • New Scots acquire language skills developed at the appropriate level to help them navigate their home/family and work life. ‘Reportable indicator/s to which this objective contributes: • Number of National Qualifications gained by learners over 16 participating in CLD programmes. • Number of distinct learners 16 and over gaining national qualifications. • % Adults aged 16 and over participating in CLD programmes residing in the lowest 20% of Scottish datazones. Actions Milestones Evidence Health and Wellbeing – Increase participation on Health and Wellbeing programmes by upskilling CLD workers and expanding the learning offer across localities built in SQA Wellbeing Modules. Address the impact of climate change and the cost-of-living crisis by working with partners to offer a holistic learning programme to learners that will provide financial literacy skills and improved Health and Wellbeing outcomes. Increase opportunities for learners, including New Scots, to interact with local community services through signposting, information sharing events and embed within existing groups. • Health and wellbeing working group established by March 2023. • Promote referral pathway with partners by June 2023. • Regular meetings and correspondence with statutory organisations, health services and voluntary organisations. • A timetable of ‘connecting’ events have taken place by March 2023 to tackle Cost of Living Crisis. • Accredited learning offers for health and wellbeing established by June 2023. • Each locality to deliver Health Issues in the Community course (HIIC) by June 2023. • 2 staff will have completed Forest Schools training by June 2023. • Number of learners on health and wellbeing courses • Health and wellbeing courses delivered in each town board. • Number of “Connecting” events across NL. • Forest Schools qualification gained. • Number of qualifications gained for health and wellbeing courses. Gaelic Language – Develop and implement a Gaelic Language Plan in consultation with Gaelic learners, designed to ensure that there are opportunities for a sustainable future for Gaelic by raising its status and profile and creating practical opportunities for its use. • Delivery of the Gaelic Language Act Implementation Fund funding bid commitment by 2023. • Gaelic Development Officer in place by March 2023. • Review methods of delivery to include online groups, activities and classes by March 2023. • Plan events to coincide with “World Gaelic Week” in Feb 2023 - 25. • Introduce Beginners Gaelic class by March 2023. • Increase and improve social media presence. • Offer Introduction to Gaelic for staff by March 2023 and plan a programme over 2 years. • Programme of classes developed • Attendance • Social Media Posts • Staff Training Matrix/Calendar • Events for World Gaelic Week 2023. Page 227 of 484
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22 Community Learning and Development Action Plan 2022-2025 Theme: Access, Diversity and Inclusion Adult Literacy and Numeracy – Establish a working group to embed literacies and qualifications within project work and broader adult learning opportunities. Raise awareness of ALN opportunities locally and through partners. Develop ALN volunteer training programme and expand use of volunteers to allow more 1 to 1 learning. Develop and source new materials and develop workshop packs. Identify opportunities and integrate the Multiply Programme. • Working group established by March 2023. • Review current ALN provision by March 2023. • Revised ALN learning offer to begin Aug 2023. • Review ALN learning offer every term from Dec 2023. • ALN Spotter Training Session delivered by Feb 2023. • Progression plan and training packs developed by Aug 2023. • Increase number of learners attending ALN classes to pre- COVID levels of 507 by March 2024 and a 10% increase by March 2025. • Increased numbers of learners achieving qualifications in core skills of communications and numeracy by 10% to 165 by March 2024 and a further 10% by March 2025. • Attendance at groups • Number of ALN learning outcomes being achieved. • Number of qualifications being achieved. • Number of referrals received. • Training matrix • Training packs developed • Updated materials and SQA packs. ESOL – Ensure all ESOL learners, including New Scots, have access to provision in their locality. Evaluate and refresh ESOL provision to meet current and local needs. Build volunteering capacity within ESOL groups aiding integration and learners’ progression. Recruit more volunteers and provide ESOL training. Promote volunteering as an option for ESOL learners to build skills and confidence Ensure ESOL learners are actively involved in community events improving connections and relationships by working in collaboration with ESOL services and support agencies to benefit learners across North Lanarkshire. Formation of an ESOL network across North Lanarkshire to create access pathways. Signposting and information sessions delivered by relevant partners. • Review current ESOL provision by March 2023. • Review ESOL learning offer every term from Dec 2023. • Full complement of ESOL staff in place by March 2023. • 3 staff to complete Certificate of English Language Teaching to Adults (CELTA) by Dec 2022. • Increased number of ESOL learning outcomes being achieved by 10% to 1650 by March 2024 and a further 10% by March 2025. • ESOL Volunteer training delivered by Feb 2023 • ESOL network established by March 2025. • Number of ESOL Learning outcomes achieved. • Number of qualifications achieved. • Number of SQA and AAA qualifications gained. • Learner attendance • Placements completed • Completed ILP’s • Approval received for Level 4 • Minutes of ESOL network • Referrals Resettlement – Deliver a resettlement programme led by the Adult Learning and Resettlement Team, that encompasses the integration of all New Scots families into the communities and includes their community learning, education, employability, health and social needs. Refresh current resettlement support to ensure best practice and further develop outcome focussed resettlement. • An established New Scots Network by March 2024. • All New Scots families have an Integration Plan (IP) in place within one month of arrival. • ESOL offer reviewed and revised programme implemented by March 2023. • Employability programme re-introduced in consultation with partners by March 2023. • Pathways to further education and employment established by March 2024. • Increased referrals made to other CLD groups. • Connected partnership with up-to-date knowledge of resources. • Number of outgoing referrals. • Number of learners on CLD programmes. • Implementation of revised ESOL programme for resettled families. • Number of resettlement network events. • Number of New Scots in employment or training. • Number of New Scots gaining qualifications. Page 228 of 484
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23 Community Learning and Development Action Plan 2022-2025 Theme: Workforce Development Adult learners have learning opportunities provided by skilled staff. Objectives • A professional, skilled adult learning workforce with good knowledge of ALN and ESOL that leads to better outcomes for learners. • CLD Adult Learning at the forefront of local, regional and national learning networks and organisations. • Strengthen networks with local stakeholders to encourage participation in Community Boards. • An effective system of operational networks that makes best use of skills and experience across North Lanarkshire. • North Lanarkshire is a place where everyone can volunteer, more often and throughout their lives. Volunteers are well educated, skilled and able to contribute to their local community. Reportable indicator/s to which this objective contributes: • Number of National Qualifications gained by learners over 16 participating in CLD programmes. • Number of distinct learners 16 and over gaining national qualifications • % Adults aged 16 and over participating in CLD programmes residing in the lowest 20% of Scottish datazones • Number of literacy, numeracy and digital learning outcomes achieved. • Number of ESOL learning outcomes achieved Actions Milestones Evidence Upskilling CLD Staff – Ensure personal and professional development is supported through support and supervision and PRD by identifying training needs and developing a training programme across staff levels. • All staff to have had PRD by March 2023. • Deliver ALN spotter and referrer training to partners by January 2023. • HIIC training scheduled for January 2023. • Support and Supervision offered every 8 weeks. • Cognisoft IO refresher training offered each quarter. • All staff to undertake UNCRC training by June 2023. • Regular completion of Support and Supervision and PRD. • Completion of Training Matrix. • Staff certificates from attendance. Volunteering – Review volunteering practice and establish induction processes, training courses matched to skill set and interest. Recognise and celebrate the contributions already being made and encourage everyone who wants to take part. Engage with Voluntary Action North Lanarkshire (VANL) and public sector partners to support volunteering and community involvement, working collaboratively with learners. • An established working group responsible for all aspects of volunteering established by June 2023. • Celebrate volunteers at a Celebration of Learning in 2023. • Volunteers Week is celebrated in June 2023. • Integrate pathway to volunteering within adult learning to include accreditation. • Increased number of volunteers within CLD. • Increase opportunities for development of adult learning volunteers “My daughter said it was the first time she saw me looking happy and confident. In my home country, women are not allowed to do these things. I want to do this every day!” Page 229 of 484
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24 Community Learning and Development Action Plan 2022-2025 Family Learning The Family Learning Team consists of Homelink CLD, CLD Worker (Schools) and CLD Support Workers (Family Learning). The team works directly with parents and carers to provide parental engagement and with the parent and children together in a Family Learning context. Learning and engagement programmes recognise a parent’s and carer’s role as primary educators and the importance of their full engagement as equal partners in their child’s learning. This principle is a key driver in achieving improved outcomes for children, raising attainment for all, and closing the poverty related attainment gap. This approach has its roots in the ethos underpinning Getting it Right for Every Child (GIRFEC). Parental engagement is about parents’ and families’ interaction with their child’s learning in the home, at school or in the community. Success is vested in the quality of the parent’s engagement with their child’s learning and the consequential positive impact that it can have through the interaction and mutual development that will occur. The interventions are relationship based, incorporating nurturing principles, which place the adult and child at the centre of learning. Those who are most vulnerable are targeted, using Scottish Index of Multiple Deprivation (SMID) data, the Request for Assistance process, and participation in the Education and Families Empowering Cluster model. Learning programmes involve groupwork or targeted work if a family requires that type of input. Partnership working is fundamental and key partners are: health, Early Years, Primary Schools, Psychological Services, Social Work, Virtual Schools and the Tackling Poverty team, 3rd sector regional and national organisations as well as the wider community ’Doing the Solihull course has helped me understand that behaviour is coming from feelings and that I had to change my behaviour to the way I dealt with things. Things are better at home now and I am so glad I did this course’’. Parent attending Solihull course. Page 230 of 484
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25 Community Learning and Development Action Plan 2022-2025 Theme: Family Learning CLD Family Learning offers opportunities within communities to improve outcomes for children and families, encouraging family members to learn together and help adults learn how to support their children’s learning. Objective 1 Increase participation in Family Learning programmes from the 2021-2022 figure (613 unique clients) by 50% by March 2025 Reportable indicator/s to which this objective contributes: • % children aged 0-7 participating in CLD programmes residing in the lowest 20% of Scottish datazones. • % young people aged 8-15 participating in CLD programmes residing in the lowest 20% of Scottish datazones. • % adults aged 16 and over participating in CLD programmes residing in the lowest 20% of Scottish datazones. • Number of family learning outcomes achieved by learners 16 and over in parenting and family learning. • Number of family learning outcomes achieved by learners 0 – 15 in family learning programmes. Actions Milestones Evidence Engage with internal and external partners to build upon and strengthen partnership working. Work alongside parents and families to ensure learning offers are responsive to need. • Review representation and engagement in internal and external structures January 2023 • Dissemination of refined and updated referral pathway March 2023 • Minutes from meetings • Excel tracker that logs referrals being made. • System reports/ Number of referrals made to CLD • System report - number of distinct clients who are participating in Family learning programmes. • Increased number of Referrals made to CLD Family Learning Team. Review the Family Learning offer within the secondary school establishments with a focus on S1/S2. • Establish a baseline of provision by January 2023 • Deliver Solihull Foundation Training by June 2023 • Deliver Family Learning STEM training by June 2023 • Provide opportunities on a quarterly basis for cross service professional learning • Attendance records of staff who have completed training • System report – Number of distinct clients participating in family learning within Secondary school establishments. • Training Matrix/ Training Calendar Increase the number of outcomes achieved by families participating in Family Learning programmes. • Review the outcomes on a quarterly basis. • System reports - Distinct number of outcomes achieved. Family Learning opportunities are delivered at a variety of days, times and venues including after school and during holiday periods. • Minimum of 2 after school Family Learning programmes per locality by December 2023. • Family Learning programme delivered in each locality outwith the school term including Easter, Summer and October school holidays on an annual basis • Evaluation reports • System reports- number of projects running over the summer. • Reportable indicators • Non reportable indicators Page 231 of 484
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26 Community Learning and Development Action Plan 2022-2025 Theme: Family Learning Objective 2 Increase youth accredited learning opportunities for children aged 5 – 15 years with Family Learning programmes. Reportable indicator/s to which this objective contributes: • % children aged 0-7 participating in CLD programmes residing in the lowest 20% of Scottish datazones. • % young people aged 8-15 participating in CLD programmes residing in the lowest 20% of Scottish datazones. • Number of youth accredited learning awards achieved. • Number of distinct individuals achieving youth accredited learning awards. Actions Milestones Evidence Provide appropriate training for Family Learning staff • Hi 5 training delivered to CLD worker (Schools) by April 2023 • Agency assessors appointed and trained by June 2023. • Attendance records of staff who have completed Hi5 and Dynamic Youth training • Training calendar • Attendance records of staff who have completed Agency Assessors training Provide opportunities for families to participate in Youth accreditation within Learning at Home activities • Learning at Home youth accreditation materials developed and produced by April 2023 • Consented portfolios as examples of good practice • Celebration of learning events • Certification • Reportable indicators – Number of young people who have achieved a youth accredited award. ‘’These sessions are fantastic. My boys both thoroughly enjoyed the experience and it has been a big benefit to my eldest who sometimes is impacted by anxiety. His confidence is definitely growing and it was great to see him interacting more with other children as the sessions went on. Lovely that the whole family can be involved’’ Parent attending outdoor learning. Page 232 of 484
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27 Community Learning and Development Action Plan 2022-2025 Theme: Parental Engagement CLD Parental Engagement offers opportunities within communities to parents to learn about the importance of their role, and nurture positive relationships with children and within families. Objective 1 Increase participation in parental engagement from the 2021-2022 figure (448 unique clients) by 10% by March 2025 Reportable indicator/s to which this objective contributes: • % adults aged 16 and over participating in CLD programmes residing in the lowest 20% of Scottish datazones. • Number of family learning outcomes achieved by learners 16 and over in parenting and family learning. • Number of National Qualifications gained by learners over 16 participating in CLD programmes. • Number of distinct learners 16 and over gaining national qualifications • Number of literacy, numeracy and digital learning outcomes achieved. Actions Milestones Evidence Engage with internal and external partners to build upon and strengthen partnership working. Work alongside parents and families to ensure learning offers are responsive to need. • Review representation and engagement in internal and external structures January 2022 • Dissemination of refined and updated referral pathway January 2023. • Minutes from meetings. • Excel tracker that logs referrals being made. • System reports/ Number of referrals made to CLD • System report- number of distinct clients who are participating in parental engagement programmes. • Increased number of Referrals made to CLD Family Learning Team. Review the Family Learning offer within the secondary school establishments with a focus on S1/S2. • Establish a baseline of provision by January 2023 • Deliver Solihull Understanding Your Child training Feb. 2023 • Provide opportunities, quarterly, for cross service professional learning • System reports - Distinct number of outcomes achieved. Theme: Parental Engagement Objective 2 Provide accredited learning opportunities for adults aged 16 + Reportable indicator/s to which this objective contributes: • Number of National Qualifications gained by learners over 16 participating in CLD programmes. • Number of distinct learners 16 and over gaining national qualifications • Number of literacy, numeracy and digital learning outcomes achieved. • % adults aged 16 and over participating in CLD programmes residing in the lowest 20% of Scottish datazones Actions Milestones Evidence Provide opportunities for parents to receive national accreditation awards as part of a paternal engagement learning offer. • AAA familiarising session completed by April 2023 • AAA verification training completed by December 2023. • All staff attend at least 1 SQA internal meeting per year • Staff completed SQA Internal Verification. training by June 2024. • Attendance records of staff who have completed training • Training calendar • Report – number of adults achieving awards Page 233 of 484
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28 Community Learning and Development Action Plan 2022-2025 Theme: Health and Wellbeing Families can access learning opportunities that promote positive physical and mental health and wellbeing. Including the importance of attachment, building nurturing relationships, resilience, and benefits of physical activity for individuals, families, and communities. Objective Increase participation in Health and Wellbeing programmes within parental engagement and family learning. Reportable indicator/s to which this objective contributes: • % children aged 0 - 7 participating in CLD programmes residing in the lowest 20% of Scottish datazones • % young people aged 8 - 15 participating in CLD programmes residing in the lowest 20% of Scottish datazones • % adults aged 16 and over participating in CLD programmes residing in the lowest 20% of Scottish datazones • Number of family learning outcomes achieved by learners 16 and over in parenting and family learning programmes • Number of family learning outcomes achieved by learners 0 - 15 in family learning programmes Actions Milestones Evidence Increase the availability of learning that strengthens emotional and physical well-being of children, adults, and families Work alongside parents and families to ensure learning offers are responsive to need. Increase the number of Health and Wellbeing outcomes achieved through family learning and parental engagement programmes. • Establish a Health and Wellbeing subgroup by February 2023 to develop professional learning and sharing of good practice. • Review Health and Wellbeing programmes and identify any gaps March 2023. • Establish baseline and targets for each programme by March 2023 • Baby Massage • LIAM ( family programme) • Relaxed Kids • Seasons for Growth (adult) • Sleep Scotland • Solihull • Outdoor Learning • System reports – number of participants engaging in Health and Wellbeing programmes. • System reports – number of Health and Wellbeing outcomes achieved • Monitor and track – quarterly reviews Family Learning Team refer appropriately to other services including Financial support. • Establish baseline information February 2023 • Provide quarterly opportunities for cross services internal and external for professional learning • System reports - number of outgoing referrals made for welfare supports • Training matrix • Team meetings Page 234 of 484
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29 Community Learning and Development Action Plan 2022-2025 Theme: Wider Community CLD Family Learning Team works alongside parents and families to enable them to be effective partners within a range of networks and structures and build community capacity, confidence, and resilience. Objective Expand opportunities for parents to be actively participating in a range of community networks in relation to issues affecting them. Reportable indicator/s to which this objective contributes: • % adults aged 16 and over participating in CLD programmes residing in the lowest 20% of Scottish datazones • Number of family learning outcomes achieved by learners 16 and over in parenting and family learning programmes Actions Milestones Evidence Increase participation in CLD Parent Voice • Review consultation with Parent Voice February 2023 • Refine and introduce operational model June 2023 • Quarterly events • Attendance figures • System reports – Number of distinct clients • You Said We Did action reports Opportunities for parents to participate in a range of meetings / structures to share their views and experiences. • Ongoing review of parents’ participation across a range of structures including Voice Task Group • System report – number of outcomes achieved in Wider Communities (FL Outcomes) Develop role of breastfeeding champions to encourage a positive message of breastfeeding across North Lanarkshire – Antenatal and postnatal. • Champions to roll out breastfeeding awareness training by December 2023 within wider CLD service • Attendance figures from breast feeding friendly training • Training Matrix Theme: Core Skills CLD Family Learning Team contributes to the Adult Learning Strategy (2022-27) through embedding accredited learning opportunities for adults 16* within parental engagement and family learning programmes. Objective Increase participation of parents engaging in core skills learning opportunities. Reportable indicator/s to which this objective contributes: • Number of National Qualifications gained by learners over 16 participating in CLD programmes. • Number of distinct learners 16 and over gaining national qualifications. • Number of literacy, numeracy and digital learning outcomes achieved. • % adults aged 16 and over participating in CLD programmes residing in the lowest 20% of Scottish datazones. • Number of family learning outcomes achieved by learners 16 and over in parenting and family learning programmes Actions Milestones Evidence Increase number of core skills outcomes achieved through family learning and parental engagement programmes • Establish baseline of core skills embedded within delivery • Identify training needs March 2023 • Training programme established June 2023 • Provide opportunities twice yearly for cross service professional learning • System reports – participation – Number of distinct learners • System reports – number of outcomes and accreditation achieved • Training matrix Page 235 of 484
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30 Community Learning and Development Action Plan 2022-2025 Youth Work North Lanarkshire CLD youth work is delivered across all North Lanarkshire localities, in a range of contexts and settings including schools, community centres and outdoor learning. The Youth Work team is led by the CLD Youth Work Manager. The Youth Work team consists of CLD Youth Workers including Home Schools Partnership Officers, Support Workers and Assistant Support Workers. The service is supported by Youth Work Development Officers who drive forward both strategic and operational priorities. Staff plan and deliver engaging youth work programmes according to the needs and aspirations of young people, using a youth work approach, incorporating the values and principles of youth work as outlined in the “nature and purpose of youth work” statement. There is a strong emphasis on providing opportunities for young people to gain awards and accreditations, which are built into youth work programmes to support young people’s attainment and achievements. Youth workers build partnerships across communities and work both locally and nationally with relevant agencies and organisations to ensure the best delivery of the service and to improve outcomes for young people. All CLD youth work practitioners uphold the values and principles of youth work and deliver on the national youth work outcomes and skills framework. The plan detailed below focuses on the themes of health and wellbeing, poverty and the cost-of-living crisis, youth voice, and equality and diversity, in addition to the climate crisis and universal youth work delivery on a range of issue-based topics. These themes came to the fore during consultation with young people and stakeholders, so we can be confident that we are meeting the needs of young people in developing this plan. “Youth work has opened up opportunities of public speaking and people work I wouldn’t have had otherwise. I have made many friends and have been invited on multiple fun trips thanks to youth work. It is something I always look forward to and is always a positive environment.” Page 236 of 484
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31 Community Learning and Development Action Plan 2022-2025 Theme: Health and Wellbeing North Lanarkshire’s Youth Work service will work in a range of settings, using a youth work approach to improve outcomes for young people’s health and wellbeing. Objective To improve the health and wellbeing of young people through CLD youth work provision in North Lanarkshire. Reportable indicator to which this objective contributes: • % Young people aged 8 - 15 participating in CLD programmes residing in the lowest 20% of Scottish datazones • % Adults aged 16 and over participating in CLD programmes residing in the lowest 20% of Scottish datazones • Number of youth work outcomes achieved • Number of Youth Accredited Learning Awards achieved • Number of distinct individuals achieving Youth Accredited Learning Awards Actions Milestones Evidence Create a pathway of support for young people seeking to improve their health and wellbeing. • Develop and enhance partnerships with external and internal agencies. • Promotion of universal and additional CLD services • Introduce a referral system for agencies and organisations to engage young people in CLD services. • System established to monitor and evaluate the referral pathway. • Presentation at relevant forums about CLD services • Promotional materials • Participation on relevant working groups • Referral form and guidance • Cognisoft IO evidence of young person’s journey • 6 monthly reports to the Children and Young People Mental Health and Resilience steering group To provide strategic and operational guidance within the multi- agency children and mental health and resilience task group as part of the Children Services Partnership • Enhanced funding to support the role out of Living Life to the Full and mental health community-based solutions. • Improved partnership with key stakeholders such as Child and Adolescent Mental Health Services (CAMHS); school-based councillors; social work and schools to improve pathways • 6 monthly quarterly reports and case studies • Children and Young People Mental Health and Resilience steering group steering group action notes. Provide youth focused health and wellbeing information via the North Lanarkshire Young Scot web pages and social media. • Published content, reviewed regularly • Promotion of universal and additional CLD services • Number of new and updated articles on Young.Scot • Number of page views, and social media engagements. Increase participation from 96 young people (June 2022) in our Living Life to Full programmes by upskilling CLD youth work staff and increase our wellbeing groups from two to seven. • Recruitment of new staff to develop and deliver Living Life to the Full and wellbeing groups. • Staff training will be completed by all staff on Living Life to the Full and Suicide prevention. • New wellbeing groups established by Summer 2023. • Staff in post • Staff training completed. • Cognisoft IO action plans for each group. • 6 monthly reports to the Children and Young People Mental Health and Resilience steering group Provide school and community-based Seasons for Growth groups. • Increase the number of Youth Workers trained in Seasons for Growth by end of 2023. • Increase the number of Seasons for Growth delivered within the community by 2024. • Number of participants completed Seasons for Growth • Number of trained staff in Seasons for Growth Youth work programmes will include information about healthy and active lifestyles. • All Duke of Edinburgh’s Award expedition preparation will include advice about food and nutrition. • Friday and Saturday diversionary activities will provide access to free physical activity. • Number of people taking part in expeditions. • Camp craft checklist • Quarterly Reports from operational group on Friday and Saturday diversionary workPage 237 of 484
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32 Community Learning and Development Action Plan 2022-2025 Theme: Health and Wellbeing Resources on a range of health and wellbeing topics are collated by the health and wellbeing working group and made available to all youth work staff. • Resource packs are developed, piloted and distributed by 2023. • Staff training on drugs and alcohol is completed by June 2023 • Drugs and alcohol workshops are delivered in all diversionary activities by end of June 2023. • Training sessions for staff completed • Session plans and via Cognisoft IO • Diversionary Friday and Saturday night project reports • Alcohol and Drugs Partnership report template Provide an outdoor learning offer as part of youth work services in recognition of the benefits to young people’s health and wellbeing. • Launch the outdoor classroom at the @Home Centre spring 2023 • Forest schools established by Autumn 2023 • An increase in number of National Navigation Awards Scheme, John Muir Award and Outdoor Discovery awards from 2021/22 figures. • Outdoor classroom launch • Staff training concluded and Forest school programme established. • Cognisoft IO reports • Number of awards presented. • Number of young people in receipt of certificates. “Throughout the past few years, youth work has been a big part of my life, from going to groups to volunteering. I have made friends through these groups and have gotten to be a part of so many opportunities such as my Duke of Edinburgh’s Award, etc.” “Being a part of youth work has helped me in so many ways, with gaining confidence, making so many friends and experiencing things i would never have been able to do if it wasn’t for youth work, it’s an amazing thing that every young person can benefit from.” Page 238 of 484
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33 Community Learning and Development Action Plan 2022-2025 Theme: Tackling Poverty North Lanarkshire’s youth work service will use a range of strategies to reduce the impact of poverty. Objective Provide youth work provision that does not financially impact on young people and families in North Lanarkshire. Reportable indicator to which this objective contributes: • % young people aged 8 - 15 participating in CLD programmes residing in the lowest 20% of Scottish datazones • % adults aged 16 and over participating in CLD programmes residing in the lowest 20% of Scottish datazones • Number of youth work outcomes achieved • Number of Youth Accredited Learning Awards achieved • Number of distinct individuals achieving Youth Accredited Learning Awards Actions Milestones Evidence Increase the number of young people engaging in youth work opportunities from the lowest 20% SIMD datazones from 49% (2021) to 55% in 2023. • Production of Youth Work Team locality action plan • Reallocation of resources where necessary • Number of youth work participants from lowest 20% SIMD datazones. Increase the number of Young Scot National Entitlement Cards issued for free bus travel. • 38,000 cards issued by end of Dec 2022. Increase to 45,000 by end of 2024. • Number of staff training sessions and awareness raising sessions about the cards. • Application reports from Card Management system. • % uptake tracker • Number of staff training and awareness sessions to CLD staff, young people and partners. Continue to promote Young Scot discounts and secure more local deals. • Increased number of discounts and rewards available in 2023 and further increase in 2024. • Number of Young Scot discounts available • Uptake report Provide information on budgeting and money management through group work and other methods. • Session plans available and rolled out to staff • 100 Sessions delivered across the CLD Youth Work Teams • Add tag on Cognisoft IO - budgeting • Number of sessions Provide access to free outdoor equipment via the CLD Store to enable young people to take part in outdoor activities, including Duke of Edinburgh’ Award expeditions • Updated store inventory • Increase access to equipment for young people with additional support needs. • Bookings forms • Tracking of use and equipment Youth work staff will signpost and refer young people and families to local and national financial sources of assistance. • System established to record referrals by March 2023 and implemented in April 2023. • Number of referrals. • Young Scot partnership agreement actions Page 239 of 484
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34 Community Learning and Development Action Plan 2022-2025 Theme: Climate Emergency (Youth Work) North Lanarkshire CLD youth work service recognises the importance of the climate emergency and will support young people to expand their knowledge, take action, and have their voices heard on this issue. Objective Deliver Youth Work activities that enable young people to have greater awareness of the climate emergency and take environmental action in their local communities. Reportable indicator to which this objective contributes: • % young people aged 8 - 15 participating in CLD programmes residing in the lowest 20% of Scottish datazones • % adults aged 16 and over participating in CLD programmes residing in the lowest 20% of Scottish datazones • Number of youth work outcomes achieved • Number of Youth Accredited Learning Awards achieved • Number of distinct individuals achieving Youth Accredited Learning Awards Actions Milestones Evidence Support the roll-out of environment-themed workshops within youth work provision and schools. • Development of workshops • Delivery of 100 workshops by end of 2024. • Addition of Cognisoft IO flag • Number of sessions and projects delivered Support the North Lanarkshire Youth Climate Ambassadors group to raise awareness of climate change and environmental issues. • Peer education programme established by spring 2023 • New action plan for group established spring 2023 • Weekly meetings recorded on Cognisoft IO • New members • Events and activities • ACT Now key milestones Create an audit tool to support youth groups to undertake a green audit of their activities. • Audit tool developed by spring 2023 • Roll out to youth groups summer 2024 • Number of audit tools completed • Number of key actions implemented across the CLD Youth Work Service Support young people to engage in dialogue with decision makers about environmental issues. • ACT Now partnership youth representatives • ACT Now action plan and report Support young people to participate in local environmental action. • Add environmental flag to Cognisoft IO for reporting in 2023 / 2024. • Number of environmental activities “I really like playing games with my pals. I go to a few youth groups, it’s good to go have a chat with other kids and the staff and it helps us to learn things while having fun.” Page 240 of 484
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35 Community Learning and Development Action Plan 2022-2025 Theme: Equality and Diversity Promoting inclusion and equality is crucial for our youth work service to ensure that everyone is treated fairly; with dignity and respect; that discrimination is tackled; that barriers to participation are removed; and that the learning and support opportunities provided are open to all. Objective To increase awareness of equality, diversity and human rights through issue-based youth work and to ensure participation and engagement of underrepresented groups is improved. Reportable indicator to which this objective contributes: • % young people aged 8 - participating in CLD programmes residing in the lowest 20% of Scottish datazones • % adults aged 16 and over participating in CLD programmes residing in the lowest 20% of Scottish datazones • Number of youth work outcomes achieved Actions Milestones Evidence Deliver issue-based youth work on equality, diversity and human rights. • Resources compiled on one drive and padlet by spring 2023 • United Nations Convention on the Rights of the Child peer led sessions delivered to youth groups by spring 2023. • Cognisoft IO sessions – number of sessions carried out. • Reports on relevant work • Evaluation of young people’s knowledge and understanding of relevant issues. • Partnerships with relevant agencies Organise youth events on the theme of Equality and Diversity to celebrate and raise awareness. • Events planned throughout 2023 and 2024. • Report and evaluation of events Improve social media and information provision to ensure it is accessible. • Staff trained in social media accessibility • Guidelines circulated to all staff • Number of accessible social media posts Provide training and development opportunities for staff on equality and diversity issues. • Training and CPD opportunities circulated to staff with CPD agreed for 2023 and 2024. • Number of staff attending relevant courses • Number / type of courses attended • CPD logs • Partnerships with relevant agencies Provide strategic and operational guidance within CLD and NLC Sections on the Equality Impact Assessments and Children’s Rights and Wellbeing Impact assessments (CRWIA). • Assessments on delivery plan themes carried out by April 2023, and the findings evaluated and implemented. • Further CPD sessions planned as part of the Corporate Management Team to raise awareness of UNCRC and Equality Impact Assessments by October 2023. • Equality impact assessments • CRWIA impact assessments Page 241 of 484
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36 Community Learning and Development Action Plan 2022-2025 Theme: Employability and Training North Lanarkshire CLD youth work service will create and support opportunities for young people to progress their skills, learning, employability and training pathways. Objective To deliver a range of opportunities and offer a variety of accreditation that enhances young people’s skills for learning, life and work. Reportable indicator to which this objective contributes: • % young people aged 8 - 15 participating in CLD programmes residing in the lowest 20% of Scottish datazones • % adults aged 16 and over participating in CLD programmes residing in the lowest 20% of Scottish datazones • Number of youth work outcomes achieved • Number of Youth Accredited Learning Awards achieved • Number of distinct individuals achieving Youth Accredited Learning Awards Actions Milestones Evidence Provide volunteering opportunities and work experience options to young people to enhance their skills and experience. • Recruitment and open day that includes training options in spring 2023 and 2024 • Local opportunities promoted • Number of work placements • Number of youth volunteers • Number of volunteering related youth accreditations Increase the number of qualifications, awards and accreditations achieved by young people. • Increase of award and accreditation by 10% by end of 2024 • Number of youth accreditations • Number of Duke of Edinburgh’s Awards • Number of SQAs Increase the number of young people from underrepresented groups achieving youth awards and accreditations. • Improve recording of protected characteristics and other underrepresented groups for 2023 and show an increase in 2024. • Promote and target young people from underrepresented groups. • Remove barriers to participation • Number of youth accreditations • Number of Duke of Edinburgh’s Awards • Number of SQAs Review all Youth Accreditation and Awards to improve pathways for quality assurance and certification. • Review group established Jan 2023. • North Lanarkshire Challenge SCQF levelled through 3rd party credit rating Summer 2023. • Improved quality processes for Dynamic Youth Award and Youth Achievement Award, Summer 2023. • Feedback from review group. • Credit rating awarded. ‘’when my daughter and myself where at STEM it was brilliant. As I got to see how my daughter used her creativity and how much she loved every second. Plus we got to bond more over it, and learn from each other’’ Parent attending STEM sessions Page 242 of 484
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37 Community Learning and Development Action Plan 2022-2025 Theme: Youth Voice Youth participation and engagement is key to the delivery of North Lanarkshire CLD youth work services. We will support young people to ensure they have a voice on decisions that impact on them. Objective Our objective is: To support a diverse group of young people to be key stakeholders in the decision-making process at all levels within the youth work service and beyond. Reportable indicator to which this objective contributes: • % young people aged 8 - 15 participating in CLD programmes from the 20% lowest datazones • % adults aged 16 and over participating in CLD programmes from the 20% lowest datazones • Number of youth work outcomes achieved • Number of Youth Accredited Learning Awards achieved • Number of distinct individuals achieving Youth Accredited Learning Awards Actions Milestones Evidence Provide strategic leadership and direction for the Voice Task group on behalf of the Children Services Partnership • Terms of reference established and approved by the membership January 2023. • Young Person approved as Co-Chair of the task group spring 2023. • Agreed action plan established on behalf of the group, spring 2023. • Terms of reference • Young person as co-chair supported by chair • Action plan agreed and delivered on Develop training sessions with young people on the incorporation of UNCRC and Equality Impact Assessments. • Co-produced session with young people on UNCRC established spring 2023. • Sessions co-delivered with young people to NLC services and partners on UNCRC April – December 2023. • Peer education sessions on UNCRC delivered April 2023 - April 2024. • Number of sessions on UNCRC delivered by young people to NLC services • Number of sessions on UNCRC delivered using a peer education approach Provide further training and awareness within CLD, other NLC services and partnership on methods of engagement and participation to enable the involvement of young people in co-production and decision making under UNCRC article 12. • Co-produced session with young people developed spring 2023 • Session co-delivered by young people to multi-agency stakeholders April 2023 – April 2024. • Evaluation of sessions and feedback received. Provide strategic and operational direction on the implementation of the youth participation structure. • Publish and promote the youth engagement and participation infrastructure January 2023. • Develop key actions and a Red Amber Green (RAG) system and report spring 2023. • Records of meetings • Cognisoft IO action plans • Photos of activity • Committee reports Support young people to take on leadership roles within their own youth groups, develop their own programmes, local projects and initiatives. • Offer young leader roles • Support young volunteers • Co-production of youth work programmes • Youth accreditation • Cognisoft IO action plans • Photos of activity Page 243 of 484
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38 Community Learning and Development Action Plan 2022-2025 Theme: Youth Voice Support young people to engage in dialogue with decision makers by undertaking representative roles locally, authority-wide and nationally. • FutureNL firmly established • Members of the Scottish Youth Parliament (MSYPs) attending national sittings 3 times per year. • 9 local youth forums with local action plans April 2023 and completed / reviewed for April 2024. • Examples of activity: • Scottish Youth Parliament (SYP) activity • West Partnership • Children’s Services Partnership • Act Now • Education Reference Group Further develop engagement opportunities in order to increase participation and inclusivity in youth voice groups. • Design social media campaign by April 2023. • Engage with partners and third sector organisations by December 2023. • Promotion of SYP elections from June-November 2023. • Social media, promotional tools and other forms of engagement with schools, partner organisations and the wider community. “The groups and events set up by the youth work team have always given me somewhere to go, where I don’t have to hide and I can just me my true authentic self, it’s also given me things to look forward to when my mental health got really bad. These services have helped me develop social skills I now use in my everyday life at work, it has offered me the ability to do qualifications outside of traditional school exams and has connected me with a diverse group of people! I have been able to experience things like residentials with these groups and these have been absolutely amazing as it lets me forget about any troubles having at home or with family. These groups have played a critical role in my life since my early teens and I know I’m a far better adult now thanks to skills I’ve learned, things I’ve done and memories and friendships I’ve made.” Page 244 of 484
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39 Community Learning and Development Action Plan 2022-2025 Theme: Diversionary Youth Work A range of community-based activities provided during evenings, weekends and holiday periods, based on a universal, additional and intensive approach. Objective To provide diversionary activities for young people in partnership with key strategic stakeholders. Reportable indicator to which this objective contributes: • % young people aged 8 - 15 participating in CLD programmes residing in the lowest 20% of Scottish datazones • % adults aged 16 and over participating in CLD programmes residing in the lowest 20% of Scottish datazones • Number of youth work outcomes achieved • Number of Youth Accredited Learning Awards achieved • Number of distinct individuals achieving Youth Accredited Learning Awards Actions Milestones Evidence Provide strategic and operational guidance as part of the diversionary multi-agency steering group. • Secure enhanced funding from Alcohol and Drug Partnership January 2023. • Implementation of the operational model around ADP funding key actions. April 2023 • Improved governance and reporting January 2023. • Minutes of the meetings • Quarterly reports to steering group Development and implementation of detached youth work. • Staff recruited and trained Summer 2023. • Number of engagements • Service reports Provide youth work engagement and activities as part of Friday and Saturday night projects • Planned topic-based youth work sessions in each quarter April 2023 • e.g. Drug and Alcohol sessions; Living Life to the Full sessions • Creation of “chill out spaces” for young people not participating in physical activity. April 2023 • Number of youth work sessions provided • Number of young people attending • Number of young people signposted to other community- based activities. Create national and international partnerships with the view to plan and deliver international youth work experiences. • Partnerships and collaborations established 2023 / 2024. • Funding opportunities explored and secured for 2024 / 2025. • Ocean Youth Trust experience completed as part of Gold Duke of Edinburgh’s Award residential summer 2023 • Action plan created • Ocean Youth Trust Experience completed Deliver universal and targeted youth work holiday programmes during Easter, Summer and October breaks. • Locality delivery action plans established prior to each holiday period. April 2023 • Cognisoft IO: • Reports generated on programme participation and activity. • Case studies and programme evaluations To explore new strategies within Early Effective Intervention (EEI) as part of Youth Justice Review, including Contextualised Safeguarding • CLD Youth Work identified as part of the Youth Justice review recommendations with reference to EEI strategies. April 2023. • Increased participation of CLD Youth Workers in Children’s Services Partnership (CSP) meetings. December 2023 • NLC Youth Justice Review recommendations • CSP meeting notes and actions Explore existing and new strategies to support young people using a youth work approach in schools. • Participation and actions as identified through cluster attainment reviews and empower clusters. • Youth Work Team locality plans established April 2023 • Locality Plans • Project action Plans • Clear evidence of links to School Improvement Plan and strategies Page 245 of 484
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40 Community Learning and Development Action Plan 2022-2025 Reviewing the action plan Progress will be evaluated during the time frame of this action plan using: y Place based reviews developed around Community Board areas y Thematic reviews based around the themes of Adult Learning, Family Learning and Youth Work y Ongoing self-evaluation and discussion within teams and localities. How Good Is Our Community Learning and Development? will continue to be the scrutiny framework used to evaluate the service. y Reports to committee as required by the Programme of Work Performance The management information system, Cognisoft IO, is used by staff to record learning projects that clients attend, contacts made with them, and outcomes they achieve. Data reports from the system are used both by managers in service development and review, and to report CLD performance to council committee: The following indicators will be reported internally on a quarterly basis and annually to council committee: y Number of National Qualifications gained by learners over 16 participating in CLD programmes. y Number of distinct learners 16 and over gaining national qualifications y % children aged 0 - 7 participating in CLD programmes from the 20% lowest datazones y % young people aged 8 - 15 participating in CLD programmes from the 20% lowest datazones y % adults aged 16 and over participating in CLD programmes from the 20% lowest datazones y Number of literacy, numeracy and digital learning outcomes achieved. y Number of ESOL learning outcomes achieved y Number of youth work outcomes achieved. y Number of distinct individuals achieving Youth Accredited Learning Awards y Number of Youth Accredited Learning Awards achieved y Number of family learning outcomes achieved by learners 16 and over in parenting and family learning programmes y Number of family learning outcomes achieved by learners 0 - 15 in family learning programmes Service indicators will continue to be reported internally on a quarterly basis. Examples of these are: y Number of participants in age groups 0 – 7, 8 – 15 and 16 and over. y Number of participants engaging in programmes related to SQA units y Number of participants engaging in programmes on specific topics identified as Curriculum Topics on IO. y Number of participants engaging in programmes related to accredited learning awards. CLD contributes data to the CLD Managers Scotland National Key Performance Indicators which are reported annually to the Scottish Government. These thirteen indicators are grouped thematically under: y Adult Learning y Youth Work y Health and Wellbeing y Community Development y Wider Engagement CLD will report performance and outcomes to external funders as required by the terms of the funding agreement. Examples of programmes to which this applies are: y Youth Guarantee Programme y Multiply y Resettlement y Scottish Attainment Challenge. “Youth work has helped me towards my future for eventually getting into college/ university” Page 246 of 484
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41 Community Learning and Development Action Plan 2022-2025 Appendix 1 – Local and national plans, policies and strategies National Policies – links to documents and website y Achieving Excellence and Equity: 2021 National Improvement Framework and Improvement Plan (2021) y Adult Learning in Scotland Statement of Ambition (2014) y Adult Literacies in Scotland 2020 (2010) y Children and Young People (Scotland) Act (2014) y Climate Change Plan 2018-2032 (2020 Update) y Community Empowerment (Scotland) Act (2015) y Culture Strategy for Scotland (2020) y Curriculum for Excellence (2004 onwards) y Developing the Young Workforce: Scotland’s Youth Employment Strategy (2014) y Equality Act (2010) y Equally Safe: Scotland’s Strategy to Eradicate Violence Against Women (2018) y Every Child, Every Chance: Tackling Child Poverty Delivery Plan 2018-22 (2018) y Future Skills Action Plan (2021) y Getting it Right for Every Child (2010 onwards) y National Action Plan on Parental Involvement, Engagement, Family Learning and Learning at Home 2018-21 (2018) y National Performance Framework y National Youth Work Strategy 2014– 2019 y New Scots: Refugee Integration Strategy 2018- 22 (2018) y No One Left Behind: Next Steps for Employability Support (2018) y Requirements for Community Learning and Development (Scotland) Regulations (2013) y Scotland’s Careers Strategy: Moving Forward (2020) y Scottish Attainment Challenge (2015 onwards) y Strategic Guidance for Community Planning Partnerships: Community Learning and Development (2012) y United Nations Convention on Rights of the Child y Volunteering for All: National Framework (2019) y Welcoming Our Learners: Scotland’s ESOL (English for Speakers of Other Languages) Strategy 2015–20 (2015) y Working and Learning Together to Build Stronger Communities (2004) “Being at youth groups has had such an amazing impact on my life. I have met so many amazing people, and it has really boosted my confidence when it comes to social situations. I feel like I’m a more adventurous person thanks to groups, I take lots of opportunities i never would have before. they have made me a lot happier, and I have met some of the greatest friends through them.” Page 247 of 484
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42 Community Learning and Development Action Plan 2022-2025 Local Plans – links to documents and websites y Community and Voluntary Sector Strategy for North Lanarkshire y Glasgow and Clyde Valley Strategic Development Plan (Clydeplan) y Health and Social Care NL Strategic Plan 2016- 2026 (& Strategic Commissioning Plan 2020-23) y Lanarkshire Colleges Regional Outcome Agreement 2019-22 y Lanarkshire Mental Health and Wellbeing Strategy 2019-2024 y North Lanarkshire Children’s Services Plan y North Lanarkshire Community Safety Strategy 2020-25 y North Lanarkshire Equality Strategy 2019-24 y North Lanarkshire Gaelic Language Plan 2016-21 y North Lanarkshire Local Policing Plan 2020-23 y North Lanarkshire Physical Activity Strategic Framework 2020-2024 y North Lanarkshire Tackling Poverty Strategy 2020-23 (& Child Poverty Action Report) y Strategy for Carers in North Lanarkshire 2019-24 y West Partnership Plan 2020-23 (Glasgow City Region Education Improvement Collaborative) Page 248 of 484
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CC_2022_0399 Produced by NORTH LANARKSHIRE COUNCIL Community Learning and Development Education and Families c/o Coatbridge Community Centre Old Monkland Road Coatbridge, ML5 5EA e. cld@northlan.gov.uk NORTHLANARKSHIRE.GOV.UKPage 250 of 484
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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 12/09/23 School Holidays – Consultation on Reducing Summer Break From Gerard McLaughlin, Chief Officer Education E-mail McLaughlinG@northlan.gov.uk Telephone 01236 812269 Executive Summary This paper presents committee with the final outcomes of an online survey on proposals to reduce the school summer break by one week. The survey ran for two weeks and was open, but not limited, to pupils, pupil councils, parents, parent councils, teachers, support staff and trade union partners. Over 9000 people participated. Final outcomes show a large majority in favour of reducing the summer break by one week. Data show a small majority in favour of accommodating this change by extending the Christmas and February breaks rather than extending the October week. (See Appendix 1). Implementation of such changes could not take place before session 2025/26 and would be subject to further discussion with the West Partnership and Trade Union partners. Recommendations It is recommended that Education, Children and Families Committee: 1) Note the results of the school holiday consultation. 2) Note that further discussion on these outcomes should take place with the West Partnership and Trade Union partners prior to further final proposals being presented to Committee. 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 Item 9 Page 251 of 484
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1. Background 1.1 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). 1.2 On 15 December 2022, a notice of motion was submitted to Council to consult on the school holiday calendar. 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 On 23 May 2023, Education, Children and Families Committee noted the consultation approach and agreed further reporting. 1.4 Consultation was carried out between 28 April 2023 until 12 May 2023 with over 55,000 SMS text messages issued to stakeholders directing them to the Council’s consultation pages. 2. Report 2.1 Consultees were asked: • Whether the summer break should be reduced by one week with the school year/term starting earlier in August. Yes: 72.85% No: 24.7% Don’t Know: 2.45% • Preferred options to accommodate this: Extend October week: 35.6% Extend Christmas and February Break 38.93% Any other preference 25.47%* (*Over 50% of these responses were blank or made no alternative suggestion) 2.2 Further data breakdown 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 Appendix 1 - Consultation on Proposals to Reduce the Summer Break Minutes of Council Meeting 15 December 2022 Minute North Lanarkshire Council Minutes of Education, Children and Families Committee 23 May 2023 North Lanarkshire Council - Meeting details Gerard McLaughlin Chief Officer (Education – North) Page 252 of 484
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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? 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)? Page 253 of 484
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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? Any changes to term dates would require widescale communication with a range of stakeholder and providers. 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? An early risk assessment has been carried out within the service on the likely impacts of this change. Further consideration would need to be given to implications for existing term-time employees and for related internal services such as catering, cleaning and building maintenance. Further consideration would be required on potential contract implications for services already procured on a longer-term basis such as school transport. 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. 5.11 Children’s rights and wellbeing impact Does the report contain any information regarding any council activity, service delivery, policy, or plan that has an impact on children and young people up to the age of 18, or on a specific group of these? Yes ☒ No ☐ If Yes, please provide a brief summary of the impact and the provision that has been made to ensure there has been appropriate consideration of the relevant Articles from the United Nations Convention on the Rights of the Child (UNCRC). The proposal relates to the UNCRC right to education. The proposal has the potential for positive impacts with some evidence showing that a long summer break could have negative effects on learning. A shorter break may also help address food poverty related matters If Yes, has a Children’s Rights and Wellbeing Impact Assessment (CRWIA) been carried out? Yes ☐ No ☐ Page 254 of 484
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Appendix 1 - Consultation on Proposals to Reduce the Summer Break Table 1 – Respondent view on proposals to reduce the summer break. Stakeholder Don't know No Yes Grand Total % responded A member of school support team 9 83 404 496 5.49 A parent or carer 127 1164 4260 5551 61.43 A Teacher 56 727 1147 1930 21.36 Other 25 205 686 916 10.14 Representing a Parent Council 3 30 69 102 1.13 Representing a Pupil Council 1 9 13 23 0.25 Representing a Trade Union 14 4 18 0.20 Grand Total 221 2232 6583 9036 % view 2.45 24.70 72.85 12.20% of eligible parent/carers completed the survey. 31.71% of eligible school-based staff completed the survey. Table 2 – Respondent preferences to accommodate change. Stakeholders Extend October Week Extend Christmas / February breaks Other Other (blank) Grand Total A member of school support team 202 199 50 45 496 A parent or carer 2038 2278 977 258 5551 A Teacher 630 603 335 362 1930 Other 307 381 173 55 916 Representing a Parent Council 34 40 23 5 102 Representing a Pupil Council 4 14 5 23 Representing a Trade Union 2 3 9 4 18 Grand Total 3217 3518 1572 729 9036 % responded 35.60 38.93 25.47 Page 255 of 484
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North Lanarkshire Council Report Education, Children and Families Committee Does this report require to be approved? ☒ Yes ☐ No Ref GMcL/MD Date 12/09/23 Proposed Relocation of Mavisbank School to the existing Carnbroe Primary School site From Gerard McLaughlin, Chief Officer (Education – North) E-mail mclaughling@northlan.gov.uk Telephone Executive Summary This report updates elected members on the outcome of the statutory consultation process, agreed on 28 February 2023, with regard to the proposed relocation of Mavisbank School to the existing Carnbroe School site. In particular, the report provides: 1) Formal feedback from Education Scotland addressing the educational aspects of the proposal; 2) The service response to the key points to be considered by Education Scotland as part of the Final Outcome Report; 3) Clear next steps for this proposal, should final approval to proceed be granted by Committee. Recommendations The Education, Children and Families Committee is recommended to: 1) Reflect upon the formal feedback report from Education Scotland; 2) Review the Statutory Consultation Outcome Report; and 3) Approve the relocation of Mavisbank School to the existing Carnbroe School The Plan for North Lanarkshire Priority Support all children and young people to realise their full potential Ambition statement (9) Invest in early interventions, positive transitions, and preventative approaches to improve outcomes for children and young people Ambition statement (22) Facilitate a North Lanarkshire wide approach to asset rationalisation, including with communities and partners Item 10 Page 257 of 484
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1. Background 1.1 The key reason for this proposal is: To build upon the council’s strategic approach regarding the reconfiguration of the intensive ASN systems and services to support children and young people with intensive social and emotional needs. 1.2 Revision of ASN provision is a key programme of work within the revised Plan for North Lanarkshire (March 2020). 1.3 In September 2019, the Education and Families Committee approved a review of Additional Support Needs services which established twelve key recommendations for action. Two key recommendations are cited here, which underpin the intentions of the strategic recommendations in this paper. 1.4 Recommendation 8: ‘Partnership working will be strengthened in a revised Support Around the School model, which will enable greater empowerment of staff to meet the needs of young people and enable a greater connection between needs and the partnership response to them. A more holistic approach to supporting families will underpin this.’ 1.5 Recommendation 11: ‘A clear plan for the future of the ASN estate, which creates Cluster ASN Hubs and specialist provision around the envisaged campus model of the future will be established as part of the Community Investment Fund and developed as part of the ongoing work to prioritise community hub investment proposals.’ 1.6 Proposals outlined in this paper have been developed by Education and Families’ Inclusion team as well as Procurement and Corporate Finance. Key considerations derived from these meetings have been incorporated into the models proposed, which include: • Quality and condition of the fabric of school buildings • Possible savings/costs associated with estate re-purposing and school relocation • Impact assessment and improvement planning for the ASN sector. 1.7 The Service has adopted a formal project management governance structure to lead and monitor the delivery of the overarching ASN strategy which will encompass the achievement of the programme and the savings. 1.8 In addition, the Service is committed to cost reductions relating to the repatriation of children to North Lanarkshire Council, both from educational day placements and joint education and social work residential placements as part of the ‘Closer to Home’ agenda. The development of more appropriate local ASN educational provision will support the achievement of this ambition 2. Report Consultation Process 2.1.1 The statutory consultation for Mavisbank School was opened on Wednesday 2 March 2023 with the closing date of Wednesday 3 May 2023. Formal public consultations were held 7 March 2023, with a follow-up ‘drop in’ session taking place on Thursday 27 April 2023 where all affected stakeholders were invited (staff, parents and pupils). Page 258 of 484
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2.1.2 These meetings were publicised extensively through various media platforms including the North Lanarkshire Council (NLC) webpage and SMS messages. Messages sent included a link directly to the NLC consultation webpage to encourage all stakeholders to participate in the process. 2.1.3 Key themes across the consultations are noted below: • Effects on young people • Transition arrangements • Transport issues / congestion • Staffing arrangements • Facilities available/capacity • Building design 2.1.4 Overall, consultees consider the proposal as a positive one for young people at the school. They understand that the proposed new location for the school provides more space and increases the potential range of opportunities for learning. Educational Benefits 2.2 In the report presented to the Education, Children and Families Committee in February 2023, the Service reported on a number of anticipated and clear educational benefits to the proposals. In respect of the Mavisbank School relocation proposal, the Service believes the benefits to be as follows: • Improved access to an enhanced outdoor environment which will support a range of vocational and outdoor learning opportunities for the secondary pupils at Mavisbank, • Enhanced, innovative, opportunities for vocational and life skills work within the school building, • Greater scope for multi-agency and family engagement work within the school building, including health professionals, • Wider access to sensory and therapeutic spaces within the school building, • Carefully planned and designed use of technology will support learners with significant support needs. Summary of response from Education Scotland 2.3.1 In reporting on their evaluation of the proposals in June 2023, HM Inspectors agree, overall, that the proposal to relocate Mavisbank School to the existing Carnbroe Primary School has clear potential education benefits. 2.3.2 The key potential educational benefits recognised by Education Scotland are as described here: • The proposed new location provides additional indoor and outdoor space that may support staff increase the range of learning opportunities for young people, • It has potential better alignment to meet the pupils’ sensory and therapeutic needs, • It has potential for direct access for high-quality outdoor learning opportunities for young people, • Shared campus will provide targeted vocational and life-skills programmes for pupils in their senior phase with potential to broaden educational pathways. Page 259 of 484
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2.4.1 Education Scotland Recommendations: • The council should make clear what technologies they plan to use to support pupils in the proposed new Mavisbank School • Ensure outdoor areas are accessible and safe for all young people. The Council should undertake a risk assessment of the school grounds and make appropriate adaptations to improve accessibility, in consultation with parents and carers to address any concerns. • Work in consultation with parents to develop their understanding of the vocational offer for senior phase pupils within the new Glenburn/Mavisbank campus. • Work with pupils, staff and parents/carers to develop appropriate transition arrangements tailored to the pupil needs. • Consider supporting young people in their final months of statutory education in the current Mavisbank school building. 2.4.2 As per the statutory requirements, the Service has published a full report, including Education Scotland’s Report, for stakeholders to view on the website, in Appendix 1. Next Steps 2.5 If approved by Committee, the following issues will be progressed as a matter of priority: 2.5.1 Communication - A stakeholder communication plan will be developed, in order to address concerns raised by HM Inspectors, staff, parents/carers and pupils regarding their understanding of the vocational offer and pupil safety. 2.5.2 Transitions and young people’s safety - Participate in meaningful dialogue to encourage staff, parents/carers and pupils in the transition arrangements (including risk assessment procedures). 3. Measures of success 3.1 Successful implementation of planned proposals. 3.2 Improved quality of service and provision to effectively meet the needs of children, young people and families. 3.3 Increased number of children and young people remaining within their local community. 3.4 Improved life-chances and positive destinations of children and young people. 3.5 Successful transition arrangements planned and enacted. Page 260 of 484
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4. Supporting documentation Appendix 1 - Final Outcome Report Gerard McLaughlin Chief Officer (Education – North) Page 261 of 484
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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? An equality impact assessment has been completed and will underpin planning for these proposals, since a number of the young people involved are considered from being a protected group due to disability. If Yes, has an assessment been carried out and published on the council’s website? Yes ☒ No ☐ 5.2 Financial impact Does the report contain any financial impacts? Yes ☒ No ☐ If Yes, have all relevant financial impacts been discussed and agreed with Finance? Yes ☒ No ☐ If Yes, please provide a brief summary of the impact? There will be additional revenue costs associated with the proposal. The Service are preparing a detailed implementation plan which will highlight the recurring revenue costs of operating from these sites going forward. The Service is aware the additional costs will have to be supported from within their existing budget resource. The capital spending proposals will be subject to review and approval through the Strategic Capital Delivery Group. 5.3 HR policy impact Does the report contain any HR policy or procedure impacts? Yes ☒ No ☐ If Yes, have all relevant HR impacts been discussed and agreed with People Resources? Yes ☒ No ☐ Affected staff will be managed in accordance with the appropriate Workforce Change Policies and in consultation with the signatory trades unions. Considerations would include Compulsory Transfer, Premature/Early Retirement, Redundancy/ Redeployment. The Service would be required to follow the requirements for consulting as set out in the Schools (Consultation) (Scotland) Act 2010. 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 been discussed and agreed with Legal and Democratic? Yes ☒ No ☐ If Yes, please provide a brief summary of the impact? All statutory duties will be complied with and advice sought from Legal Services. 5.5 Data protection impact Page 262 of 484
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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? The carbon footprint will reduce if the number of establishments operating was reduced and pupils were catered for in a newer and more energy efficient campuses. 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? Communications will be managed by the Service 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? All capital works are managed through the Councils Capital Governance Model. Reporting into SCDG and Committee where required. 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 Page 263 of 484
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Armed Forces community to make sure that they do not face disadvantage compared to other citizens in the provision of public services. 5.11 Children’s rights and wellbeing impact Does the report contain any information regarding any council activity, service delivery, policy, or plan that has an impact on children and young people up to the age of 18, or on a specific group of these? Yes ☒ No ☐ If Yes, please provide a brief summary of the impact and the provision that has been made to ensure there has been appropriate consideration of the relevant Articles from the United Nations Convention on the Rights of the Child (UNCRC). The right to an education is embedded in statute and the Council applies these rights without discrimination (Article 2) and the best interests of children and young people are a primary consideration for the Service (Article 3) The child’s wellbeing under GIRFEC is a consistent framework utilised by the Service to promote, support and safeguard the wellbeing of our children and young people (Article 6) The Councils priorities have been shaped by listening to children and young people and their families and pupil views were gathered on this proposal and taken into account as part of the statutory consultation (Article 12) If Yes, has a Children’s Rights and Wellbeing Impact Assessment (CRWIA) been carried out? Yes ☒ No ☐ Page 264 of 484
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Appendix 1 – Final Outcome Report North Lanarkshire Council Statutory Consultation – Final Outcome Report Proposal to relocate Mavisbank School to the ‘existing’ Carnbroe Primary School Education, Children & Families Published August 2023 Page 265 of 484
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This document has been issued by North Lanarkshire Council in accordance with the terms of the Schools (Consultation) (Scotland) Act 2010 and amendments contained in the Children and Young People (Scotland) Act 2014 This report is available for inspection at: (a) www.northlanarkshire.gov.uk/consultation (b) Education, Children and Families Headquarters, Civic Centre, Motherwell, ML1 1AB (c) Mavisbank School This report has been prepared having regard (in particular) to: (a) relevant written representation received by the council (from any persons) during the consultation period; (b) oral representations made to the council (by any person) at an online public meeting; and (c) Report by Education Scotland prepared by His Majesty’s Inspectors of Education Page 266 of 484
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1. BACKGROUND 1.1 In September 2019, the Education and Families Committee approved a review of Additional Support Needs services which established twelve key recommendations for action. Two key recommendations are cited here, which underpin the intentions of the strategic recommendations in this paper. 1.2 The key reasons for the proposal, as set out in the Committee paper, were; Recommendation 8: ‘Partnership working will be strengthened in a revised Support Around the School model, which will enable greater empowerment of staff to meet the needs of young people and enable a greater connection between needs and the partnership response to them. A more holistic approach to supporting families will underpin this.’ Recommendation 11: ‘A clear plan for the future of the ASN estate, which creates Cluster ASN Hubs and specialist provision around the envisaged campus model of the future will be established as part of the Community Investment Fund and developed as part of the ongoing work to prioritise community hub investment proposals.’ 1.3 Appendix (i) of this report contains the consultation report as issued. 2. THE CONSULTATION PROCESS 2.1 Consultation Framework 2.1.1 The consultation process was carried out in accordance with the terms of the Schools (Consultation) (Scotland) Act 2010 and the amendments contained in the Children and Young People (Scotland) Act 2014. It is within this statutory framework that Education and Families, has engaged in a consultation exercise with all relevant consultees. The consultation document developed for consideration included information on:- • the proposal; • the consultation process; • the arrangements for public meetings; • relevant school data; • the educational benefits of the proposal; • community benefits statement; • equality impact assessment; and • consultation timeline. 2.1.2 Consultation packs were made available on-line and paper copies on request to all relevant consultees. 2.1.3 The Head Teacher of Carnbroe Primary School was notified of the consultation. 2.1.4 The consultation period commenced on Wednesday 1 March 2023 and closed on Wednesday 3 May 2023, a total of 60 days, which included 30 school days. Page 267 of 484
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2.1.5 Details of the consultation process were made available on a dedicated area of the North Lanarkshire Council website at www.northlanrkshire.gov.uk/consultation 2.1.6 A face-to-face staff meeting was held on Tuesday 7 March 2023 from 3.30pm until 4.30pm at Mavisbank School. 2.1.7 A face-to-face public meeting was held on Tuesday 7 March 2023 from 7.00pm until 9.00pm at Mavisbank School. 2.1.8 A follow up drop in session was held for all stakeholders on Thursday 27 April 2023 from 3.30pm until 5.00pm at Mavisbank School. 2.1.9 Responses to the proposal could be made electronically to mavisbankconsultation@northlan.gov.uk, or in writing posted to the council. 2.2 Relevant Consultees Consultees were identified according to Schedule 2 of the Schools (Consultation)(Scotland)Act 2010. The relevant consultees included:- • Parent Council of Mavisbank School • Parents/Carers and pupils of Mavisbank School • Staff of Mavisbank School • Any body or organisation which has been established by North Lanarkshire Council, whether formally or informally, for the purpose of assisting it in carrying out its functions under Part 2 of the Local Government Act 2003; • Education Scotland • Elected members • Trade Unions • Community Councils 3. RESPONSES TO THE CONSULTATION 3.1 Overview of Level of Response to the Consultation During the consultation period the numbers of consultee who engaged in the process were as follows:- • Staff meeting held on Tuesday 7 March 2023 – 15 attendees. • Public meeting held on Tuesday 7 March 2023 – 10 attendees. There was representation from Education Scotland. • Follow up drop in session held on Thursday 27 April 2023 – no attendees. • The total number of individual consultee email responses received was 3. The matters raised by stakeholders are summarised in Appendix (iii) of this report and form the basis for the areas listed below. Copies of the full consultation responses and notes from the on-line meetings can be found at www.northlanarkshire.gov.uk/consultation 3.2 Consultation and Channels and views expressed Following the public meeting and drop in session the council produced a Frequently Asked Questions (FAQs) document that was published on-line. Page 268 of 484
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There were 3 email responses in total to the proposal. There was one phone call regarding the proposal. 20 pupils engaged with the proposal. The total number of individual consultee responses received was 3 Further analysis of opinion is include at Appendix (iii) through the FAQs/Notes. 4. SUMMARY OF ISSUES RAISED BY STAKEHOLDERS AND EDUCATION & FAMILIES RESPONSE The issues raised by participants in the consultation have been grouped and considered by Education, Children & Families, with input from other Council officers with appropriate specialisms, under the following headings with the response from the service added in each case:- • Facilities available/capacity • Effects on young people • Transport issues / congestion • Staffing arrangements 4.1 Facilities available/capacity Questions were asked on what facilities would be available and the likely capacity of the school. Response If the proposal is approved, the council design teams will work collaboratively with the school’s senior leadership teams to ensure that the environment meets all pupils’ needs. This will include other areas within the school eg multi-agency staff requirements. Classes will be configured to suit pupil needs, zones developed, and security of site considered in the design which will ensure the school will be safe. There are no immediate plans to increase capacity at Mavisbank School however there may be children who are allocated a place in the coming years as the ‘Closer to Home’ policy is a key council priority as part of the 2019 ASN review and we are committed to ensuring that Moving forward there will be a vocational offer available within the building and the service is looking at different provision for various ASN schools which is part of the We Aspire model. The operating model for this provision will be communicated to staff and parent/carers as the provision develops. 4. 2 Effects on young people Questions were asked about the safety and privacy of young people. Response The safety of all children is paramount, and security of the site will be considered during the design period, if approved. This will include assessing each of the areas to ensure that pupil privacy and dignity is maintained. 4.3 Transport issues/congestion Page 269 of 484
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A question was asked about the cars parked at the main entrance and how the buses will get in and out and access to bus transport for pupils accessing the vocational provision. Response The council will look at the roads to ensure safe access is provided including a turning circle within the school and the council’s Planning Department will notify residents of all works required. 4.4 Staffing arrangements Questions were asked on the guarantee of increased staffing and if the NLC grade will change to meet the needs of any change to pupil cohort. Some specific individual HR questions were asked. Response The expectation is that the current staff will move and if additionality is required, will be addressed. Approval has been given to look at staffing cohorts which will be better than SCNT conditions. There will be an additional shared Depute Head Teacher appointed between Mavisbank School and Redburn School to augment the current management structure within the school. HR will meet with all staff on a one to one basis. 5. SUMMARY OF EDUCATION SCOTLAND REPORT AND RESPONSE OFFERED BY THE SERVICE The full report provided by Education Scotland is attached in Appendix (ii). Please see this report for full commentary. The main points are as follows:- • HM Inspectors agree that the proposal to relocate Mavisbank School to the existing Carnbroe Primary School has clear potential education benefits. • The proposed new location provides additional indoor and outdoor space that may support staff increase the range of learning opportunities for young people. • There is potential for areas in the proposed location to be refurbished to a high- standard and to increase therapeutic and sensory opportunities for young people. • If the council agree to the relocation, HMI Inspectors recommend that it includes young people, parents, staff and other relevant professionals in refurbishment planning. It should alleviate any safety concerns of parents. • The council should engage with parents to support their understanding of the purpose of the shared space and the potential benefits it has for young people. • HM Inspectors recommend that information is provided by the council to relevant consultees regarding the plans for technologies. In doing so, the council should make clear what technologies it plans to use and how this will support young people at Mavisbank School. 5.1 In response to the observations of Education Scotland, Education, Children & Families agree that these findings are consistent with those of the Service. North Lanarkshire Council has a strong track record in engaging with all stakeholders in the aspects of school design, management, and operation. The Service will cointinue to engagement with all stakeholders both formally (statutory planning process) and informally (through the school’s management and parent councils) with regard to the proposals as they proceed, should this proposal be implmeneted. Page 270 of 484
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6. ALLEGED OMISSIONS OR INACCURACIES It was noticed by the Service that the indicative time-line within the Proposal to Consult Committee Paper dated 28 February 2023 did not take account of the teacher strike days that were announced during the consultation period. The indicative time-line was updated and this change reported to Education Scotland and uploaded to the council’s website. 7. EQUALITY CONSIDERATIONS Assessments have been carried out in accordance with the following statutory duties: Public Sector Equality Duty Fairer Scotland Duty Armed Forces Covenant Duty Childrens’ Rights and Wellbeing Act The assessments concluded that the main groups impacted are:- • Pupils of Mavisbank School • Parents/carers of those pupils; • Staff who work at Mavisbank School The assessment summary is attached at Appendix (v) 8. NEXT STEPS Following the publication of this Report time is allowed for further considerations. A three- week period will lapse before North Lanarkshire Council will take a final decision on whether to implement a final proposal. The report on this consultation is due to be considered by North Lanarkshire Council’s Education, Children & Families Committee on Tuesday 12 September 2023. If approved, an implementation group consisting of members of Senior Management from Mavisbank School, along with parent council and pupils will be established to ensure continued engagement of all stakeholders throughout the relocation. Page 271 of 484
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Appendix (i) – Statutory Proposal to Consult Statutory Consultation Proposal to relocate Mavisbank School to the existing Carnbroe Primary School EDUCATION, CHILDREN & FAMILIES Page 272 of 484
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NORTH LANARKSHIRE COUNCIL: EDUCATION & FAMILIES Proposal to relocate Mavisbank School to the existing Carnbroe Primary School 1. INTRODUCTION Mavisbank School is located at Mitchell Street in Airdrie and caters for secondary pupils from across the central area of North Lanarkshire. Pupils have complex additional support and significant medical needs. The school capacity is 24 with a current roll of 22 pupils. It is recommended that Mavisbank School pupils are relocated to the existing Carnbroe Primary School that will facilitate and enhance provision for pupils with complex needs within the Central locality. Carnbroe Primary School is located at Kirkton Crescent in Coatbridge. Within the overarching planning for Education and Families, there is a focus on providing universal, additional and intensive services, with the universal provided by schools, the additional supported by the Integrated Cluster Wellbeing Teams and Bases. Intensive level support is normally delivered through ASN schools with appropriate support from social work or other services as part of an integrated child’s plan. This latter category is also supported by additional services. It is the intensive elements that this paper focuses on. 2. CONSULTATION REQUIREMENTS 3. In terms of the Schools (Consultation) (Scotland) Act 2010, the Education Authority is required to publish details of, and consult on any proposal to establish a new school and on any proposal to establish, terminate or otherwise alter the catchment area of a school. 4. North Lanarkshire Council will not make any decision, or put any changes into effect, until the consultation period has been concluded in line with statutory requirements. 5. The consultation period will be a minimum of 57 days, which include 30 school days. It begins on 1 March 2023 and finishes on 27 April 2023. 6. The consultation will involve pupils, parent/carers, Parent Councils and staff of the schools involved, as well as other associated stakeholder and statutory consultees. 7. A public meeting will be held on week beginning 6th March 2023. 8. Council officers will be present at the public meeting to discuss the proposal. There will be limited time at the meeting to discuss all issues fully. To ensure that all issues are covered and that those who may be uncomfortable with speaking publicly are heard, advance notice of specific questions or issues to be raised will be accepted in writing up to two days in advance of the meeting – see contact details at 2.9. Page 273 of 484
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9. At the end of the consultation process, a report will be prepared for North Lanarkshire Council detailing all responses received, summaries of their content and a statement from Education Scotland on the educational aspects of the proposal. Responses to the issues raised through the consultation will also be incorporated in the report. Copies of the report will be available, prior to consideration by the council, in the affected schools and online. It is envisaged that the report will be published on 29 June 2023. 10. An online version of the document and other items related to the consultation can be found online at www.northlanarkshire.gov.uk/mavisbank-consultation 11. Further information on the proposal can be obtained by sending an email to mavisbankconsultation@northlan.gov.uk 12. All interested parties are invited to submit their comments on or before 27 April 2023. 13. PROPOSAL 14. The proposal is that Mavisbank pupils relocate to the existing Carnbroe Primary School. 15. The reasons for this proposal are: • To ensure that there is highly appropriate provision for young people with significant additional support needs within this area of North Lanarkshire. • To facilitate a wide range of vocational and outdoor learning activities for young people with significant addition support needs. • To create real-life, work-related opportunities to support young people in their pathway to potential future employment. • To enable the on-going repatriation of North Lanarkshire’s young people who are currently in out of authority placements. 16. EDUCATION BENEFITS STATEMENT 17. Through the planned proposals it is expected that several educational benefits will be achieved on behalf of children and young people with the requirement for intensive services to meet their additional support needs: • Improved access to an enhanced outdoor environment which will support a range of vocational and outdoor learning opportunities for the secondary pupils at Mavisbank. • Enhanced, innovative, opportunities for vocational and life skills work within the school building. • Greater scope for multi-agency and family engagement work within the Page 274 of 484
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school building, including health professionals. • Wider access to sensory and therapeutic spaces within the school building. • Carefully planned and designed use of technology will support learners with significant support needs. 18. COMMUNITY IMPACT 19. Mavisbank School is not being considered for closure or service cessation. 20. Work will now be done between Education, Children and Families and Enterprise and Communities to: • Assess the impact on community use • Assess the budget implications income streams • Engage effectively/co-producing the approach with communities/users • Sight the CLNL Board on the proposals and impact as required 21. IMPLICATIONS OF THE PROPOSAL 22. Transitions It is recognised that the change of location for some Mavisbank pupils may be challenging, and consideration has been given to how best to support pupils to make the transition as seamless as possible. Staff will work collaboratively with parents and pupils to support pupils in preparing for the transition to the new learning spaces within Carnbroe Primary School. Each pupil will be offered individualised support, as required, to ensure they are completely comfortable to complete the transition. This may involve visits during and after school. 23. Transport Pupils will continue to be transported from home to school. Transport contracts will be updated to reflect the different drop off and pick up point. As a result, there is no anticipated negative impact on pupils in relation to transport. 24. Financial Implications At this stage there is no financial impact linked to this consultation. 25. HR Implications Affected staff will be managed in accordance with the appropriate Workforce Change Policies of the Council, and in consultation with the signatory trades Page 275 of 484
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unions. Considerations would include Compulsory Transfer, Premature/Early Retirement, Redundancy/ Redeployment. 26. EQUALITY IMPACT ASSESSMENT An Equality Impact Assessment has been completed and will underpin planning for these proposals, since a number of the young people involved are considered as being from a protected group, due to disability. 27. INACCURACIES OR OMISSIONS 28. There is a statutory requirement for the Council to consider any allegation of an inaccuracy or omission in the proposal paper and determine whether the allegation has foundation. Where inaccuracies or omissions are notified to, or discovered by, the Council within this proposal document, the Council will determine if relevant information has, in its opinion been omitted or whether there is in fact an inaccuracy. 29. Notifiers of any omissions or inaccuracies will be informed of the Council’s decision and the reasons for that decision. Notifiers will also be informed of any action. The Council will invite the notifiers to make further representations to the Council should they disagree with the Council’s determination or its decision as to whether to take action. 30. If the Council has found, either itself or through a concern being raised, that there is an inaccuracy or omission in the proposal paper, it must decide whether this relates to a material consideration relevant to the proposal. 31. Where the confirmed inaccuracy or omission relates to a material consideration, there is a duty on the Council to correct it. 8.5 Appropriate action will then be taken by the Council depending on whether the inaccuracy or omission relates to a material consideration. 8.6 Such action may include withdrawing the proposal and issuing a revised proposal paper for the whole consultation period, or issuing a corrected proposal paper with, if, an extension of the consultation period. In any of these eventualities, all relevant consultees (and, where applicable, the notifier(s) of any omissions or inaccuracies) and HMIE (Education Scotland) will be advised of the action. 8.7 Where inaccuracies or omissions are discovered within the proposal document, the Council will determine whether relevant information has been omitted or if there has been an inaccuracy. action will then be taken by the Council, which may include issuing corrections, issuing a corrected proposal document, or an extension of the consultation period. In any of these eventualities, all relevant consultees (and where applicable, the notifiers(s) of any action) will be advised. Page 276 of 484
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8.8 Notifiers of any omissions or inaccuracies will also be given the opportunity to make representations if they disagree with the Council’s determination of any action on the matter, which may result in the Council making a further determination/decision on the matter. 32. THE STATUTORY CONSULTATION PROCESS – ADDITIONAL INFORMATION 33. The current requirements for consulting are set out in the Schools (Consultation) (Scotland) Act 2010. This consultation will be carried out in accordance with the Act. 34. This consultation has been planned in order to meet the following statutory requirements: 35. The consultation document sets out the details of the proposal. 36. The proposal paper details the educational benefits of the proposal and other relevant information. 37. The proposal paper will be published and widely advertised. 38. North Lanarkshire Council will seek to determine whether there are inaccuracies or omissions within the proposal paper and take such action as it considers necessary. 39. The consultation period will be a period of at least 6 weeks including at least 30 school days. 40. Prior to the commencement of the consultation period, the authority will give notice of the proposal to the relevant consultees. The relevant consultees are defined in the Schools (Consultation) (Scotland) Act 2010, and are as follows: (a) The parent council or combined parent council of any affected school (b) The parents of the pupils at any affected school (c) The parents of any children expected by the education authority to attend the affected school within two years of the date of publication of the proposed paper (d) The pupils at any affected school (in so far as the education authority considers them to be of suitable age and maturity) (e) The staff (teaching and other) at any of the affected school(s) (f) Any trade union which appears to the education authority to be representative of the persons mentioned above (g) The community council (if any) (h) The community planning partnership (within the meaning of section 4(5) of the Community Empowerments (Scotland) Act 2015 for the area of the local authority in which any affected school is situated (i) Any other community planning partnership that the education authority considers relevant Page 277 of 484
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(j) Any other education authority that the education authority considers relevant (k) Any other users of any affected school that the education authority considers relevant. 41. During the consultation period, the authority will hold and be represented at public meetings on the relevant proposal. 42. The council will involve Education Scotland in the consultation process. This will culminate in Education Scotland preparing and submitting an independent report on the educational aspects of the proposal. 43. Following the consultation period, the council will prepare and publish a consultation report. The report will be published at least three weeks before a final decision is taken on the proposal. 44. The consultation timeline provides further information on the timescales for various staged in the statutory process. Please click on the link below to share your views on the proposal (Ctrl + Click to follow link) www.northlanarkshire.gov.uk/mavisbankschool-consultation Page 278 of 484
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Appendix 1 Indicative Timeline for Reconfiguring Intensive ASN Systems and Services Stages Timeline Date 1. Committee Date Tuesday 28 February 2023 2. Consultation Starts Phase 1 Minimum of 6 weeks To include 30 calendar days Wednesday 1 March 2023 3. Public Meetings Mavisbank School Tue 7 March 2023 Wed 8 March 2023 Thu 9 March 2023 4. Consultation Ends 30 Days Wednesday 3 May 2023 5. Report to Education Scotland Phase2 3 weeks* Thursday 25 May 2023 6. Education Scotland produce report 3 weeks* Tuesday 20 June 2023 7. Consultation report published Phase 3 No specified timescale* 8. Time for further consideration 3 weeks from publication date (This 3 weeks will be calculated once publication date known) 9. Final Committee Decision September 2023 10. Implement proposal if approved by Committee 3 weeks *timescales/dates to be agreed by ES Page 279 of 484
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Appendix (ii) – Education Scotland Report Schools (Consultation) (Scotland) Act 2010 Report by Education Scotland addressing educational aspects of the proposal by North Lanarkshire Council to relocate Mavisbank School to the ‘existing’ Carnbroe Primary School within North Lanarkshire. June 2023 Page 280 of 484
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Introduction 1.1 This report from Education Scotland has been prepared by His Majesty’s Inspectors of Education (HM Inspectors) in accordance with the terms of the Schools (Consultation) (Scotland) Act 2010 (“the 2010 Act”). The purpose of the report is to provide an independent and impartial consideration of North Lanarkshire Council’s proposal to relocate Mavisbank School to the ‘existing’ Carnbroe Primary School within North Lanarkshire. Section 2 of the report sets out brief details of the consultation process. Section 3 of the report sets out HM Inspectors’ consideration of the educational aspects of the proposal, including significant views expressed by consultees. Section 4 summarises HM Inspectors’ overall view of the proposal. Upon receipt of this report, the Act requires the council to consider it and then prepare its final consultation report. The council’s final consultation report should include this report and must contain an explanation of how, in finalising the proposal, it has reviewed the initial proposal, including a summary of points raised during the consultation process and the council’s response to them. The council has to publish its final consultation report three weeks before it takes its final decision. Where a council is proposing to close a school, it needs to follow all statutory obligations set out in the 2010 Act, including notifying Ministers within six working days of making its final decision and explaining to consultees the opportunity they have to make representations to Ministers. 1.2 HM Inspectors considered: • the likely effects of the proposal for young people of the school; any other users; and young people likely to become pupils within two years of the date of publication of the proposal paper. • any other likely effects of the proposal; • how the council intends to minimise or avoid any adverse effects that may arise from the proposal; and • the educational benefits the council believes will result from implementation of the proposal, and the council’s reasons for coming to these beliefs. 1.3 In preparing this report, HM Inspectors undertook the following activities: • attendance at the public meeting held on 7 March 2023 in connection with the council’s proposals; • consideration of all relevant documentation provided by the council in relation to the proposal, specifically the educational benefits statement and related consultation documents, written and oral submissions from parents and others; and • visits to the site of Mavisbank School and Carnbroe Primary School, including discussion with relevant consultees. Page 281 of 484
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2. Consultation process 2.1 North Lanarkshire Council undertook the consultation on its proposal(s) with reference to the Schools (Consultation) (Scotland) Act 2010. Details of the proposal were located on the council website. 2.2 The consultation period for the proposal took place from 1 March 2023 to 27 April 2023. During this period, North Lanarkshire Council held a meeting at Mavisbank School for relevant consultees on 7 March 2023, 10 members of the public attended. Stakeholders asked questions about the future school roll, aspects of safety at the proposed new school location, proposed facilities in the school if relocated and matters related to staffing. The council arranged a further drop in at Mavisbank School session on 27 April 2023, no members of the public attended. The council invited further views on the proposal from consultees via email. The council responded to all questions, including those received by email. The council created a helpful ‘frequently asked questions’ paper, which was published online for public view along with the notes and the presentation from the meeting. The council’s proposal to relocate Mavisbank School to the location of Carnbroe Primary School relies on a few key milestones. If the proposal is accepted by the council, the relocation will happen following Carnbroe Primary School moving to its new building. After Carnbroe Primary School moves, the council should continue with its plans to extensively refurbish the vacated Carnbroe Primary School building before young people are relocated. 2.3 North Lanarkshire Council consulted with staff from Mavisbank School on 7 March 2023, where 15 members of staff attended. It provided a further drop-in session on 27 April 2023, no members of staff attended. Staff shared with the council their suggestions for facilities and resources for the school, should the proposal move forward. The council sought the views of young people affected by the proposal. Due to the range and complexity of additional support needs of young people attending the school, responses were gathered using appropriate approaches. Seventeen young people had their views represented by staff who considered the young person’s needs in the responses. Three young people provided their views through recording and sharing what they like about school. Overall, consultees consider the proposal as a positive one for young people at the school. They understand that the proposed new location for the school provides more space and increases the potential range of opportunities for learning. 3. Educational aspects of proposal 3.1 The local authority has outlined and connected a number of the educational benefits directly to its review of Additional Support Needs in 2019. Overall, HM Inspectors agree that many of these educational benefits have the potential to impact positively on young people. The proposed new location for Mavisbank School can provide young people with significantly more space for learning. If the council agrees the proposal, staff and young people will benefit from up to eight classroom spaces compared to the four classroom spaces in the current school. HM Inspectors recommend that council planners consult with young people, staff, allied health professionals and parents before finalising refurbishment plans. This approach may support planners to understand how internal spaces can be utilised effectively to meet the range and complexity of needs of young people. When compared to the current school location, there is potential to align the proposed location’s areas better to the sensory and therapeutic needs of young people. Within its educational benefits statement, it is unclear how the council plan to use technologies to support young people attending Mavisbank School. Before making its final decision, the council should make clear what Page 282 of 484
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technologies it plans to use and design to support the young people attending Mavisbank School. 3.2 The majority of classrooms in the proposed new location have direct access to the school grounds. The council recognises the potential to develop these school grounds to increase the outdoor learning opportunities for young people. HM Inspectors agree that there is potential to develop the grounds and provide high-quality outdoor learning experiences. It will be important to ensure that outdoor areas are accessible and safe for all young people at Mavisbank School. HM Inspectors recommend that the council undertake a comprehensive risk assessment of the school grounds and make appropriate adaptations to improve accessibility for young people. In doing so they should address parents’ concerns over young people’s safety on school grounds. 3.3 The proposed new location for Mavisbank School will share a section of the school with two other North Lanarkshire special schools. The purpose of the shared section of the campus is to provide targeted vocational and life skills programmes for young people in their senior phase. HM Inspectors recognise that this approach has the potential to broaden educational pathways for young people in Mavisbank School, particularly during their senior phase. Parents who spoke with HM Inspectors are unaware that the campus will have a shared section for other special schools to utilise in partnership with Mavisbank School. The council should work with parents to develop their understanding of this potentially important resource for young people from Mavisbank School. The council recognise that transitions for some young people at Mavisbank School will be difficult. HM Inspectors recommend that the council works with staff, parents and young people to develop appropriate and flexible transition arrangements. If the council agree the proposal to relocate Mavisbank School to the new location, the predicted entry date is April 2024. The council, staff and parents should assess whether relocating young people in their final months of statutory education to the new campus will meet their needs. Where it is assessed as not meeting a young person’s needs, HM Inspectors recommend that young people should be supported to complete their final months of statutory education in the current school building. 4. Summary Overall, HM Inspectors agree that the proposal to relocate Mavisbank School to the existing Carnbroe Primary School has clear potential education benefits. The proposed new location provides additional indoor and outdoor space that may support staff increase the range of learning opportunities for young people. There is potential for areas in the proposed location to be refurbished to a high-standard and to increase therapeutic and sensory opportunities for young people. If the council agree to the relocation, HMI Inspectors recommend that it includes young people, parents, staff and other relevant professionals in refurbishment planning. It should alleviate any safety concerns of parents. The council should engage with parents to support their understanding of the purpose of the shared space and the potential benefits it has for young people. HM Inspectors recommend that information is provided by the council to relevant consultees regarding the plans for technologies. In doing so, the council should make clear what technologies it plans to use and how this will support young people at Mavisbank School. HM Inspectors June 2023 Page 283 of 484
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Appendix (iii) - Staff and Public Consultation Notes and FAQs Mavisbank School Relocation Staff Meeting held Tuesday 7 March 2023 in Mavisbank School Notes/Frequently Asked Questions (FAQs) Q Question A Answer S Statement AH welcomed everyone by explaining the purpose of meeting (to inform staff of the detail of the proposals and to gather staff views on the proposals). AH introduced the officers present: G McLaughlin, Chief Officer (Education – North) A Henry, Senior Education & Families Manager M Dolan, Education & Families Manager A Dickson, Continuous Improvement Officer M McGorry, Education Project Manager L Macpherson, Education Project Coordinator D Lees, Education Project Administrator GMcL began the presentation by providing the background to the proposal and the statutory process. GMcL highlighted that the current building does not adequately support pupils and staff in terms of learning and teaching in terms of size and outdoor space. GMcL stated that a schedule of programmed visits will be arranged across existing and ‘more recently completed’ rationalisation projects. AD then explained the educational benefits, including the key factors of Carnbroe PS having the ability to accommodate an enhanced outdoor environment, a vocational and life skills offer, with both sensory and technological options within a much larger space. MD outlined in his presentation, the rationale for the proposed relocation and furthermore the service’s recent experience in developing recent high quality modern facilities. in order to provide staff with the opportunity to see the excellent scale and space of our recent repurposed Inclusion buildings (Pentland School, Drumpark Primary School and Clydeview Primary School). Page 284 of 484
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AH opened the floor for questions: QUESTIONS Q Has consideration been given to the privacy for children as it is overlooked by houses? A The fencing could be changed and the campus could be zoned, we can also consider solutions such as screening. Q The Carnbroe plan shows 13 rooms, how many are allocated to Mavisbank, and will there be another school? A This statutory consultation is only for for children and staff of Mavisbank. Consideration will also be given to other areas within the school e.g rooms required including multi-agency staff requirements. When Mavisbank’s requirements are met, we will then consider the purpose of any remaining spaces thereafter. Q Is the space in Carnbroe actually bigger? A Mavisbank School is approx. 300 sq. m and Carnbroe PS is approximately 1000 sq. m. The current school roll is 29 in Mavisbank School and 263 in Carnbroe PS, therefore there is sufficient space to accommodate the current Mavisbank cohort. Q Will there be other meetings as we have met with officers before and then they have not come back to speak to us? Is this a done deal? A We will engage with further meetings; workshops and we will arrange walk-rounds of previous projects. The service will link with the school, and will liaise with the project delivery team to schedule visits to Carnbroe PS and other completed ASN school’s project. AH stressed that this is a statutory consultation. We enter into dialogue with stakeholders and are duty bound to pass comments and views to Education Scotland and Elected Members. This is not a done deal. Q Due to the changing needs of children, can you give commitment that the cohort of pupils will not change? A We recognise the needs of children are changing and it is impossible to say what this will look like in 5 years. Nationally we are seeing different trends with a local priority being the ‘Closer to Home’ agenda of bringing children back into their local communities. Where children’s needs have changed, we will upskill, and support staff as required. Q Can you guarantee staffing? We don’t have enough just now and Carnbroe PS is bigger. A The expectation is that the current staff will move. If additionality is required, this will be addressed. Additional pupils are not the expectation but if more staff is required, we will support this. We have been given approval to look at staffing cohorts and these will be better than SCNT conditions, however if approved colleagues from HR will meet with staff one a one to one basis. Q If the school cohort changes will the NLC grade change? Page 285 of 484
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A No decision been made, there are 23 NLC 7s (two of which are in Mavisbank School). No agreement so far for more NLC 7s. Q Some staff don’t drive and what will happen if they cannot get to their place of work? A HR will speak to individuals on a one to one basis. We hope that staff will move as they have the experience, however each staff case will be taken on its own merit. We do not want to put anyone at a disadvantage. Staff can consult with their Unions at any time. Q What are the next steps? Consulting with stakeholders is the first process which is fed into Education Scotland. During each step we will work with you. Transitioning of pupils will be done from completion of the building and the needs of pupils will be paramount in this process. Q Will children be able to have access to vocational educational such as We Aspire College? A There will be a vocational offer moving forward we are looking at different provision of the vocational offer for various ASN schools and this is part of the We Aspire model. Q Will we have access to bus transport for pupils for the vocational experience? A The service is currently looking at building the internal fleet and this will be looked at in terms of out-side of drop off and pick up times. Q Mavisbank currently has a cooking kitchen to meet the needs of pupils. Will there be a cooking kitchen in Carnbroe PS? A We will work with FSS and other services to ensure that kitchen requirements are met. General comments GMcL We will listen to all feedback and as part of the design and costing process we will consider each area in terms of what can be afforded and what can’t. Overall, the members of staff thought that the proposals were exciting, and the consultation welcomed by staff. AH ended the meeting by thanking staff for attending and asked that comments are sent into Mavisbankconsultation@northlan.gov.uk. The statutory consultation period end date is 3 May 2023 with Committee decision sought in September 2023. Page 286 of 484
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Mavisbank School Relocation Public Meeting held Tuesday 7 March 2023 in Mavisbank School Notes/Frequently Asked Questions (FAQs) Q Question A Answer S Statement AH welcomed everyone by explaining the purpose of meeting (to inform stakeholders of the detail of the proposals and to garner staff views on the proposals). AH also introduced the officers present: G McLaughlin, Chief Officer (Education – North) A Henry, Senior Education & Families Manager G Lambie, Senior Education & Families Manager M Dolan, Education & Families Manager A Dickson, Continuous Improvement Officer M McGorry, Education Project Manager L Macpherson, Education Project Coordinator D Lees, Education Project Administrator A presentation (available online) was given to at the start of the consultative meeting, outlining the Council’s position around a proposed move to Mavisbank secondary school to the site of the current Carnbroe Primary. GMcL opened the presentation by explaining the background to the proposals, with more detail around the 2019 review of ASN and the 12 recommendations made. One of these recommendations is to review the ASN estate. He also explained the consultation process to be followed and the importance of taking account of stakeholders, including parents/carers and pupils, views. AD then explained the educational benefits, including the key factors of Carnbroe PS having the ability to accommodate an enhanced outdoor environment, a vocational and life skills offer, with both sensory and technological options within a much larger space. MD outlined the rationale for relocating including the additional space within Carnbroe PS (Mavisbank 300 sq m and Carnbroe PS 1,000 sq m approx). Previous works have been carried out within Mavisbank School. However, the current space is not large enough to meet the longer term needs of pupils within Carnbroe PS. Page 287 of 484
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AH opened the floor for questions: QUESTIONS Q How many pupils will be moving to the new school? A The current roll of 29 pupils will transition to the new school. Q Will there be an increase in capacity in the future? A Dependent on needs of pupils. Any child will have access if required however we are not planning in in increasing the capacity. S It doesn’t make sense to move 29 pupils into a school that can take 253 pupils when there is the pressure to place ASN pupils and no spaces. It states in the paper that out of authority pupils will be placed in North Lanarkshire schools. A We have no plans to increase capacity. There may be children who are allocated a place in the coming years, as the Closer to Home policy is a key council priority as part of the 2019 review and we are committed to ensuring that current North Lanarkshire pupils who are out of authority are brought back into North Lanarkshire to attend schools close to where they live. This would be anywhere across the school estate. S I think it is a brilliant idea, you can feel the love in the school and the current school does not have the facilities. Will the staff move with the children? A Yes, staff will be moving with the children. S It will be great school. I see the need for change and I think in the whole it’ll suit more pupils. A AH clarified the wording in the committee paper as relating to the whole of North Lanarkshire ASN provision in that the council’s priority is to repatriate pupils to their own communities. This was to clarify that this statement did not relate specifically to the Mavisbank relocation. Q New isn’t always better, will it be safe? A Classes will be configured to suit pupil needs, zones developed, and security of site considered in the design consultations. Yes, the school will be safe. Q There are a lot of houses with cars parked outside the main entrance to the school. How will buses get in and out of the entrance? A We will look at the roads to ensure safe access is provided, including turning circle within school. The Council’s Planning department will notify residents of all appropriate works required. S GMcL explained the transition process in that once building works have been completed there will be transition visits prior to pupils moving to their new school. Q Is there plans to be build a complex needs college for pupils who have left school? A There are enhanced vocational education offers within bigger spaces which create different pathways and opportunities. This is for S1 to S6 key point the more vocational and life skill opportunities available allows us to build for after school. Page 288 of 484
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Q Is there an impact on staffing? A We want all staff to move but it will be their choice. HR will meet with staff to discuss. There will also be an additional shared depute appointed between Mavisbank and Redburn to augment the current management structure within the school. Q When will we see the design plan? A The design will be developed if the proposals are approved and further consultation will take place with staff and parent council members to support the design. Q This is a big amount of money to be spending for 29 pupils? A The council has money for capital spend, and we see this opportunity as a key priority for The ASN sector. Q How can our children put their opinions in? Some of our pupils are non-verbal and need their parents/carers to speak for them. A We will work with staff and the Head Teacher to ensure that all pupils, who want to, can contribute with their views. Q Are we getting a pool? A There potentially will be limited capital, and we will need to make decisions on where it is best spent. AH closed the meeting thanking everyone for their attendance and requesting that they put their views in an email to Mavisbankconsultation@northlan.gov.uk. Page 289 of 484
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FAQs How many pupils will be moving to the new school? The current roll of 29 pupils will transition to the new school. Will there be an increase in capacity in the future? This is dependent on needs of pupils. Any child will have access if required however we are not planning in increasing the capacity. It doesn’t make sense to move 29 pupils into a school that can take 253 pupils when there is the pressure to place ASN pupils and no spaces. It states in the paper that out of authority pupils will be placed in North Lanarkshire schools. We have no plans to increase capacity. There may be children who are allocated a place in the coming years, as the Closer to Home policy is a key council priority as part of the 2019 review and we are committed to ensuring that current North Lanarkshire pupils who are out of authority are brought back into North Lanarkshire to attend schools close to where they live. This would be anywhere across the school estate. Will the staff move with the children? Yes, staff will be moving with the children but ultimately, it will be their choice. HR will meet with staff to discuss. There are a lot of houses with cars parked outside the main entrance to the school. How will buses get in and out of the entrance? Officers will look at the roads to ensure safe access is provided, including turning circle within school. The Council’s Planning department will notify residents of all appropriate works required. This is a big amount of money to be spending for 29 pupils? The council has money for capital spend, and we see this opportunity as a key priority for the ASN sector. How can our children put their opinions in? Some of our pupils are non-verbal and need their parents/carers to speak for them. Officers will work with staff and the Head Teacher to ensure that all pupils, who want to, can contribute with their views. Are we getting a pool? There potentially will be limited capital, and we will need to make decisions on where it is best spent. Has consideration been given to the privacy for children as it is overlooked by houses? The fencing could be changed and the campus could be zoned, we can also consider solutions such as screening. The Carnbroe plan shows 13 rooms, how many are allocated to Mavisbank, and will there be another school? This statutory consultation is only for children and staff of Mavisbank. Page 290 of 484
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Is the space in Carnbroe actually bigger? Mavisbank School is approx. 300 sq. m and Carnbroe PS is approx. 1000 sq. m. The current school roll is 29 in Mavisbank School and 263 in Carnbroe PS, therefore there is sufficient space to accommodate the current Mavisbank cohort. Due to the changing needs of children, can you give commitment that the cohort of pupils will not change? We recognise the needs of children are changing and it is impossible to say what this will look like in 5 years. Nationally we are seeing different trends with a local priority being the ‘Closer to Home’ agenda of bringing children back into their local communities. Where children’s needs have changed, we will upskill, and support staff as required. Can you guarantee staffing? The expectation is that the current staff will move. If additionality is required, this will be addressed. If approved colleagues from HR will meet with staff one a one to one basis. What are the next steps? Consulting with stakeholders is the first process which is fed into Education Scotland. During each step we will work with you. Transitioning of pupils will be done from completion of the building and the needs of pupils will be paramount in this process, if approved. Will children be able to have access to vocational educational such as We Aspire College? There will be a vocational offer moving forward we are looking at different provision of the vocational offer for various ASN schools and this is part of the We Aspire model. Page 291 of 484
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Appendix (iv) – Equality Impact Assessment Form Document Text Proposed relocation of Primary Pupils from Mavisbank School to Carnbroe School Author Maryann McGorry Contact details Mcgorrym@northlan.gov.uk Owner Michael Dolan EqIA version number One EqIA status Complete Incomplete If Incomplete please say why - for instance pending further consultation / research Governance Committee Education, Children & Families Date approved insert date Review date 12/09/2023 Page 292 of 484
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Section 1. About the Policy 1.1 Name of the policy / strategy / function / procedure: Service Redesign of the ASN Sector Is this a: - A new policy /strategy / function / procedure / service Budget saving Review of policy /strategy / function / procedure Review of Service Other (please specify) Service Redesign Is this is a key strategic decision subject to the Fairer Scotland Duty Yes No 1.2 Person Responsible for the policy etc. Name: Job Title and Service / Team: Gerard McLaughlin Head of Education (South Area) 1.3 What is the scope of the assessment? Detail where appropriate Whole of the organisation Service specific Discipline specific Other 1.4 What is the policy/ strategy/ function/ saving trying to achieve / do? Page 293 of 484
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As highlighted in the Educational Benefits section of the statutory consultation document. In summary, to provide a better educational experience, within a better environment, for the children and young people involved. 1.5 If this is a budget saving, how will the saving be achieved? Section 2. What do I know now? 2.1 Who are the stakeholders and beneficiaries? Staff of the two establishments, children and young people at the two establishments and the parents of the children and young people. 2.2 What data, consultation, research and other evidence or information is available relevant to this assessment? (This is a desktop exercise) There was a public consultation meeting. There were also separate consultation meetings for staff and parents. Where possible, the children and young people were consulted on their views. 2.3 Considering the information in Section 1 and 2.1 and 2.2 2.3.1 If this policy is subject to the FSD what does it suggest about the impact or potential impact on socio-economic disadvantage? (please refer to FSD Interim Guidance) Low income Low wealth Material deprivation Page 294 of 484
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Area deprivation 2.3.2 Are any of the people communities listed below likely to be more affected by this policy than others? People who share one or more of the protected characteristics of the Equality Act 2010 Yes Details No Details Don’t Know Age (a particular age or range of ages) 11-18 year old children Disabled people and people with long term health conditions 11-18 year old children Women and men, girls and boys People defined by their race, colour and nationality, ethnic or national origins. Married people and civil partners Pregnant women and new mothers (including breastfeeding women) Lesbian, gay and bisexual people People transitioning from one gender to another People of different religions or beliefs or non-beliefs Other groups Children and families Homeless people Looked after and accommodated people Care leavers Carers – paid / unpaid, family members Asylum seekers Employees – full and part time. Including SES, MAs etc. Teaching, Ancillary and ASNA staff Others Page 295 of 484
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2.4 Do you have evidence or reason to believe that this policy will, or may potentially affect the Council’s duty to: (Please tick all that apply). Yes No Don’t Know 1. Eliminate unlawful discrimination, harassment and victimisation and any other conduct prohibited by the Equality Act 2010? 2.Advance equality of opportunity between people who share a relevant protected characteristic and those who do not 3. Foster good relations between people who share a protected characteristic and those who do not? 4. Protect and promote human rights? 5. Reduce socio-economic disadvantage Please provide details. The children relocating from Mavisbank will have the opportunity to attend a campus with ‘mainstream’ peers. This will help to promote integration and inclusion and provide opportunities to celebrate diversity. Section 3. What else do I need to know /find out? 3.1 Further consultation – Please use the table directly below to say who you will consult with (tick Yes or No). Consider those groups from section 2.3 where you ticked yes or don’t know. Once consultation has taken place provide the details below. People and communities Yes No Describe what you did, with whom and when. Please provide a brief summary of the responses gained and links to relevant documents, as well as any actions Age (a particular age or range of ages) No Disabled people and people with long term health conditions No Women and men, girls and boys No People defined by their race, colour and No Page 296 of 484
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nationality, ethnic or national origins. Married people and civil partners No Pregnant women and new mothers and breastfeeding women. No Lesbian, gay and bisexual people No People transitioning from one gender to another No People of different religions or beliefs or non-beliefs No Other groups Children and families No Homeless people No Looked after and accommodated people No Care leavers No Carers – paid / unpaid, family members No Asylum Seekers No Trade Unions Yes Employee Equality Forum No Others 3.2 What additional research or data is required? Page 297 of 484
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N/A 3.3 What does the additional research and data tell you about potential or known effects? N/A Section 4. Assessing the impact and strengthening the policy Considering all the evidence you now have from section 1-3, how will the policy affect different people and communities in relation to equality, socio-economic disadvantage and human rights? 4.1 How does/will the policy and resulting activity affect those with the characteristics listed below (including employees)? Please use the table below to provide details. Detail any Positive impact Detail any adverse impact If adverse how can we mitigate this? Where no mitigating action is planned please say why not Age (a particular age or range of ages) Children and Young People (11-18yrs) with additional needs will benefit from a high quality education in high quality surroundings which have been carefully designed to meet their needs. Disabled people and people with long term health conditions As above Women and men, girls and boys People defined by their race, colour and nationality, ethnic or national origins. Page 298 of 484
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Married people and civil partners Pregnant women and new mothers (including breastfeeding women) Lesbian, gay and bisexual people People transitioning from one gender to another People of different religions or beliefs or non-beliefs Other groups Children and families Homeless people Looked after and accommodated people Care leavers Carers – paid / unpaid, family members Asylum Seekers Employees – full and part time. Including SES, MAs etc. Some staff will have to relocate. Appropriate Council policies and processes will be adopted Others 4.2 What measures could be taken to strengthen the policy / strategy to help advance equality of opportunity, foster good relations, promote human rights and reduce socio-economic disadvantage. N/A Page 299 of 484
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4.3 Considering questions 4.1 and 4.2 what actions / measures will be put in place before introducing this policy please provide details. Action Timescales Responsible Officer Review details (include timescales) Consultation with staff, trade unions and Head Teachers As appropriate Gerard McLaughlin Section 5. Monitoring, evaluating and reviewing 5.1. How will you monitor the impact and effectiveness of the new policy? Lessons learned, outcomes and impact and further requirements and improvements. Section 6. Making a decision and sign-off Recommendation Tick Comment (where applicable, please give more information e.g. where to pilot, what modifications, etc.) Timescales Introduce the policy Adjust the policy then introduce Introduce the policy with justification regarding potential adverse impact Stop and withdraw the policy Name of Policy Head of Service /Senior Manager sign-off: Name Date Signature Page 300 of 484
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Job title and division/ team For further information please contact: 1. Name: 2. Maryann McGorry Job title: 3. Education Project Manager 4. Service: 5. Education, Children & Families 6. Contact details: 7. McGorryM@northlan.gov.uk Page 301 of 484
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North Lanarkshire Council Report Education, Children and Families Committee Does this report require to be approved? ☒ Yes ☐ No Ref GMcL/MD Date 12/09/23 Proposed relocation of Gartcosh Primary School to a new site From Gerard McLaughlin, Chief Officer (Education - North) E-mail mclaughling@northlan.gov.uk Telephone Executive Summary This report updates elected members on the outcome of the statutory consultation process, agreed on 28 February 2023, with regard to the proposed relocation of Gartcosh Primary School to a new site incorporating a Language and Communication Support Centre and Early Learning and Childcare provision. In particular the report provides: 1) Formal feedback from Education Scotland addressing the educational aspects of the proposal and The service response to the key points raised by Education Scotland as part of the Final Outcome Report (FOR). 2) Next steps for this proposal, should final approval to proceed be granted by Committee. Recommendations It is recommended that the Committee:- 1) Reflect upon the formal feedback report from Education Scotland; 2) Review the Statutory Consultation Outcome Report; and 3) Approve the new Gartcosh Primary School and to incorporate a Language and Communication Support Centre and Early Learning and Childcare provision. The Plan for North Lanarkshire Priority Support all children and young people to realise their full potential Ambition statement (22) Facilitate a North Lanarkshire wide approach to asset rationalisation, including with communities and partners Item 11 Page 303 of 484
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1. Background 1.1 The key reason for this proposal is: The council is progressing, through the Town and Community Hub programme budget allocation, a new build Gartcosh Community Hub which will include 434 primary school spaces at a new location and thereafter relocate Gartcosh Primary School to this new Community Hub. As members will be aware, Gartcosh is part of a Community Growth Area and is experiencing increased demand to the school estate as a result. The current location does not have sufficient space on which to expand to create the capacity required, therefore a new school, at a new location is proposed. 1.2 There are various reasons why a new build is prioritised: “Legacy” projects which are carried over from previous school build programmes such as “Schools and Centres 21”; “Capacity” projects which are required due to significant increased pupil populations and subsequent additional spaces required within catchment schools; and “Policy” projects which are brought forward due to alignment with the prioritisation matrix linked to the Town and Community Hub programme. Gartcosh Community Hub is both a legacy, and a capacity related project, and as such is prioritised within the 2021-2026 capital allocation for this programme of work. 1.3 Strategic fit with the priorities of the Plan for North Lanarkshire; 1.3.1 Whilst this project predates the creation of the Town and Community Hub programme, all projects not yet designed will follow the six guiding principles attached to the Town and Community Hub programme. As such, in addition to the requested Statutory Education Consultation, there will be effective engagement with both the school and the wider community throughout the design stage of this project – should it be approved to proceed following Statutory Consultation. It is proposed that the intelligent brief process, which facilitates engagement with the stakeholders, would not wait until the education consultation is concluded but will be ‘delivered at risk’. It is not the case that the outcome is predetermined – hence the ‘at risk’ proposal. The council is looking to deliver a new facility as soon as practically possible, due to pressures at the existing establishment. However, it should be noted that should the outcome of the statutory education consultation conclude that the proposal should not be progressed, the work on the intelligent brief would cease. 1.4 Alignment with the Community Growth Area proposal; 1.4.1 It has been evident for many years that a new build primary school is required to mitigate the impact of new housing on the school estate. The issue to date has been the lack of available land on which to build a new Community Hub. Due to the constraints of the existing site, it would not be possible to create a school of sufficient size to serve the needs of the growing school population. Unfortunately, the council did not own sufficient land in this area, and it has taken years of complex negotiations with landowners to acquire a site suitable to build a new Community Hub. The proposed new location has been determined as the council now owns this land. 1.5 Growth in the wider Northern Corridor area; 1.5.1 Whilst there is extensive growth in Gartcosh, there has also been growth in other areas of the Northern Corridor over the years, including in Stepps, Chryston, and Moodiesburn. This increased population places demand on other sectors within education, in addition to primary provision. 1.5.2 A new build primary school is near completion, and an extension to the high school is expected to follow. However, to serve the needs of both the Additional Support Needs (ASN) community, and the early years community, it is proposed that spaces are included in the Gartcosh Community Hub for both these sectors. Whilst this does not form the need for a statutory education consultation, which is needed solely due to the proposal to relocate the existing Gartcosh Primary School, it will form part of the consultation with the Page 304 of 484
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school and wider community as part of the discussion in relation to the Community Hub proposals. 1.5.3 Relocation of Existing Establishments within Alternative/Higher Quality Facilities 1.5.4 In line with the policy established in the Plan for North Lanarkshire to ensure that young people are catered for within high-quality facilities, it is also proposed that consultation takes place to strengthen the provision experienced by pupils in Gartcosh Primary School. Each of these propositions is outlined in what follows 2. Report Consultation Process 2.1.1 The statutory consultation for Gartcosh Primary School opened on Wednesday 2 March 2023 with the closing date of Wednesday 3 May 2023. Formal public consultations were held Wednesday 8 March 2023. A follow-up ‘drop in’ session took place on Wednesday 26 April 2023 where all affected stakeholders were invited (staff, parents and pupils). These meetings were publicised extensively through various media platforms including the NLC webpage and SMS messages. Messages sent included a link directly to NLC consultation webpage to encourage all stakeholders to participate in the process. 2.1.2 Key themes across the consultations are noted below: • School location • Traffic and parking concerns • Safe walking routes • Community facilities Educational Benefits 2.2 In the report presented to the Education, Children and Families Committee on 28 February 2023, the Service reported on a number of anticipated and clear educational benefits to the proposals. In respect of the new Gartcosh Primary School, the Service believes the benefits to be as follows: • Improved access to higher quality facilities • Improved access to a greater variety of different educational experience • Access to outdoor learning experiences • Strengthened practice in pedagogy and learning and teaching • Increased opportunities for professional learning and sharing good practice 2.2.1 Experience in new school buildings has demonstrated that a new and flexible learning environment inspires staff and pupils and has a positive impact on general health and wellbeing of stakeholders. 2.2.2 Improved high quality facilities for learners will be designated in such a way as to allow a range of teaching styles and approaches, including active learning, interdisciplinary and outdoor learning. 2.2.3 The curriculum will provide the opportunity for learners to achieve across all curricular areas and to develop skills, attributes and capabilities aligned with the design principles of Curriculum for Excellence: challenge and enjoyment, breadth, progression, depth, personalisation and choice, coherence and relevance. Page 305 of 484
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2.2.4 Children and young people will be provided with a broad range of opportunities for personal achievement and interdisciplinary learning across all curricular areas by building on best practice in curriculum design in North Lanarkshire Schools. 2.2.5 The provision of high-quality technology for learning will provide the potential to transform ways of learning and teaching by giving young people and staff flexible and embedded access to a fully digital learning environment. 2.2.6 The shared flexible learning and teaching spaces in the new joint campus school will enable staff to work together in a collaborative manner and provide more opportunities for co-operative working between pupils. 2.2.7 The new school will be fully accessible to disabled learners as required by the Equality Act (2010). This will be ensured through the delivery of the Council’s: • Equality outcomes • Promoting Inclusive Design Protocol and • Partnership with North Lanarkshire Disability Access Panel. 2.2.8 The new school will be designed in such a way as to promote accessible, inclusive learning which will meet the needs of all learners including those with Additional Support Needs. 2.2.9 The new school will build on current, and facilitate new, opportunities for effective integrated working with other services and partner agencies and will provide necessary support to children and families in the new school catchment area. 2.2.10 The new school’s design, construction and operation will be environmentally and energy efficient; contributing directly to delivering the year-on-year reductions in greenhouse gas emissions introduced by the Climate Change (Scotland) Act 2009 and provide a rich context for learning for children and young people about sustainability now and in the future. 2.2.11 The inclusion of LCSC and Early years Childcare provision in the new build proposal will provide a fully up-to-date setting for LCSC and Early Years provision in the Gartcosh area. Community Benefits 2.3.1 The current council education estate framework has delivered added value through: • Local employment opportunities • Meaningful learning and engagement between the framework partners and the project schools • Over 70% of the total investment is being procured through local supply chains. 2.3.2 In order to maximise the level of local community benefit regular meetings take place with framework contractors and the council’s Estate Teams. As we move forward at the pre- qualification stage contractors appointed to the framework and their supply chains will be required to actively participate in the achievement of social, environmental and sustainability policy objectives relating to local regeneration, social and economic growth, recruitment and training along with local supply chain initiatives. In addition, sustainability will be a key objective on the construction of the new schools thereby contributing to the Councils target of reducing our carbon footprint. Page 306 of 484
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2.3.3 As well as the educational benefits allocated to the specific school projects there will be wider educational benefits to the North Lanarkshire Community in that, with the significant level of savings required to be made over the next few financial years, the best value argument is that we would be utilising resources more efficiently and effectively. This is in line with 2003 Best Value Legislation and also the demands of the Education Scotland Act 1980. Summary of response from Education Scotland 2.4.1 In reporting on their evaluation of the proposals in June 2023, HM Inspectors agree, overall, that the proposal to build a new Gartcosh Primary School has clear potential education benefits. 2.4.2 The key potential educational benefits recognised by Education Scotland are as described here; • improved access to high quality, flexible learning spaces that will have a positive impact on the general health and wellbeing of children and staff. • a greater range of educational experiences, including outdoor learning, which is limited in and around the current building • increased opportunities for learners to achieve across all areas of Curriculum for Excellence 2.4.3 HM Inspectors also state that the stakeholders they met with are positive about the move to a new school. Education Scotland Recommendations 2.5.1 North Lanarkshire Council should continue to work with parents, staff and local residents to ensure that they are kept informed of and engaged in progress. As per the statutory requirements, the Service has published the full reports for stakeholders to view on the website and provides the full report for members in Appendix 1. Next Steps 2.6 If approved by Committee, the following issues will be progressed as a matter of priority: 2.6.1 Communication - A stakeholder communication plan will be developed, in order to: • Ensure that learning and wider communities know and contribute to the benefits of this proposal as it is implemented. • Provide feedback to officers and engage in meaningful dialogue to encourage participation of staff, parents/carers and pupils in transition arrangements (including risk assessment procedures). 2.6.2 Transitions and young people’s safety - The Service will participate in meaningful dialogue to inform staff, parents/carers and pupils regarding location of the new school and safe walking routes. Page 307 of 484
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Programme of Work 2.7 The Programme of Work that will facilitate these new arrangements was approved by the Strategic Capital Development Group on 20 May 2021 as part of the Community Investment Fund. If approved, the timeline for the Programme of Work will be developed through the Strategic Capital Development Group. 3. Measures of success 3.1 Successful implementation of planned proposals. 3.2 Improved quality of service and provision to effectively meet the needs of children, young people and families. 3.3 Increased number of children and young people remaining within their local community. 3.4 Improved life-chances of children and young people. 3.5 Successful transition arrangements planned and enacted. 4. Supporting documentation 4.1 Appendix 1 – Final Outcome Report Gerard McLaughlin Chief Officer (Education - North) Page 308 of 484
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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? An equality impact assessment has been completed and will underpin planning for these proposals. The LCSC will accommodate young people who are a protected group due to disability. If Yes, has an assessment been carried out and published on the council’s website? Yes ☒ No ☒ 5.2 Financial impact Does the report contain any financial impacts? Yes ☒ No ☐ If Yes, have all relevant financial impacts been discussed and agreed with Finance? Yes ☒ No ☐ If Yes, please provide a brief summary of the impact? Gartcosh Community Hub has been allocated funding from the current five year capital programme as part of the funding allocated to the Town and Community Hub programme of work". As such, the relevant financial approvals are in place to take this project forward, subject to statutory education approval 5.3 HR policy impact Does the report contain any HR policy or procedure impacts? Yes ☒ No ☐ If Yes, have all relevant HR impacts been discussed and agreed with People Resources? Yes ☒ No ☐ If Yes, please provide a brief summary of the impact? Affected staff will be managed in accordance with the appropriate Workforce Change Policies and in with the signatory Trade Unions. Considerations would include compulsory transfer, premature/early retirement. Redundancy and redeployment. The Service would be required to follow the requirements for consulting as set out in the Schools (Consultation)(Scotland) Act 2010. Further stakeholders, community and parental consultation would be required in the vent that the service proceeds with any of the recommendations. 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 been discussed and agreed with Legal and Democratic? Yes ☒ No ☐ If Yes, please provide a brief summary of the impact? All statutory duties will be complied with and advice sought, where appropriate, from Legal Services Page 309 of 484
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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? The carbon footprint will reduce if the numbers of establishments operating was reduced and pupils were catered for in our newer and more energy efficient campuses. 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? Communications will be managed by the Service. 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? All capital works are managed through the council’s capital governance model. Reporting into SCDG and Committee where required. 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 310 of 484
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5.11 Children’s rights and wellbeing impact Does the report contain any information regarding any council activity, service delivery, policy, or plan that has an impact on children and young people up to the age of 18, or on a specific group of these? Yes ☒ No ☐ If Yes, please provide a brief summary of the impact and the provision that has been made to ensure there has been appropriate consideration of the relevant Articles from the United Nations Convention on the Rights of the Child (UNCRC). The right to an education is embedded in statute and the council applies these rights without discrimination (Article 2) • the best interests of the child is a primary consideration (Article 3) • the child’s wellbeing under GIRFEC is a consistent framework and shared language that promotes supports and safeguards the wellbeing of our children and young people (Article 6) • the council’s priorities have been shaped by listening to children and young people and their families and pupil views were gathered and taken into account as part of the statutory consultation (Article 12) If Yes, has a Children’s Rights and Wellbeing Impact Assessment (CRWIA) been carried out? Yes ☒ No ☐ Page 311 of 484
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Appendix 1 – Final Outcome Report North Lanarkshire Council Statutory Consultation – Final Outcome Report Proposal to build a new Gartcosh Primary School and to incorporate a Language & Communication Support Centre (LCSC) and Early Learning and Childcare (ELC) provision EDUCATION, CHILDREN AND FAMILIES Published August 2023 Page 312 of 484
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This document has been issued by North Lanarkshire Council in accordance with the terms of the Schools (Consultation) (Scotland) Act 2010 and amendments contained in the Children and Young People (Scotland) Act 2014 This report is available for inspection at: (a) www.northlanarkshire.gov.uk/consultation (b) Education and Families Headquarters, Civic Centre, Motherwell, ML1 1AB (c) Gartcosh Primary School This report has been prepared having regard (in particular) to: (a) relevant written representation received by the council (from any persons) during the consultation period; (b) oral representations made to the council (by any person) at an online public meeting; and (c) Report by Education Scotland prepared by His Majesty’s Inspectors of Education Page 313 of 484
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1. BACKGROUND 1.1 Gartcosh Primary School is a non-denominational primary school which was built in 1913 and is located in Lochend Road, Gartcosh. Seven miles east of Glasgow City Centre and seven miles west of Cumbernauld. The present school building was opened in 1913; it is a traditional two storey stone construction with pitched and slated roof. Within the building there are seven classrooms off the central hall. The administration block is situated upstairs, and the school dinner hall is outside in the playground in what was the original school building (dated 1875). There is also a modular until within the school grounds which has temporary accommodation for two classrooms. The school capacity of the school is 188 with the current roll of 250, which includes 62 spaces created through the temporary two class modular unit. It is recommended that the proposed new building includes the existing Gartcosh Primary School, a new Language & Communication Support Centre (LCSC) and Early Learning & Childcare provision. The current site has no associated LCSC or nursery class within the current campus. 1.2 The key reasons for the proposal, as set out in the Committee paper, were; • The council is progressing its Town and Community Hub programme and this consultation proposal for Gartcosh Primary follows from the Committee Report on Schools and Centres 21 Phase 3 Investment approved at Education Committee on 1st March 2017 • The pupils currently at Gartcosh Primary School will benefit educationally by attending a new build school which can offer a wider range of educational opportunities. • Strategic fit with the priorities of the Plan for North Lanarkshire; • Alignment with the Community Growth Area proposal; • Growth in the wider Northern Corridor area • Relocation of Existing Establishments within Alternative/Higher Quality Facilities 1.3 Appendix (i) of this report contains the consultation report as issued. 2. THE CONSULTATION PROCESS 2.1 Consultation Framework 2.1.1 The consultation process was carried out in accordance with the terms of the Schools (Consultation) (Scotland) Act 2010 and the amendments contained in the Children and Young People (Scotland) Act 2014. It is within this statutory framework that Education and Families, has engaged in a consultation exercise with all relevant consultees. The consultation document developed for consideration included information on:- • the proposal; • the consultation process; • the arrangements for public meetings; • relevant school data; • the educational benefits of the proposal; • community benefits statement; • equality impact assessment; and • consultation timeline. 2.1.2 Consultation packs were made available on-line and paper copies on request to all relevant consultees. 2.1.3 The Head Teacher of Gartcosh Primary School was notified of the consultation. Page 314 of 484
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2.1.4 The consultation period commenced on Wednesday 2 March 2023 and consulted on Wednesday 3 May 2023, a total of 55 days, which included 30 school days. 2.1.5 Details of the consultation process were made available on a dedicated area of the North Lanarkshire Council website at www.northlanrkshire.gov.uk/consultation 2.1.6 A face-to-face staff meeting was held on Wednesday 8 March 2023 from 3.30pm until 4.30pm at Gartcosh Primary School. 2.1.7 A face-to-face public meeting was held on Wednesday 8 March 2023 from 7.00pm until 9.00pm at Gartcosh Primary School. 2.1.8 A follow up drop-in session was held for all stakeholders on Wednesday 26 April 2023 from 3.30pm until 5.00pm at Gartcosh Primary School. Responses to the proposal could be made electronically to gartcoshconsultation@northlan.gov.uk, or in writing posted to the council. 2.2 Relevant Consultees Consultees were identified according to Schedule 2 of the Schools (Consultation)(Scotland)Act 2010. The relevant consultees included:- • Parent Council of Gartcosh Primary School • Parents/Carers and pupils of Gartcosh Primary School • Staff of Gartcosh Primary School • Any body or organisation which has been established by North Lanarkshire Council, whether formally or informally, for the purpose of assisting it in carrying out its functions under Part 2 of the Local Government Act 2003; • Education Scotland • Elected members • Trade Unions • Community Councils 3. RESPONSES TO THE CONSULTATION 3.1 Overview of Level of Response to the Consultation During the consultation period the numbers of consultee who engaged in the process were as follows:- • Staff meeting held on Wednesday 8 March 2023 – 13 attendees. • Public meeting held on Wednesday 8 March 2023 – approx. 50 attendees. There was representation from Education Scotland. • Follow up drop in session held on Wednesday 26 April 2023 – no attendees. • The total number of individual consultee email responses received was 3. The matters raised by stakeholders are summarised in Appendix (iv) of this report and form the basis for the areas listed below. Copies of the full consultation responses and notes from the on-line meetings can be found at www.northlanarkshire.gov.uk/consultation 3.2 Consultation and Channels and views expressed Following the public meeting and drop in session the council produced a Frequently Asked Questions (FAQs) document that was published on-line. There were 3 email responses in total to the proposal. Page 315 of 484
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A pupils committee for each stage was identified to engage and discuss their ideas on the proposed new building. The total number of individual consultee responses received was 3. Further analysis of opinion is included at Appendix (iii) through the FAQs. 4. SUMMARY OF ISSUES RAISED BY STAKEHOLDERS AND EDUCATION & FAMILIES RESPONSE The issues raised by participants in the consultation have been grouped and considered by Education and Families, with input from other Council officers with appropriate specialisms, under the following headings with the response from the service added in each case:- • School location • Traffic and parking concerns • Community facilities 4.1 School location Stakeholders asked if there was potential for the catchment area to change and further clarification on the location chosen for proposed new school build and whether it would be best to hold out for a different location. Response Any change in location would result in a change to the catchment area and the proposal is modelled on the existing catchment. The site is the best central location which is a very inspiring space which will allow for a creative design. The Service and design team will make best use of every space available. 4.2 Traffic and parking concerns Stakeholders raised concerns about the surrounding roads and traffic issues as well as safe routes for pupils and families to walk. Response The Contracts & Provisions Service within Education, Children & Families will oversee the process that will assess the walking routes to ensure they are acceptable any assessment is evaluated under consideration that pupils would be accompanied to school by an adult. Education, Planning and Roads services will be involved in assessing the road and prking requirements for the school site at all entrances. 4.3 Community Facilities Queries were raised about community facilities that will be available and if current community facilities will be retained. Response When the current community centre is decanted to the new building, the old building will become part of the council’s surplus assets. The operating model and aspiration for all NLC Community Hubs is that they are open from dawn till dusk for the wider community. 5. SUMMARY OF EDUCATION SCOTLAND REPORT AND RESPONSE OFFERED BY THE SERVICE The full report provided by Education Scotland is attached in Appendix (ii). Please see this report for full commentary. The main points are as follows:- • HM Inspectors agree with the council’s proposal to build a new primary school in Gartcosh. Page 316 of 484
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• The school roll is predicted to rise further in the coming years due to house building and the existing building may not meet the demand. • HM Inspectors also welcome the inclusion of an early learning and childcare provision which has potential to help facilitate the transition from nursery to primary school. • Should the proposal go ahead, North Lanarkshire Council should continue to work with parents, staff and local residents to ensure that they are kept informed of and engaged in progress. In response to the observations of Education Scotland, Education, Children & Families agree that these findings are consistent with those of the Service. North Lanarkshire Council has a strong track record in engaging with all stakeholders in the aspects of school design, management, and operation. The Service will continue to engagement with all stakeholders both formally (statutory planning process) and informally (through the school’s management and parent councils) with regard to the proposals as they proceed, should this proposal be implemented. 6. ALLEGED OMISSIONS OR INACCURACIES It was noticed by the Service that the indicative timeline within the Proposal to Consult Committee Paper dated 28 February 2023 did not take account of the teacher strike days that were announced during the consultation period. The indicative timeline was updated, and this change reported to Education Scotland and uploaded to the council’s website. 7. EQUALITY CONSIDERATIONS Assessments have been carried out in accordance with the following statutory duties: Public Sector Equality Duty Fairer Scotland Duty Armed Forces Covenant Duty Childrens’ Rights and Wellbeing Act The assessments concluded that the main groups impacted are:- • Pupils of Gartcosh Primary School • Parents/carers of those pupils; • Staff who work at Gartcosh Primary School The assessment summary is attached at Appendix (iv). 8. NEXT STEPS Following the publication of this Report, time is allowed for further considerations. A three-week period will lapse before North Lanarkshire Council takes a final decision on whether to implement a final proposal. The report on this consultation is due to be considered by North Lanarkshire Council’s, Education, Children & Families Committee on Tuesday 12 September 2023. If approved, an implementation group consisting of members of the senior management from Gartcosh Primary School, along with parent council and pupils, will be established to ensure continued engagement of all stakeholders throughout the relocation. Page 317 of 484
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Appendix (i) – Statutory Proposal to Consult Statutory Consultation Proposed relocation of Gartcosh Primary School to a new site incorporating a Language and Communication Support Centre and Early Learning and Childcare provision EDUCATION, CHILDREN AND FAMILIES Page 318 of 484
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NORTH LANARKSHIRE COUNCIL: EDUCATION, CHILDREN AND FAMILIES Proposal to build a new Gartcosh Primary School and to incorporate a Language & Communication Support Centre (LCSC) and Early Learning and Childcare (ELC) provision. 1. INTRODUCTION Gartcosh Primary School is a non-denominational primary school which was built in 1913 and is located in Lochend Road, Gartcosh. Seven miles east of Glasgow City Centre and seven miles west of Cumbernauld. The present school building was opened in 1913; it is a traditional two storey stone construction with pitched and slated roof. Within the building there are seven classrooms off the central hall. The administration block is situated upstairs, and the school dinner hall is outside in the playground in what was the original school building (dated 1875). There is also a modular until within the school grounds which has temporary accommodation for two classrooms. The school capacity of the school is 188 with the current roll of 250, which includes 62 spaces created through the temporary two class modular unit. It is recommended that the proposed new building includes the existing Gartcosh Primary School, a new LCSC and Early Learning & Childcare provision. The current site has no associated LCSC or nursery class within the current campus. 2. CONSULTATION REQUIREMENTS In terms of the Schools (Consultation) (Scotland) Act 2010, the Education Authority is required to publish details of, and consult on any proposal to establish a new school and on any proposal to establish, terminate or otherwise alter the catchment area of a school. 2.1 North Lanarkshire Council will not make any decision, or put any changes into effect, until the consultation period has been concluded in line with statutory requirements. 2.2 The consultation period will be a minimum of 60 days, which include 30 school days. It begins on Wednesday 1 March 2023 and finishes on Wednesday 3 May 2023. 2.3 The consultation will involve pupils, parent/carers, Parent Councils and staff of the schools involved, as well as other associated stakeholder and statutory consultees. 2.4 A public meeting will be held on week beginning 6th March 2023. 2.5 Council officers will be present at the public meeting to discuss the proposal. There will be limited time at the meeting to discuss all issues fully. To ensure that all issues are covered and that those who may be uncomfortable with speaking publicly are heard, advance notice of specific questions or issues to be raised will be accepted in writing up to two days in advance of the meeting – see contact details at 2.9. 2.6 At the end of the consultation process, a report will be prepared for North Lanarkshire Council detailing all responses received, summaries of their content and a statement from Education Scotland on the educational aspects of the proposal. Responses to the issues raised through the consultation will also be incorporated in the report. Copies of the report will be available, prior to consideration by the council, in the affected Page 319 of 484
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schools and online. It is envisaged that the report will be published on 29 June 2023. 2.7 An online version of the document and other items related to the consultation can be found online at www.northlanarkshire.gov.uk/gartcosh-consultation 2.8 Further information on the proposal can be obtained by sending an email to gartcoshconsultation@northlan.gov.uk 2.9 All interested parties are invited to submit their comments on or before 27 April 2023. 3. PROPOSAL 3.1 The proposal in this document is to build a new facility incorporating a new build Gartcosh Primary School in addition to a Language & Communication Support Centre (LCSC) and an Early Learning and Childcare (ELC) provision within the existing catchment area. There are two main reasons for this proposal: • The pupils currently at Gartcosh Primary School and the new LCSC and new Nursery Class will benefit educationally by attending new build schools which can offer a wider range of educational opportunities (see Educational and Community Benefits sections below). • The current Gartcosh Primary School needs replacement due to the levels of housebuilding in the area. The new school will be fully accessible and equipped with modern technology to ensure the best learning opportunities are afforded to every child. 3.2 It is proposed that the school will be sited on an area of land between on the current open space and football pitch located between Woodneuk Avenue and Johnstone Road. 3.3 If, following this statutory consultation, the Council proceeds with the proposed school, then the statutory planning process will be followed as required until completion of the new school. Prior to that, Gartcosh Primary will continue to operate on its current site. 4. EDUCATION BENEFITS STATEMENT 4.1 Through the planned proposals it is expected that several education benefits will be achieved on behalf of children and young people including: • Improved access to high quality facilities • Improved access to a greater variety of different education experience • Access to outdoor learning experiences • Strengthened practice in pedagogy and learning and teaching • Increased opportunities for professional learning and sharing good practice 4.2 Experience in new school buildings has demonstrated that a new and flexible learning environment inspires staff and pupils and has a positive impact on the general health and wellbeing of stakeholders. Improved high quality facilities for learning will be designated in such a way as to allow a range of teaching styles and approaches, including active learning, interdisciplinary learning and outdoor learning. The curriculum will provide the opportunity for learners to achieve across all curricular areas and to develop skills, attributes and capabilities aligned with the design principles of Curriculum for Excellence: challenge and enjoyment, breadth, progression, depth, personalisation and choice, coherence and relevance. Page 320 of 484
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4.3 Children and young people will be provided with a broad range of opportunities for personal achievement and interdisciplinary learning across all curricular areas by building on best practice in curriculum design in North Lanarkshire Schools. 4.4 The provision of high-quality technology for learning will provide the potential to transform ways of learning and teaching by giving young people and staff flexible and embedded access to a fully digital learning environment. 4.5 The shared flexible learning and teaching spaces in the new joint campus school will enable staff to work together in a collaborative manner and provide more opportunities for co-operative working between pupils. The new school will be fully accessible to disabled learners as required by the Equality Act (2010). This will be ensured through the delivery of the Council’s:- • Equality outcomes • Promoting Inclusive Design Protocol and • Partnership with North Lanarkshire Disability Access Panel. 4.6 The new school will be designed in such a way as to promote accessible, inclusive learning which will meet the needs of all learners including those with Additional Support Needs. 4.7 The new school will build on current, and facilitate new, opportunities for effective integrated working with other services and partner agencies and will provide necessary support to children and families in the new school catchment area. 4.8 The new school’s design, construction and operation will be environmentally and energy efficient; contributing directly to delivering the year-on-year reductions in greenhouse gas emissions introduced by the Climate Change (Scotland) Act 2009 and provide a rich context for learning for children and young people about sustainability now and in the future. 4.9 The inclusion of LCSC and Early years and Childcare provision in the new build proposal will provide a fully up-to-date setting for LCSC and Early Years provision in the Gartcosh area. 5. COMMUNITY IMPACT 5.1 The current council education estate framework has delivered added value through: ▪ Several apprenticeships have been created on the construction of the new schools. ▪ Local employment opportunities. ▪ Meaningful learning and engagement between the framework partners and the project schools. ▪ Over 70% of the total investment is being procured through local supply chains. Page 321 of 484
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5.2 In order to maximise the level of local community benefit regular meetings take place with framework contractors and the council’s Estate Teams. As we move forward at the pre-qualification stage contractors appointed to the framework and their supply chains will be required to actively participate in the achievement of social, environmental and sustainability policy objectives relating to local regeneration, social and economic growth, recruitment and training along with local supply chain initiatives. In addition, sustainability will be a key objective on the construction of the new schools thereby contributing to the Councils target of reducing our carbon footprint. 5.3 As well as the educational benefits allocated to the specific school projects there will be wider educational benefits to the North Lanarkshire Community in that, with the significant level of savings required to be made over the next few financial years, the best value argument is that we would be utilising resources more efficiently and effectively. This is in line with 2003 Best Value Legislation and also the demands of the Education Scotland Act 1980. 6. IMPLICATIONS OF THE PROPOSALS 6.1 Rolls and Capacities The projected rolls exclude placing requests but include house building estimates. Table 3: Projected rolls and capacities for Gartcosh Primary School 2023 - 2028 School Capacity Roll 2023 Roll 2024 Roll 2025 Roll % Roll % Roll % Permanent 188 235 125 308 164 351 187 Temporary 62 The projected rolls exclude placing requests but include house building estimates. 6.2 Transport to School Council Policy currently provides free transport to those pupils living more than one mile from their zoned Primary School or where an appropriate walking route is not available. Education & Families will arrange for an assessment of the walking routes to the site of a new school and appropriate road crossing patrols will be established if considered necessary. 6.3 Staffing The proposal should not have significant implications for staffing, either teaching or non- teaching. Any matter which arises will be dealt with within the terms of local and national agreements. 6.4 Secondary Education The current zoning arrangement for secondary education is that pupils attending Gartcosh Primary School attend Chryston High School. No change to the primary to secondary transfer arrangements will be required as a result of this proposal. Parents who wish their children to attend an alternative secondary school will require to submit a placing request for their preferred school. Page 322 of 484
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6.5 Class Sizes Class structures are decided by the head teacher in accordance with authority guidelines and take account of a range of factors, including teacher deployment, school policies, the available accommodation and pupil numbers at each stage. 6.6 Future use of the existing school buildings Education & Families will declare the existing school buildings surplus to its requirements should the proposal be approved. Thereafter, the council's Property Services will make recommendations on its future use or disposal in line with council policy. 6.7 Financial implications Based on previous experience of new build projects within North Lanarkshire, it is anticipated this proposal will have a limited impact on school revenue budgets. 6.8 Placing Requests It is anticipated that there will be no impact on pupils attending either school on a placing request. The following options exist for pupils in this position. Firstly, they can transfer to the new school. Secondly, they can enrol in their designated catchment area school or thirdly, submit a placing request to another School. The parents of these pupils will be given the opportunity to discuss their preference with Education & Families staff. Parents remain responsible for transport costs where an existing placing request to the new build school is continued. 7. EQUALITY IMPACT ASSESSMENT 7.1 An Equality Impact Assessment has been completed and will underpin planning for these proposals, since a number of the young people involved are considered as being from a protected group, due to disability. 8. INACCURACIES OR OMISSIONS 8.1 There is a statutory requirement for the Council to consider any allegation of an inaccuracy or omission in the proposal paper and determine whether the allegation has foundation. Where inaccuracies or omissions are notified to, or discovered by, the Council within this proposal document, the Council will determine if relevant information has, in its opinion been omitted or whether there is in fact an inaccuracy. Notifiers of any omissions or inaccuracies will be informed of the Council’s decision and the reasons for that decision. Notifiers will also be informed of any action. The Council will invite the notifiers to make further representations to the Council should they disagree with the Council’s determination or its decision as to whether to take action. 8.2 If the Council has found, either itself or through a concern being raised, that there is an inaccuracy or omission in the proposal paper, it must decide whether this relates to a material consideration relevant to the proposal. Where the confirmed inaccuracy or omission relates to a material consideration, there is a duty on the Council to correct it. 8.3 Appropriate action will then be taken by the Council depending on whether the inaccuracy or omission relates to a material consideration. Page 323 of 484
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Such action may include withdrawing the proposal and issuing a revised proposal paper for the whole consultation period, or issuing a corrected proposal paper with, if, an extension of the consultation period. In any of these eventualities, all relevant consultees (and, where applicable, the notifier(s) of any omissions or inaccuracies) and HMIE (Education Scotland) will be advised of the action. Where inaccuracies or omissions are discovered within the proposal document, the Council will determine whether relevant information has been omitted or if there has been an inaccuracy. action will then be taken by the Council, which may include issuing corrections, issuing a corrected proposal document, or an extension of the consultation period. In any of these eventualities, all relevant consultees (and where applicable, the notifiers(s) of any action) will be advised. 8.4 Notifiers of any omissions or inaccuracies will also be given the opportunity to make representations if they disagree with the Council’s determination of any action on the matter, which may result in the Council making a further determination/decision on the matter. 9. THE STATUTORY CONSULTATION PROCESS – ADDITIONAL INFORMATION 9.1 The current requirements for consulting are set out in the Schools (Consultation) (Scotland) Act 2010. This consultation will be carried out in accordance with the Act. 9.2 This consultation has been planned in order to meet the statutory requirements. 9.3 The consultation document sets out the details of the proposal. • The proposal paper details the educational benefits of the proposal and other relevant information. • The proposal paper will be published and widely advertised. • North Lanarkshire Council will seek to determine whether there are inaccuracies or omissions within the proposal paper and take such action as it considers necessary. • The consultation period will be a period of at least 6 weeks including at least 30 school days. 9.4 Prior to the commencement of the consultation period, the authority will give notice of the proposal to the relevant consultees. The relevant consultees are defined in the Schools (Consultation) (Scotland) Act 2010, and are as follows: (a) The parent council or combined parent council of any affected school (b) The parents of the pupils at any affected school (c) The parents of any children expected by the education authority to attend the affected school within two years of the date of publication of the proposed paper (d) The pupils at any affected school (in so far as the education authority considers them to be of suitable age and maturity) (e) The staff (teaching and other) at any of the affected school(s) (f) Any trade union which appears to the education authority to be representative of the persons mentioned above (g) The community council (if any) Page 324 of 484
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(h) The community planning partnership (within the meaning of section 4(5) of the Community Empowerments (Scotland) Act 2015 for the area of the local authority in which any affected school is situated (i) Any other community planning partnership that the education authority considers relevant (j) Any other education authority that the education authority considers relevant (k) Any other users of any affected school that the education authority considers relevant. 9.5 During the consultation period, the authority will hold and be represented at public meetings on the relevant proposal. 9.6 The council will involve Education Scotland in the consultation process. This will culminate in Education Scotland preparing and submitting an independent report on the educational aspects of the proposal. 9.7 Following the consultation period, the council will prepare and publish a consultation report. The report will be published at least three weeks before a final decision is taken on the proposal. 9.8 The consultation timeline provides further information on the timescales for various staged in the statutory process. Please click on the link below to share your views on the proposal (Ctrl + Click to follow link) https://www.northlanarkshire.gov.uk/gartcoshconsultation Page 325 of 484
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Appendix 1 Indicative Timeline for Reconfiguring Intensive ASN Systems and Services Stages Timeline Date 1. Committee Date Tuesday 28 February 2023 2. Consultation Starts Phase 1 Minimum of 6 weeks To include 30 calendar days Wednesday 1 March 2023 3. Public Meeting Mid way through consultation Wednesday 8 March 2023 4. Consultation Ends 30 Days Wednesday 3 May 2023 5. Report to Education Scotland Phase2 3 weeks Thursday 25 May 2023 6. Education Scotland produce report 3 weeks Tuesday 20 June 2023 7. Consultation report published Phase 3 No specified timescale 8. Time for further consideration 3 weeks from publication date This 3 weeks will be calculated once publication date known 9. Final Committee Decision September 2023 10. Implement proposal if approved by Committee 3 weeks Page 326 of 484
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Appendix (ii) Education Scotland Report Schools (Consultation) (Scotland) Act 2010 Report by Education Scotland addressing educational aspects of the proposal by North Lanarkshire Council to build a new Gartcosh Primary School and to incorporate a Language and Communication Support Centre and Early Learning and Childcare provision. June 2023 Page 327 of 484
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1. Introduction 1.1 This report from Education Scotland has been prepared by His Majesty’s Inspectors of Education (HM Inspectors) in accordance with the terms of the Schools (Consultation) (Scotland) Act 2010 (“the 2010 Act”). The purpose of the report is to provide an independent and impartial consideration of North Lanarkshire Council’s proposal to build a new Gartcosh Primary School and to incorporate a Language and Communication Support Centre and Early Learning and Childcare Centre. Section 2 of the report sets out brief details of the consultation process. Section 3 of the report sets out HM Inspectors’ consideration of the educational aspects of the proposal, including significant views expressed by consultees. Section 4 summarises HM Inspectors’ overall view of the proposal. Upon receipt of this report, the Act requires the council to consider it and then prepare its final consultation report. The council’s final consultation report should include this report and must contain an explanation of how, in finalising the proposal, it has reviewed the initial proposal, including a summary of points raised during the consultation process and the council’s response to them. The council has to publish its final consultation report three weeks before it takes its final decision. 1.2 HM Inspectors considered: • the likely effects of the proposal for children of the school; any other users; children likely to become pupils within two years of the date of publication of the proposal paper; • any other likely effects of the proposal; • how the council intends to minimise or avoid any adverse effects that may arise from the proposal; and • the educational benefits the council believes will result from implementation of the proposal, and the council’s reasons for coming to these beliefs. 1.3 In preparing this report, HM Inspectors undertook the following activities: • attendance at the public meeting held on 8 March 2023 in connection with the council’s proposals; • consideration of all relevant documentation provided by the council in relation to the proposal, specifically the educational benefits statement and related consultation documents, written and oral submissions from parents and others; and • visit to the site of Gartcosh Primary School including discussion with relevant consultees. 2. Consultation process 2.1 North Lanarkshire Council undertook the consultation on its proposal(s) with reference to the Schools (Consultation) (Scotland) Act 2010. 2.2 The consultation ran between 1 March and 27 April 2023. A public meeting was held in Gartcosh Primary School on 8 March 2023 and attended by approximately 50 local people and a few staff from North Lanarkshire Council. Members of the public were encouraged to respond to the consultation by email to the address given on the council website. Six written responses were received by North Lanarkshire Council during the consultation period. All those who responded to the consultation are in favour of the proposal. However, a few local parents and residents had questions about the design of the building, future use of the current school building and vehicle access to the new school. Page 328 of 484
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3. Educational aspects of proposal 3.1 The council outlines the educational benefits of the new school, including improved access to high quality, flexible learning spaces that will have a positive impact on the general health and wellbeing of children and staff. They anticipate that this will lead to a greater range of educational experiences, including outdoor learning, which is limited in and around the current building. They state that this should provide increased opportunities for learners to achieve across all areas of Curriculum for Excellence. HM Inspectors agree that the new school will potentially provide a rich learning environment for those children currently attending Gartcosh Primary School and those attending in future. The current school building is over 100 years old and is no longer fit for purpose. The rising school roll presents a challenge for North Lanarkshire Council. It is increasingly difficult to deliver the curriculum for 240 children in a building designed for 188. As a result of extensive housebuilding, the school roll is predicted to rise further in the next few years. 3.2 All stakeholders are positive about the new school. Children who met with HM Inspectors are excited about being in a new building. They feel that more space will allow them to participate in a wider range of learning experiences such as drama and music. They like the idea of an early learning and childcare provision, allowing children to experience a smoother transition into primary school. Those staff who met with HM Inspectors agree that a new building will potentially provide a better learning environment for children. They recognise that the existing building can limit the delivery of some areas of the curriculum such as physical education (PE) and information and communications technology. They are frustrated about the lack of storage space in the current building and the poor toilet facilities. Staff feel that a dedicated space for the school library would be beneficial in supporting learning. 3.3 Parents who met with HM Inspectors feel that the provision of a new school is long overdue. They indicated that the current school is overcrowded but that the staff do their best in difficult circumstances. More suitable spaces for PE and larger classrooms are also welcomed by parents. The Parent Council is also supportive of the proposal. However, a few parents that attended the public meeting and responded to the consultation in writing have questions about the location of the new school and safe walking routes to school. 4. Summary HM Inspectors agree with the councils’ proposal to build a new primary school in Gartcosh. The school roll is predicted to rise further in the coming years due to house building and the existing building may not meet the demand. HM Inspectors also welcome the inclusion of an early learning and childcare provision which has potential to help facilitate the transition from nursery to primary school. Should the proposal go ahead, North Lanarkshire Council should continue to work with parents, staff and local residents to ensure that they are kept informed of and engaged in progress. HM Inspectors June 2023 Page 329 of 484
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Appendix (iii) – Public and Staff Consultations Notes and FAQs Public Meeting held Wednesday 8 March 2023 in Gartcosh Primary School Notes/Frequently Asked Questions (FAQs) Q Question A Answer S Statement MD opened by meeting outlining and explaining the purpose of the statutory consultation, including the process and timeline. MD introduced the officers present: G McLaughlin, Chief Officer (Education – North) M Dolan, Education & Families Manager C MacDonald, Principal Officer (Contracts & Provisions) M O’Halloran, Education & Families Manager M McGorry, Education Project Manager L Macpherson, Education Project Coordinator D Lees, Education Project Administration Assistant C McCabe, Hub Strategy Manager MD introduced GMcL to present the educational benefits of the proposal. GMcL presented the educational benefits to relocating the current Gartcosh Primary School to the new site at Woodneuk Avenue/Johnston Road. GMcL emphasised that an essential element of the consultation is gathering the views of stakeholders including parents/carers and pupils. CMcC explained the historical position in respect of the previous consultation and why the council was now conducting a new consultation on a new site. To indicate the urgency the council is giving to resolving the current school capacity issues, it is prepared to work at risk by appointing a design team as soon as possible whilst awaiting the decision on the proposal. Should the proposal not be approved the council has a contingency for the land purchased. However, CMcC stressed that the Education Authority hoped that stakeholders would support the new proposal and for it to be approved. MD opened the floor to questions: Q How long will the new school be fit for purpose? A The asset time attributed to school builds is currently 60 years. However there are three key measurables when assessing a school’s state : The condition of the building (60 years); utilisation (space used) and suitability (how suitable the school is in relation to learners, staff, and other users). Therefore, the 60 years relates to condition only. The other two variables cannot be quantified in this way – as an example it was stated that the meeting was being held in a school that was deemed ‘suitable’ in 2013 but does not meet the highest level of ‘suitability’ in 2023. CMcC provided information on how the school roll is projected in respect of the pupil product rate, using historical data on migration, etc and that the council builds for the forecasted peak number of pupils. Page 331 of 484
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Q On what basis could this proposal be refused? A Officers put forward the proposal to Elected Members and they make the decision. A report is put to Committee that includes your views, other stakeholder views such as Education Scotland and the Elected Members make the decision. Q Will it be the case that the lowest bidder gets the contract, and that quality is not a factor? A No, this is not the case. There is a cost: quality ratio in the tender. The council only uses Tier 1 contractors and ‘award winning’ Architects. We want to build the best facility that we can. The budget allocated to this project is comparable to any other in North Lanarkshire. The HT, staff and Parent Council Chair will be invited to visit some of the new facilities to see the quality of builds. Q Will there be a change to the catchment? A No, this is not within the scope of this consultation. The proposal is modelled on the existing catchment. If a change to the catchment area was to be proposed, this would be subject to a statutory education process. This is not planned. Q Does the 434 roll include the 60 Language, Communication & Speech Centre (LCSC) places and 48 Early Years (EYs) places and are you confident this is sufficient (ie using accurate projections)? Capacity is a key question? S The projections for Stepps, Glenboig and Chryston were inaccurate. A These facilities used an older method of projection calculation. An explanation was given on the new projection criteria and, whilst acknowledging it is not a perfect science, by using the intelligence available at this time, the council has confidence in their figures. Q Will the community centre be retained for community use (eg pensioners’ lunch club). The village is struggling for community facilities such as GP surgery? A Once the new community centre is decanted to the new build, the old community centre becomes surplus. An explanation was provided on the council’s surplus asset process where empty buildings are offered to internal council services before going external (assets & disposals). The NHS is a separate entity to the council and this suggestion would need to be pursued by the community and councillors. S The size of the site at Newmains & St Brigid’s Hub is far greater than that of the new site. I cannot see how the size of school will fit. A It is acknowledged that the site at Newmains is significantly larger than the proposed site for Gartcosh. Newmains therefore was able to be designed with little constraints around site space, this is not normal. The council have evidenced that the primary, LSCC, and EYs facilities will fit on the new site. S Would like to have been able to have discussed the red boundary lines. CMcC explained the situation regarding the entrance and exit strategy for the new school – and a map was put on the screen to show the ‘red line boundary.’ A discussion took place regarding the current situation with the area of land north of the site (Blades Court). Q Do you have plans to acquire the adjacent field? A No – the red line boundary shown is the site that the new campus would occupy. Q Will the council be maintaining the land south of the access road? A This is not known at this time but is out with the scope of this consultation. Page 332 of 484
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Q Do you have a plan B? A We have considered many options over the years, and this is the best proposal and the ‘plan A’ which is being proposed. The ‘plan B’ would be to build two smaller schools and split the catchment area. Q Is this still ‘plan B’? A If new build does not go ahead, then it is a possibility, but we would need to understand why the proposal was not accepted. S Should we be getting better? holding out for better for our children? Do not like the language ‘required’ space. A We would prefer a bigger site however this site is the best central location – it is a very inspiring space that will allow for a creative design. We have a very good design team and although we will meet the necessary metrics that is not our aim. We will make best use of every space available. S We need other community facilities in the area. An explanation was given on the council’s position regarding the confines of the current consultation. The Education Service alongside colleagues from the road safety team will, under the council’s Active Travel criteria, consider the condition of the walking routes from Gartcosh to the new school. Q What about transport, how will the children get there the roads are shocking. A The Contracts & Provisions service within Education will oversee the process that will assess the walking routes to ensure they are acceptable. The standard definition of ‘acceptable,’ under the Active Travel criteria, considers the walking route contingent on the pupil being accompanied by an adult. Q What will happen to the current school building A There is a surplus process that the council follows. The building will be offered to other NLC services, if they are not required, they are then offered out externally (assets & disposals). Q What about the planning permission for the modular units in the current school, when does that expire? A The current planning permission for the modular units (3 1/2 years) will extend beyond the new build completion date. S The school chairperson thanked the team for all their hard work and confirmed that the Parent Council fundamentally support the proposal. Q Clearly the existing building does not work and is bursting at the seams. How will the children be accommodated till the new building has been built? A We are currently investigating temporary solutions to meet the increased capacity needs of the current school until such time as the school relocates (assuming the proposal is accepted). Q What will the safer routes to school look like? The traffic is different at the new school – motorway traffic, how will this be managed? A All acceptable walking routes will be assessed, we do not know yet where the paths and gates will be positioned. It is offered that any assessment is evaluated on the basis that the pupil(s) would be accompanied to school by a responsible adult. Q Will the building be accessible out with school times? Page 333 of 484
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A The operating model and aspiration for all NLC community hubs is that they are open from dawn till dusk and open to the wider community. Q Can Parent Council visit other sites? A The team will arrange for the Parent Council to visit other schools. The nearest will be Chryston PS when finished. It is remarkable what has been done in other hubs and that is what we want for this school for the staff and young people. We will also be looking at the Early Years start and finish times. and consulting with parents on the flexibility of the service Q If it takes 18 months to design and 18 months to build, when will the proposal be approved? A The design process starts now (we are absorbing the risk). However, if approved, we will not have legal approval until after the statutory consultation is complete. The consultation is a 6-week process, within which time representation can be made, and it is expected that the recommendation will be presented to the Education, Children & Families Committee for approval in September 2023. Q What about Gartcosh United, where will they play? A We have reached a unilateral obligation with Gartcosh United to build an 11-a-side pitch with training facilities at the social club. There will be access to other facilities if the pitch is not ready on time (sub-station to move). Q Will the entrance to the north be for cars or on foot? Residents have already petitioned the council for more parking to be provided, as this area is very tight. A There are three separate authorities involved in assessing the requirements for the site and they will all deal with their own area. These authorities are Education, Planning and Roads, any issues in relation to these concerns will be raised and addressed through Planning and Roads services. These services operate independently in this regard. Q Can the wider community use the outdoor space? A We would look at the risk as all schools need to be secured, but if, for example, we had a MUGA, there would be a separate entrance for daytime for the school and for the wider public in the evening. This is how we have designed similar facilities (such as at the new Chryston PS Hub) Q The emphasis on this is young people, what about the older people who do not have nice areas to walk in? A Our focus is on this proposal for a new school. The Roads department will look at it from the aspect of getting pupils and others to and from the Gartcosh hub safely. An acceptable walking route will be established and where necessary adaptations put in place, such as safety barriers. Personal safety is a matter for the Police. Q Will consideration be given to the noise? A Acoustic specialists are part of the design team and Pollution Control will make sure that we meet the standards. Q Will the community centre be next to a community garden? A Access to the outdoor space for the community is a consideration that would be will be developed during the design process in collaboration with the Landscape Architects. There is opportunity to bring your ideas to the intelligent brief. S Concern about traffic modelling around the artery roads, etc. Page 334 of 484
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Concerns noted and reference made to previous responses regarding traffic. MD closed the meeting by thanking everyone for their attendance and asked that comments are sent into gartcoshconsultation@northlan.gov.uk. All papers relating to this consultation are online and FAQs will be updated as the consultation progresses. Gartcosh Primary School Relocation Staff Meeting held Wednesday 8 March 2023 in Gartcosh Primary School Notes/Frequently Asked Questions (FAQs) Q Question A Answer S Statement MD, Education & Families Manager (EFM) welcomed everyone by explaining the purpose of meeting (to inform staff of the detail of the proposals and to gather staff views on the proposals). MD introduced the officers present: G McLaughlin, Chief Officer (Education – North) M Dolan, Education & Families Manager C MacDonald, Principal Officer (Contracts & Provisions) M O’Halloran, Education & Families Manager M McGorry, Education Project Manager L Macpherson, Education Project Coordinator D Lees, Education Project Administration Assistant C McCabe, Hub Strategy Manager MD explained the proposal for Gartcosh PS and the purpose of the meeting. MD highlighted that the questions asked will build the FAQs and, as well as being uploaded to the website, will form part of the Education Authority’s report for Education Scotland. GMcL highlighted that this had been a long journey, but the proposal is now going ahead as land has now been purchased. GMcL highlighted the numerous houses being built in the catchment area and the current school being no longer fit for purpose. The proposal of a new school, with access to high quality facilities is an exciting opportunity for the community. There will be direct collaboration between staff, parent’s and children to discuss the approach and hear everyone's voices. GMcL presented the educational benefits around the proposed relocation of Gartcosh Primary School site. GMcL explained the ASN review and the key recommendation for children's learning environments. CMcC advised NLC have purchased 3 pieces of land which will accommodate a school for 434 pupils. CMcC confirmed that they had modelled every house, including those not built yet, and that this provided a forecast of around 390 pupils. He also highlighted that there would also be new provision for 48 Early Years children, 60 ASN placements as well as a new community centre to replace the existing Gartosh Community Centre. Page 335 of 484
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MD opened the floor for questions: QUESTIONS Q When will the new school be ready? There is a sense of urgency which is good to hear. Why is the land only available now? A CMcC confirmed that the council have been looking at land since 2016 and have looked at 9 sites in total, including the social club site. Discussions with Balfour Beatty were prolonged due to legalities and Covid-19. There was also a non-disclosure agreement in place with which blocked us from updating on the situation within the public domain. However, the council has access to the site investigations, and the architects have block planned the site so we know that the school can be built on the site. CMcC outlined the project will be taken forward at risk by the council to prevent delays as the process from design to completion takes approximately 3 years. However, should this plan not be approved the council has a contingency plan for the use of the land and will revert to this plan taking the loss of any costs incurred until then. Q We do not currently have an LCSC or Early Years provision, can we visit establishments to gain an understanding of lay outs and modelling? A Visits to other recently opened new facilities will be offered to support management and staff. We have two teachers within the team who work as advocates for the school to support discussions with the designers. Q What are the predicted problems and challenges within the project? A The clock has started, there is a lot of background work that has already been carried out and we are highly motivated to deliver. We have expert mechanical, electrical, construction and traffic consultants within our wider build team to ensure we deliver high quality, carbon neutral facilities that support children's learning and teaching. We have looked at traffic modelling and a lot of challenges have already been mitigated through discussions with the Education Authority, Roads Department and Planning service. Q We want children to understand what a new school can look like? A There are many ways in which the experienced consultants can engage with children, including dialogue and images which will be supported by teachers. This will be done sensitively to take account of pupils who will have transitioned to secondary by the time the new build is complete. There will be ‘visioning’ workshop sessions held with staff and the architects. We will also encourage staff to visit other completed projects to ensure they can discuss options with children. Architect’s will require ‘descriptive’ input rather than ‘prescriptive’ as they will be creative in meeting the school’s requirements. Engagement with the architects is a key factor in the ultimate design of the school. Q How long until planning can begin? A An architect and contractor will be appointed through our procurement framework with Hub South-West (a construction and design public-private partnership body). When the successful architect and contractor is appointed, we will take staff to a previous project the company has completed to give staff an idea of their style of work. We will also take staff to Chryston to introduce teachers to teachers who have recently taken ownership of a new build. Page 336 of 484
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GMcL highlighted the areas of teacher comfort in Newmains and Chryston and confirmed this would be a key element of design. The design team will also speak to Facility Support Services on cleaning and catering requirements. Exact timescales will not be known until Hub South-West complete the competitive tender process however it is anticipated that this will start before the end of term. The planning/design cycle usually takes around 18 months from start to finish, with the build taking 18 months thereafter. Q What steps are being taken to approach the current capacity issues? A A temporary solution is being investigated to provide increased capacity meantime. General comments Overall, the members of staff thought that the proposals were exciting. GMcL agreed with the staff that they, and their pupils, have done their best in challenging circumstances. MD closed the meeting by thanking everyone for their attendance and asked that comments are sent into gartcoshconsultation@northlan.gov.uk. Page 337 of 484
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Appendix (iv) Equality Impact Assessment Form Section 1. About the Policy Section 2. What do I know now? 2.1 Who are the stakeholders and beneficiaries? Staff of the establishment, children and young people at the establishment and the parents of the children and young people. 2.2 What data, consultation, research and other evidence or information is available relevant to this assessment? (This is a desktop exercise) There was a public consultation meeting. There were also separate consultation meetings for staff and parents. Where possible, the children and young people were consulted on their views. 2.3 Considering the information in Section 1 and 2.1 and 2.2 1.3 What is the scope of the assessment? Detail where appropriate Whole of the organisation Service specific Discipline specific Other 1.4 What is the policy/ strategy/ function/ saving trying to achieve / do? As highlighted in the Educational Benefits section of the statutory consultation document. The pupils currently at Gartcosh Primary School will benefit educationally by attending a new build school which can offer a wider range of educational opportunities 1.5 If this is a budget saving, how will the saving be achieved? Page 338 of 484
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2.3.1 If this policy is subject to the FSD what does it suggest about the impact or potential impact on socio-economic disadvantage? (please refer to FSD Interim Guidance) Low income Low wealth Material deprivation Area deprivation 2.3.2 Are any of the people communities listed below likely to be more affected by this policy than others? People who share one or more of the protected characteristics of the Equality Act 2010 Yes Details No Details Don’t Know Age (a particular age or range of ages) 3 - 11 year old children Disabled people and people with long term health conditions 3 -11 year old children Women and men, girls and boys People defined by their race, colour and nationality, ethnic or national origins. Married people and civil partners Pregnant women and new mothers (including breastfeeding women) Lesbian, gay and bisexual people People transitioning from one gender to another People of different religions or beliefs or non-beliefs Other groups Children and families Homeless people Looked after and accommodated people Care leavers Carers – paid / unpaid, family members Page 339 of 484
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Asylum seekers Employees – full and part time. Including SES, MAs etc. Teaching, Ancillary and ASNA staff Others 2.4 Do you have evidence or reason to believe that this policy will, or may potentially affect the Council’s duty to: (Please tick all that apply). Yes No Don’t Know 1. Eliminate unlawful discrimination, harassment and victimisation and any other conduct prohibited by the Equality Act 2010? 2.Advance equality of opportunity between people who share a relevant protected characteristic and those who do not 3. Foster good relations between people who share a protected characteristic and those who do not? 4. Protect and promote human rights? 5. Reduce socio-economic disadvantage Please provide details. The children relocating from Mavisbank will have the opportunity to attend a campus with ‘mainstream’ peers. This will help to promote integration and inclusion and provide opportunities to celebrate diversity. Section 3. What else do I need to know /find out? 3.1 Further consultation – Please use the table directly below to say who you will consult with (tick Yes or No). Consider those groups from section 2.3 where you ticked yes or don’t know. Once consultation has taken place provide the details below. People and communities Yes No Describe what you did, with whom and when. Please provide a brief summary of the responses gained and links to relevant documents, as well as any actions Age (a particular age or range of ages) No Disabled people and people with long term health conditions No Page 340 of 484
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Women and men, girls and boys No People defined by their race, colour and nationality, ethnic or national origins. No Married people and civil partners No Pregnant women and new mothers and breastfeeding women. No Lesbian, gay and bisexual people No People transitioning from one gender to another No People of different religions or beliefs or non-beliefs No Other groups Children and families No Homeless people No Looked after and accommodated people No Care leavers No Carers – paid / unpaid, family members No Asylum Seekers No Trade Unions Yes Employee Equality Forum No Others Page 341 of 484
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3.2 What additional research or data is required? N/A 3.3 What does the additional research and data tell you about potential or known effects? N/A Section 4. Assessing the impact and strengthening the policy Considering all the evidence you now have from section 1-3, how will the policy affect different people and communities in relation to equality, socio-economic disadvantage and human rights? 4.1 How does/will the policy and resulting activity affect those with the characteristics listed below (including employees)? Please use the table below to provide details. Detail any Positive impact Detail any adverse impact If adverse how can we mitigate this? Where no mitigating action is planned please say why not Age (a particular age or range of ages) Children and Young People (3-11yrs) will benefit from a high quality education in high quality surroundings which have been carefully designed to meet their needs. Disabled people and people with long term health conditions Women and men, girls and boys People defined by their race, colour and nationality, ethnic or national origins. Married people and civil partners Pregnant women and new mothers Page 342 of 484
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(including breastfeeding women) Lesbian, gay and bisexual people People transitioning from one gender to another People of different religions or beliefs or non-beliefs Other groups Children and families Homeless people Looked after and accommodated people Care leavers Carers – paid / unpaid, family members Asylum Seekers Employees – full and part time. Including SES, MAs etc. Some staff will have to relocate. Appropriate Council policies and processes will be adopted Others 4.2 What measures could be taken to strengthen the policy / strategy to help advance equality of opportunity, foster good relations, promote human rights and reduce socio-economic disadvantage. N/A 4.3 Considering questions 4.1 and 4.2 what actions / measures will be put in place before introducing this policy please provide details. Action Timescales Responsible Officer Review details (include timescales) Consultation with staff, trade unions and Head Teachers As appropriate Gerard McLaughlin Page 343 of 484
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Section 5. Monitoring, evaluating and reviewing 5.1. How will you monitor the impact and effectiveness of the new policy? Lessons learned, outcomes and impact and further requirements and improvements. Section 6. Making a decision and sign-off Recommendation Tick Comment (where applicable, please give more information e.g. where to pilot, what modifications, etc.) Timescales Introduce the policy Adjust the policy then introduce Introduce the policy with justification regarding potential adverse impact Stop and withdraw the policy Name of Policy Head of Service /Senior Manager sign-off: Name Job title and division/ team Date Signature Michael Dolan Education & Families Manager 8 August 2023 Page 344 of 484
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For further information please contact: Name: Maryann McGorry Job title: Education Project Manager 1. Service: Education, Children & Families 2. Contact details: Mcgorrym@northlan.gov.uk Page 345 of 484
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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 12/09/23 Consultation Outcome on Rezoning Dunlop Estate Area From Gerard McLaughlin, Chief Officer (Education – North) E-mail McLaughlinG@northlan.gov.uk Telephone 01236 812269 Executive Summary This report provides outcomes of a statutory public consultation by North Lanarkshire Council on proposals to rezone the Dunlop Estate area at Cardowan, Stepps into North Lanarkshire Council school catchment areas. This proposal is in accordance with decisions made in 2018 by Scottish Ministers to transfer this geographic area from Glasgow City Council to North Lanarkshire Council. The consultation was held in accordance with the Schools (Consultation) (Scotland) Act 2010. An outcome report has been published including formal analysis by Education Scotland on the potential educational benefits of the proposal as identified by Education, Children and Families (Appendix 1). The report shows that the proposal has received a very positive response from stakeholders. Recommendations It is recommended that the Education, Children and Families Committee: 1) Note the outcome of the rezoning consultation. 2) Agree that the Dunlop Estate area is rezoned to within North Lanarkshire Council school catchment areas. The Plan for North Lanarkshire Priority Support all children and young people to realise their full potential Ambition statement (10) Engage with children, young people, parents, carers, and families to help all children and young people reach their full potential Item 12 Page 347 of 484
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1. Background 1.1 In November 2016, following a request from residents, the Local Government Boundary Commission for Scotland agreed to conduct a review of the boundary between Glasgow City and North Lanarkshire Council areas at Cardowan, Stepps. 1.2 2018, Scottish Ministers gave effect to the proposals that this area is transferred from Glasgow City Council area to North Lanarkshire Council area coming into force from 01 April 2019. 1.3 The intervening period has allowed officers to analyse and plan for the impacts on existing school capacities of current and future pupil populations transferring from the Glasgow City Council area. 1.4 In February 2023, Education Children and Families Committee agreed that a formal public consultation would take place giving stakeholders the opportunity to consider fully the educational benefits of the change. 2. Report 2.1 A statutory consultation was carried out over the period 01 March 2023 to 27 April 2023 including a public meeting held on 09 March 2023. The reasons given for the proposal were: • To ensure that pupils in the Dunlop Estate area can access full provision and entitlement within North Lanarkshire • To promote further community integration as requested by residents of the area. 2.2 Initial responses were shared with Education Scotland in line with legislative requirements. Education Scotland Response 2.3 Education Scotland have reported that the Council set out a clear rationale which has the potential to support children and young people in the area develop stronger bonds within the wider community. 2.4 Education Scotland also report that all stakeholders who met with them were in favour of the proposal. Council Response 2.5 Education, Children and Families is pleased that Education Scotland finds this proposal well founded. The service also notes the overwhelmingly positive response and the request made by some respondents for further information on placing requests and transport. 3. Measures of success 3.1 Realistic educational benefits and a consistent level of provision for residents within the Dunlop area. 4. Supporting documentation Minutes of Education, Children and Families Committee 28 February 2023 North Lanarkshire Council - Meeting details Page 348 of 484
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Appendix 1 - Consultation outcome report on proposal to rezone the Dunlop Estate area into North Lanarkshire Council school catchment areas Appendix 2 - Education Scotland report on North Lanarkshire Council’s consultation on proposals to rezone the Dunlop Estate area into North Lanarkshire Council school catchment areas. Gerard McLaughlin Chief Officer (Education – North) Page 349 of 484
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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 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 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 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 350 of 484
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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? 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. 5.11 Children’s rights and wellbeing impact Does the report contain any information regarding any council activity, service delivery, policy, or plan that has an impact on children and young people up to the age of 18, or on a specific group of these? Yes ☒ No ☐ If Yes, please provide a brief summary of the impact and the provision that has been made to ensure there has been appropriate consideration of the relevant Articles from the United Nations Convention on the Rights of the Child (UNCRC). The proposal relates to the UNCRC right to education. The proposal will have a positive impact in ensuring consistency and a wider sense of connection to the community. The proposal will also address current disparity with those children living in other areas of North Lanarkshire. If Yes, has a Children’s Rights and Wellbeing Impact Assessment (CRWIA) been carried out? Yes ☐ No ☒ Page 351 of 484
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Appendix 1 Proposal to rezone the Dunlop Estate areas into North Lanarkshire Council school catchment areas A report on the consultation held from 01 March 2023 to 27 April 2023 Published July 2023 Page 352 of 484
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Contents 1.0 Introduction 1.1 Purpose 1.2 Background 1.3 Changes 1.4 Methodology 2.0 Analysis of responses 2.1 Dedicated Email 2.2 Public events 3.0 Response to issues raised 4.0 Report by Education Scotland Appendix A Educational Benefits Statement Page 353 of 484
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1.0 Introduction This report is published by North Lanarkshire Council in response to a statutory consultation carried out under the terms of the Schools (Consultation) (Scotland) Act 2010. 1.1 Purpose The purpose of this report is to advise all stakeholders on the outcome of the consultation exercise undertaken recently on rezoning of the Dunlop Estate area to within North Lanarkshire Council school catchment areas. This outcome will be presented to the council’s Education Children and Families Committee for consideration on 12 September 2023. 1.2 Background In November 2016, following a request from residents, the Local Government Boundary Commission for Scotland agreed to conduct a review of boundary between Glasgow City and North Lanarkshire council areas at Cardowan, Stepps. The area concerned lies to the east of Dewar Road and includes properties on Dunlop Close, Dunlop Court, Dunlop Crescent, Dunlop Gate, Dunlop Gardens, Dunlop Grove and Dunlop Wynd. In 2018, Scottish Ministers gave effect to the proposals that this area is transferred from Glasgow City Council area to North Lanarkshire Council area coming into force from 01 April 2019. The local community has since made representation to have this area rezoned to North Lanarkshire catchments. Having taken account of existing capacity to accommodate pupils transferring from the former Glasgow area and future pupil populations, North Lanarkshire Council has consulted on the rezoning of this area into existing school catchment areas. Page 354 of 484
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1.3 Changes Proposal is to rezone the Dunlop Estate school catchment areas from Glasgow City Council to North Lanarkshire Council. The reasons for this proposal: • To ensure that pupils in the Dunlop Estate area can access full provision and entitlement within North Lanarkshire • To promote further community integration as requested by residents of the area 1.4 Methodology The consultation was conducted in accordance with the Schools (Consultation) (Scotland) Act 2010 and carried out over the period 01 March 2023 to 27 April 2023 during which time copies of the proposal were made available online and all interested parties were invited to submit comments via a dedicated email box. A public meeting was also held on 09 March 2023. As required, Education Scotland was provided with a summary of all relevant written responses and oral representations made during the consultation period. Following the consultation period, it is the Council’s duty to review the proposal taking account of the feedback received from stakeholders during the consultation period which includes online responses, written responses and oral representations made during the public meetings. The content of Education Scotland’s report has also been taken into consideration. 2.0 Analysis of responses 2.1 Dedicated email box A dedicated mailbox, dunlopestateconsultation@northlan.gov.uk, was established to allow stakeholders to email any questions or queries. Nine written responses were received. All were positive about the changes proposed. 2.2 Public events Eleven stakeholders attended a public meeting at Chryston High School. All stakeholders present were supportive of the proposal. 3.0 Responses to the issues raised Education and Families Senior Management Team has considered the original proposal and reflected carefully upon the responses received. We are pleased that proposals have received a very positive response from stakeholders and recommend that the Dunlop Estate area is rezoned to within North Lanarkshire Council school catchment areas. Page 355 of 484
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4.0 Report by Education Scotland Under the terms of the Schools (Consultation) (Scotland) Act 2010, Education Scotland (formerly Her Majesty’s Inspectorate of Education) have produced a report on the educational aspects of the changes consulted upon. The report can be accessed in full at the Education Scotland website and North Lanarkshire Council website. The report summarises its findings and conclusions as follows: North Lanarkshire Council have set out a clear rationale for rezoning Dunlop Close, Dunlop Court, Dunlop Crescent, Dunlop Gate, Dunlop Gardens, Dunlop Grove and Dunlop Wynd to schools within the council area. HM Inspectors agree that the proposal has potential educational benefits. If agreed, it has the potential to support children and young people to feel a greater connection to their wider community and build friendships with others in their area. All stakeholders who met with HM Inspectors are in favour of the proposal. The council’s proposal could reduce the need for placing requests and reduce the worry about places on school transport for the small number of families affected. It could also reduce confusion for families about catchment areas. A few families from the area remain anxious about placements and transport for the coming academic year and in future years if the proposal is not agreed. It may be helpful for the council to communicate further with them. Council response The service is pleased that HM Inspectors agree that the proposals are well founded and have realistic educational benefits for children, young people and their families. We will continue to review our information and advice for families specifically in relation to placing requests and home to school transport. Page 356 of 484
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APPENDIX A Educational Benefits Statement North Lanarkshire Council is committed to supporting all children and young people realise their full potential and to reviewing and designing services around people, communities, and shared resources. This can be demonstrated through: • Improvements in attainment and achievement • Investment in our school estate • Investment in ICT and digital technology It is hoped that this proposal will provide the following educational benefits: • Pupils who are resident within the delineated zone for a school will be able to attend their zoned school and be taught with peers from their community. It is anticipated that this will help pupils integrate within the local community and experience a wider educational experience through interacting with the local community. • Families who live in the affected area will have clear information on their catchment schools, thereby providing certainty about future zoning arrangements. • The re-zoning of the Dunlop Estate will provide parents and children with access to an ELC place within North Lanarkshire, alleviating the current requirement for cross boundary approval from Glasgow City Council. Page 357 of 484
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Appendix 2 Schools (Consultation) (Scotland) Act 2010 Report by Education Scotland addressing educational aspects of the proposal by North Lanarkshire Council to rezone the Dunlop Estate into North Lanarkshire Council. June 2023 1. Introduction 1.1 This report from Education Scotland has been prepared by His Majesty’s Inspectors of Education (HM Inspectors) in accordance with the terms of the Schools (Consultation) (Scotland) Act 2010 (“the 2010 Act”). The purpose of the report is to provide an independent and impartial consideration of North Lanarkshire Council’s proposal to rezone the Dunlop Estate into North Lanarkshire Council. Section 2 of the report sets out brief details of the consultation process. Section 3 of the report sets out HM Inspectors’ consideration of the educational aspects of the proposal, including significant views expressed by consultees. Section 4 summarises HM Inspectors’ overall view of the proposal. Upon receipt of this report, the Act requires the council to consider it and then prepare its final consultation report. The council’s final consultation report should include this report and must contain an explanation of how, in finalising the proposal, it has reviewed the initial proposal, including a summary of points raised during the consultation process and the council’s response to them. The council has to publish its final consultation report three weeks before it takes its final decision. 1.2 HM Inspectors considered: • the likely effects of the proposal for children and young people of the schools; any other users; children likely to become pupils within two years of the date of publication of the proposal paper; and other children and young people in the council area; • any other likely effects of the proposal; • how the council intends to minimise or avoid any adverse effects that may arise from the proposal; and • the educational benefits the council believes will result from implementation of the proposal, and the council’s reasons for coming to these beliefs. 1.3 In preparing this report, HM Inspectors undertook the following activities: • attendance at the public meeting held on 6 March 2023 in connection with the council’s proposals; • consideration of all relevant documentation provided by the council in relation to the proposal, specifically the educational benefits statement and related consultation documents, written and oral submissions from parents and others; • visits to the site of Our Lady’s High School, St Barbara’s Primary School, Chryston High School and Chryston Primary School including discussion with relevant consultees; and • discussion with relevant consultees, including the Roman Catholic Church representative on the North Lanarkshire Council Education, Children and Families Committee. 2. Consultation process Page 358 of 484
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2.1 North Lanarkshire Council undertook the consultation on its proposal(s) with reference to the Schools (Consultation) (Scotland) Act 2010. 2.2 The council ran a public consultation from 1 March to 27 April 2023. Copies of the proposal were available online and the council invited comments on their proposal by email. A public meeting was held on 6 March 2023. Eleven stakeholders attended the public meeting and the council received nine written responses. All stakeholders expressed support for the proposal. They are positive about this potential change as it will enable all children and young people from the area to attend schools alongside their peers from the wider community. Parents stated they feel it makes sense for their children to be able to attend North Lanarkshire schools given that is the authority they reside in and pay council tax to. Several also commented that the proposal could support active travel for some children and enable others to access school transport. 3. Educational aspects of proposal 3.1 The proposal covers a change in catchment areas for areas within the Dunlop Estate. These are Dunlop Close, Dunlop Court, Dunlop Crescent, Dunlop Gate, Dunlop Gardens, Dunlop Grove and Dunlop Wynd. In 2019, the geographical area covered by this proposal was transferred from Glasgow City Council to North Lanarkshire Council. Since then, community members have made representation to the council to realign school catchment areas accordingly. If agreed, this proposal will enable children and young people in the area to access schools in North Lanarkshire without the use of placing requests. Parents and young people who spoke to HM Inspectors expressed how stressful the experience of placing requests could be. They are hopeful that this proposal is agreed to avoid the need for such requests in future. A few stakeholders spoke about the confusion and disappointment that some families experienced when they realised that despite living in North Lanarkshire, they were in the catchment areas for schools in Glasgow. HM Inspectors agree with the council’s statement that this proposal should provide greater clarity for families within the area. 3.2 All the stakeholders who spoke to HM Inspectors were in favour of this proposal. None of the senior leaders in the schools visited consider that the proposal will have any negative impact on their schools. They acknowledge concerns about the capacity in some of the local schools but do not consider that this proposal, if agreed, will have any significant effect on this. Children and young people at Chryston High School, Chryston Primary School, Our Lady’s High School and St Barbara’s Primary School all spoke positively about the schools they attend. They want peers from their area to have the right to go to the same schools as those for the wider Dunlop area. They think it helps to build friendships and a sense of community when children and young people from an area attend the same schools. Those that access school transport spoke of the worry they experience at the start of the school year. This is due to waiting to see if there is space for them on the bus once all those who are entitled to a space have one. A few parents also spoke about challenges regarding getting their child to school when they are not entitled to the same transport as children living in neighbouring streets. A few said this affected the school their child was able to attend. Parents, children and young people are positive about the potential that this proposal has to address these issues. They would like this proposal to go ahead as quickly as possible. They are concerned that it will not be in place by the start of the next school year in August 2023. HM Inspectors agree with the educational benefits the council has stated. If agreed, this proposal could provide more opportunities for children and young people to learn and socialise alongside peers from the wider Dunlop community. Page 359 of 484
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3.3 The Roman Catholic Church representative stated that they consider there will be no adverse effect on denominational schools from this proposal. They have spoken to community members and the denominational schools covered by the proposal who are all happy with it. As a result, they are supportive of this proposal. 4. Summary North Lanarkshire Council have set out a clear rationale for rezoning Dunlop Close, Dunlop Court, Dunlop Crescent, Dunlop Gate, Dunlop Gardens, Dunlop Grove and Dunlop Wynd to schools within the council area. HM Inspectors agree that the proposal has potential educational benefits. If agreed, it has the potential to support children and young people to feel a greater connection to their wider community and build friendships with others in their area. All stakeholders who met with HM Inspectors are in favour of the proposal. The council’s proposal could reduce the need for placing requests and reduce the worry about places on school transport for the small number of families affected. It could also reduce confusion for families about catchment areas. A few families from the area remain anxious about placements and transport for the coming academic year and in future years if the proposal is not agreed. It may be helpful for the council to communicate further with them. HM Inspectors June 2023 Page 360 of 484
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North Lanarkshire Education, Children and Families Committee Does this report require to be approved? ☒ Yes ☐ No Ref AG/AG Date 12/09/23 Proposals for use of Whole Family Wellbeing Fund in North Lanarkshire From Alison Gordon, Chief Social Work Officer (Children Families, Justice and Integrated Practice); Gerard McLaughlin (Chief Officer, Education, North) E-mail GordonAl@northlan.gov.uk Telephone 01698 332001 Executive Summary This report will outline proposals for the investment of the Whole Family Wellbeing Fund (WFWF) in North Lanarkshire. The aim of the fund is to provide additional resource to support the transformation of the system of support to children and their families in line with the National Principles of Holistic Family Support and ambition of the Promise to provide flexible family support, enabling more children to remain loved and supported within their own families. North Lanarkshire has been awarded £2.351 million for both 22/23 and 23/24 and it is anticipated that a similar allocation will be given for each financial year up to the end of this parliamentary term. These national policy aims align with the Plan for North Lanarkshire and the Council’s new Programme of Work which makes family support central to its operating model through the Resilient People Programme of Work. Governance for the WFWF sits within the Children’s Services Planning Partnership (CSPP) and the proposals within this report have been developed through engagement with partners within the planning arrangements of the CSPP. The proposals are designed to maximise and compliment the impact of support by enhancing services already provided through temporary and permanent funding streams such as the Community Mental Health and Wellbeing Framework (CMHWBF), early years, school counselling and Empowering Clusters. This report outlines how this additional funding for family support will improve and enhance family support at universal, additional and intensive levels in line with North Lanarkshire’s GIRFEC approach and the council’s investment in community hubs. The report also details how the WFWF supports the ambitions of the new Programme of Work (Resilient People) and specifically our longer-term objective to reduce the need for families requiring intensive supports through a shift in resources and access to early and preventative support rooted in communities. Recommendations It is recommended that the Education, Children and Families Committee: 1) Endorse plans for the North Lanarkshire’s allocation of Whole Family Wellbeing funding, as referred to throughout this report as summarised in Appendix 5. Item 13 Page 361 of 484
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1. Background 1.1 The Promise places a requirement on local authorities and their partners to transform whole systems and culture to ensure all children, in any aspect of care, thrive through nurturing and loving relationships with access to support that strengthens communities and families. The Promise places prevention and family support at the heart of its vision. 1.2 The Promise Plan 21-24 published on 31st March 2021 sets out 5 key priorities for the first phase of implementing The Promise including a focus on ‘Whole Family Support’ with an expectation that the 10 key principles of family support outlined within The Promise are embedded into practice by 2024 and that there is a place in every community for families with children ‘to stay and play with their children and get support and advice’. This aligns closely with North Lanarkshire’s Tackling Poverty Strategy and the aspirations of the Plan for North Lanarkshire; and in particular plans to develop community hubs as a central vehicle to deliver support, enhance community capacity and support every child to reach their potential. 1.3 As a key part of its commitment to keep The Promise, The Scottish Government’s 2021- 22 Programme for Government committed to investing £500 million of Whole Family Wellbeing Funding (WFWF) over the lifetime of the Parliament to support the development of holistic whole family support services. In July 2022, the Scottish Government announced its allocation of the WFWF for Children’s Services Planning Partnerships. The aim of the fund is to transform the way family support is delivered by ensuring families can access seamless and holistic support that is wrapped around their individual needs, and crucially prevent needs escalating to the point that a child may need to become looked after (see Appendix 1). North Lanarkshire received a grant of £2.351 million for 22/23 to be overseen through the governance of the Children’s Services Partnership (CSP). A further £2.351 million has been received for 23/24. 1.4 To deliver the ambitions of the Plan for North Lanarkshire, the Children's Services Plans 20-23 and 23-26 have a specific focus on family support. The council and its partners have been working together to create flexible, responsive, and integrated support for families to ensure that every family who needs support gets the right support at the right time. The aim is that children have increased opportunities to remain safely in the care of their own families, wherever possible. 1.5 The Children and Young People’s Mental Health and Wellbeing Board, jointly chaired by COSLA and Scottish Government, has overseen the development of a Community Mental Health and Wellbeing Support and Services Framework (CMHWB Framework). This has worked in parallel to developments in family support to address the mental health and wellbeing needs of children and young people and has a complementary focus on early support for children and young people within the context of their families and communities. 1.6 Services already delivered through the CMHWB Framework, alongside Community and voluntary sector (CVS) partners and Empowering clusters, are successfully improving outcomes for children, engaging families in strengths-based and trauma-informed ways The Plan for North Lanarkshire Priority Support all children and young people to realise their full potential Ambition statement (9) Invest in early interventions, positive transitions, and preventative approaches to improve outcomes for children and young people Page 362 of 484
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of working. Additional temporary funding streams such as the health and wellbeing elements of the Scottish Attainment Challenge, Best Start Bright Futures, school counselling, ADP funded projects and Promise funding share similar objectives and we are working collaboratively through the Children’s Services Planning Partnership to ensure coherence across these areas of activity to deliver holistic supports and better outcomes for children. Whole family support places emphasis on aligning service delivery across funding streams to ensure that whole systems have the potential to be transformational, holistic and collectively meet shared objectives. 1.7 Through its Resilient People Programme, North Lanarkshire Council’s Programme of work to 2028 sets out the ambition to deliver local family support that ensures there is a focus on building the strengths of children, individuals, families to improve outcomes for children and their parents and reduce spend on expensive services that are accessed too late. This complements and supports North Lanarkshire’s HSPC Strategic Commissioning Plan which also has a focus on whole family support. 1.8 The WFWF is expected to end after this parliamentary term. The Resilient People PoW Board, working with the One Service PoW will oversee and direct work to evaluate impact of the integration of family support upstream through the new operating model. As part of this work we will scope spend on key service elements to identify capacity to increase proportionate spend on prevention to support improved outcomes for children and their families and the development of a sustainable service model for the future. 2. Report 2.1 Proposals for the deployment of the WFWF are based on a range of engagement activity including the Strategic Needs Analysis undertaken in preparation for new Children’s Services Plan 23-24, the work with partners through the Family Support Task Group (Children’s Services Planning Partnership) In addition, community consultation and focus groups have been undertaken to determine what matters most to families and what support should look like. Across May a survey was directed to all families of nursery and school aged children across North Lanarkshire and a total of 2032 responses were received. 15% of respondents indicated that they would like to be included in the development of family support services. 2.2 A key finding of consultation is that families struggle to navigate through a complicated landscape of different systems to achieve the support they need. The investment provided by WFWF will focus on addressing this gap so that at universal level families know whom to reach out to for advice and support and at additional and intensive levels the right wrap around support is mobilised seamlessly. This will be done in alignment with our approach to refreshing GIRFEC in North Lanarkshire. Some survey results are provided in the following charts and represent the kind of support families feel they need. Page 363 of 484
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2.3 Based on National Principles, and values and principles of ‘Our Approach’ adopted by the CSPP, whole family support in North Lanarkshire will focus on improving accessibility, integrated service delivery and person-centred approaches through: • A universal offer of support 7 days a week, centred around specific need delivered on partnership basis through the new operating model. • Greater flexibility about when and how support is delivered to maximise choice and control for families. • A whole family approach by joining up and bringing to families support that addresses fundamental needs such as financial advice and help with employability by harnessing and improving access to existing expertise within our services. • Enhanced support at additional and intensive levels, to address current gaps. Appendix 3 illustrates how existing and recommended supports, as below, align with the GIRFEC staged intervention approach and Appendix 5 outlines a breakdown of costs and detail about proposals. Whole family support- Universal 2.4 The strategic investment in community hubs provides the opportunity to introduce several ‘test of change Hubs’ in our communities that will allow us to test a new approach to family support. This is an opportunity to connect services locally and co- locate existing services to improve access to family support through earlier and more effective response to need. 2.5 In line with the Operating Model implementation plan, work is being undertaken locally in the roll out of up to 14 hubs to identify and scope local family support provision. The landscape of local provision will be enhanced locally by using a commissioned service, funded through WFWF, deployed, and shaped around local need, but focused on accessible early help for families that provides flexible and adaptable practical and emotional support families 7 days per week. This will need to include work with the teenagers alongside the investments being made in detached youth work. Part of the tender will include a requirement of the provider to engage and coproduce the service with local families. See appendix 2 for an example of WFWF journey so far. 2.6 It is currently estimated that 60% of the fund will be used for the commissioned service to allow scale up at pace in line with the hub delivery programme and ensure capacity for co-production. Through discussion with procurement colleagues the tender is constructed in such a way that smaller, local community and voluntary sector providers are able to make a collaboratively bid for the tender as well as being available to Page 364 of 484
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national voluntary sector organisations. An information event for potential providers is planned for 7 September 2023. Tender evaluation will be a further opportunity to directly and meaningfully involve families in commissioning. Thereafter, ongoing consultation, involvement and co-production will be a requirement of the delivery partner. 2.7 Building skills and creating economic opportunities will be a key part of family support. Working with initiatives within the Brighter Futures Programme of Work to deliver the Plan for North Lanarkshire, a component of the commissioned family support service will be to provide parents and carers with pathways to volunteering and/or employment in the provision of support to other families that both meets their needs as well as providing local and non-stigmatising support to others. This will create opportunities for volunteering to become a key pathway to enhance individual achievement, accreditation, and employment opportunities and the experience of families within their communities. This will form part of the wider approach to growing volunteering and employment opportunities through the community hubs, as they roll out. 2.8 WFWF planning has been aligned with the roll out Getting It Right For Everyone (GIRFE) and the same consultation process as Community hub planning. As such, a measured approach to consultation has been taken to ensure that service design & commissioning demonstrates genuine co-production. Co-production is key principle of funding and central to service delivery that meets need. 2.9 Within North Lanarkshire, whole family support as a universal service is new. It is an expectation of funding that steps are taken to transform systems and that the community and voluntary sector are equal partners in delivery. We have undertaken a benchmarking exercised and, as approved by the Children’s Services Partnership Board, 60% of the WFWF funds, will be dedicated to this service inclusive of consultation and volunteering commitments. Whole family support- Additional 2.10 In order to provide holistic family support that truly aligns with the Promise and the Tackling Poverty action plan, there is a need to join up services so that people can experience the right support at the right time. This includes improved transition when stepping up to additional and intensive levels of support (where required) and similarly when stepping down to universal support. Page 365 of 484
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2.11 Family support exists at the additional level across North Lanarkshire. For example, Family Engagement Support Assistants (FESAs) are based within education to improve attendance, attainment, and wellbeing of families across the whole calendar year. Additionally, education has access to CLD Home School Partnership Officers (HSPOs) workers whose role involves individual and/or family support, largely based within education establishments. Family learning workers through CLD offer individual or group, community-based family support and parenting programmes. Within Early Years there is new investment, in partnership with the national Mission Fund, to provide family support for families impacted by drug and alcohol use. There is also a range of family support delivered through the community and voluntary sector at additional level in accordance with the principles of GIRFEC. 2.12 Some of the investment in family support is relatively new and its impact has not yet been measured. However, needs analysis and consultation still highlights a gap in whole family support provision available 7 days per week, with a particular focus on additional support needs, disability, and poor mental health. This gap was identified from needs analysis undertaken across 23 clusters and We Aspire college and is further supported by our survey and focus group responses. 2.13 It is therefore proposed to use a proportion of the WFWF to enhance holistic family support within the current system, with a specific focus on two areas: • We Aspire College – Family support to prevent family breakdown, improve mental health and respond to need. This will complement the role of the FESAs and HSPOs to enhance opportunities for outreach and community-based support available 7 days per week. Within We Aspire there is a strong association between both school and family placement disruption which can create double jeopardy for our young people. It is important that there is a coherent approach across home and school for young people. Enhancing flexible support aligns with Close to Home by bringing children back to North Lanarkshire, preventing them from leaving and keeping young people within their own communities. • Additional support needs – Family support to build capacity, delivered both within and outside of school time in a flexible and responsive manner across all ASN schools. There will be strong links to community and voluntary sector supports (neurodevelopmental link workers), the NHSL neurodevelopmental service and specialist community nurses. This additional capacity will support carers and parents to manage at home, improve mental health and prevent escalation of risk. 2.14 The additional investment in family support, although each funded differently, works together to enhance existing service delivery based on shared values and ethos but managed from different parts of the Education and Families service. It is proposed that this additional capacity could be coordinated in way that meets the funding requirements of the WFWF and promotes system change, reduces demand and provides a sustainable future model pending the full review of Family Support. 2.15 We will create a ‘one service’ approach to the provision of 7 day a week family support for the We Aspire College and children with additional support needs. This will involve the integration of the Family Support Engagement Assistants for ASN and WFWF funded Project Officers who will be managed by Community Learning and Development Officers (SAC funded). This management structure offers robust professional guidance over the calendar year, including weekends from one holistic and responsive family support service to work across ASN schools and We Aspire. These posts are now in recruitment and this service will directly align with Home School Partnership officers, also managed within CLD to provide wraparound support. Centrally managed family support is an opportunity to join funding streams and Page 366 of 484
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strategic planning, contributing to system change through delivery of holistic, targeted family support from one service. Additional WFWF funding will be used for costs associated with service provision, including resources, transport costs etc. This approach will inform wider review of family support, referenced in 2.25. 2.16 Key success indicators of the ‘one service’ approach will be a reduction in referrals for intensive levels of support. In line with the Close to Home agenda, key indicators include enabling children to return to North Lanarkshire and fewer home and placement breakdowns. Crucially, a success indicator will be qualitative information from families that demonstrates the ability to access the right support at the right time and improved family wellbeing. Whole family support- Intensive 2.17 In North Lanarkshire we already provide intensive family support mainly through Social Work and Intensive services (Families First and Community Alternatives). A key principle of good quality family support is that it should be accessible to all families, not only birth parents. Due to increasing demand, there are gaps in the provision of tailored support to kinship carers and adopters that need addressed. As with the additional supports described above, in the longer term such supports will be accessed via the new operating model and developments delivered through the Resilient People Programme of Work but as a bridge to that point, and with current additional and universal supports, it proposed to enhance capacity to fulfil the requirements of the Promise and offer holistic, targeted support to families who have experience of the care system. We have feedback from kinship carers about need for more practical and emotional supports. Kinship care & Virtual School 2.18 Dedicated, family support workers, currently being recruited, will offer increased capacity for family support across the Kinship team and the Virtual school, with a role to prevent placement breakdown and develop capacity of carers of children who are looked after, primarily in kinship care. This will also offer additional community-based opportunities for support and training in line with WFWF principles. Page 367 of 484
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Adoption 2.19 The service is currently reviewing its post adoption support offer and proposals will be brought forward for the end of 23/24. The proposals will outline how internal resources and/or a retendered adoption support service will meet the increasingly complex needs of young people and their adoptive parents in North Lanarkshire to prevent the breakdown of these placements and the human and economic costs that this entails. A proportion of this fund will be reserved for this work. Family Group Decision Making (FGDM) 2.20 A Family Group Meeting is a family led decision making process where a child or young person’s family and friends are supported and prepared to come together to develop a plan which protects and supports the child and or young person. The approach is firmly aligned with the ambitions of The Promise to support children remain safe and loved in their families. Families have told us that they find this process to be inclusive and enabling: ‘It was just brilliant. It is really a really worthwhile thing to do. We are now all singing from the same hymn sheet’ (great grandmother). In North Lanarkshire it has been effective in supporting children remain in their families leading to positive outcomes for children. Over 2022/23 57 families participated Family Group Decision Making enabling 34 children to remain with their families or kinship carers or return to their families (see full details in the FGDM annual report, Appendix 6). To sustain and develop this work 2 social workers will be employed through the WFWF monies to undertake Family Group Decision Making. To support and enhance the decisions families can make it is also proposed that funding be used to create the capacity to give families a budget where additional resources will sustain a child a home safely. This approach will draw on the learning, reported to the Education and Families Committee in September 2021, of the COVID-19 pandemic Direct Payment Scheme where families used direct financial help to meet need and mitigate risk. Direct Payments 2.21 Research has shown the relationship between poverty and longer-term negative outcomes for children (Lewer et al, 2019) and that while the relationship between poverty and child abuse and neglect is complex, studies have also shown that financial support and increased income lead to lower levels of child maltreatment (Bywaters et al, 2016). North Lanarkshire Council, as part of the Covid-19 Tackling poverty plan, adopted a ‘cash first’ approach to supporting the most vulnerable families to address basic needs, which proved effective in promoting improved outcomes. By providing money directly to families North Lanarkshire’s strength based and collaborative approach offered welcomed financial relief. 2.22 Through WFWF, the partnership has an opportunity to explore ways of getting the right kind of support to families at the right time and it is proposed that a similar scheme should provide direct payments to empower families to find solutions. It is proposed that a proportion of the WFWF is used for such direct payment scheme, with associated governance and processes established to deliver this by weaving it through family support provision at each level of staged intervention. This will be overseen by the Resilient People Programme of Work Board. Page 368 of 484
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Review of Family Support 2.23 As detailed above the current policy environment of temporary and separate funding streams creates the potential for a fractured service provision. The Children’s Services Planning Partnership and the Family Support Strategic Group, working in line with the new operating model, will mitigate this risk though joint planning. 2.24 There needs to be oversight of family support across North Lanarkshire to maximise benefit and avoid duplication within the overall funds available. The service has started a review of family support functions including those funded by community mental health and wellbeing funding. The aim of the review is to ensure a strategic approach to family support is taken beyond this Parliamentary Term and temporary investment in family support to achieve equity and bring forward a sustainably funded family support offer delivered through the new operating model. 2.25 The review will be supported by the work to date on Human and Economic Cost Modelling and extend this work to understand the costs of family support (human and economic) and what we can learn from this in terms of realigning resources in preparation for temporary funding streams ending. This will be undertaken within the Resilient people programme of work in relation to family support and the new operating model. 3. Measures of success 3.1 A number of measures will be in place in terms of sustainability and transformational change to ensure effective service delivery. Each support will have its own impact framework based on identified need and expected outcome. These would include: • Factors measured on the asset map, reduction in need for crisis services is expected to reduce over time. • Service user journeys as a representation of accessibility and feasibility of support, with an expectation that supports will become easier to access and responsive to need. • Integrated working/ partnerships evidenced in hub. • Improved family wellbeing. • Reduction in number of children being cared for outside of their family. Page 369 of 484
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4. Supporting documentation 4.1 Appendix 1 – WFWF Logic model 4.2 Appendix 2 – Journey to family support 4.3 Appendix 3 – Existing supports and recommended resources 4.4 Appendix 4 - Example of Asset map or Coatbridge, with SIMD overlay and layout of facilities. 4.5 Appendix 5- Example of costings and detailed service requirements 4.5 Appendix 6 – Family Group Decision Making and Lifelong Links Annual Report. Alison Gordon Chief Social Work Officer (Education, Families, Justice and Integrated Practices) Page 370 of 484
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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 implementation of WFWF and ambitions to reduce the inequalities caused by socio economic disadvantage align with the requirements of the Fairer Scotland Duty. An EQIA will be undertaken for WFWF in partnership with the Councils employee equality officer. 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? Following allocation of directed funding streams from the Scottish Government regarding the ‘Whole Family Wellbeing Fund’, in the 2023/24 financial year the Partnership has a combination of core revenue budgets (£2.351m) and approved earmarked reserves (£2.584m) to support the aligned elements of service delivery noted in this report. 5.3 HR policy impact Does the report contain any HR policy or procedure impacts? Yes ☒ No ☐ If Yes, have all relevant HR impacts have been discussed and agreed with People Resources? Yes ☒ No ☐ If Yes, please provide a brief summary of the impact? The Children & Family support workers to support kinship carers will work standard work patterns in line with existing service provision in those areas and intensive services already provide weekend cover. 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? Page 371 of 484
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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 Following completion of the commissioning process and tender being awarded, a DPIA will be undertaken with the successful provider. 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? There is significant impact around communication and engagement with communities and with staff – the programme continually has a requirement to align with the emerging direction of our approaches. Communication and engagement plans are developed throughout each stage of the POW and colleagues from Strategic Communications and Community partnership team continue to be involved throughout phases of delivery. 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 risk is that the support and services created through WFWF will not create the necessary transformational change that will reduce demand at intensive level, allowing a reallocation of resource to sustain preventative family in the longer term. Page 372 of 484
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This will result in services ceasing when funding ends without clear pathways for sustainable support. There is also a risk in duplication or confusion in the provision of family, resulting in different short terms funding streams. A risk register is being developed to address the risks as part of the Resilient People Programme of Work. 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. • Our approach to participation planning ensures that all citizens with lived experience are included in co-design/co-creation of services, and we engage with relevant organisations. • An EQIA will be completed with support from employee equalities team. 5.11 Children’s rights and wellbeing impact Does the report contain any information regarding any council activity, service delivery, policy, or plan that has an impact on children and young people up to the age of 18, or on a specific group of these? Yes ☐ No ☒ If Yes, please provide a brief summary of the impact and the provision that has been made to ensure there has been appropriate consideration of the relevant Articles from the United Nations Convention on the Rights of the Child (UNCRC) An overarching CRIA has been completed as part of the preparation for the new Children’s Services Plan 23-26. The Children’s Services Plan 23-26 includes priorities and actions on how the Children’s Services Partnership will further children’s rights and UNCRC in NL. Through the process of undertaking the CRIA some key groups of children who have been identified where specific actions are required to promote rights. If Yes, has a Children’s Rights and Wellbeing Impact Assessment (CRWIA) been carried out? Yes ☐ No ☒ The CRIA addresses, in high level terms, the family support work outlined in this report. A more detailed CRWIA will be undertaken for the specific developments in family support as part of the Resilient People Programme of Work plan Page 373 of 484
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Appendix 1 WFWF Logic model (this is high resolution and can be seen closely when zoomed in) Page 374 of 484
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Appendix 2 Journey to family support Page 375 of 484
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Appendix 3 Illustrative model combining existing supports & recommended resources from WFWF. Page 376 of 484
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Appendix 4 Example of Asset map or Coatbridge, with SIMD overlay and layout of facilities. Page 377 of 484
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Appendix 5 Page 378 of 484
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Appendix 6 Annual Report Family Group Decision Making and Lifelong Links April 2022 to March 2023 Page 384 of 484
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Contents Family Group Decision Making (FGDM) Lifelong Links (LLL) Introduction What is family group decision making (FGDM)? What is lifelong links (LLL)? FGDM/LLL Legislative Framework Family Group Decision Making in North Lanarkshire FGDM Aims and Objectives FGDM progress Yearly statistic Feedback from family members, children and young people Lifelong Links in North Lanarkshire Our Lifelong Links journey Children and young people referred Age and gender of children and young people referred Case examples Feedback from children and young people Page 385 of 484
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Next Year and Beyond FGDM Lifelong Links Introduction North Lanarkshire Child and Family Social work have always promoted the use of Family Group Decision Making (FGDM), previously known as Family Group Conferencing (FGC). Over the past year we have strengthened the model by our continued development of FGDM and the implementation of our new Lifelong Links service. In January 2022, we were able to expand the team through a successful joint application from NLC and the Family Rights Group (FRG) to the Promise Partnership for funding under the Brothers and Sisters stream, as part of North Lanarkshire’s commitment to fulfil the ambitions of The Promise Plan 21-24. This funded two social work posts and enabled all the social workers within the FGDM team to undertake the required training to deliver Lifelong Links. We work from a strengths-based approach to support children remain in their family and our FGDM service supports families build on family assets to sustain family care. The expansion of our FGDM service to include Lifelong Links, has recognised that children aren’t always able to remain in their family. A core component is our commitment to improve culture and practice, to maintain and promote important relationships when children are care experienced or reconnection for children and young people and care leavers who are estranged from brothers and sisters, and important people in their lives. The approach is aligned with North Lanarkshire’s Close to Home strategy – an integrated approach to ensure children receive the right support in North Lanarkshire to meet their needs. Page 386 of 484
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What is family group decision making? A Family Group Meeting is a family led decision making process where a child and or young person’s family and friends are supported and prepared to come together to develop a plan which protects and supports the child and or young person. Families find this process to be an inclusive, enabling and empowering process, which places the child, young person and family at the centre in relation to plans for their child. Over the past year we had the opportunity to work with a family to produce an animation, which describes their experience of a family meeting and the benefits of an inclusive approach, that works in partnership with families to create clear plans and positive outcomes for children and young people. Please use the QR code to watch our animation. Page 387 of 484
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Family Group Decision Making (FGDM), has ben used as an effective way of working with children, young people, unborn babies and their families in Scotland since the mid 1990’s and with adults since 2012. FGDM can be used on a continuum from early help to situations where there is significant risk and/or complex needs. It can be used to support individuals and families from prebirth to the end of life. FGDM National Standards for Scotland were reviewed in 2022. The Standards set out key principles which comprise the approach: FGDM Principles • FGDM is strength based, future focused and blame free. • The focus is on the voice and safety of children and young people. • FGDM recognises that families are the experts in their own lives. • The FGDM Coordinator should always be independent of any other professional involvement with the family. • FGDM recognises the child’s and families right to be involved in their future planning. • Private family time is an essential element of Family Group Meeting. Page 389 of 484
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What is lifelong links? Lifelong Links aims to ensure that a child in care and a young person who have left care has a positive support network around them to help them during their time in care and into adulthood. The Lifelong Links approach was co-designed by Family Rights Group with care experienced young people, foster carers and practitioners. Family Rights Group (FRG) is a UK charity and have supported the implementation of lifelong links in Scotland, through training, advice and guidance. Their mission is to create a fairer and more humane society, in which families get the help they need so children can live safely and thrive within their family, wherever possible. Lifelong Links is designed to build positive, lasting relationships with and for children and young people in care and care leavers. Page 390 of 484
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Over 350 young people in Scotland have or are benefitting from Lifelong Links. Key messages from Lifelong Links in England were evaluated over three years by the Rees Centre at the University of Oxford, found that there was an increase in family and friends' connections. On average children and young people increased their social networks from seven to 26 people. 78% children and young people felt an improved sense of identity. An independent coordinator works with a young person in care to find out who is important to them, who they would like to be back in touch with and who they would like to know. The coordinator searches for these people, using a variety of tools and techniques. They then bring the network together at the Lifelong Links family meeting to make a plan with and for the young person, which the local authority supports to ensure these relationships continue to grow. The Lifelong Links plan is integrated into the child’s or young person’s plan and continue to support them and their network in order that such relationships can grow. FRG have produced a 3-minute film which explains more, Sandys story Page 391 of 484
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y FGDM/LLL Legislative Framework There are clear legislative and policy drivers for the development and expansion of FGDM and lifelong links. The duties placed on local authorities within Children and Young Persons (Scotland) Act 2014 to support to children where they may be at risk of coming into care underpins Family Group Decision Making. The Children (Scotland) Act 2020 emphasises the importance of family involvement in decision making for children and young people and legislative changes have added the importance of siblings. Page 392 of 484
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The FGDM approach aligns with to the principles of GIRFEC (Getting it Right for Every Child, 2006) and is rights-based in accordance with The United Nations Convention on the Rights of the Child (UNCRC). It puts the views of children and families at the centre and supports multiagency working by involving the professionals around the family. FGDM emphasises the importance of including the views of children and their families as part of the decision-making process. In August 2020, North Lanarkshire Council formally committed to keeping The Promise, Scottish Independent Care Review for children and young people in care. As part of the plan to fulfil this commitment they have given the opportunity to develop and expand FGDM and introduce Lifelong links. The service made a successful application with FRG to The Promise Partnership Fund to deliver Lifelong Links; a specific use of family group decision making for care experienced young people to maintain relationships, or re-connect, with people in their kin and social networks. This approach addresses the critique of The Promise that too often the care system has failed to work effectively with families when children enter care, or when they leave care as young adults, leaving young care experienced adults without positive informal support networks to fall back on economically and emotionally. The Promise (The Scottish Government, 2020). Family Group Decision Making in North Lanarkshire FGDM Aims and Objectives Family Group Decision Making (FGDM) is a strength-based approach which seeks to work in partnership, ensuring children and young people remain central to the decision-making process. Our long term aims • To recognise families as the experts in their own life and to empower children, young people and their families to be at the centre of decision making for their children or young people. • To improve the longer term emotional and mental well-being and stability for children and young people. • Identifying and maximising the network of support around children and young people, so they will be able to successfully maintain and / or reconnect with the important people and family in their life. Page 393 of 484
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Short Term Objectives • Children and young people’s networks are strengthened with important people in their life. • Children and young people are reconnected, have sustainability with and/or understand of the significant people in their life. • Where children are looked after by the local authority and not able to live with their family, family time (contact) arrangements are place for those relationships important to the child. • Children and young people will have an increased sense of identity, are supported to build their own narratives, safe connections, and restore damaged relationships. Over the past year we have prioritised referrals to the FGDM service to ensure we can target the service to children who most need it and in line with the priorities of Close To Home and The Children’s Services Plan: Pre birth All pre-birth referrals where there are concerns and require a social work assessment must be offered a FGDM. Child Protection Creation of a family plan to inform a Child Protection Plan. Following a Child Protection Conference to include wider family in the plan. Edges of care When current placement is at risk, a FGDM must be explored with the family and discussed at any meetings. Rehabilitation/leaving care Where there is consideration for rehabilitation or where young people are leaving care. FGDM progress Over the year we have been working to achieve our key objectives. The team have worked creatively and in partnership with families to bring together children, young people and their families to make supportive family plans to keep children safe. Page 394 of 484
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All the family plans have been child centred and demonstrated extended family involvement in decision making for children. There was an opportunity to increase family networks in most referrals we progressed with an average of 8 family members attending meetings. Our approach continues to have a strong focus on engagement with children, young people and their families to progress and improve the children and young person's wellbeing and work towards preventing accommodation or supporting rehabilitation. The voice of the children and young people have been heard and family members have been active in decision making evidenced from family plans, feedback from families and workers. It is important to facilitate family meetings in locations that are familiar to the family such as a local community centre, library or venue of their choosing. Families may have had negative experiences of statutory services and/or there can be stigma associated with the local social work office. The FGDM team have worked very hard to promote the service as “Blame free, future focused and child centred”, and part of this involves identifying community resources that are accessible and can comfortably accommodate large groups. The FGDM coordinator provides refreshments for the duration of the meeting and ensure there are play materials for any child who attends. The team feel refreshments are an underestimated component of the model, signalling informality, family communication and offering brief moments of respite or distraction if a meeting becomes fraught. The FGDM team always assert to any family that this is their meeting, they have control over who attends, and of the venue, and ultimately the length of time it takes to formulate their plan. There is no time restriction placed upon any family involved in the model. Page 395 of 484
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Below are three case examples that demonstrates the positive interventions FGDM can have on a child, young person and family life. • FGDM Giving Young People A Voice The case example below demonstrates the importance of the FGDM process at giving children and young carers a voice. We received a referral to support two sisters who had recently moved into a kinship placement with their older sister and her partner. Their parents have long term addictions issues which resulted in the risks being too high for them to remain in their care. The processes of Family Group Decision Making in this instance was every bit as important as the plan itself as it gave the girls the opportunity to share their views and feelings with their parents which was a very cathartic for them. When sharing their views, the oldest child articulated her feelings regarding the impact on the inconsistent parenting she had experienced throughout her life and how that trauma has manifested in her teenage years. Family Group Decision Making gave this Young Person the structure and safe space to share her feelings in a way that she had felt previously unable to do which will hopefully be an important step in her recovery from childhood trauma. Additionally, a successful plan was made which allowed the girls to plan contact with their parents in a safe manner that they were comfortable with and in control. Page 396 of 484
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• FGDM Supporting Rehabilitation This case examples demonstrates the benefits of including extended family networks in decision making to ensure safe planning to support rehabilitation. Family Group Decision Making referral was received to explore a rehabilitation plan for a boy aged 3 who had been living with foster carers since he was 3 months old. Prior to this referral alternative options including adoption were being considered. A family meeting took place with both maternal and paternal family members and the family created a plan around supporting the boy to return home to his parents’ care. He has now returned to his parent’s full-time care with extended family supports and a family member is monitoring this plan. There is a contingency plan for him to reside with his paternal grandad should his parents for any reason be unable to care for him to help keep him within the family network. • FGDM Supporting Families Come Together The third example demonstrated the complexity of family dynamics and with the support and sensitives of a family meeting children and families can be rehabilitated. Background • Three children (9, 7 and a 3-year-old) removed from Mother’s care and place on Child Protection register under physical neglect. • Eldest child placed in Kinship with Maternal Grandfather: (Father whereabouts unknown). • Two younger children placed with biological father (not father to the eldest child). • All three children had not seen each other for a period of three months (only contact was through telephone or ‘facetime’ calls). Reason for referral Eldest Child • Rehabilitation to mum’s care. • Sibling contact arranged and supported via extended family members. Page 397 of 484
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• Eldest child to reconnect with maternal gran and gran’s partner (grandad) – currently no relationship due to mum’s relationships difficulties with her mother and stepfather. Two younger children • Contact with mum and eldest child to be supervised/supported by extended family members. Preparation stage Six focussed sessions with the two older children, who were open and honest with their views and eager to maintain contact with each other, including the eldest child wanted to find her biological father. Preparation stage was completed, and all maternal/ paternal family members agreed to engage. During this stage biological father of eldest child were established. Contact made with biological father and agreed to engage in FGDM model. FGDM family meeting All family members attended FGDM meeting and developed a family plan which identified: • Children will have weekly contact with Mum (Mon and Thurs) supervised by maternal grandfather. This created opportunities for brother, sister contact: two younger children to reconnect with maternal grandfather and his partner. • In addition to this, relevant adults would support daily contact for all three children using ‘facetime’ and Whatsapp. Eldest child reconnected with her maternal gran and papa and her dad at the FGDM meeting who committed to weekly ‘face time sessions’ x 3, Dad also agreed to engage with Social Work to undertake further assessment to allow contact to be moved to face to face. Outcome The family chose not to review their plan as they felt it was not needed. Following the FGDM meeting, the coordinator linked in with the children to go over their plan and agreed to a follow up visit 1 month following the meeting. Page 398 of 484
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One month on…. The children confirmed their family were sticking to the plan and they have regular contact with each other …. final thoughts from the children …..”Life is good”. Yearly Statistics on Our family Meetings Page 399 of 484
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Over the past year there has been an increase in referrals to the FGDM service. The chart below demonstrates the increase in referrals from the previous year 2021/22 and the positive outcome of the FGDM teams continued effort at attending and promoting the FGDM service. It confirms the importance of the ongoing promotion and fortnightly attendance at each of the 6 social work locality teams (children and families). Also, confirmation that the service is becoming more integrated into the daily practice of social work locality teams by placing referrals to the FGDM team. The chart below demonstrates an increase of 71% in the number of families supported though the FDGM process as significant increase from the previous year. Page 400 of 484
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The service has progressed 57 families to full family meetings and 15 (22 children) have completed a significant piece of work where families engaged in planning before the meeting. All but a few referrals had a family review meeting to confirm a family plan and provided further support to the family in their own decision making. In all families who progressed through FGDM a family plan was produced, with children’s views at the heart, where the outcome for most children was to remain at home safely with parents or family and friends. It further confirms change in stability of placements and improvements in extent of family support or family links can be to support children. Page 401 of 484
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Referral Status Outcomes After a Family Meeting No Nature Outcome 10 Pre-Birth 9 babies' home with parents 1 – baby – friends/family 22 Prevent Accommodation 11 –Home with parents 8 - With family/friends 1- Foster Care 16 Rehabilitation Plan 8 – Returned to parental care 6 – with friends/family 1 – Foster Care NLC 1 -Children’s House NLC 7 Family Support 7 – Remained with parents 2 Family Time (Contact) Plan 2 – Reconnected with parents/extended family Page 402 of 484
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Feedback from family members, children and young people Family Members Evaluation Quotes We ask all family member who attend a family meeting to share their views at the being and end of a meeting. Below is a word cloud highlight and highlights the main comments on the day before and after a meeting. Before After Page 403 of 484
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Hearing the voices of family members is important to us and receiving feedback from families is part of our evaluation process. A member of the team who has not been involved in the family group meeting process will contacts family members be telephone and they are asked set question about their experience. Below we have highlighted some quotes from the evaluations. What children and young people said ….. Female child (8 years) “I am just so happy, my family are finally chatting” Female (14 years) “Thank xxxx I'm final getting home to my real home” Page 404 of 484
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Male (10 years) “my mum and dad are now talking” What parents said….. Mother – (10yrs old child) (Extended Family Support) Overall positive experience all family together taking responsibility but not because they are feeling forced. Mother – Family support around a single parent) People are now more willing to help with H since the plan, think it has to do with the meeting and him being able to communicate better. What carers said.... Mother – 2yr old child – (rehabilitation - returned to parental care) It was great. Everything worked well and we didn't feel judged. Kinship Carer (Paternal Uncle) Positive - found new sources of support from other side of the family. What family said ….. Great Grandmother (Pre -Birth) It was just brilliant. It is really a really worthwhile thing to do. We are now all singing from the same hymn sheet. Paternal Great Grandmother (Pre-Birth) We already had our plan in place, but it was good to formalise it - Very Positive Maternal Grandparent (Pre-Birth) Page 405 of 484
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It was a good idea for our family to help child, more help in place and everyone in agreement. Maternal Aunt (Pre-Birth) It was empowering for the YP to have everyone come together to support her. it brought everyone together at the same time so everyone understood what was being said to YP in terms of advice and therefore everyone can be on the same page. Maternal Grandmother: Paternal Uncle (kinship) Good outcomes were made. Increased communication in our family: Definitely helped us. Highly Recommend. Paternal Grandmother (Parental Contact with Mother out with NLC) FGDM sounds great for other families but not ideal for our circumstances. What the Professionals said ….. Senior Social Worker: FGDM process very helpful in all aspects of care planning. It really helps that the workers are completely independent to the locality teams and the families feel empowered to create their own family plans. I feel that we have the importance of FGDM imbedded into day-to-day practice now and have had really good outcomes for our families using FGDM. Social Worker: My experience with FGDM has been really positive! FGDM supported one of my kinship families to ensure the placement didn’t breakdown and that all the family members who engaged were on the same page for how to support the young person and implement rules and boundaries. Page 406 of 484
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Lifelong Links in North Lanarkshire Our priority over the first year was supporting care leavers in the transition out of care and into adulthood to ensure they could reconnect with important people in their network, including brother and sisters. The Promise documented: “Many care experienced young adults have told the Care Review that they felt a abandoned and ill prepared as they moved from childhood into adulthood” (The Promise, 2020, pg92). Aim of FGDM Lifelong Links • To improve the longer term emotional and mental well-being and stability for children and young people in care and after care. • To Identify and maximise the network of support around children and young people, so they will be able to successfully maintain and / or reconnect with the important people in their life, including family. Objectives • There will be clarity over the existing relationships and important people in children and young people’s lives to ensure these relationships are supported and sustained in care and into adulthood. • Children and young people with care experience will be supported to identify or reconnect with important people and family, to expand their network in a supportive and sustainable way. • Children and young people will have better understanding of their family life, an increased sense of identity, and be supported to build their own narratives and address their needs to build safe connections, restore damaged relationships or to achieve closure. • A Lifelong Links service will be established to promote systems, practice and culture change around the importance and sustainability of relationships for care experienced children and young people. Our Lifelong Links journey. Setting up..... Page 407 of 484
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The service was successful in receiving funding through the Promise fund to enhance support to brothers and Sisters in January 2022. The funding application was made for a two-year programme to set up a Lifelong Links Service and embed the practice model in North Lanarkshire. The funding was granted for one year for two social workers posts and the associated training through the Family Rights Group. At the time of the initial grant award, there was an indication that a further year’s funding would be granted following successful establishment of the service at the end of year one. Two workers were appointed in March 2022 and joined the Family Group Decision Making Team after completing the foundation training in FGDM and supported to develop their skills in this area of work. The new workers alongside the existing three social workers and the manager in the FGDM team were trained to deliver Lifelong Links through the Family Rights Group in March 2022. The team have undertaken appropriate training for Subject Access Requests to support young people understand their life story, which is often required in the initial phase of Lifelong Links. This connects to wider work in North Lanarkshire to improve the engagement and participation of care experienced young people and considerations of how we communicate through technology which is more familiar and accessible for young people. There has been considerable investment in the training in a range of electronic tools that can support workers delivering Lifelong Links including Ancestry (site for genealogy searching), Geno Pro (family tree building) and Trace Genie (electoral role search), as well as a range of technology and access to applications (Facebook) approved through the Council’s Enterprise and Architecture Governance Group to ensure appropriate IT support and governance. Letters to lost connections of a young person we are currently working with. Page 408 of 484
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Example of Genomap for Rosie O’Donnell Page 409 of 484
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The team continues to be part of the national Family Right Group, Lifelong Links support network and has made links with other services in Scotland delivering Lifelong Links to explore learning and reflection from their implementation and practice experience. To promote the approach and implement the service a Lifelong Links Operations Group was set up involving the team, representation from FRG, social work staff from Locality Teams, representation from the Carers’ Team and Children’s Houses, carer representation and the input of care experienced young people. This supported all staff and carers to explore the aims and opportunities of Lifelong Links for care experienced young people and also consider and respond effectively to anxieties, barriers and complexities to develop extended networks for young people. Clear processes have been put in place to ensure young people and their family and extended networks are supported sensitively and safely. The team arranged and delivered awareness raising sessions across services and provided materials to support understanding of the aims of Lifelong Links. Team members use existing links to social workers across the authority to maintain the profile of Lifelong Links and identify young people who would benefit from the service. The most recent presentation was presenting a workshop at North Lanarkshire's promise conference, attached is a clip from a young person who is currently being supported through lifelong links. Please click om QR code: Mobility Mapping © Thoughtful Learning 2015 Page 410 of 484
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Lifelong Links - North Lanarkshire Council There are regular meetings with FRG to discuss and explore issues as they arise as well as embedding the service in practice. This provided the team with ongoing advice, support and guidance as issues have arisen through service delivery. This includes legal complications, cross boundary access to records and general practice issues. Statement from FRG: “Family Rights Group has been impressed with the appropriately paced and thorough approach North Lanarkshire has taken to developing a new Lifelong Links service within the authority over the last year. The implementation and development of the new service has been strongly supported by senior leaders with impressive efforts made to include colleagues from across the full range of children and family services in North Lanarkshire. There is a particularly strong commitment to utilise the experience and learning from Lifelong Links to improve practice across children's services based upon the core commitments contained within the Promise”. Children and young people referred The team are currently supporting 14 young people, who are either young people in transition into adulthood, preparing to leave care, or young adult care leavers. There are 2 referrals who are under 16, one is currently in care and the other is with family. At this time all but 2 referrals have progressed and are active lifelong link referrals. Lifelong Links work goes at the pace of individual and takes months to identify, find, engage and involve significant people in the lives of care experienced young people. At this stage it is too soon to report on clear outcomes. The aim of the project had therefore been to do the work over 2 years and evaluate its impact creating the business case for permanent funding. However, case examples below illustrate the value to young people of the approach. Some young people have a clear objective regarding who and what they want to achieve through Lifelong Links, for some this requires to be established. All young people have had significant care experience and have significant gaps in their knowledge about their family, identity and care experience. Many are experiencing the impact of adversity from their childhood, with presenting issues relating to their emotional wellbeing and mental health. The work is long term and provides a safe and structured space for young people to explore their network and plan in a safe way. Page 411 of 484
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Age and gender of children and young people referred Age Male Female Under 16 2 - 17 1 1 20 1 - 21 - 2 22 2 - 23 1 2 24 - 1 Over 25 1 - Total 8 6 We have focused this year on young people over 16 years old however are looking to provide this service to all care experienced young people in the future. Of the 14 young people currently being supported through Lifelong Links, there are 8 males and 6 females. 8 of these young people are living independently, two remain with family and the remaining four young people are spread between supported care, secure care, foster care and prison. Case examples Examples below demonstrate the value and benefit of lifelong links for care experience young people. All examples have been anonymised and names changed. The example below demonstrates the power of mobility mapping and reconnecting with carers. Page 412 of 484
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Jane is 17 years old and was adopted with her younger sibling when she was age 7. Jane’s adoption unfortunately broke down when she was 11 years old, and she moved to a couple of different foster carers. Jane sadly lost contact with her adoptive parents and no longer has any contact with her younger sibling who remains residing with her adoptive parents. Jane wanted to engage with Lifelong Links to have a better understanding of her Life Story and reconnect with her birth family if possible. Through Mobility Mapping it was identified that Jane did not key basic information like her biological Mother’s first name, where she lived when she came home from the hospital and details of her biological Father and extended family. During Mobility Mapping Jane indicated that she felt she was happiest in her life when she resided with previous foster carers from when she was age 4-7. Through Lifelong Links, Jane is now fully aware of her Life Story and journey from birth. Jane has sadly learned that her biological Father has passed away and the circumstances around this. Jane has learned that she has three older half siblings who we are trying to trace through Lifelong Links. Jane has successfully reconnected with previous foster carers who she lived with from ages 4-7. Jane is now in regular contact with these carers who have been able to share lots of stories about key moments in her life like when she lost her first tooth. Jane is also in the early stages of reconnecting with her birth Mother which means a lot to her. She has received a supportive letter from her mother and photographs of herself as a baby with her parents. Examples highlights the importance of young people known their narrative. Mary is a 22-year-old female who was referred to Lifelong Links by her allocated social worker. Mary was accommodated by the local authority when she was 3 years old, spent time in foster care prior to being adopted however her adoption broke down leading to her living in a residential childcare establishment. She now lives independently with daily support. Mary hoped to use Lifelong Links to fulfil a clear objective of tracing her father with the hope of re-establishing the connection which was lost when she was 3 years old. Mary has, in the past, attempted to locate him by speaking to adult males who claimed to be his friend. Mary went with these men to try and find him in parts of Scotland and the UK however this was unsuccessful. Furthermore, these men were manipulative and exploited Mary’s desire to find her Dad which a further traumatic experience for her. Page 413 of 484
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Lifelong Links has been able to provide a supportive network around Mary to support her in her desire to find her Dad. A deep dive search of her file from childhood was able confirm some information that Mary had such as her father living in Wales at some point and also able to confirm a mental health diagnosis as well as basic but important information such as his date of birth. Alongside the deep dive I used ancestry.co.uk which found someone who met the profile we were searching for. However, he was unfortunately deceased which prompted me to retrieve a death certificate from the same man. The death certificate confirmed a place of death in Wales and that he died from an overdose of medication prescribed for the mental health diagnosis. All these small pieces of information were beginning to bring together the larger picture that I has most likely found Mary’s Father however I wanted to build upon the information as much as possible on Mary’s behalf. I was able to use the information from the death certificate to purchase his birth certificate which was another part of the puzzle and enough for the professionals involved to be comfortable that we had traced C’s Father. Although this is ultimately sad and disappointing news for MARY it is hoped that it is enough to provide an element of closure. Additionally, Mary’s desire to find her Dad has left her vulnerable to those willing to exploit her; using LLL to provide a safe and structured intervention has been invaluable for Mary to gain more information about her Father. We will also look to explore any extended family that Mary isn’t aware of which may lead to a positive conclusion where her family network is expanded for support as well as gaining more knowledge on what her Dad was like as an individual. Feedback from children and young people “I now finally know the truth about my life” Next year and beyond …. The report has evidenced the positive service development of the FGDM and Lifelong Links service. The model has been strengthened over the past year with the expanded team and the opportunity to provide the service across the 6 children and families locality teams. Over the next year we will continue to reinforce our key objectives and work towards our long-term goals. Recognising families are the experts in their own life and working towards empowering children, young people and their families to be at the centre of decision making for their children or young people. It is important we continue to work towards improving the longer term emotional and mental well-being and stability for children and young people. Using the FGDM service and Lifelong links service, we will Page 414 of 484
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continue to identify and maximising the network of support around children and young people, so they will be able to successfully maintain and / or reconnect with the important people and family in their life. Over the next year we will building on this year's success, using the same referral criteria prioritising Pre-birth, child protection, edges of care and rehabilitation/leaving care. We will continue our work on promoting our service delivery and ensuring we continue to prioritise our key referrals and work in partnership with children, young people and their families to ensure their voices are heard. Page 415 of 484
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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/ TO’H Date 12/09/23 Revenue Budget Monitoring Report From: Janie O’Neill, Chief Officer (Education - South) E-mail: oneillja@northlan.gov.uk Telephone: 01698 812269 Executive Summary This report provides a summary of the financial performance of the Education, Children and Families Service for the period 1 April 2023 to 21 July 2023 (Period 4). The report highlights the projected outturn position as at 31 March 2024, 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 £504.478m for the 2023/24 financial year. Incorporated within the revenue budget are approved savings totalling £1.226m. It is anticipated that £1.226m (100%) of these savings will be realised during the current financial year. The Service is currently forecasting a balanced budget position for the current financial year. Recommendations It is recommended that the Education, Children and Families Committee: 1) Review the financial position of the Education, Children and Families revenue budget. 2) Review the contents of the report. The Plan for North Lanarkshire Priority All priorities Ambition statement (25) Ensure intelligent use of data and information to support fully evidence based decision making and future planning Item 14 Page 417 of 484
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1. Background 1.1. North Lanarkshire Council’s approved Financial Regulations require Deputy Chief Executives and Chief Officers 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 Summary of Financial Position 2.1.1. At the meeting of Council on 23 February 2023, North Lanarkshire Council approved its General Fund Revenue Budget of £978.624m for the 2023/24 Financial Year, of which, £503.341m (51.4%) represented the approved net revenue budget for the Education, Children & Families Service. During 2023/24 there has been a net budget increase of £1.137m to £504.478m observed. These movements include incorporation of 2023/24 redeterminations of £1.137m aligned to the Service. 2.1.2. The Service is forecasting a balanced budget position at the end of the financial year. Further analysis of major variances is provided within Section 2.2 of this report. 2.1.3. The current 2023/24 budget incorporates £1.226m of savings previously approved by the Council on 23 February 2023. Further information regarding particularly challenging savings, along with associated management actions and replacement in-year savings, are included within this report at Appendix 5. Analysis of Significant Variances 2.2.1 The Service has a total employee budget of £383.656m and currently anticipates a projected underspend of £2.211m. 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 budgetary allocations based on agreed formulas and distribution methods. 2.2.3 The Service is anticipating an overspend of £0.250m within Property Costs as a result of the cumulative impact of minor overspends across a number of budget heads. 2.2.4 The Service is anticipating an overspend of £1.116m within Transport & Plant which reflects ongoing costs pressures within ASN transport (£0.816m) and mainstream contracts including Gaelic provision (£0.300m). 2.2.5 The Service is anticipating an overspend of £0.049m within Payments to Other Bodies primarily due to external placements within the ASN sector (£0.199m) and payments aligned to Gaelic provision (£0.100m) offset by underspends in relation to fostering / adoption fees and allowances (£0.250m) as outlined in Appendix 3. Page 418 of 484
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2.2.6 The Service is anticipating an under-recovery of income of £0.796m in relation to membership fees and site admissions within the Active & Creative Communities estate (£0.500m) being below budget targets, along with reduced external ASN placements within NLC educational settings (£0.296m). 2.2.7 In addition, the Service is also anticipating an overall balanced budget position across several expenditure categories including Supplies & Services, Administration Costs, Transfer Payments, Capital & Revenue Financing Costs, and Other Costs as outlined in Appendix 2. Earmarked Reserves 2.3.1 In finalising North Lanarkshire Council’s annual accounts to 31 March 2023, the Education, Children and Families Service was given approval to earmark £101.760m of resources to fund key projects and initiatives. Most of this reserve (£56.684m) is earmarked for existing school building contractual commitments. From the start of the 2023/24 financial year this school building reserve has been realigned to Financial Solutions. In addition, £1.518m has also been redistributed to the Chief Executives Service to support tackling poverty initiatives aligned to the Scottish Welfare Fund. Other specific reserves include Pupil Equity Fund (PEF) carry forwards, Devolved School Management (DSM) carry forwards, resettlement initiatives, and ring-fenced 1140 Hours grant. 2.3.2 The Service anticipates utilising £39.795m of allocated earmarked reserves in the current financial year. This in-year projection reflects the re-phasing of resources (£3.763m) to future years following the completion of strategic reviews in relation to the operational requirements and financial planning assumptions aligned to these resources. Future monitoring reports will continue to provide updates on the use of these reserves during 2023/24, and future financial years if applicable, as outlined in Appendix 4. 2023/24 Budget Savings 2.4.1 The Council previously approved total savings of £7.486m to be applied during 2023/24 financial year. Incorporating base budget adjustments and Service savings proposals, the Education, Children and Families Service savings target for 2023/24 was £1.226m (16%). 2.4.2 The Service uses a variety of information, records, and processes to monitor achievement of its approved budget savings. As at Period 4, it is anticipated that £1.226m (100%) of the approved savings target will be realised in the current financial year as outlined in Appendix 5. Management Actions 2.5 Management will continue to review and implement actions through to financial year end with the aim of ensuring the Service continues to operate within its overall funding envelope. These actions will include: 1) Vacancy management 2) Creating efficiencies through use of grant / external funding 3) Curtailment of non-essential expenditure 4) Application and utilisation of earmarked reserves to offset in-year cost pressures Page 419 of 484
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3. Measures of success 3.1 The service operates within approved budget resources and requirements of the Council’s approved Financial Regulations. 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 Janie O’Neill Chief Officer (Education - South) Page 420 of 484
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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 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 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 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 421 of 484
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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 (SMT), Business Management Team (BMT), Corporate 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. 5.11 Children’s rights and wellbeing impact Does the report contain any information regarding any council activity, service delivery, policy, or plan that has an impact on children and young people up to the age of 18, or on a specific group of these? Yes ☐ No ☒ If Yes, please provide a brief summary of the impact and the provision that has been made to ensure there has been appropriate consideration of the relevant Articles from the United Nations Convention on the Rights of the Child (UNCRC). If Yes, has a Children’s Rights and Wellbeing Impact Assessment (CRWIA) been carried out? Yes ☐ No ☐ Page 422 of 484
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APPENDIX 1 [1] [2] [3] [5] [6] [7] Early Years 33,450,680 33,450,680 0 0.0% 0 Balanced Budget Primary Schools 139,936,598 139,936,598 0 0.0% 0 Balanced Budget Secondary Schools 133,540,747 133,540,747 0 0.0% 0 Balanced Budget Special Schools 22,760,438 22,760,438 0 0.0% 0 Balanced Budget Education Service Delivery 93,487,676 95,246,661 (1,758,985) ADV (1.9%) 0 Overspends within transportation costs linked to ASN and Gaelic service delivery; external placements within the ASN sector; various minor property costs overspends; partially offset by Divisional vacancies Children & Families 41,021,683 39,571,683 1,450,000 FAV 3.5% 0 Underspends within employee costs due to establishment vacancies; and fostering / adoption fees and allowances Justice Services 97,399 (102,601) 200,000 FAV 205.3% 0 Underspend within employee costs aligned to grant synergies Active & Creative Communities 27,861,906 27,743,156 118,750 FAV 0.4% 0 Underspends within employee costs across Leisure and Culture venues partially offset by income under-recovery in membership fees and site admissions Employability 4,957,328 4,957,328 0 0.0% 0 Balanced Budget Community Learning 5,407,040 5,416,805 (9,765) ADV (0.2%) 0 Minor overspend Tackling Poverty 1,956,882 1,956,882 0 0.0% 0 Balanced Budget NET EXPENDITURE 504,478,377 504,478,377 0 0.0% 0 As stated above [4] NORTH LANARKSHIRE COUNCIL Revenue Budget Monitoring Report - Objective Analysis Period 04 (01 April 2023 - 21 July 2023) Education, Children & Families DIVISION OF SERVICE ANNUAL BUDGET PROJECTED OUT-TURN PROJECTED OUT-TURN VARIANCE % PERIOD MOVEMENT ANALYSIS Page 423 of 484
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APPENDIX 2 [1] [2] [3] [5] [6] [7] EMPLOYEE COSTS 383,655,793 381,444,616 2,211,177 FAV 0.6% 0 Underspend primarily due to phasing of external funding; recruitment reflecting the academic session rather than the financial year; and Service vacancy management PROPERTY COSTS 78,520,629 78,770,629 (250,000) ADV (0.3%) 0 Cumulative value of minor overspends across the Service SUPPLIES & SERVICES 23,399,640 23,399,640 0 0.0% 0 Balanced Budget TRANSPORT & PLANT 21,645,830 22,761,472 (1,115,642) ADV (5.2%) 0 Overspend in relation to ongoing cost pressures linked to ASN and Gaelic service delivery and market increase for aligned transport contracts ADMINISTRATION COSTS 6,907,925 6,907,925 0 0.0% 0 Balanced Budget PAYMENTS TO OTHER BODIES 43,624,797 43,673,987 (49,190) ADV (0.1%) 0 Overspend in relation to external ASN placements and Gaelic provision; offset by underspends within fostering / adoption fees and allowances TRANSFER PAYMENTS 4,089,540 4,089,540 0 0.0% 0 Balanced Budget CAPITAL FINANCING COSTS 44,431,335 44,431,335 0 0.0% 0 Balanced Budget REVENUE FINANCING COSTS 0 0 0 0.0% 0 Balanced Budget OTHER EXPENDITURE 46,647,418 46,647,418 0 0.0% 0 Balanced Budget TOTAL EXPENDITURE 652,922,907 652,126,562 796,345 FAV 0.1% 0 As stated above INCOME (148,444,530) (147,648,185) (796,345) ADV 0.5% 0 Under-recovery of income in relation to Active & Creative Communities membership fees and site admissions along with fewer cross-boundary ASN placements within NLC settings. NET EXPENDITURE 504,478,377 504,478,377 0 0.0% 0 Balanced Budget [4] NORTH LANARKSHIRE COUNCIL Revenue Budget Monitoring Report - Subjective Analysis Period 04 (01 April 2023 - 21 July 2023) Education, Children & Families CATEGORY ANNUAL BUDGET PROJECTED OUT-TURN PROJECTED OUT-TURN VARIANCE % PERIOD MOVEMENT ANALYSIS Page 424 of 484
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APPENDIX 3 [1] [2] [3] [5] [6] [7] General PTOBs 7,102,551 7,202,551 (100,000) ADV (1.4%) 0 Payments in relation to Gaelic provision Additional Support Needs 8,538,893 8,738,083 (199,190) ADV (2.3%) 0 Net overspend in relation to external ASN placements Early Years 15,150,000 15,150,000 0 0.0% 0 Balanced Budget Voluntary Organisations 1,222,484 1,222,484 0 0.0% 0 Balanced Budget Family Placements 11,388,583 11,138,583 250,000 FAV 2.2% 0 Underspend in relation to fostering / adoption fees and allowances Children's Services - General 222,286 222,286 0 0.0% 0 Balanced Budget TOTAL EXPENDITURE 43,624,797 43,673,987 (49,190) ADV (0.1%) 0 As stated above [4] NORTH LANARKSHIRE COUNCIL Revenue Budget Monitoring Report - Payments to Other Bodies Period 04 (01 April 2023 - 21 July 2023) Education, Children & Families CATEGORY ANNUAL BUDGET PROJECTED OUT-TURN PROJECTED OUT-TURN VARIANCE % PERIOD MOVEMENT ANALYSIS Page 425 of 484
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APPENDIX 4 Value % Service Specific Earmarked Reserves: School Carry Forward (DSM) 3,724,000 0 3,724,000 1,655,111 3,724,000 100.0% 0 0 3,724,000 Supporting Education Service Delivery (including temp. teacher recruitment) 15,970,000 0 15,970,000 11,608,290 15,970,000 100.0% 0 0 15,970,000 Pupil Equity Fund (PEF) Carry Forward 3,851,000 0 3,851,000 1,983,981 3,851,000 100.0% 0 0 3,851,000 Early Learning & Childcare 7,312,000 0 7,312,000 600,233 7,312,000 100.0% 0 0 7,312,000 Children & Young People Mental Health Wellbeing (CYPMHW) Framework 302,000 0 302,000 122,351 302,000 100.0% 0 0 302,000 Shotts Prison SLA 92,000 0 92,000 28,308 92,000 100.0% 0 0 92,000 Whole Family Wellbeing Fund 2,584,000 0 2,584,000 116,500 2,584,000 100.0% 0 0 2,584,000 Employability Initiatives 1,191,000 0 1,191,000 24,114 1,191,000 100.0% 0 0 1,191,000 Operating Delivery Model 225,000 0 225,000 55,054 225,000 100.0% 0 0 225,000 Developing the Young Workforce 593,000 0 593,000 1,983 464,000 78.3% 129,000 0 464,000 Supporting Children & Families Service Delivery 236,000 0 236,000 61,914 236,000 100.0% 0 0 236,000 Scottish Equity Fund (SEF) Carry Forward 695,000 0 695,000 375,000 695,000 100.0% 0 0 695,000 Resettlement and Unaccompanied Minors 5,699,000 0 5,699,000 227,820 2,065,000 36.2% 3,634,000 0 2,065,000Multiple-year resettlement team and aligned service provision. Phasing reflective of utilisation of EMR. CLD and Voluntary Organisations Youth Work Initiatives 301,000 0 301,000 81,907 301,000 100.0% 0 0 301,000 Tackling Poverty Initiatives 250,000 0 250,000 15,508 250,000 100.0% 0 0 250,000 Active & Creative Communities (External Grants & Funding) 533,000 0 533,000 0 533,000 100.0% 0 0 533,000 TOTAL 43,558,000 0 43,558,000 16,958,074 39,795,000 91.4% 3,763,000 0 39,795,000 Reserves Required In Year Commentary Regards UsageSpend to Date Projected Spend Reprofile to Future Years No Longer Required FINANCIAL YEAR - 2023/24 DESCRIPTION OF EARMARKED RESOURCE Reserve Allocation Profiled in Future Years Approved Reserve Total NORTH LANARKSHIRE COUNCIL Revenue Budget Monitoring Report - Status of Earmarked Reserves Period 04 (01 April 2023 - 21 July 2023) Education, Children & Families Page 426 of 484
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APPENDIX 5 £000 £000 £000 £000 £000 Base Budget Adjustments: Reduction in Non-Staffing Education HQ Budgets 181 181 0 0 Reduction in Children's Services HQ Employee Cost Budgets 69 69 0 0 Total Base Budget Adjustments 250 250 0 0 0 Approved Savings Secondary Management Structures 176 176 0 0 Review of Devolved School Management (DSM) 800 800 0 0 Total Approved Savings 976 976 0 0 0 TOTAL 1,226 1,226 0 0 0 100.00% 0.00% 0.00% 0.00% Delivered Gap Replacement Revised-Gap DESCRIPTION Value Revised Savings Gap CommentarySavings Gap Reasons for Savings Gap NORTH LANARKSHIRE COUNCIL Revenue Budget Monitoring Report - Savings Period 04 (01 April 2023 - 21 July 2023) Education, Children & Families APPROVED SAVINGS REPLACEMENT SAVING / FUNDING DESCRIPTION OF APPROVED SAVING Target Value Value Deliverable Page 427 of 484
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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 / TO’H Date 12/09/23 Annual Bad Debt Write-Off Exercise From: Janie O’Neill, Chief Officer (Education - South) E-mail: oneillja@northlan.gov.uk Telephone: 01698 812269 1. Background 1.1. Under delegated responsibilities, North Lanarkshire Council’s approved Financial Regulations require Chief Officers and the Chief Officer for Finance to approve the write-off of outstanding accounts of less than £500. In addition, the aligned parent Committee is required to approve the write-off of outstanding accounts due to the Council which are greater than £500. Executive Summary This report provides a summary of outstanding debtor accounts relating to previous financial years which are deemed either to be uncollectible following all attempts at recovery or, are not economically viable to continue pursuing. In accordance with Council’s Financial Regulations, a provision for expected credit losses has previously been established for the outstanding accounts. The total recommended for write-off for 2023/24 is £26,167.28. Recommendations It is recommended that the Education, Children and Families Committee: 1) Acknowledge the decision of the Chief Officer (Education - South) and Chief Officer for Finance, under delegated responsibilities, to write-off a total of £5,567.07 for outstanding debtors accounts under £500. 2) Approve the write-off of £20,600.21 for outstanding debtors accounts over £500. 3) Remit the content of this report to the Finance and Resources Committee. The Plan for North Lanarkshire Priority Improve North Lanarkshire's resource base Ambition statement (25) Ensure intelligent use of data and information to support fully evidence based decision making and future planning Item 15 Page 429 of 484
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2. Report Chargeable Activities and Recovery Actions 2.1.1. The Education, Children and Families Service provide a range of chargeable activities such as, but not limited to, membership and venue admission charges within the Active & Creative Communities estate; cross boundary and / or inter-authority charges for service provision within educational sectors; and educational leadership and training courses. 2.1.2. For context, during the 2022/23 financial year, the Education, Children and Families Service raised 733 invoices which had an aggregate total value of £2.993m. In conjunction with the Corporate Debt Recovery Team, every effort has been made by the Service to fully recover outstanding accounts including reminder correspondence, use of collection agents, and legal action. The value of the accounts identified for write- off in this report represent a small proportion (less than 1%) of the total value of invoices raised each year by the Service. 2.1.3. Despite these proactive actions, there are several accounts that have been deemed uncollectible and/or are considered not economically viable to engage in further collection initiatives. The annual process of assessing the likelihood of the non- recovery of debt conforms to accepted accounting best practice and is a realistic assessment of expected levels of future payment. Analysis of Write-Off 2.2.1 A critical and in-depth analysis of the outstanding balances was conducted resulting in a write-off total of £26,167.28 represented by £5,567.07 (accounts < £500) and £20,600.21 (accounts > £500) respectively. 2.2.2 There are several reasons why the outstanding balances have been identified for the purposes of the annual write-off process. These are aggregated as follows: 1) Deceased The debtor is deceased and there have been insufficient funds within the estate to meet the outstanding sum due. 2) Recovery Exhausted All available avenues have been pursued and there is no prospect of recovery of funds. 3) Uneconomic to Pursue There are insufficient funds and/or no realisable assets that are available to meet the debt and it is uneconomic to continue to seek the outstanding sum due. 2.2.3 For additional information, the tables below provide an analysis of the proposed write- off by value (Table 1) and cause (Table 2) in line with the categories described previously. Page 430 of 484
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Table 1 VALUE £ No of Accounts < £500 5,567.07 23 > £500 20,600.21 6 TOTAL 26,167.28 29 Table 2 CAUSE £ No of Accounts Deceased 0 0 Recovery Exhausted 20,668.65 25 Uneconomic to Pursue 5,498.63 4 TOTAL 26,167.28 29 2.2.4 There are no new financial implications linked to this report in relation to the current financial year. The write off costs will be supported via the relevant financial provision outlined in the Council’s Annual Accounts. 3 Measures of success 3.1 The Corporate Debt Recovery Team and the Service will continue to monitor and review the volume and value of outstanding debts and seek recovery of all sums owed to the Council. 4 Supporting documentation 4.1 Not Applicable. Janie O’Neill Chief Officer (Education – South) Page 431 of 484
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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 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 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 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 ☒ Page 432 of 484
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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 (SMT), Business Management Team (BMT), Corporate 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. 5.11 Children’s rights and wellbeing impact Does the report contain any information regarding any council activity, service delivery, policy, or plan that has an impact on children and young people up to the age of 18, or on a specific group of these? Yes ☐ No ☒ If Yes, please provide a brief summary of the impact and the provision that has been made to ensure there has been appropriate consideration of the relevant Articles from the United Nations Convention on the Rights of the Child (UNCRC). If Yes, has a Children’s Rights and Wellbeing Impact Assessment (CRWIA) been carried out? Yes ☐ No ☐ Page 433 of 484
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North Lanarkshire Council Report Education, Children, and Families Committee Does this report require to be approved? ☒ Yes ☐ No Ref Date 12/09/23 Strategic Performance Framework - latest performance results for Education From Janie O’Neill, Chief Officer (Education - South) Gerard McLaughlin, Chief Officer (Education - North) E-mail ONeillJa@northlan.gov.uk McLaughlinG@northlan.gov.uk Telephone Executive Summary In September 2019, a programme of scrutiny based on key areas within the performance indicators from the Local Government Benchmarking Framework (LGBF) was created. This report provides an update on Education’s performance against the identified measures and identifies key areas of progress since the previous update, presented in February 2023. Several of the identified measures relate to performance information collected through external HMIE inspection processes. As previously reported, HMIE paused routine inspections during the Covid pandemic; only engaging with schools undergoing continuing engagement. This impacted on the scope of results collected for session 2020-21 and 2021-22. Notably, in session 2022-23, HMIe resumed their routine programme of inspections providing a more representative sample. This report outlines performance based on data collected from all HMIE reports published during academic session August 2022 to June 2023. Targets for the three indicators derived from the HMIe inspection questionnaires were set prior to the pandemic and as such have since been reviewed and updated to reflect actual performance trends more accurately. Educational attainment results have not changed since the previous report, as data is collected annually. Using the latest dataset, this report provides the Education, Children and Families committee with an update on progress and identifies areas for further improvement. 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. Item 16 Page 435 of 484
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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 aligned, planned, guided, implemented, and governed. 1.2 These 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. 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 (7) Enhance collaborative working to maximise support and ensure all our children and young people are included, supported, and safe (8) Engage children and families in early learning and childcare programmes and making positive transitions to school (9) Invest in early interventions, positive transitions, and preventative approaches to improve outcomes for children and young people (10) Engage with children, young people, parents, carers, and families to help all children and young people reach their full potential Page 436 of 484
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1.6 This report therefore presents the Education, Children, and Families Committee with the latest performance results for Education for Members’ further review and scrutiny. 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: 6. Raise attainment and skills for learning, life, and work to enhance opportunities and choices 7. Enhance collaborative working to maximise support and ensure all our children and young people are included, supported, and safe 8. Engage children and families in early learning and childcare programmes and making positive transitions to school 9. Invest in early interventions, positive transitions, and preventative approaches to improve outcomes for children and young people 10. Engage with children, young people, parents, carers, and families to help all children and young people reach their full potential 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 Officer (Education). 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 five 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 five 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. 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 437 of 484
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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 Education 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 Education.xlsx Current context 2.5 The routine programme of HMIe Inspections resumed in session 2022-23. Establishments were asked to provide some contextual information around the impact of the Covid pandemic within their specific context, and how they had adapted to meet the challenges, to allow inspectors to fully understand the impact of the pandemic on individual establishments. 2.5.1 Last session (2022-23), there was significant investment in additional teaching staffing to support recovery, improved attainment and health and wellbeing. A cluster attainment teacher (CAT), funded through the Scottish Attainment Fund (SAC), was aligned to every cluster, with a specific remit around supporting identified learners with literacy and numeracy interventions. Despite challenges around deployment of CATs to cover emergency staffing vacancies, this approach proved successful in improving outcomes for learners. 2.5.2 Piloting of refreshed quality assurance processes has increased consistency in establishment self-evaluation for improvement processes. With further implementation it is anticipated that this will improve the rigour and accuracy of self-evaluation processes, strengthening the system. Recent performance highlights 2.6 Since our last report (February 2023), a further five establishments have been inspected. In summary, a total of twelve establishments were inspected during academic session 2022-23. Of the twelve establishments inspected, five included Early Years provision. 100% received a positive report, using the current criteria which categorises a grading of satisfactory or above as positive. 2.6.1 Furthermore, four establishments were awaiting further engagement with HMIe, following inspection. Two of these establishments were partially signed off during session 2021-22, with a requirement for the Service to submit a progress report to HMIe for verification. The other two establishments were determined to require further engagement with HMIE inspectors. As of June 2023, three of the four establishments have been fully signed off and verified progress reports have now been published. Only one establishment remains requiring further engagement from HMIE inspectors. 2.6.2 As previously reported, from session 2022-23, we propose to further challenge ourselves by adapting the criteria underpinning the performance indicator - % positive HMIE reports by only categorising establishments graded good or above as positive. This will have obvious implications on comparing trends over time but reflects increased expectations and drive to improve outcomes for children and families. 2.6.3 Using this new measure analysis of all inspection gradings awarded to NLC schools over the 5- year improvement cycle shows the following high-level profile and conveys the initial impact of recent improvement activity against statutory measures: Page 438 of 484
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• Pre-covid: 61% good+ inspection gradings (106 grades awarded) • 2022 – 2023: 83% good+ inspection gradings (54 grades awarded) 2.6.3 Further analysing results by specific quality indicators (table 1.1 and 1.2 below), enables us to identify strengths and areas for development. Table 1.1 Analysis of HMIe Quality Indicator Gradings (Schools: BGE) (12 inspections) HGIOS4? Quality Indicator % achieving an evaluation of good or above 1.3 Leadership of Change 100% 2.3 Learning, Teaching and Assessment 75% 3.1 Ensuring Wellbeing, Equality and Inclusion 100% 3.2 Raising attainment and achievement 83.33% Table 1.2 Analysis of HMIe Quality Indicator Gradings (Early Years) (5 inspections) HGIOS4? Quality Indicator % achieving an evaluation of good or above 1.3 Leadership of Change 100% 2.3 Learning, Teaching and Assessment 60% 3.1 Ensuring Wellbeing, Equality and Inclusion 100% 3.2 Securing Children’s progress 60% 2.6.4 Notably, 50% of school establishments inspected achieved an inspection grading of ‘very good’ for at least one quality indicator. 2.6.5 Analysis results align with the service’s self-evaluation processes and work has already started to provide further universal support for establishments, for example through improved tracking and monitoring tools and creation of a curriculum rationale toolkit. These developments should lead to improvements in 2.3 Learning, Teaching and Assessment and 3.2 Raising Attainment and Achievement but it is too early for the impact of this development work to be evidenced in statistics. 2.6.6 Results for the performance indicator Parent satisfaction - % parents agree or strongly agree that overall they are satisfied with the school- has improved from 90.8% to 91.45%, since last report. Areas of performance requiring improvement 2.7 Results for the performance indicator Parent satisfaction - % parents agree or strongly agree that they receive helpful, regular feedback about how their child is learning and developing – has increased since last report from 83.5% to 84.5%, although this is still below the target of 93.0% and thresholds. As such, we will continue to monitor this aspect and compare data with wider local datasets. Ongoing work to develop a new parental engagement strategy will also allow for focused feedback from parents/carers. This feedback will be used to inform future planning. 2.7.1 Results for the performance indicator parent satisfaction – the school is well led and managed has risen from 67.5% in session 2020-21 to 88.8% in 2022-23. Although this is still below identified target of 94.0% it is the highest score recorded since 2016/17. Page 439 of 484
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2.7.2 Targets for the three indicators derived from the HMIe inspection questionnaires were set prior to the pandemic and as such have since been reviewed and updated to more accurately reflect actual performance trends. 2.7.3 As previously reported, improving attendance continues to be a key priority across the service. Current data indicates that attendance has improved from 87.9% in session 2021-22 to 88.6% in session 2022-23, based on provisional data for 2022-23. This area has, and will continue to be, a key priority across the Service. An integrated cluster approach has been established wherein attendance data is monitored and shared regularly with key stakeholders to allow early identification and support for individuals whose attendance is causing concerns. This early identification and intervention allows teams to provide targeted support to young people and families to help to improve attendance levels. Deployment of additional family engagement workers will further strengthen this approach. Next steps 2.8 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 Education, Children, and Families Committee can expect to receive the following in respect of insert Education during 2023/24. Report Description Committee cycle Annual Standards and Quality report This annual report serves 3 purposes: (i) To provide all stakeholders and the public with the performance information across the 6 NIF drivers and against improvement priorities to measure performance in improving educational outcomes for young people. (ii) To meet the statutory requirement under the Standards in Schools etc. Act 2000 (as amended by the Education (Scotland) Act 2016). (iii) To provide the information required to contribute to the Scottish Government’s annual report on the 6 NIF drivers for improvement. Cycle 3 in 2023 Scottish Attainment Challenge (SAC) This report updates on progress made in the Attainment Challenge during the latest session, and gives detail on areas of improvement within literacy, numeracy, and health and wellbeing and presents the end of academic year report as submitted to the Scottish Government. Moving forward, the SAC report will now be referred to as the SEF (Strategic Equity Fund). Cycle 3 in 2023 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 Page 440 of 484
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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 Gerard McLaughlin Janie O’Neill Chief Officer (Education - North) Chief Officer (Education - South) Page 441 of 484
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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 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 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 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 442 of 484
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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? Improving educational attainment and outcomes for learners is included in the corporate risk register and is monitored accordingly. 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. 5.11 Children’s rights and wellbeing impact Does the report contain any information regarding any council activity, service delivery, policy, or plan that has an impact on children and young people up to the age of 18, or on a specific group of these? Yes ☐ No ☒ If Yes, please provide a brief summary of the impact and the provision that has been made to ensure there has been appropriate consideration of the relevant Articles from the United Nations Convention on the Rights of the Child (UNCRC). If Yes, has a Children’s Rights and Wellbeing Impact Assessment (CRWIA) been carried out? Yes ☐ No ☐ Page 443 of 484
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Appendix 1 Education High-level performance overview - as at July 2023 2023/24 ytd (for monthly or quarterly monitored indicators only) Primary school education - cost per pupil CHN1 lower figure is better £ 5,509 5,843 5,786 6,376 only measured annually Latest costs for NL (£6,376) show an increase from previous years which is in line with the increasing trend across Scotland over this period. Latest costs show the national average (£6,337) is slightly lower than costs for NL, as are the family group average for similar councils (£6,273). Increased costs in NL are due to a higher increase in expenditure in NL over the last year (+5.2%) compared to an increase of 3.3% across Scotland - combined with - a greater decrease in the number of children in NL from last year to this year (-1.9%) compared to a decrease of -0.9% across Scotland. In addition, to support educational recovery during and after the pandemic, the council invested in additional teaching and support staff within schools which can be evidenced in the Pupil Teacher Ratio. Secondary school education - cost per pupil CHN2 lower figure is better £ 6,948 7,882 7,518 7,644 only measured annually Although the latest costs for NL (£7,644) show an increase from the previous year, they remain lower than the national average (£7,903) and the family group average for similar councils (£7,833). Pre school education - cost for each child registered for early learning and child care CHN3 lower figure is better £ 4,970 6,380 8,366 9,414 only measured annually Although the latest costs for NL (£9,414) show an increase from the previous year, they remain lower than the national average (£10,307) and the family group average for similar councils (£11,544). Satisfaction - % of adults satisfied with local schools CHN10 higher figure is better % 76.2 74.5 74.8 only measured annually Satisfaction results have dipped over the last 2 years; this has followed the national trend. These results are derived from the Scottish Household Survey and the results of the 2020 telephone survey (i.e. figures for 2018- 21) are not directly comparable to results for previous years due to a reduced sample size and a change in methodology as a result of the pandemic. Parent satisfaction - % parents agree or strongly agree that the school is well led and managed Pi059 higher figure is better % 87.6 87.5 67.5 88.8 94.0 red red only measured annually 90.0 The results in this indicator reflect the findings from an annual HMI inspection questionnaire issued to schools; this survey was not undertaken in 2021/22 due to the pandemic. Latest results show satisfaction levels of 89.7% which is higher than previous years. Parent satisfaction - % parents agree or strongly agree that they receive helpful, regular feedback about how their child is learning and developing Pi057 higher figure is better % 86.4 81.7 71.4 85.8 93.0 red red only measured annually 85.0 The results in this indicator reflect the findings from an annual HMI inspection questionnaire issued to schools; this survey was not undertaken in 2021/22 due to the pandemic. Latest results show satisfaction levels of 83.5% which, while higher than the previous two surveys, is still below the expected target and thresholds. Targets for the 3 indicators derived from the HMI inspection questionnaire were set in 2019 prior to the pandemic and as such have since been reviewed and updated to more accurately reflect actual performance trends. Parent satisfaction - % parents agree or strongly agree that overall they are satisfied with the school Pi058 higher figure is better % 89.2 88.1 60.4 91.0 94.0 green green only measured annually 85.0 The results in this indicator reflect the findings from an annual HMI inspection questionnaire issued to schools; this survey was not undertaken in 2021/22 due to the pandemic. Latest results show satisfaction levels of 90.8% which is higher than previous years. 2019/20Indicator id ideal direction unit of measureme nt 2018/19 2020/21 2021/22 2022/23 target 2023/24 target trend comments2022/23 2022/23 RAG status 2023/24 RAG status (for monthly or quarterly monitored indicators only) 0 2,000 4,000 6,000 8,000 2018/19 2019/20 2020/21 2021/22 0 2,000 4,000 6,000 8,000 2018/19 2019/20 2020/21 2021/22 0.0 20.0 40.0 60.0 80.0 100.0 2018/19 2019/20 2020/21 0 2,000 4,000 6,000 8,000 10,000 2018/19 2019/20 2020/21 2021/22 50.0 60.0 70.0 80.0 90.0 100.0 2018/19 2019/20 2020/21 2022/23 50.0 60.0 70.0 80.0 90.0 100.0 2018/19 2019/20 2020/21 2022/23 50.0 60.0 70.0 80.0 90.0 100.0 2018/19 2019/20 2020/21 2022/23Page 444 of 484
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2023/24 ytd (for monthly or quarterly monitored indicators only) Educational attainment - % of pupils achieving 5 or more awards at SCQF Level 5 or higher CHN4 higher figure is better % 61.0 64.0 65.0 67.0 only measured annually Educational attainment in NL at this level continues to show year on year improvement with 67% of pupils achieving 5 or more awards at SCQF level 5 or higher. This is just below the latest figure for the national average (69%) but is higher than the family group average for similar councils (66%). Educational attainment - % of pupils achieving 5 or more awards at SCQF Level 6 CHN5 higher figure is better % 33.0 37.0 39.0 37.0 only measured annually Educational attainment in NL at this level continues to show year on year improvement with a small dip in 2021/22 results; 37% of pupils are achieving 5 or more awards at SCQF level 6. This is lower than the latest figure for the national average (40%), but higher than the family group average for similar councils (35%). Educational attainment - % of pupils living in the 20% most deprived areas gaining 5 or more awards at SCQF Level 5 or higher CHN6 higher figure is better % 46.0 48.0 51.0 52.0 only measured annually Educational attainment in NL at this level continues to show year on year improvement with 52% of pupils living in the 20% most deprived areas gaining 5 or more awards at SCWF level 5 or higher. This is similar to the latest figure for the national average (52%) and the family group average for similar councils (53%). Educational attainment - % of pupils living in the 20% most deprived areas gaining 5 or more awards at SCQF Level 6 CHN7 higher figure is better % 21.0 23.0 24.0 22.0 only measured annually Educational attainment in NL at this level continues to show year on year improvement with a small dip in 2021/22 results; 22% of pupils living in the 20% most deprived areas are achieving 5 or more awards at SCQF level 6. This is slightly lower than the latest figure for the national average (23%) and the family group average for similar councils (23%). Educational attainment - % of visually impaired leavers gaining national qualifications level 3 and above in Maths or English within the SCQF framework Pi036a higher figure is better % 90.9 93.3 89.5 93.3 only measured annually Following a dip in performance in 2021/22, the latest results have reverted to the same as the previous year (93.3%). It should be noted however that this cohort of pupils is small and this can have a disproportionate impact on percentage calculations. Educational attainment - % of hearing impaired leavers gaining national qualifications level 3 and above in Maths or English within the SCQF framework Pi036b higher figure is better % 92.3 100.0 100.0 88.2 only measured annually Latest results show that performance has dipped to 88.2% in 2021/22; this is lower than previous years. It should be noted however that this cohort of pupils is small and a small change in numbers can have a disproportionate impact on percentage calculations. Achievements in national qualifications - overall average tariff score for pupils in the senior phase CHN12a higher figure is better number 867 880 907 904 only measured annually The overall average tariff score for pupils in the senior phase - which provides a measure of the latest and best achievement in each subject area for national qualifications and a range of wider award - continues to remain steady. The latest average score for NL (904) is lower than the national average (981), but remains higher than the family group average of similar councils (901). 2019/20Indicator id ideal direction unit of measureme nt 2018/19 2020/21 2021/22 2022/23 target 2023/24 target trend comments2022/23 2022/23 RAG status 2023/24 RAG status (for monthly or quarterly monitored indicators only) 0.0 20.0 40.0 60.0 80.0 100.0 2018/19 2019/20 2020/21 2021/22 0.0 20.0 40.0 60.0 80.0 100.0 2018/19 2019/20 2020/21 2021/22 0.0 20.0 40.0 60.0 80.0 100.0 2018/19 2019/20 2020/21 2021/22 0.0 20.0 40.0 60.0 80.0 100.0 2018/19 2019/20 2020/21 2021/22 0 200 400 600 800 1,000 2018/19 2019/20 2020/21 2021/22 0.0 20.0 40.0 60.0 80.0 100.0 2018/19 2019/20 2020/21 2021/22 0.0 20.0 40.0 60.0 80.0 100.0 2018/19 2019/20 2020/21 2021/22 Page 445 of 484
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2023/24 ytd (for monthly or quarterly monitored indicators only) Achievements in national qualifications - average tariff score for pupils in the senior phase living in SIMD quintile 1 (most deprived) CHN12b higher figure is better number 655 668 697 678 only measured annually The average tariff score for pupils in the senior phase living in the most deprived areas has dipped slightly in the latest results to 678 which is lower than the national average (702) and the family group average (725). Achievements in national qualifications - average tariff score for pupils in the senior phase living in SIMD quintile 2 CHN12c higher figure is better number 791 819 845 862 only measured annually The average tariff score for pupils in the senior phase living in quintile 2 (the second most deprived area) continues to show year on year improvement. The latest average score for NL (862) remains higher than the national average (827) and similar to the family group average (877). Achievements in national qualifications - average tariff score for pupils in the senior phase living in SIMD quintile 3 CHN12d higher figure is better number 975 986 917 938 only measured annually The average tariff score for pupils in the senior phase living in quintile 3 shows a dip in the last two year's results. The latest average score for NL (938) remains lower than the national average (965) and the family group average (1,022). Achievements in national qualifications - average tariff score for pupils in the senior phase living in SIMD quintile 4 CHN12e higher figure is better number 1,087 1,133 1,169 1,152 only measured annually The average tariff score for pupils in the senior phase living in quintile 4 has shownyear on year improvement, but has dipped slightly in the latest results in 2021/22. However, the latest average score for NL (1,152) remains higher than the national average (1,113) and similar to the family group average (1,166). Achievements in national qualifications - average tariff score for pupils in the senior phase living in SIMD quintile 5 (least deprived) CHN12f higher figure is better number 1,263 1,253 1,315 1,261 only measured annually The average tariff score for pupils in the senior phase living in quintile 5 (the least deprived areas) has dipped slightly in the latest results to 1,261. This is lower than the national average (1,316) and the family group average (1,291). Educational attainment - % of P1, P4, P7 pupils combined, achieving expected Curriculum for Excellence level - literacy CHN13a higher figure is better % 71.1 68.6 72.2 only measured annually Educational attainment at this level continues to show year on year improvement. The latest results for NL (72.2%) are higher than the national average (70.5%) and the family group average (70.5%). Educational attainment - % of P1, P4, P7 pupils combined, achieving expected Curriculum for Excellence level - numeracy CHN13b higher figure is better % 78.7 76.1 79.4 only measured annually The latest results for educational attainment at this level has shown improvement . The latest results for NL (79.4%) are higher than the national average (78%) and the family group average (77.5%). Attainment gap (P1, P4, P7 combined) - % point gap between least and most deprived pupils - literacy CHN14a lower figure is better % 18.7 22.4 19.0 only measured annually The latest results show that the gap in literacy in NL measured by this indicator has narrowed to 19 percentage points; this is a smaller gap than the national average (21.3) and the family group average (19.2). The council's ranks 5th in the indicator out of all 32 councils in Scotland. Attainment gap (P1, P4, P7 combined) - % point gap between least and most deprived pupils - numeracy CHN14b lower figure is better % 15.0 20.7 16.6 only measured annually The latest results show that the gap in numeracy in NL measured by this indicator has narrowed to 16.6 percentage points; this is a smaller gap than the national average (17.8), but is slightly higher than the family group average (16.2). 2019/20Indicator id ideal direction unit of measureme nt 2018/19 2020/21 2021/22 2022/23 target 2023/24 target trend comments2022/23 2022/23 RAG status 2023/24 RAG status (for monthly or quarterly monitored indicators only) 0 200 400 600 800 2018/19 2019/20 2020/21 2021/22 0 200 400 600 800 2018/19 2019/20 2020/21 2021/22 0 200 400 600 800 1,000 2018/19 2019/20 2020/21 2021/22 0 500 1,000 1,500 2018/19 2019/20 2020/21 2021/22 0 500 1,000 1,500 2018/19 2019/20 2020/21 2021/22 0.0 20.0 40.0 60.0 80.0 100.0 2018/19 2020/21 2021/22 0.0 20.0 40.0 60.0 80.0 100.0 2018/19 2020/21 2021/22 0.0 20.0 40.0 60.0 80.0 100.0 2018/19 2020/21 2021/22 0.0 20.0 40.0 60.0 80.0 100.0 2018/19 2020/21 2021/22 Page 446 of 484
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2023/24 ytd (for monthly or quarterly monitored indicators only) Attendance at school - % attendance for all pupils, primary and secondary school CHN19a higher figure is better % 91.2 89.8 only measured bienially Attendance in NL schools have shown a small gradual decrease over recent years which is at a slightly greater rate than the similar decline in national and family group average. The latest results show attendance in NL schools of 89.8% compared to the national average of 92% and the family group average of 91.2%. Attendance at school - % attendance for looked after children CHN19b higher figure is better % 78.6 82.9 only measured bienially The latest results for attendance in NL schools for looked after children has shown an improvement to 83%. This trend has followed the national and family groups averages, although NL figures remain lower than the national average of 87.9% and the family group average of 86.6%. Attendance at school - % attendance for disabled children Pi045 higher figure is better % 87.5 89.2 only measured bienially The council has also recently started to measure attendance for disabled children; this shows an improvement in attendance from 87.5 to 89.2 over the period of the data collected. National comaprison are not available for this indicator. Exclusions from school, all pupils - exclusion rate per 1,000 pupils CHN20a lower figure is better number 35.0 15.3 only measured bienially Exclusion rates in NLs schools have shown significant improvement in recent years, with the latest results (15.3 per 1,000 pupils) closing the gap with the national average (11.9) and the family group average (13.7). A range of service interventions have improved supports for NLs pupils in recent years, this has ensured that resources and decision making are devolved to where needs arise. Exclusions from school, looked after children - exclusion rate per 1,000 pupils CHN20b lower figure is better number 293.3 95.7 only measured bienially Exclusion rates in NLs schools for looked after children have also shown significant improvement in recent years, with the latest results (95.7 per 1,000 pupils) closing the gap with the national average (77.8) and being considerably lower than the family group average (111.3). A range of service interventions have improved supports for NLs pupils in recent years, this has ensured that resources and decision making are devolved to where needs arise. Exclusions from school for children from Additional Support Needs (ASN) schools - exclusion rate per 1,000 pupils Pi054 lower figure is better number 104.7 192.0 only measured bienially The council has also recently started to measure exclusion rates for disabled children; this shows an increase from 104.7 to 192 over the period of the data collected. National comaprison are not available for this indicator. HMIe inspection reports, early years - % of positive reports i034 higher figure is better % 80.0 71.4 33.3 100.0 100.0 100.0 green green only measured annually 85.0 Inspections of early years establishments remained at 100% in 22022/23 with 4 being inspected and all 4 receiving a positive report. The national inspection programme was impacted on by the pandemic in 2019/20 and 2020/21. HMIe inspection reports, schools - % of positive reports i030 higher figure is better % 92.3 69.2 33.3 80.0 100.0 100.0 green green only measured annually 85.0 Inspections of schools achieved 100% in 2022/23 with 9 being inspected and 9 receiving a positive report. The national inspection programme was impacted on by the pandemic in 2019/20 and 2020/21. Quality ratings of early year provision - % funded early years provision which is graded good or better CHN18 higher figure is better % 89.5 90.4 90.1 91.8 only measured annually The latest results for the quality of early years provision following inspections by the Care Inspectorate found that 91.8% of funded early years provision in NL was graded good or better in 2021/22. This is an improvement on previous years and is higher than national average gradings (89.4%) and family group average gradings (86.6%). 2019/20Indicator id ideal direction unit of measureme nt 2018/19 2020/21 2021/22 2022/23 target 2023/24 target trend comments2022/23 2022/23 RAG status 2023/24 RAG status (for monthly or quarterly monitored indicators only) 0.0 20.0 40.0 60.0 80.0 100.0 2018/19 2020/21 0.0 20.0 40.0 60.0 80.0 100.0 2018/19 2020/21 0.0 20.0 40.0 60.0 80.0 100.0 2018/19 2020/21 0.0 100.0 200.0 300.0 2018/19 2020/21 0.0 20.0 40.0 60.0 80.0 100.0 2018/19 2019/20 2020/21 2021/22 0.0 20.0 40.0 60.0 80.0 100.0 2018/19 2020/21 0.0 100.0 200.0 300.0 2018/19 2019/20 0.0 20.0 40.0 60.0 80.0 100.0 2018/19 2019/20 2020/21 2021/22 0.0 20.0 40.0 60.0 80.0 100.0 2018/19 2019/20 2020/21 2021/22 Page 447 of 484
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North Lanarkshire Council Report Adult Care and Social Work Committee Does this report require to be approved? ☐ Yes ☒ No Ref MW/EM Date 05/09/23 Quality Assurance Annual Report From Maria Williamson (Acting) Chief Officer (Performance, Planning & Quality Assurance) E-mail WilliamsonM@northlan.gov.uk Telephone 1. Background 1.1 This report highlights Quality Assurance activity over the period 1 April 22 to 31 March 23 and covers Contracts & Contract Management, Regulatory Activity, Procurement, Complaints, Duty of Candour, Information Governance, Communications, Adult Executive Summary Quality Assurance have a wide and varied function including monitoring and evaluating key aspects of social work practice and performance. A central activity is the on-going contract monitoring of external social care providers. The environment in which we operate currently is complex and sharing of best practice and solution focused ideas are integral to ensure the people of North Lanarkshire receive good quality support to help meet their outcomes. Our commitment is to provide an annual report on activity carried out in the preceding year. The purpose of this report is to update Committee on our Quality Assurance activity over the annual period of 1 April 22 to 31 March 23. Recommendations It is recommended that the Adult Care and Social Work Committee: (1) Note and endorse the contents of the report. (2) Remit the report for information to IJB Performance, Finance & Audit Committee. (3) Remit the report for information to Education, Children and Families Committee The Plan for North Lanarkshire Priority Improve North Lanarkshire's resource base Ambition statement (24) Review and design services around people, communities, and shared resources Item 17 Page 449 of 484
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Support & Protection, In House Monitoring, Participation & Engagement, Carer Developments and Risk Management. 1.2 Full detail of these activities is included in Appendix A. 2. Report Contracts 2.1 The Quality Assurance Team work cohesively with the Corporate Procurement colleagues to implement robust contract arrangements, which balance quality against cost, to achieve overall Best Value for services provided to vulnerable people living in North Lanarkshire. A range of organisations are commissioned through a variety of arrangements and a methodical and systematic approach has been developed, resulting in 95% of services purchased by social work now having contractual agreements in place with clearly defined terms and conditions. These agreements range from national framework arrangements to individual service agreements. Contract Management Framework 2.2 All organisations from whom North Lanarkshire Council social work purchase services are required to adhere to contract monitoring arrangements. Quality Assurance have a key role in the application of these arrangements to ensure that the terms and conditions of the contract are met. Information gathered from contract monitoring also informs continuous strategic planning and commissioning, improvement identification and enables early intervention and support should difficulties in providing and sustaining services become apparent. 2.2.1 During this reporting period the Contract Management Framework has been refined following evaluation. As a result, some of the processes and procedures have been amended to enhance performance reporting, data collection and the overall experience. The agreed changes are effective from 1 April 2023. Regulatory Activity 2.3 Care Inspection activity during the reporting period of 2022/23 was spread across all key questions within North Lanarkshire older people’s care homes. North Lanarkshire care homes performance measures slightly lower than Scotland wide care homes in that 55.6% of grades of 4 and above were awarded. Scotland wide care homes achieved 63.9% of grades of 4 and above. 2.3.1 During the reporting period 52 SDS contractors were inspected. 45 contractors were awarded grades of good (4) and above. This is a percentage of 86.5%, which reflects delivery of high-quality care and support across SDS contractors supporting people in North Lanarkshire. In House Monitoring 2.4 The Quality Assurance team have been working on the development of an In-House Monitoring Framework during 2022/23. The suite of documents included within this Framework are awaiting approval from the Senior Leadership Team. Page 450 of 484
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Market Facilitation 2.5 Our approach to market facilitation means we are responsive to the changing needs and aspirations of people living in North Lanarkshire, whilst also reflecting the changing social care landscape. 2.5.1 One of the biggest challenges currently, is the lack of capacity available to choose from when a care and support package is required. There are many factors contributing to these challenges, including workforce retention and recruitment, cost of living increases, increased demand, complexity of support required and quality of care falling below expected standards. Quality Assurance continue to liaise with internal and external partners to identify solutions to the challenges. Procurement 2.6 In collaboration with Corporate Procurement colleagues and Locality Social Work Teams, Quality Assurance assist in the planning, coordination, and implementation of processes to ensure that when contracting new or existing work, the requirements of the Procurement Reform Scotland Act 2014 and the Procurement (Scotland) Regulations 2016 are adhered to. By doing so there can be confidence that the care & support services commissioned are legal, safe and outcomes focused whilst demonstrating Best Value. Fair Work 2.7 In 2021/22, we reported that most contractors had indicated they were either already accredited as or were willing to become Scottish Living Wage employers. This year 100% of providers on our Self-Directed Support including Care at Home framework, reported paying the Scottish living Wage. Complaints 2.8 Quality Assurance retains an overview role in terms of complaints made about Social Work service provision. Regular quarterly reports on complaints activity are reported through our governance structures. The annual summary and analysis of complaints received over the period 2022/23 is available at appendix 1. Duty of Candour 2.9 Duty of Candour is a statutory duty on Scottish organisations providing health and social care. The responsibility is to remain open and honest when something goes wrong, that is not related to the course of the condition for which the person is receiving care. An annual report capturing Duty of Candour activity is available is attached as appendix 2. 3. Measures of success 3.1 Measures of success are contained within Appendix 1 of this report. 4. Supporting documentation 4.1 Appendix A: Quality Assurance Annual Report 2022/23. Page 451 of 484
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4.1.2 Quality Assurance Annual Report 2022/23 - Appendix 1: Complaints 4.1.3 Quality Assurance Annual Report 2022/23 - Appendix 2: Duty of Candour Maria Williamson (Acting) Chief Officer (Performance, Planning & Quality Assurance) Page 452 of 484
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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? Public Sector Equality Duty and Fairer Scotland Duty assessment have bene completed as part of all procurement activity. 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 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 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 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 ☒ Page 453 of 484
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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 annual Complaints and Duty of Candor reports will be published on the website. 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? All related risks are noted in 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. 5.11 Children’s rights and wellbeing impact Does the report contain any information regarding any council activity, service delivery, policy, or plan that has an impact on children and young people up to the age of 18, or on a specific group of these? Yes ☐ No ☒ If Yes, please provide a brief summary of the impact and the provision that has been made to ensure there has been appropriate consideration of the relevant Articles from the United Nations Convention on the Rights of the Child (UNCRC). If Yes, has a Children’s Rights and Wellbeing Impact Assessment (CRWIA) been carried out? Yes ☐ No ☐ Page 454 of 484
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Appendix A Quality Assurance Annual Report 2022/23 Page 455 of 484
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1. Introduction Quality Assurance have a wide and varied function including monitoring and evaluating key aspects of social work practice and performance. A central activity is the on-going contract monitoring of external social care providers. The environment in which we operate currently is complex and sharing of best practice and solution focused ideas are integral to ensure the people of North Lanarkshire receive good quality support to help meet their outcomes. The Quality Assurance Team work collaboratively with our internal Health and Social Care Partnership colleagues and with external stakeholders to ensure the delivery of services that are underpinned by human rights, inclusion, achieving potential, choice and control. The activities reported in this 2022/23 annual report reflects the commitment to a creative and dynamic approach that helps reduce resource barriers and promotes good outcomes for people. Our priorities are directed towards the Scottish Government’s nine national health and wellbeing outcomes, the ambitions of the Plan for North Lanarkshire and the Strategic Commissioning Plan. This report outlines activity over the period 1 April 22 to 31 March 23 and includes updates on our work in the areas of Contracts & Contract Management, Regulatory Activity, Procurement, Complaints, Duty of Candour, Information Governance, Communications, Adult Support & Protection, In House Monitoring, Participation & Engagement, Carer Developments and Risk Management. 2. Contracts The Quality Assurance Team work cohesively with the Corporate Procurement colleagues to implement robust contract arrangements, which balance quality against cost, to achieve overall Best Value for services provided to vulnerable people living in North Lanarkshire. A range of organisations are commissioned through a variety of arrangements and a methodical and systematic approach has been developed, resulting in 95% of services purchased by social work now having contractual agreements in place with clearly defined terms and conditions. These agreements range from national framework arrangements to individual service agreements. Tables 2a and 2b below illustrate graphically the extent of the work that has been carried out in engaging with providers from the community & voluntary sector, the independent sector and private contractors in a proportionate and balanced way to ensure service provision is provided safely and is of a high quality throughout the team of the contract. As of 31 March 23, 95% of all social work spend had the provision of a formal contracting arrangement. This is an increase from 93%, reported in year 2021/22. Work is in progress for the remaining 5%, which are awaiting formalisation of Individual Service Agreements. Quality Assurance continue to progress with the necessary arrangements to ensure all spend has robust contractual and legal agreements in place; however, it should be noted that due to the fluidity of contracting and commissioning, achievement of 100% compliance may not always be possible. Page 456 of 484
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Table 2a Table 2b We currently purchase services from 305 different provider organisations, which is a slight increase of 2 from 2021/22 when we reported purchasing services from 303 provider organisations. The biggest shift to note is in the number of providers operating as part of our Self-Directed Support, including Care at Home Framework, which has increased to 61 providers from 52 reported 2021/22. It is anticipated that this increase on the SDS Framework will create greater capacity with more choice available to people who access services. 3. Contract Management Framework (CMF) All organisations from whom North Lanarkshire Council social work purchase services are required to adhere to contract monitoring arrangements. Quality Assurance have a key role in the application of these arrangements to ensure that the terms and conditions of the contract are met. Information gathered from contract monitoring also informs continuous strategic planning and commissioning, improvement identification and enables early intervention and support should difficulties in providing and sustaining services become apparent. 7 4 28 9 148 3 11 2 3 5 1 6 13 4 61 0 20 40 60 80 100 120 140 160 Spread of Contractors 2022/2023 Page 457 of 484
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North Lanarkshire Council value the services delivered by contractors and Quality Assurance Senior Officers link closely with contractors to establish transparent and honest relationships, through the application of regular monitoring activity as agreed within the Contract Management Framework. During this reporting period the Contract Management Framework has been refined following evaluation. Following consultation through workshops and provider forums, feedback from Quality Assurance Senior Officers and commissioned social care contractors was collated on the various tools within the Framework. As a result, some of the processes and procedures have been amended to enhance performance reporting, data collection and the overall experience. Consideration was also given to the resource implications for social care contractors; therefore, the revised approach has been streamlined to avoid duplicate reporting where possible. The agreed changes effective from 1st April 2023 are listed below: - • The development of a Participation and Engagement Toolkit to support the inclusion of direct stakeholder feedback and engagement by Senior Officers, as part of Contract Monitoring arrangements. Contractors are central to the method of engagement implemented by Senior Officers to ensure feedback is collated in a person centred, responsive and flexible way. A 5% sample of people using the service being monitored has been defined. • Creation of Key Performance Indicators to inform sampling areas during monitoring visits by Senior Officers. A monitoring report will ensue with a copy being provided to the contractor. • Enhanced financial monitoring of block funded services. • Modifications to qualitative and quantitative data being requested from contractors on a quarterly basis including reporting on notifiable and non-notifiable accidents and incidents and the achievement of supported people meeting outcomes. • Addition of a ‘purple’ tier rating for if there is an on-going Large-Scale Investigation or there is significant risk of closure in the immediate 6-month period (See Table 3a) • Risk rating criteria changed on Monitoring Prioritisation Assessment to better reflect level of monitoring activity required in turn effectively targeting resources. The Monitoring Prioritisation Assessment (MPA) is the key component of the Contract Management Framework. The MPA is the up-to-date position statement on the performance of commissioned contractors. The processes of monitoring and the accompanying report build evidence of real time accessible information regarding the quality-of-service provision, performance and outcomes over the life of a contract/framework. Table 3a – MPA Tier Levels & Monitoring Frequency STATUS INDICATED MONITORING LEVEL Purple Large Scale Investigation (LSI) or Service Closure Processes that are imminent within 6 months Red Significant concerns in relation to service performance, contract compliance. TIER 4 Contract monitoring visit frequency – 1 to 4 weekly. Amber (high) Moderate concerns in relation to service performance, contract compliance TIER 3 Contract monitoring visit frequency – variable, at least quarterly but no more than monthly. Amber (low) Minor concerns identified in relation to service performance and contract compliance TIER 2 Contract monitoring visit frequency – variable, at least bi-annually but no more than quarterly. Page 458 of 484
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Green Service performance, contract compliance and engagement are satisfactory. TIER 1 Contract monitoring visit frequency – annually in most cases. Each Tier suggests a minimum monitoring frequency (Table 3a). The basis of monitoring considers the commitments made by the contractor as part of their agreement with the Council including, but not limited to, Standard Terms and Conditions, Data Protection Terms and Conditions, Special Terms and Conditions, commitments made in relation to Fair Work Practices and Community Benefits and relevant national standards. Table 3b below highlights Tier Levels for the reporting period 2021/22 and for the reporting period 2022/23. It is positive to see that Tier 1 services had increased from 72% to 85%. Due to the increase all other tiers show a reduction. Despite this, contractors continue to face increasing demands due to workforce recruitment and retention issues, higher level of Care Inspectorate scrutiny and challenges with financial sustainability. Contractor’s have reported the benefit from the monitoring role of Senior Officers and the early interventions and solutions offered. Table 3b 4. Regulatory Activity Care Inspection activity during the reporting period of 2022/23 was spread across all key questions within adult and older people’s care homes. Key Question “How good is our care and support during the COVID 19 pandemic” was embedded into the Key Question “How well do we support people’s wellbeing” by the Care Inspectorate. However, care homes for children and young people and school care accommodation continued with the COVID specific key question included within their specific Care Inspectorate quality framework. This is reflected in Table 4a whereby 5 care homes were inspected in this area. 4 care homes were awarded grades of 4 (Good) and 1 care home was awarded a grade of 3 (Adequate). Table 4b shows 83 Care Inspections assessing Key Question “How good is our care and support during the COVID 19 pandemic” haven taken place across Scotland and from this most care homes were awarded grades of adequate (3) and good (4) highlighting an equivalent position to North Lanarkshire. Page 459 of 484
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Table 4a below details an analysis of the key question “How well do we support people’s wellbeing”. The data has been extracted from Tables 4b and 4c below. North Lanarkshire Care Homes performance measures slightly lower than Scotland wide care homes in that 55.6% of grades of 4 and above were awarded. Scotland wider care homes achieved 63.9% of grades of 4 and above. Table 4a How well do we support people’s wellbeing Number of Care Homes Assessed Grades Awarded Percentage North Lanarkshire Care Homes (Table 4b) 27 0 x Excellent 4 x Very Good 11 x Good 10 x Adequate 2 x Weak 0 x Unsatisfactory 0% 14.8% 40.8% 37% 7.4% 0% Scotland Wide Care Homes (Table 4c) 97 3 - Excellent 23 x Very Good 36 x Good 33 x Adequate 2 x Weak 0 x Unsatisfactory 3.1% 23.7% 37.1% 34% 2.1% 0% Care Homes in North Lanarkshire: 2 care homes were the subject of Large-Scale Investigations, under Adult Support and Protection legislation, with significant support provided by the Care Inspectorate and Senior Council Officers to address and improve quality improvement measures. Although there have been short term improvements there is little evidence of these improvements being sustained over a longer timeframe. Continuous monitoring and intensive engagement with each of these care homes continues. Table 4b How well do we support people's wellbeing? How good is our leadership? How good is our staff team? How good is our setting? How well is care and support planned? How good is our care and support during the COVID-19 pandemic? Adequate 2022/2023 10 5 5 3 4 1 Good 2022/2023 11 15 10 6 8 4 Very Good 2022/2023 4 1 1 3 0 0 Weak 2022/2023 2 1 0 0 2 0 0246810121416 Care Inspection Grades - North Lanarkshire Based Care Homes As At 31/03/2023 Page 460 of 484
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During the reporting period 2021/22, 14 out of 22 care homes were assessed as adequate for the key question “How well do we support people’s wellbeing”. This was 66.6% in comparison to the reporting period 2022/23 when adequate grades achieved under the same key question were 37%. This change highlights a significantly improved overview of the quality of care being provided with 55.5% of grades being higher than adequate. Care Homes in Scotland (excluding North Lanarkshire): North Lanarkshire Council currently has people placed within 148 care homes that are located elsewhere in Scotland. North Lanarkshire Council retains care management responsibilities for the people living in out of authority care homes. The host authority where the care home is geographically located is responsible for care home contract monitoring, however, not all local authorities operate in the same way. The Quality Assurance Team receives regular updates from host authority contacts in relation to out of authority care homes. Table 4c Self-Directed Support (SDS) including Care at Home: Prior to the pandemic, the Care Inspectorate changed their quality inspection themes for registered services. It was reported in 2021/22 that this was fully implemented for Care Homes and some self- directed support contractors, but 40 SDS contractors were still to be inspected using the new themes as of 31 March 22. Although there remain some self-directed support contractors who have not been inspected using the new quality framework, the majority have now been inspected. Table 4d below illustrates activity. Table 4d Page 461 of 484
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From the 52 SDS contractors that have been inspected, 45 have been awarded grades of good (4) and above. This is a percentage of 86.5%, which reflects delivery of high-quality care and support across SDS contractors supporting people in North Lanarkshire. It should be noted that the percentage above is calculated from the grades awarded under “How well do we support people’s wellbeing” and Care and Support, reflecting the two different inspection methodologies. 5. In House Monitoring During this reporting period the Quality Assurance team have been working on the development of an In-House Monitoring Framework. The suite of documents included within this Framework are awaiting approval from the Senior Leadership Team and it is intended that a test of change across Home Care services will commence in August 2023. This test of change will inform any further refinements and modifications prior to roll out across all In House services including Locality Support services, Children’s Houses, and Integrated Day Services. The aim of the In-House Monitoring Framework is to support implementation of best practice and a culture of continuous improvement. Progress on the implementation will be reported in future reports. 6. Market Facilitation Sustainability arrangements remined in place to ensure social care services continued to operate in a financially secure and viable manner following the impact of the COVID pandemic. The criteria for which Social Care Providers were reimbursed was phased out gradually, with the arrangements ending on 31st March 2023. However, due to contractors reporting significant increases in their costs., there continues to be a requirement to provide support and guidance to ensure they remain financially sustainable, to enable the continuation of service delivery across the authority. How well do we support people's wellbein g? How good is our leaders hip? How good is our staff team? How good is our setting? How well is care and support planned ? How good is our care and support during the COVID- 19… Care & Support Environ ment Staffing Manage ment & Leaders hip Adequate 2022/2023 7 7 2 0 3 0 0 0 0 0 Excellent 2022/2023 1 0 0 0 0 0 3 0 0 1 Good 2022/2023 8 9 5 1 4 0 3 0 3 8 Very Good 2022/2023 11 6 3 1 3 0 19 1 9 10 Weak 2022/2023 0 0 1 0 0 0 0 0 0 0 02468101214161820 Care Inspection Grades- Self Directed Support including Care at Home as at 31/03/2023 Page 462 of 484
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We recognise that services provided by external organisations make an important contribution to our ability to offer choice in supporting the health and well-being of people who use social care services. Therefore, our approach to market facilitation means we are responsive to the changing needs and aspirations of people living in North Lanarkshire, whilst also reflecting the changing social care landscape. One of the biggest challenges currently, is the lack of capacity available to choose from when a care and support package is required. There are many factors contributing to these challenges, including workforce retention and recruitment, cost of living increases, increased demand, complexity of support required and quality of care falling below expected standards. Quality Assurance continue to liaise with internal and external partners to identify solutions to the challenges. Provider Recruitment Event – A co-designed large -scale recruitment event is planned to be held in April 2023 to promote the sector and attract and encourage new people to work within social care. The event will support our commissioned contractors to recruit suitable staff and in turn maximise their capacity to provide care to the people of North Lanarkshire. Building Capacity – A programme of activity to build capacity across the sector enabled us to work with providers over two phases. This approach was in recognition of the pressures contractors face due to ongoing recruitment and retention issues across the social care sector. Through non-recurring funding from the Scottish Government, proposals were invited from contractors on the Self-Directed Support including Care at Home Framework, to build capacity and upskill staff teams to support our communities across North Lanarkshire. 40 proposals were submitted to be considered, including requests to support recruitment drives, staff training and development, incentives including joining bonuses, driving lessons and IT investments. 7. Carer Developments To ensure robust and ongoing support for Carers, we have, in conjunction with South Lanarkshire Council and Lanarkshire Carers, developed a Joint Partnership Statement to build on existing trust and partnership working between the named organisations. It provides a common reference point; useful to guide collaboration on a daily basis, avoid confusion and provide clarity as and when required. The agreement supports mutual understanding and expectations between partners (Lanarkshire Carers; North Lanarkshire Social Work and South Lanarkshire Social Work) in relation to the delivery of Adult Carer Support Plans (ACSPs). The roles, responsibilities and boundaries of all partners are defined and agreed. The agreement also provides a staff information and awareness raising tool and ensures that carers have access to accurate information and are signposted and referred appropriately. 8. Participation and Engagement There is a strong history of engagement and participation within North Lanarkshire. To strengthen our approach and progress our next Participation and Engagement Strategy, over the reporting period we have proactively linked with a range of key stakeholders to explore options and agree a model that ensures supported people, including underrepresented groups or communities, can play as active a role as they choose, in helping shape services. This approach ensures that supports and services are informed and led by people with lived and/or relevant experience of support, and that policy and strategy reflects the views, wishes, needs and aspirations of supported people. Page 463 of 484
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9. Communications To actively promote services and support for people, we have been working with the Communications Manager to develop a robust communication plan that provides clear and timely information, provides easy access to publications, showcases good news stories and promotes the sector. Members of the quality assurance team have undergone training to enable them to populate the revised Health and Social Care North Lanarkshire website: https://hscnl.org.uk/ Development of this website will be continuous and additional resources will continue to be made available. 10. Information Governance Our Information Governance Framework enables the safe and secure use of sensitive and other information to support the health and wellbeing of the people across our communities. It ensures that we meet our legal and ethical duties in relation to handling and managing information to a high standard. The role of Quality Assurance in information governance includes, but is not limited to: 1. Advice, monitoring and supporting the processing of: • Subject access requests (SARs) including Information Commissioner’s Office (ICO) reviews and complaints. • FOISA (Freedom of information requests) including Scottish Information Commissioner reviews and complaints. • GDPR breach notifications • Data protection impact assessments (DPIAs) • DSAs/ISAs and data protection terms and conditions in contracts • Schedule 2 requests for information relating to criminal activity (usually from the police) • Work with other services to support the information governance function for social work (risk assessments, legal data protection team, legal FOI team). 2. Manage and support: • Corporate reporting of KPIs for Information Governance • HSCNL contributions to the Corporate Data Management Team (DMT) • HSCNL contributions to the Lanarkshire Data Sharing Partnership (LDSP) • Development and maintenance of recording and reporting systems for information governance. • Development and review of policies and procedures for information governance, both for social work and corporately via DMT. The Information Governance function in social work has undergone significant changes over the reporting year. Many of these changes have contributed to the improvement of how we process information requests and the reporting functions. Activities have included the following: - • Development of a core group within Quality Assurance to support and maintain the functions of information governance. • Enhanced promotion of skills and awareness of information governance within social work, including training of staff and awareness of the online mandatory training courses and development of service specific training in Subject Access Requests (SAR’s) • Development of additional training for social work staff. • Review and update of Subject Access Requests (SAR’s) recording systems. Page 464 of 484
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• Review and update of GDPR breach notification process. 11. Procurement In collaboration with Corporate Procurement colleagues and Locality Social Work Teams, Quality Assurance assist in the planning, coordination, and implementation of processes to ensure that when contracting new or existing work, the requirements of the Procurement Reform Scotland Act 2014 and the Procurement (Scotland) Regulations 2016 are adhered to. By doing so there can be confidence that the care & support services commissioned are legal, safe and outcomes focused whilst demonstrating Best Value. Throughout 2022/23 this partnership approach has enabled our Commercial Pipeline to be further developed. Transparency is a fundamental principle of public procurement, helping to ensure best value and proper scrutiny of contract awards. The Commercial Pipeline brings valuable insight to support the planning and delivery of public procurements, whilst enabling the widest possible- population of potential suppliers to be sighted on upcoming public sector contracting opportunities. Further refinements have also been made to our Contract Mobilisation processes, to embed timescales and key stages from the award of contracts to contracts going live. Over the period, we have focused on stakeholder communication plans, regular implementation meetings and the roles and responsibilities of key social work staff throughout the term of contracts, which are integral to effective service delivery. This approach helps to minimise contract implementation delays & barriers and promotes effective partnership working and the achievement of successful outcomes for the people of North Lanarkshire. We have also introduced the inclusion of Contract Exit Strategies and defined this within the contracting terms and conditions. This approach will ensure clarity when terminating contracts during their term (if required), contracts coming to a natural end and contracts at risk of early termination. This improved guidance is helpful during the period when provider sustainability features on the Social Work Risk Register. Early in 2023 there was representation from Quality Assurance to support the Corporate Procurement team at Lanarkshire’s Meet the “Real” Buyer Exhibitor. This event enabled potential contractors to ask specific care related questions. There were 337 attendees on the day and the feedback from the supply base was very positive. Representation from the Quality Assurance team will attend future events. Quality Assurance leads on procurement activity for all social work services, including those focussed on children, families, justice services and adults. There are close links between departments to ensure joined up planning, clear procurement processes and subsequent contract monitoring arrangements. Page 465 of 484
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Table 11 describes a sample of procurement activity undertaken in 2022/23. Table 11 Contract Comments and Benefits Flexible Framework for Self- Directed Support and Care at Home Services + £900M value, 10 years, will result in less frequent re-tenders. + follows the ‘Light Touch Regime’ / Regulation 74 of PCSR2015 + Annual entry and exit points for Contractors currently in Year 3 + Secured an increase in the number of contracted providers, improving the choice and control for supported people Flexible Framework for Non- Traditional Respite + £4M, 10-year agreement, will result in less frequent re- tenders. + follows the ‘Light Touch Regime’ / Regulation 74 of PCSR2015 + Covers an existing gap within National ‘Respite’ Frameworks + Annual entry and exit points for Contractors currently in Year 2 + Secured an increase in the number of contracted providers, improving the choice and control for supported people Digital Counselling Service and Online Platform of Support + £120,000 funding had been allocated from within Scottish Government’s Mental Health Services allocation to the Council to pay for the solution in year 1. + Follows the ‘Light Touch Regime’ / Regulation 74 of PCSR2015 + Anticipate that further years funding can be secured should the solution prove to be successful. Counselling Service for Care Experienced Young + Funding available year 1 via Scottish Government (initial year £50k) subject to annual review. Options years included to give option to extend agreement. + Follows the ‘Light Touch Regime’ / Regulation 74 of PCSR2015 + Based within Intensive Services Hub, Cecil Street, Coatbridge and work with 16–25-year-olds who have experienced trauma and adversity. Lifelong Links + £8000 plus VAT for the first year. Proposal for Funding + Children in local authority care including children in residential care and care leavers ADL SmartCare + £291,268.92 whole life budget over 4 years. (£71,041.20) + GCloud 13, cloud software solutions + GCloud 13 allows searching of software solutions. Hoists and Adaptations + £12,000,000 whole life budget over 5 years. + Split into Lot 1 and Lot 2 + Supply, Installation, Removal and Servicing of Straight and Curved Stairlifts + Supply, Installation, Removal, Servicing and Maintenance of Ceiling Track Hoists Page 466 of 484
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12. Fair Work The Fair Work Convention has been in place since April 2015 and acts as an independent advisory body to Scottish Ministers. The Convention’s vision is that by 2025, people in Scotland will have a world leading working life where fair work drives success, wellbeing and prosperity for individuals, businesses, organisations and society. As part of the council’s commitment to Fair Work and our ambition to adopt an ethical commissioning approach, Fair Work practices have been embedded in procurement processes to ensure contractors are paying the Scottish Living Wage and are committed to providing community benefits. Tracking Contractor progress has been included in the Social Work Contract Management Framework. Contractors report on community benefits activity and Scottish Living Wage compliance. The information provided contributes to the overall assessment of contract compliance. Community Benefits - During 2022/23 Quality Assurance increased focus on the delivery of community benefits, following new contract awards and implementation. Our approach means link senior officers meet with contractors to review, promote and encourage new initiatives that offer employment to people in the local community, youth training and training for people from disadvantaged groups, traineeships, apprenticeships, and volunteering opportunities. Scottish Living Wage - In 2021/22, we reported that most contractors had indicated they were either already accredited as or were willing to become Scottish Living Wage employers. This year 100% of providers on our Self-Directed Support including Care at Home framework, reported paying the Scottish living Wage. Across all contractors of commissioned services, 94% are now paying employees the Scottish Living Wage. The remaining 6% of contractors provide non-care related services or are within the cross-border category whereby the Scottish Living Wage does not apply. Table 12 13. Children, Families and Justice Quality Assurance monitors most Children’s Services where a contract status has been secured either on an Individual Placement basis or as part of a Framework Agreement, generally through Scotland Excel. 6% 94% Contractors Paying Scottish Living Wage % N/a % Yes Page 467 of 484
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Improved links and processes in joint working between Quality Assurance and Children & Families mean that the noted development areas reported in 2021/22 have been progressed and all children and young people placements are conveyed to the appropriate teams. Quality Assurance have been supporting the development of Children, Families and Justice risk management arrangements, whereby attendance at the Social Work Risk Forums and membership of same is promoted across these teams. The Governance arrangements for Children and Families risk arrangements have been defined within the Adult Health and Social Care Risk Management Local Strategy. 14. Complaints Quality Assurance retains an overview role in terms of complaints made about Social Work service provision. Regular quarterly reports on complaints activity are reported through our governance structures. The annual summary and analysis of complaints received over the period 2022/23 is attached as appendix 1. 15. Duty of Candour Duty of Candour is a statutory duty on Scottish organisations providing health and social care. The responsibility is to remain open and honest when something goes wrong, that is not related to the course of the condition for which the person is receiving care. An annual report capturing Duty of Candour activity is a requirement of the Council and the report for 2022/23 is attached as appendix 2. 16. Adult Support & Protection The lead for Adult Support and Protection sits within the Adult Headquarters Social Work team; however, Quality Assurance have a key function to monitor the performance of social care contractors including care homes, so we work closely with our Adult colleagues. Adult Support & Protection activity can highlight patterns/trends and/or contract compliance concerns. Maintaining an overview allows for early intervention and support for contractors if required. A Senior Officer from Quality Assurance is identified as the Adult Support & Protection Link Person, which supports robust monitoring. Quality Assurance have representation on the Pan Lan Adult Support & Protection Care Home Task Group. The aim of this group is to identify and respond to feedback and address any inconsistencies that may arise in key messages being communicated by various professionals in relation to when an ASP referral should be made to the Local Authority. Adult Support & Protection Coordinators from North and South Lanarkshire Council and representation from both the Care Inspectorate and Scottish Care also participate in this group. To ensure a co-produced and partnership approach, a nominated care home manager participates the views of the wider care home population. Work is ongoing to support care home managers to have confidence in their decisions about when to make an ASP referral. We continue to promote attendance and participation with contractors, in North Lanarkshire Council Adult Support and Protection training. 17. Adult Health & Social Care Risk Management There is a nominated Risk Champion and depute for Adult Health & Social Care, as we all as range of risk facilitators across the service. A key function over the past months has been the implementation Page 468 of 484
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of the new Corporate Risk Management Strategy and the associated Adult Health and Social Care Risk Management Strategy. Significant progress has been made to update the risk register for Adult Health & Social Care. Quality Assurance have taken a lead role in coordinating the reviews of risks in partnership with risk owners. Throughout the reporting year several Risk Forums and a Risk Identification meeting have taken place. The current membership of the Risk Forum is under review at this time. Work continues to review individual risks, wordings and assessment to ensure they are clearly articulated in a way that means identification of controls and actions is more focussed and meaningful. 18. Quality Assurance Planned Developments 2023/24 There are several developments in progress or planned for the period 2023/24, which will be conveyed in future reports. Details of some of the planned developments are noted below: • Roll out of In-House Monitoring • Social Work Self Evaluation • Chief Social Work Officer Report • Quality Assurance Newsletter • Review of Contract Management Framework & associated data analysis • Development of Engagement & Participation Strategy • Establish membership of Risk Forum & streamline current risks. • Ethical Commissioning Self-Assessment & Action Plan • Recommence Care Home Provider Forum • Support Succession Planning • Refine Induction Pack • Establish systems around Contractor Capacity Reporting • Embed the role of Locality Senior Officer Links • Agree and implement post covid care home arrangements/forums. • Further development of market facilitation plan • Continued Large Scale Investigation involvement. This report has covered Quality Assurance activity undertaken during the period 1 April 2022 to 31 March 2023 and highlights progress made in key activities noted in the last reporting period. The additional resource of two Senior Officers to the team in January 2023 has had a positive impact on outcomes achieved in developing creative and solution focused approaches to performance and compliance both internally and externally. Page 469 of 484
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Appendix 1 Social Work Complaints Annual Report 2022/23 Page 470 of 484
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Introduction This report provides an overview of Social Work’s performance in terms of handling complaints received between 1 April 2022 and 31 March 2023 and covers Adults and Education, Families & Justice. This report describes how complaints have been managed by social work services, details the number and nature of complaints received during the year and demonstrates our commitment to learning and improvement. There remained a residual effect of the Covid 19 pandemic in terms of the numbers of complaints received in 2022-2023, underlining the impact this unprecedented global event had upon service provision and the lives of those who use our services. Complaint activity Overall, complaint activity rose by 81% from 2021-2022. A significant increase: however, complaints are still slightly less than they were pre-pandemic. In terms of complaints per population, they stand at 0.35 per 1000. Overall complaints received for the reporting period were 221, an increase of 99 [58%] from former reporting period. A breakdown is provided below. Education and Families 81 complaints were received in relation to Education & Families services this year, 49 received last year, an increase of 32 [65%]. The chart below is a summary of locality complaint activity for Education and Families services. Of the 81 complaints received, 80 were assigned. One complaint couldn’t be assigned to any locality or service due to lack of information. Adult Social Work Services 140 complaints for adult services this year, 73 received last year, an increase of 67 [92%]. The chart below is a summary of locality complaint activity for Adult Social Work Services. 4 15 6 6 11 10 6 1 9 2 0 5 1 4 0 2 4 6 8 10 12 14 16 Airdrie Bellshill Coatbridge Cumbernauld Motherwell Wishaw HQ Locality/Service Stage 1 Stage 2 Page 471 of 484
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Complaint Process We always aim to provide the highest possible quality of service across our communities and are committed to ensuring accountability and transparency. We recognise there are times when we get things wrong and fail to meet the expectations of those who use our services. We welcome feedback as it provides information that helps us to learn from complaints and shape and improve the way services are delivered. Complaints are viewed as a positive communication tool and are actively encouraged. As per the Scottish Public Services Ombudsman [SPSO] definition, we regard a complaint as any expression of dissatisfaction, by one or more members of the public, about our action or lack of action, or about the standard of service provided by us or on our behalf. Anyone can make a complaint, either verbally or in writing, face to-face, by phone, letter or email. People are directed and encouraged to use the North Lanarkshire Council online portal to make a complaint but retain the right to use any of the aforesaid options. A two-stage statutory social work complaints process was introduced on 1 April 2017, which harmonised complaint handling processes across all council services. The process is as follows: • Stage one – ‘frontline resolution’: we will always try to resolve complaints quickly, within five working days, and in exceptional circumstances extend for a further five days. • Stage two – ‘investigation’: if people remain dissatisfied with our stage one response, they can escalate their complaint to stage two. Complaints that are complex or need detailed investigation from the outset can be looked at immediately at stage two. These complaints will be acknowledged within three working days and a written response provided within twenty working days; this can be extended in exceptional circumstances. Following completion of the complaints process, if the person remains dissatisfied, they can ask the SPSO to consider their complaint further. We always advise of this entitlement and provide contact details. Performance Indicators The Complaints Standard Authority developed a suite of four mandatory performance indicators in association with the Local Authority Complaint Handlers Network on which we are represented. These indicators [undernoted] are a valuable source of information as they help to identify recurring or 12 9 15 24 10 22 10 4 5 11 6 3 5 4 0 5 10 15 20 25 30 Airdrie Bellshill Coatbridge Cumbernauld Motherwell Wishaw HQ Locality/Service Stage 1 Stage 2 Page 472 of 484
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underlying issues, derive/drive learning from complaints and highlight potential areas for improvement. • Indicator One: the total number of complaints received. • Indicator Two: the number and percentage of complaints at each stage that were closed in full within the set timescales of five and 20 working days. • Indicator Three: the average time in working days for a full response to complaints at each stage. • Indicator Four: the outcome of complaints at each stage. Education and Families – Performance Information Compliance with statutory timeframes to complete complaint 23.7% not within timeframes 22.7% not within timeframes 59.4% within timeframes 54.6% within timeframes 16.9% met with extension 22.7% met with extension Average S.1 – 6.2 working days Average S.2 – 23.3 working days Page 473 of 484
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Cause of Complaints Complaint Outcome Page 474 of 484
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Adult Social Work Services– Performance Information Compliance with statutory timeframes to complete complaint 24% not met within timescales 16% not met within timescales 52% met within timescales 63% met within timescales 24% met with extension 21% met with extension Average S.1 – 5.4 working days Average S.2 – 23.2 working days Cause of Complaints Page 475 of 484
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Complaint Outcome Learning from Complaints The learning from all social work complaints this year have highlighted: • The importance of good communication. • The need to ensuring that those who use our services and their carers are informed from the outset that they may need to contribute towards the cost of their care. • The need to improving information and advice for those who need to contact and seek support from social work services. • That people have the right to use their Self-directed Support (SDS) individual budgets as creatively as necessary to reach their agreed outcomes, as long as the use of public funds are legal and do not bring the council into disrepute. Outcomes are often specific to the complaint, but when there are organisational learning points that influence policy or procedure, we need to ensure these are acted upon. Individual learning is dealt with directly with the complainant and through supervision, and more general issues are managed through supervision with team members and reminders at team meetings. Learning from Complaints Communication Safe Driving Conduct Support Planning Importance of PPE Importance of ID N/A Page 476 of 484
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47% of all social work complaints recorded did not highlight any learning, while 33% were attributed to communication failure as the singular cause of complaints. Other issues cited were safe driving/parking, wearing appropriate PPE and ID badges, quality of service and conduct of staff. We recognise the importance of learning from complaints and acknowledge that having a learning outcome recorded is an area that requires immediate attention. We understand that complaints help organisations learn more about the experiences of people who use their services, and that complaints can be helpful to enable us to work in a better way. At present, learning from complaints is a non-mandatory performance indicator. However, the Scottish Public Services Ombudsman are interested in the systemic changes that are made following complaints. Going forward, we will work directly with our central and locality teams to ensure better recording and learning from complaints is embedded in practice to ensure quality services are delivered. Comment and compliments Across social work, seven compliments were made 2022-2023 in relation to complaint handling – all referred to quick actions by responsive staff to provide resolution. 5 other comments were logged but were mapped as neutral and non-critical. Training Training on the Dynamics system, where complaints are recorded, is offered as required. The licence allocation system has recently been reviewed, and licence permissions granted only to management support team members and to system administrators. Rationalisation of licence holders will increase opportunities to have closer collaboration and training across the service. Colleagues in Chief Executive’s office lead on training on system issues, and Quality Assurance Senior Officer leads on complaint handling training. The Scottish Public Services Ombudsman offer training on topics such as investigating complaints. Currently, this is only offered virtually, but there are plans to introduce in person training and to increase the number of training opportunities offered. We actively encourage participation in training on complaint handling and management. Scottish Public Services Ombudsman The SPSO considered seven complaints of which two are subject to ongoing enquiry, one had recommendations made for resolution, with the remaining four no actions taken. Page 477 of 484
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Child Friendly Complaints Procedure The SPSO are introducing a new Child Friendly Complaints Procedure, which will go live on 1 April 2024. This procedure will ensure that children’s rights under the United Nations on the Rights of the Child [UNCRC] are met through a child-centred complaint process. Their aim is to co-design and implement a public sector complaints service that meets children’s rights and needs. They are working in co- operation with children, young people, public bodies and wider stakeholders. Initially, it was envisaged that the new procedure would be fully implemented by 1 April 2023. However, following feedback from engagement and testing work, a more targeted pilot has been agreed. The pilot will focus on key services provided to children and young people, such as schools, social work services and children’s health services. The aim of this work will be to test the new approach in practical settings, both to ensure it results in the right outcomes for children, and that it is efficient, practical, and workable for the public sector bodies managing the process. Full guidance on the new process should be made available by summer 2023, with a soft launch of the new process in April 2024. Quality Assurance Quality Assurance senior officers provide training and support to social work managers and teams in relation to the complaint handling process. A suite of letter templates are available, which provide guidance on model answers and best practice when engaging with complainants. Complaints are often routed directly through the Quality Assurance officer who acknowledges receipt and assigns complaints to the relevant team manager. Guidance on response times and content is provided. Complaints that relate to both health and social work/social care services are routed through the relevant lead organisations complaints process, but there is an integrated approach to resolution and any joint learning outcomes are shared. Care Opinion Care Opinion is a non-profit organisation, funded mainly through subscriptions from health and care organisations. At present, 500 health and social care organisations use Care Opinion across the UK. Care Opinion have been sharing people’s experiences of health and care services online in Scotland since 2013 and have built a national and international reputation for their innovative and value-led approach to online feedback. Feedback is considered integral to quality improvement and for staff it is an opportunity to see the system and the service provided through the person’s eyes. Subscription to Care Opinion gives a further platform for people who use social work services to comment on the quality of the service that we provide but may also encourage people to make formal complaints. Usage of Care Opinion has been slow – however, there has been marked increases in comments posted about social care services over the course of the preceding quarter. Anecdotal information from our partners in NHS Lanarkshire suggests that in the early stages, uptake can be poor, but that sustained promotion will drive traction and momentum. There is a Care Opinion implementation group who meet regularly to agree plans for increased promotion and shared learning . To support the use of Care Opinion as a vehicle to promote feedback on services, our revised Contract Management Framework requires all contracted providers, through their quarterly monitoring return, to report on their use and promotion of Care Opinion as a method of seeking feedback. Page 478 of 484
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Conclusion The principal cause of complaints continue to identify poor staff communication, staff attitudes and quality of service. This is further reflected within the learning outcomes, which indicate the need to improve communication, practice and approach to those using social work services. As a partnership we are committed to improving learning from complaints which is also one of the key performance indicators that are reportable to the SPSO. We will, over the course of 2023-2024 place further emphasis on identifying and applying learning from complaints, recording learning outcomes and evidencing subsequent improvements. We will also emphasise the need to ensure that all complaints are dealt with in the identified timeframes, with clear communication of outcomes. Although 100% of complaints that were sent directly to social work were acknowledged by the due dates, only 58% overall were completed within statutory timeframes. Complexity of issues, new processes, staffing, IT systems and very tight time frames for resolution were the contributory factors in failure to complete all complaints within time. Improvement in these areas are expected in 2023-2024. Further actions – 2023-2024 Several key actions have been identified to strengthen our approach when dealing with complaints including using the learning to improve the quality of experience for those who use our services. The actions are: 1. We ensure a robust log and learning from complaints is implemented to support the improvement of services that support people across our communities. 2. We develop a programme of reflective learning sessions across teams - Complaint activity and learning remains an agenda item in team meetings and links across services and localities are maintained with Quality Assurance Senior Officer who will review complaint activity as required. 3. We continue to promote Care Opinion as one of the key mechanisms for engaging with members of the public and to generate meaningful feedback. 4. We provide system training to all members of the management support teams who now have responsibility for logging and tracking complaints. 5. We provide complaint handling training sessions on at least a quarterly basis as a refresher session, or for training for new staff. 6. We support the implementation of Child Friendly Complaints Handling Procedures. Page 479 of 484
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Appendix 2 Duty of Candour Annual Report 2022/23 Page 480 of 484
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Introduction North Lanarkshire Health and Social Care Partnership recognises that when adverse events occur during the provision of treatment or care, openness and transparency is fundamental. The duty of candour arrangements which we have implemented reflect the Scottish Government’s commitment to place people at the heart of health and social care services in Scotland. When harm occurs the focus must be on personal contact with those affected; support, and a process of review and action that is meaningful and informed by the principles of learning and continuous improvement. The Health (Tobacco, Nicotine etc. and Care) (Scotland) Act 2016 was implemented on 1st April 2018 placing an organisational duty (Duty of Candour) on health, care, and social work services to be open and honest with people in their care. The overall purpose of this duty is to ensure organisations are open, honest, and supportive when there is an unexpected or unintended incident resulting in death or harm as defined in the Act. All health and social care services in Scotland have a duty of candour, a legal requirement which means that when things go wrong and mistakes happen, the people affected understand what has happened, receive an apology, and that organisations learn how to improve for the future. A key part of this duty is that Health and Social Care publish an annual report about the duty of candour in our services. This short report describes how the services we commission, and our own services have operated the duty of candour during the time between 1 April 2022 and 31 March 2023. Information about policies and procedures All social care organisations have a Duty of Candour policy. All staff who are employed in the sector should be aware that all instances that necessitate implementation of Duty of Candour must immediately be reported. In such instances, a manager will then take the appropriate action, ensuring relevant bodies [depending on the sector] such as Social Work and Care Inspectorate are notified of the event. Where an incident occurs that triggers the duty of candour, managers have responsibility for ensuring that the duty of candour procedure is followed. Information on Duty of Candour and reportable incidents is described in detail within Appendix A. 82 commissioned organisations were asked to provide information in relation to Duty of Candour activity in the reporting period. Of the 34 [41%] that responded, there were six reported incidents. Details of those who responded are noted in Appendix B. All North Lanarkshire Council social work in- house services - home support, integrated day services, locality support services and children services were also asked to provide information. There were no Duty of Candour incidents reported from any of the council provided services. Reporting of Duty of Candour incidents are an integral part of our Contract Monitoring Framework and all should be reported on quarterly contract monitoring returns. How many incidents happened to which the duty of candour applies? In the reporting period, six incidents have been reported to which the duty of candour applied, one in relation to maladministration of paracetamol, and five where a person fell and sustained physical Page 481 of 484
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harm. All incidents reported were from a commissioned care home service. No Duty of Candour incidents were reported by North Lanarkshire Council in-house social work services. The low number and type of reported incidents indicate that there may be some uncertainty over situations where Duty of Candour responsibilities should be invoked. Refresher sessions on Duty of Candour duties will be delivered to our in-house teams over the course of 2023-2024. Reminders and information slides will be sent to all our commissioned services to ensure that they are fully aware of the duties under the Act. Details of incidents where Duty of Candour applied. Nature of incident: Duty of Candour raised for accident where resident fell and fractured his femur. Incident fully investigated and reported. Relative invited to a Duty of Candour meeting but declined to attend. Nature of incident: Duty of candour raised for incident whereby a resident received an overdose of Paracetamol. No lasting harm occurred. Incident fully investigated and reported. Relative invited to Duty of Candour meeting but declined to attend. Nature of incident: Duty of Candour raised for an incident where a resident had staples to a wound in her head following an unwitnessed fall. No lasting harm occurred. Incident fully investigated and reported. Relative declined invite to attend Duty of Candour meeting. Nature of incident: Duty of Candour raised for incident where a resident had sutures to head wound following a witnessed fall. No lasting harm occurred. Incident fully investigated and reported. Family were invited to attend a Duty of Candour meeting but declined to attend. Nature of incident: Duty of Candour raised for incident concerning a resident who sustained a fracture due to witnessed fall. Incident fully investigated and reported. Family were invited to attend a Duty of Candour meeting but declined to attend. Nature of incident: Duty of Candour raised for incident concerning a resident who sustained a fracture due to an unwitnessed fall. Incident fully investigated and reported. Relatives were invited to a Duty of Candour meetings but declined to attend. Unfortunately, there were incidents where Duty of Candour duties should have been invoked but were not. Reasons for failure were inexperienced management and lack of familiarity with Duty of Candour procedures. Another factor was due to Police involvement in two serious incidents, where it was understood that Police involvement superseded Duty of Candour. Conclusion Within the reporting period, there were no Duty of Candour incidents reported from in-house home care or social work services and only six from commissioned care home providers. From those reported, none had lasting consequences for the person to whom the duty applied - appropriate action taken, lessons learned, procedures and training revised, and where applicable, families informed, and invited to discuss in more detail. In future, if any incidents occur that invoke Duty of Candour proceedings, there will be a review process to identify lessons learned, with the result of the review Page 482 of 484
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shared with the relevant person/persons. This approach will minimise the impact on the organisation and the vulnerable people that we strive to support. Appendix A – Definition of Harm and appropriate level of response Grading of Harm Definition of Harm Level of Response No harm, incident prevented Any service user safety incident that had the potential to cause harm but was prevented. These incidents are outside of the scope of the duty of candour. Social work professionals may however feel it is appropriate to inform the person involved if it is in their best interest. No harm, incident not prevented Any service user safety incident that occurred but no harm was caused to the person involved. These incidents are outside of the scope of the duty of candour policy. Being open in a discussion between staff involved and the service user and their family is usually undertaken locally. Low Harm Any service user safety incident that led to the extra observation or minor treatment such as first aid or additional medication for the person involved. These incidents are outside of the scope of the duty of candour policy. Being open in a discussion between staff involved and the service user and their family is usually undertaken locally. Moderate Harm A level of harm that is not permanent but has led to a moderate increase in treatment or prolonged psychological harm of more than 28 days. For example, a return to theatre, an unplanned readmission to hospital, unexpected admission to critical care, a prolonge hospital stay or additional out service user visits. Duty of candour is a statutory requirement. Notification should be given to the person affected or their representative in person including an explanation of the incident, the process for investigation and an apology. This will be followed up in writing and on conclusion of the investigation the findings and outcome will be available to the service user of their representative. Serious Harm Any service user safety incident that has resulted in permanent harm that is directly related to the incident and not the natural course of an illness or the underlying condition of the person affected. Examples of severe harm are permanent lessening of bodily functions, sensory, motor, physiological or intellectual function, removal of the wrong organ or limb or brain damage. Duty of candour is a statutory requirement – see above. Death Any service user safety incident that directly resulted in the death of a person and is not related to their illness or underlying condition. Duty of candour is a statutory requirement – see above. Page 483 of 484
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Appendix B Organisations who provided a response: all but one returned a nil response. All New Beginnings Angels Aspire Beechwood Care Home Capability Scotland Care One Professional Care Solutions C-Change Cera Care Cornerstone Deanston Care Home Enable Scotland Enhance Supported Living Services HRM Inclusion Scotland Invercare Keane Premier Support Services Key Housing Lanarkshire Association for Mental Health Lanarkshire Care Partners Local Lanarkshire Care Lochside Manor Love Partners in Play Penumbra PHEW Potential Living Quarriers Scottish Autism Support for Ordinary Living The Richmond Fellowship Scotland Thera Care Turning Point Scotland Wheatley Care Page 484 of 484